University of Zurich, Switzerland
Philipp Gonon studied Law and Journalism from 1974 until 1976 at the University of Fribourg, Switzerland. Afterwards he continued studying Pedagogy at the University of Zurich, Switzerland, and at the Free University of Berlin, Germany. From 1986 until 1992 he became research assistant and lecturer at the Institute of Pedagogy of the University of Bern, Switzerland where he finished his postdoctoral lecture qualification in 1997. From 1999 until 2004, Gonon was appointed to Full University Professor at the Chair of Vocational and Operational Further Education at the University of Trier in Germany. Since 2004, Gonon has held the Chair of Vocational Education and Training and Vocational Teacher Training at the University of Zurich, Switzerland. Gonon has done research about Georg Kerschensteiner, the relation of schooling and vocation and about the European educational reforms. He specialised in the areas of historical and international comparative educational research. In addition, Gonon does research in quality assurance and evaluation, modularization in Vocational Education and he publishes about Philosophy and Theory of Vocational Education.
National Taiwan Normal University, Taipei, Taiwan
Jon-Chao Hong has received his doctoral degree in
Education from the University of Illinois,
Champaign-Urbana, and is currently working as a
Chair professor in the department of industrial
education at National Taiwan Normal University
(NTNU). As the director of Digital Game-based
Learning Laboratory (GBL), he has developed 9 web
games, 24 educational Apps and VR for skill training
and language learning.
As the secretary general of Taiwan Creativity Development Association, he also organizes several creative contests relevant to STEAM, such as PowerTech Contest to invite elementary, junior and senior high school students to produce robots or miniatures in the morning and using these to compete in the afternoon to ensure students’ hands-on creation without parents or teachers’ assistance. As the executive secretary of International Exhibition for Young Inventors (IEYI), he also promotes the innovative contest to give students an opportunity to stimulate their science inquiry abilities, and also cultivated students’ creativity and thinking attitude of STEAM. In addition, he has published a number of academic articles in international journals related to digital game-based learning and thinking skills and creativity about 45 articles on Social Sciences Citation Index (SSCI) journals and received the Outstanding Research Prize from Ministry of Science and Technology in Taiwan.
Abstract: Considering the theoretical background for VR designing, our lab adapted a “mirror neuron system” (i.e., playing piano with a paper keyboard, then to transferring to the real piano to practice that can save practice time) to skill transfer; and provided scaffolding (i.e., to provide guidance before actions and feedback after wrong actions), to build correct procedural and safe knowledge in VR skill training. For instance, VR-Jazz-Drum which applies mastery learning theory to play the Jazz drum, players can use it to practice rhythm or create their own melody. VR-Fire-Escaping, which applies embodied cognition theory to design fire scenarios for users to practice, then anchoring their conditional response to transfer learning effect on fire escape. VR-Car-Detailing, which involves designing procedures and safe guidance for users to practice and assess, then transfers learning to real car detailing. VR-Sense of Danger, which designs how to avoid accident happen in relation to wellhouse to experience the consequence of inappropriate behavior. Besides VR design, we have also developed some Apps for collaborative learning, for example, applying connectome model to design a teamwork game--Picasso game to develop learners’ imaginativeness and creativity in composition; applying implicit cognition theory to design a computational thinking board game— Comput-Up to discipline students’ strategic thinking and domain knowledge.
University of Twente, The Netherlands
Prof Dr Piet Kommers
is one of the early pioneers in Educational
Technology for Learning since the rise of
Computer-Based Instruction. His work for NATO,
UNESCO, the Asian Development Bank and the European
Commission encouraged him to consider societal and
political factors for the further evolution of
learning technologies. His work on metacognitive
knowledge representation methods gave him the basis
for A.I. in student autonomy and will further
scaffold the integration of CHAT-GPT in Higher
Education. His lectures on ‘A.I. and the
Geopolitical Landscape’ provide pragmatic guidance
for teachers, policy makers and corporate learning
Abstract: My lecture will be built on my recent book: “Sources for a Better Education”. Its target is the quality of didactic practices when a teacher arrives at a good level of professional experience and asks, ‘how can I become an even better teacher?’ What does it imply to be an ambitious teacher in the era of arising ChatGPT, Virtual Reality and Learning Analytics? The mainstream innovations in Secondary and Higher Education are 1. learners’ metacognitive awareness, 2. the 21st century skills and 3. thematic integration among the pillarized subject domains in curricula so far. STEAM is the attempt to guide students in problem solving and creative thinking; it is the acronym for Science, Technology, Engineering, Arts and Mathematics. This lecture sketches the main line in educational and pedagogical evolution in the 20th century and opens the mind for knowledge architectures and adequate representations. It offers the antecedents for ‘conceptual thinking’ by asking: ‘what an idea implies when it migrates into another application domain?’ Even for experienced teachers, it is a challenge to add the conceptual analogy to didactic scenarios. However, once witnessed students’ growing capacity to ‘think about the unknown’ it is a true incentive for continuing along the lines of epistemic alertness and aiming the further transfer of what was learnt before.
King Mongkut's University of Technology North Bangkok (KMUTNB), Thailand
Prachyanun Nilsook is an Professor at the Division of Information and Communication Technology for Education, King Mongkut's University of Technology North Bangkok (KMUTNB), Thailand. He currently works in the field of ICT for Education and Vocational Education Technology Research Centre. He is a member of Professional Societies in the Association for Educational Technology of Thailand (AETT)
Abstract: Generative AI is something that is designed to be able to create new things. By relying on existing data sets with algorithms that quickly turns text into images, audio, video, and new information. It has become a tool that is used in every industry. Many fields are using it to generate new ideas that cannot be achieved using traditional methods. While the education circle talks about bringing creativity into reality by calling it imagineering, if Generative AI is used as a tool for learning and teaching by integrating it with the imagineering process. There will be a new paradigm in educational management. It will make students' imaginations lead to creativity, creating new things and becoming innovators of the future.
Polytechnic Institute of Portalegre, Portugal
Luís Miguel Cardoso holds a PhD in Modern
Languages and Literatures, in the speciality of
Comparative Literature from the Faculty of Letters
of the University of Coimbra, Portugal. He was Dean
of the School of Education and Social Sciences of
the Polytechnic Institute of Portalegre, Portugal,
between 2010 and 2018 and Deputy Director of the
Master in Media and Society. He was President of
ARIPESE, Association of Reflection and Intervention
in the Educational Policy of Higher Education
Schools in Portugal (2015 – 2018)
Adjunct Professor at the Department of Language and Communication Sciences at the School of Education and Social Sciences of the Polytechnic Institute of Portalegre, Portugal, he is a professor of Higher Education since 1995.
He is a researcher at the Centre for Comparative Studies at the University of Lisbon.
He was the Coordinator of the Communication Bureau of the Polytechnic Institute of Portalegre (2013 – 2017).
His main areas of teaching and research are Sciences of Language and Communication, Pedagogical Innovation, Literacies, Education, Higher Education and Social Responsibility, and Literature and Cinema, under which published articles and book chapters, and made presentations in Portugal and several countries, including Brazil, Spain, Luxembourg, France, Switzerland, United Kingdom, Italy, Greece, Hungary, Bulgaria, Poland, Canada, Thailand, Turkey, Colombia, Ukraine, Philippines, Indonesia, United Arab Emirates, Australia, Pakistan, Saudi Arabia, Mozambique, China and India. In 2016, he published the book Literature and Cinema. The Look Of Janus. Vergílio Ferreira and the space of the unspeakable, by Editions 70, Portugal.
He is a member of several international organizations and associations, as well as a member of the editorial board of international journals in the areas of Language and Communication Sciences, Comparative Literature, Literature and Cinema, Literacies and Education.
The intersection of education and technology in the
21st century is a dynamic and evolving landscape
that is expected to shape the future of learning and
knowledge acquisition. As we look ahead to the year
2030, several key trends and considerations emerge.
Technology will play a crucial role in tailoring
educational experiences to individual needs.
Adaptive learning platforms, artificial
intelligence, and data analytics will enable the
creation of personalized learning paths, ensuring
that students can progress at their own pace and
focus on areas where they need the most support,
Therefore, the traditional classroom model is likely
to be complemented, if not replaced, by a
combination of online and offline learning. Virtual
classrooms, digital resources, and collaborative
online platforms will become integral to the
learning process, offering flexibility and
accessibility to a global student population, withe
the education technology (EdTech) industry
flourishing, providing innovative tools and
solutions for both educators and learners. Virtual
reality (VR), augmented reality (AR), gamification,
and interactive simulations will become commonplace,
enhancing engagement and making learning more
immersive. Education will shift towards equipping
students with the skills needed for the rapidly
changing job market. Emphasis will be placed on
critical thinking, problem-solving, creativity,
digital literacy, and adaptability. Vocational and
technical education will also gain importance as
demand for specialized skills grows.
In summary, the future of education in the 21st century will be closely intertwined with technological advancements. Striking a balance between embracing innovation and addressing the ethical and societal implications will be crucial in creating an education system that prepares students for the challenges and opportunities of the future.
Nanyang Technological University, Singapore
Dr. Jian-Jun SHU is a recipient of the British Institution of Mechanical Engineers 1992 BFPA Prize for Young Engineers. His scientific findings have been published in the reputable chemistry journal 《Journal of the American Chemical Society》, the reputable physics journal 《Physical Review Letters》, and the reputable engineering journal 《Journal of Fluid Mechanics》. He is a member of the editorial boards of the journals of (Nature) Scientific Reports and Mathematical Problems in Engineering.
Game theory is a research topic of transcribing one
specific decision-making process into a game-like
situation to facilitate analysis and hence to result
in a rational strategy. The Parrondo’s paradox is an
incredibly special complement to contemporary game
theory. It describes a counterintuitive phenomenon
where two individually losing games could be
combined in producing a winning expectation. It is
shown here that other possible paradoxical effects
can be produced by manipulating parameters in the
probability space. The issues associated with the
paradox are discussed and the potential application
of the paradox is addressed.
University of Malaya, Malaysia
Associate Professor Dr. Chew Fong Peng is the Chair of the Centre for Research in Language Education (CRiLE), Faculty of Education, University of Malaya (UM), Malaysia. She teaches Malay Language Education, Chinese Language Education, and early childhood education programs. She has presented approximately 180 working papers in international and international seminars and conferences in Malaysia and foreign countries, published 9 books, 137 articles published in journals, 71 papers in conference proceedings, 45 chapters in books, 21 translated books including creative writings, 14 edited books, and edited creative writings. She is the book editor of Taylor & Francis, editor for Malaysian Year 4, 5, and 6 History textbooks, and Year 1 Arts and Music Education textbooks. Assoc. Prof. Dr. Chew has completed 31 research projects, 10 of which were led by Chew. She won many medals in the academy and innovative expo, besides being listed in Marquis Who's Who in the World 2011, 2012, 2014, 2015, 2017, 2018, 2019, and 2020. Chew is an article reviewer for established international journals on the Web of Science and Scopus, such as Asia-Pacific Education Researcher, Asia Pacific Journal of Education, SAGE Open, Educational Research and Reviews (ERR), Pertanika: Journal of Social Sciences and Humanities, GEMA Online, etc. Associate Professor Dr. Chew is also a member of the editorial board of 11 national and international journals including the Journal of Contemporary Educational Research, Review of Educational Theory, GATR Global Journal for Business & Social Science Review, and Advisory of International Research and Development Center for Publication (IRDCP). She was invited as a visiting professor at Peking University, China from October 2011 to June 2012.
Abstract: The literary component in Malay Language was first introduced in all national secondary schools in Malaysia in year 2000. Students are required to study all literary genres including traditional prose, traditional poetry, short stories, novels, dramas, and modern poetry. Overall, the secondary school students need to read five novels which are distributed one each year. On the other hand, the selected novels are different based on four zones, namely Zone One (Perlis, Kedah, Penang, Perak), Zone Two (Selangor, Negeri Sembilan, Kuala Lumpur, Putrajaya), Zone Three (Johor, Sabah, Sarawak, WP Labuan), and Zone Four (Kelantan, Terengganu, Pahang, Melaka). This speech will focus on the selected novel texts from Forms I to Form V of the current syllabus based on zones and its suitability according to students and text books aspects.
International University of Islamic Denominations, Iran
Biography: Masoud Shavarani is Assistant Professor at the International University of Islamic Denominations (Tehran) and Head of Comparative religions department. He has a Bachelor Degree in Comparative Religions from the International University of Islamic Denominations, and Master degrees in Comparative Religions and Mysticism from University of Tehran. He holds a PhD in Religious Studies in the field of Islam and Ecology from University of Religions and Denominations. He teaches Comparative religions, Islamic Theology and Sufism, and his main fields of research are the relationship between Islamic Theology and Sufism and Environment, focusing on criticizing human-centered teaching. He is a member of Research Institute of Comparative Studies of Religious Future Studies, as well as a member of Association for Iranian Studies (Toronto) and Associate Editor of Journal of Practical Theology (Iran).
The planet is facing an unprecedented and dangerous
environmental crisis, environmental problems such as
consumerism, increase in human population, soil
erosion, drought, drying up of rivers and lakes,
destruction of forests and plants, extinction of
insects and animals, use of fossil fuels, greenhouse
gas production, etc. Muslim countries such as Iran,
Iraq, Syria, Lebanon, Yemen, Somalia, Afghanistan,
Pakistan, Bangladesh, Indonesia, Kazakhstan,
Uzbekistan, Egypt, Libya, and Sudan are also heavily
involved with these problems. In Islamic theology,
there are two influential approaches to the behavior
of Muslims, which have caused the destruction of the
environment in Islamic countries. The first approach
is the Anthropocentric doctrine in Islamic theology.
According to this view, Muslims believe that man is
the supreme being on earth and God’s successor on it
(Khalīfa Allāh), and everything on earth is created
for man’s use. The second approach is the
Apocalyptic attitude (ākhir al-zamān) in Islamic
theology. This view has also had an inappropriate
effect on the behavior of Muslims toward the
environment, because according to this approach,
Muslims are waiting for the occurrence of
Apocalyptic events that will lead to the destruction
of the earth, and consequently in the end, the
environment will be completely destroyed. For
protecting the environment in Islamic countries,
these two very influential attitudes toward the
behavior of Muslims must be changed.
Amazon.com Inc., United States
Abhimanyu is an Economist at Amazon working on dynamic causal models and causal machine learning. His prior research has used methods from machine learning, deep learning and natural language processing combined with econometric approaches to study problems in applied microeconomics and empirical corporate finance. He holds a PhD in financial economics from Stanford University.
Abstract: This talk will discuss the problem of causal inference, and cutting-edge approaches to address it. We will focus on the use of machine learning and deep learning in this area, and emphasize applications and complexity in the technology industry. We will also discuss strategies to validate estimates and methods for implementing such models at scale.