Keynote I: AI+X to Boost Interdisciplinary Research and Foster Talents

Prof. Fei WU

Zhejiang University

Professional Biography:
Fei Wu received his B.Sc., M.Sc. and Ph.D. degrees in computer science from Lanzhou University, University of Macau and Zhejiang University in 1996, 1999 and 2002 respectively. From October, 2009 to August 2010, Fei Wu was a visiting scholar at Prof. Bin Yu’s group, University of California, Berkeley. Currently, He is a Qiushi distinguished professor of Zhejiang University at the college of computer science. He is the deputy dean of Shanghai Institute for Advanced Study of Zhejiang University, and the director of Institute of Artificial Intelligence of Zhejiang University. He is currently the Section Executive Editors-in-Chief of Engineering, editorial members of Frontiers of Information Technology & Electronic Engineering. He has won various honors such as the Award of National Science Fund for Distinguished Young Scholars of China (2016). His research interests mainly include Artificial Intelligence, Multimedia Analysis and Retrieval and Machine Learning.

Abstract:
Artificial intelligence (AI) has the potential to enhance every technology as it resembles enabling technologies like the combustion engine or electricity. However, contemporary AI systems are good at specific predefined tasks and are unable to learn by themselves from data or from experience, intuitive reasoning, and adaptation. From the perspective of overcoming the limitations of existing AI, interdisciplinary scientific efforts are necessary to boost future research in this field. In this talk, I will review the AI history and the outline the trend of AI, and discuss how AI+X boost interdisciplinary research and foster talents.  

Keynote II: AI-Supported Apps in Educational Gerontology

Prof. Yueguo GU

Beijing Foreign Studies University

Professional Biography:
Gu, Yueguo, M.A., Ph.D., Dr. Lit. honoris causa, is presently chief scientist of Artificial Intelligence and Human Language Research Centre. He is also director of China Multilingual Multimodal Corpora and Big Data Research Centre, Chinese Academy of Social Sciences and BFSU. His research interests include pragmatics, discourse analysis, corpus linguistics, rhetoric, and online education. His latest publications include The Routledge Handbook of Pragmatics (co-edited), The Encyclopedia of Chinese Language and Linguistics (co-edited, 5-volumes, Brill), the Chinese Painting, the Chinese Writing by FLTRP, and Gerontolinguistics and Multimodality Studies by Tongji University Press.

He was the winner of five national top research prizes, and was awarded a K. C. Wong Fellow of the British Academy in 1997. He is a holder of many honorary posts, most noticeably special professorship of the University of Nottingham, Adjunct Professor of West Sydney University, Visiting Lecture Professor of Peter the Great St. Petersburg Polytechnic University, and Distinguished Research Fellow of Sydney University.

Abstract:
Towards the end of 2020, China, according to the 7th national census, witnessed an aging population of over 260 million by the age of 60, of which 190 million over 65. These 260 million older people demand an education program of special sort, i.e., post-retirement education, part of educational gerontology in general. This paper first presents a brief review of educational gerontology in the global context. Also reviewed is China’s tradition and practice. The bulk of the paper is on the AI-supported apps our team has designed and preliminarily tested. They are: (1) Multimodal Journal, viz. smart phone-based app (xiaolao jinglao yingxiang riji孝老敬老影像日记); and (2) Life-course metaverse reconstruction (rensheng licheng chonggou 人生历程重构). What is of particular interest of the two apps is that it is designed to assist older people to be engaged in the Confucian theory of life-long learning, viz. self-cultivation, self-refinement, and self-enlightenment so that one eventually reaches ultimate wisdom and sage-hood.

Keynote III: Time to Wake Up from Our Innovative Learning Dreams and Make Smarter Learning a Reality

Prof. Curtis J. BONK

Indiana University

Professional Biography:
Curtis J. Bonk is Professor in the School of Education at Indiana University (IU) teaching psychology and technology courses and Adjunct in the School of Informatics at IU. He is a former software entrepreneur, certified public accountant, corporate controller, and educational psychologist who presently is an educational technologist, award-winning writer, highly published researcher, state-wide and national awardee in innovative teaching with technology, and internationally acclaimed presenter. In 2020, he was awarded the IU President’s Award for Excellence in Teaching and Learning Technology — and in 2021, received the David H. Jonassen Excellence in Research Award. In April 2022, the American Educational Research Association named him a 2022 AERA Fellow for his exceptional contributions to, and excellence in, education research and the following week he was honoured with the International Engagement award from the IU School of Education. Curt is the author of nearly 400 publications and has many widely used technology and learning related books. He can be contacted at cjbonk@indiana.edu and his homepage is http://curtbonk.com/.

Abstract:
For a half century, educators, psychologists, and researchers have been predicting that highly intensive, innovative, and individualized learning formats are only a few years away. Learners of all ages would enter enticing microworlds, highly engaging learning experience holodecks, fully immersive hands-on scenarios, high fidelity simulations and games, AI-based adaptive microlearning snippets, and completely free and open educational resources and courses on any topic. Massive open online classes were promised one day and then on demand microlearning snippets were delivered in the next. The learning related dreams we had in past decades were quickly forgotten as the next wave of learning technology came along. But all those dreams will prove pointless if they fail to address true problems or issues that some aspect of society is struggling with. It is time to wake up from such dreams of a glistening technological future and have our dream machines help us envision a world filled with open, informal, adaptive, nontraditional, and self-directed learning opportunities. When that happens, we will truly have arrived in the age of smarter and more innovative forms of learning where the learner is finally in charge of the dreams.

Keynote IV: 性格、行为、策略：复合式学习游戏的跨域性与动态性

施如龄 教授

中国台湾中央大学

Professional Biography:
施教授为美国哥伦比亚大学师范学院教育博士，传播与教育科技双硕士学位。专长于游戏式学习、跨域教学设计、质性研究、多模行为分析、人文社会研究、广电制作与传播、STEAM与机器人等。于2012年发表全球首创3D RPG台湾史诗数位学习游戏，2015年开发探索教育型跨平台数位谘商游戏，2018年发表机器人融入议题导向跨域学习游戏。近年发表一系列以数位人文为基础之情境议题游戏，如：<香料航道>、<华戎道>、<何往泰雅>、<木卫四>等，以机器人、仿生兽、物联网等融入跨域学习之竞合策略游戏，融合历史思维、运算思维、设计思考等多元整合的创新教学模式。其学术论文发表于CHB, C&E, BJET, ETS等，举办GCCCE, ICCE, CTE-STEM等国际研讨会，并担任IJSG与RPTEL学术期刊编辑、GCSCE学会主席，拥有实体化场景移动游戏之海峡两岸专利。曾荣获2011年吴大猷先生纪念奖，以及2012-2019连续两届优秀年轻学者计画，与中央大学教学杰出奖。

Abstract:
复合式游戏主要整合各种科技型态，包括数位系统、AR、机器人、IOT等融入于桌游中并产生各种教学模式、策略、机制与型态的变形。在复合式游戏中，以建构主义与社会认知为基础，建构仿真情境，让学生在历史情境中，了解在每一片土地上的人、事、物。透过目标任务与冲突事件，让学习者以不同角色去看到差异立场与多元观点，提高学生历史思维与历史感，解开游戏的隐藏传递信息。

此演讲主要分为两个部分：第一部分为“游戏设计与科技应用”，说明游戏设计的核心概念与多元变化；学习者、大地图、卡牌、物件、机构、机器人、电脑系统等，相互之间的动态连结与连带反应，使学习者探究、分析、使用、观察游戏参数的变化。同时，这种让所有学生共同参与的情境、多方参与式的IOT物件连动复杂数值，以及由协商、决策与互动所产生的动态结局，即是复合式游戏的精髓与科技创新的应用设想。第二部分为“动态行为与多模分析”，说明多方动态竞合的策略游戏，让学习者于冲突事件中进行个人选择、集体决策、跨群沟通与协商，为课室带来崭新的学习样态。学生的性格与其他相关因子如何影响其动态行为、社会关系、解难策略，都是此演讲探讨的议题。

Keynote V: Digital Citizenship Education through Virtual Exchange

Prof. Mirjam HAUCK

Open University

Professional Biography:
Dr. Mirjam Hauck is Associate Head for Internationalisation, Equality, Diversity and Inclusion in the School of Languages and Applied Linguistics at the Open University/UK and a Senior Fellow of the UK’s Higher Education Academy. She has written numerous articles and book chapters on the use of technologies for the learning and teaching of languages and cultures, in virtual exchange (VE) contexts in particular, i.e. online collaborative learning between groups of students in different cultural contexts and/or geographical locations.

Currently Dr Hauck’s scholarly work focuses on theorising and framing the nascent field of critical virtual exchange (CVE) which takes the fact that VE-based IaH is not inherently equitable inclusive as its point of departure. CVE is VE through the social justice lens and aims to ensure more equitable, inclusive and purposeful student exchange experiences.

Dr Hauck presents regularly at conferences, seminars, and workshops worldwide. She is the President of the European Association for Computer Assisted Language Learning (EUROCALL), and the Chair of the Language and Culture Expert Community of the European Association for International Education (EAIE). She serves as Associate Editor of the CALL Journal and is a member of the editorial board of ReCALL and LLT. She is a founder member of UNICollaboration.org and was a co-investigator in the EU-funded VAMOS, EVOLVE and ERASMUS PLUS Virtual Exchange projects.

Abstract:
In my contribution I will introduce the audience to Virtual Exchange and its role in Internationalisation at Home including recent examples from China. I will provide an overview of latest VE practices drawing on and expanding O’Dowd’s (2018) seminal summary. These involve VE projects that focus on digital co-production of artefacts, VE for teacher education, VE embedded in online teaching and virtual summer schools, and practices that gesture towards Critical Virtual Exchange (CVE). I will introduce my framework for CVE and present exchange examples where the critical dimension of VE is missing as well as exchange examples from the literature that operate at the interface of Critical Digital Citizenship Education and CVE (e.g., Sevilla-Pavón & Nicolaou, 2020). I conclude with considering the benefits and challenges of CVE-based IaH for students, educators, and institutional administrators.

Keynote VI: Integrating Human Knowledge and Machine Intelligence in Education

Prof. Minhong (Maggie) WANG

The University of Hong Kong

Professional Biography:
Dr. Minhong (Maggie) Wang is Professor and Director of the Laboratory for Knowledge Management & E-Learning in the Faculty of Education, The University of Hong Kong (HKU ranked No. 1 in Education and Educational Research by the U.S. News, Best Global Universities). She is also Eastern Scholar Chair Professor at East China Normal University and Visiting Research Professor at the Advanced Innovation Center for Future Education of Beijing Normal University. She is the Editor-in-Chief of Knowledge Management & E-Learning (indexed in Scopus & ESCI). Her research focus is on learning technologies for cognitive development, creative thinking and complex problem solving, knowledge management and visualization, and artificial intelligence applications. She has published more than 200 items including one monograph and 115 journal articles (73 in SSCI/SCI indexed journals; 48 in Q1 and 18 in Q2 journals) among others. She is recognized as ESI Top 1% Scholar in (a) Social Sciences, General, and (b) Economics & Business. More details can be found at http://web.edu.hku.hk/staff/academic/magwang.

Abstract:
Artificial intelligence (AI) has been increasingly utilized to support education in various aspects such as empowering smart learning content, offering immediate feedback, providing intelligent support, and assisting in teachers in instructional decision making. AI beats human intelligence in terms of computing power and memory in processing a huge amount of data and information, which enables tasks to be executed at a higher speed and more accurately. However, machine intelligence is dependent on human intellect, in particular human knowledge. Also, human brains outperform machines in many aspects such as comprehending abstract terms, working with complex thoughts, creating knowledge or innovative ideas, and processing emotions. To achieve the full potential of AI in education, it is important to integrate human knowledge and the power of AI systems. This talk will discuss how recent advances in AI may impact on education in various aspects and how human knowledge and machine intelligence can work together to shape the future of education.