Keynotes
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Keynote 1：
Computer-Based Learning Environments for Deeper Learning in Problem Solving ContextsDr. Minhong (Maggie) WangAssociate Professor, Director of the KM&EL LabFaculty of Education, The University of Hong KongVisiting Research ProfessorBeijing Advanced Innovation Center for Future EducationBeijing Normal UniversityJune 9 (Fri), 2017, 2:00-4:00pmRoom 208, Yanbo Building, Beijing Normal UniversityAbstract:
Learning through problem solving has been widely promoted in educational practice, and more recently in computer-based learning environments. Despite the support of technology, effective learning through problem solving is difficult to realize since learning in such contexts often involves complex processes. Many students tend to engage in surface experience rather than meaningful learning by developing in-depth understanding of practical experience, relating new ideas with prior knowledge, converging knowledge by resolving conflicts, and integrating discrete pieces of knowledge into a coherent whole. The speaker will share the research and development on how deeper learning in problem solving contexts can be empowered by effective design of computer-based learning environments, and by appropriate analysis of learning in such environments. The talk will be linked to two research workshops/symposiums on deeper learning in technology-enabled learning environment led by the speaker at the 2016 International Conference of the Learning Sciences (ICLS) and the 2017 Annual Meeting of the American Educational Research Association (AERA) – see details at http://kmel-lab.org/website/AERA.htm.Bio:
Dr. Minhong (Maggie) Wang is an Associate Professor with the Faculty of Education at the University of Hong Kong. She established the Laboratory of Knowledge Management and e-Learning in 2009, and has been its director since then. Her areas of expertise include e-learning design and analysis, problem solving and scaffolding, visualization-based learning environment, STEM education, and medical education. She was a visiting scholar at Harvard Graduate School of Education, University of Cambridge, and MIT Sloan School of Management. She holds a Visiting Research Professor position at the Beijing Advanced Innovation Center for Future Education, Beijing Normal University. She is the Editor-in-Chief of Knowledge Management & E-Learning (Scopus indexed), and Associate Editor of Information & Management (5-Year Impact Factor: 3.175). Her research has been supported by the General Research Fund, the Research Grants Council of Hong Kong. More details can be found on http://web3.edu.hku.hk/magwang/. -
Keynote 2：
Fostering Critical Thinking Through Online Collaboration:Building on Past Success and Facing Future ChallengesSharon J. Derry (APA Fellow)Thomas James Distinguished ProfessorSchool of EducationUniversity of North Carolina at Chapel Hill, USAJune 14 (Wed), 2017, 2:00-4:00pmRoom 208, Yanbo Building, Beijing Normal UniversityAbstract:
For many years I have taught and conducted research in online learning environments at major universities. I currently offer an online class (Human Abilities in Learning, aka HAL Online) in which education majors study conceptual material about the science of learning, then deepen their understanding by using concepts in authentic, mentored collaborative activities that take place asynchronously online. The HAL Online model, which has evolved through research over many iterations, accords well with current collaborative learning theory and provides a successful scalable model for online professional instruction. In this talk I will describe the model and report research demonstrating its effectiveness and providing insights into underlying learning mechanisms. However, this model requires continuous online monitoring and assessment of collaborative process, which is resource intensive. Its scalability requires developing algorithms to support large collaborative courses with appropriate analytics and automated forms of assessment. I will examine some of these major assessment challenges.Bio:
Sharon Derry is the Thomas James Distinguished Professor in the School of Education at the University of North Carolina at Chapel Hill. She received her PhD in Educational Psychology from the University of Illinois with specialties in both cognition and instruction and quantitative/evaluative methods. Her research focuses on design and study of innovative learning environments in which students learn through experience. Her numerous funded projects and publications represent a career interest in promoting innovation and theory at the intersection of learning science and technology. Derry’s publications appear in the American Educational Research Journal, Journal of Educational Psychology, Review of Educational Research, Educational Psychologist, and The Journal of the Learning Sciences, and she has edited books on topics related to technology in education and interdisciplinary collaboration in research. -
Keynote 3：
Rethinking the Internet in Higher Education: Back to the BasicsCher Ping LimChair Professor of Learning Technologies and Innovation
Department of Curriculum and Instruction
Faculty of Education and Human Development
The Education University of Hong KongJune 15 (Thu), 2017, 2:00-4:00pmRoom 208, Yanbo Building, Beijing Normal UniversityAbstract:
Higher education institutions all over the world are faced with the inter-related challenges of education equity, quality and efficiency. Research studies have shown how the Internet provides opportunities to address these challenges. However, there are sustainability and scalability issues for many of these studies and these Internet-enabled practices have just been observed among a few courses in an institution. This keynote address seeks for a rethinking of the Internet in higher education but going back to the basics of (1) alignment of learning outcomes (including 21st century competencies), (2) design of assessment tasks, (3) establishment of partnerships and collaborations, and (4) promotion of and support for excellence in teaching and scholarship of teaching.Bio:
LIM Cher Ping is a Chair Professor of Learning Technologies and Innovation at the Education University of Hong Kong and the Editor-in-Chief of the Internet and Higher Education. Over the last two decades, he has been able to engage major stakeholders of higher education at the institutional, national and international levels. Organisations including UNESCO, Microsoft, Asian Development Bank, World Bank, Sampoerna Foundation, and government agencies have become his partners for many of the education research and development projects that he has led. -
Keynote 4：
Higher Order Thinking Skills, Technology and Social InteractionDr. Li LiSenior Lecturer Graduate School of Education University of Exeter, UKHigher Order Thinking Skills, Technology and Social InteractionJune 19 (Mon), 2017, 2:00-4:00pmRoom 208, Yanbo Building, Beijing Normal UniversityAbstract:
Teaching thinking is important for learning and social practice to develop global citizens with creativity and innovative capacity (MacDonald, 2005). Policy reports from around the world stress that education for higher level skills, such as problem-solving, creativity and learning to learn, is crucial for future economic growth (e.g., World Bank, 2011), and equally critical thinking, resilience, tolerance and reasonableness are all also essential to personal and collective well-being in an increasingly globalised world (OECD, 2014). In educational research, the development of students’ thinking skills has been strongly recommended by many scholars and educators (e.g., Avargil et al. 2012; Wegerif, Li and Kaufman, 2015). At a policy level, there is a trend in including thinking skills in curricula. However, critical and creative thinking is still a myth to many educators and teachers. In this talk, I will be exploring how higher order thinking skills are developed/facilitated by technological environments and social interaction.Bio:
Li Li (PhD, MPhil, PCAP, BA) is Senior Lecturer at the Graduate School of Education in the University of Exeter. She conducts theoretical and empirical research on a range of topics but is particularly interested in teacher cognition and language, thinking skills, interaction and technology. She has published widely in these topics, with about 40 scholarly papers, 4 books, 2 special issues, and 1 edited book. In addition, she is a core member of THINK group at Exeter. She guest edited Thinking Skills and Creativity and a joint project with colleagues in ECNU on Millennium Learners. She also co-edited Handbook for Researching in Teaching Thinking Skills (with Rupert Wegerif and James Kaufman, 2015 by Routledge) and is currently working on a book series on thinking skills. She is also on editorial board of Thinking Skills and Creativity, and Classroom Discourse. Li Li has successfully supervised 14 doctoral research projects in different contexts and currently acting as the first supervisor for 15 doctoral students and second supervisor for 1 project.
主题演讲
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主题演讲1：基于计算机学习环境的问题解决语境下的深入学习研究主讲人：王敏红（Maggie）博士香港大学教育学院教授，知识管理与数位学习实验室主任北京师范大学未来教育高精尖创新中心访问研究教授时间：2017年6月9日（周五），下午2:00-4:00地点：北京师范大学演播楼208会议室演讲摘要：
通过问题解决来学习已被广泛应用于教育实践中，包括近来在基于计算机的学习环境。尽管有技术支持，但通过问题解决达到有效学习的目标常常难以实现，因为这种情况下的学习过程通常都很复杂。许多学生的学习流于表面体验而非通过深入了解实践经验，将新想法与先前的知识相结合，通过解决冲突将知识整合，并将零散的知识拼接成一个连贯的整体，从而达到有意义的学习。此演讲将分享一些研究及发展成果，展示如何通过基于计算机学习环境的有效设计以及对该环境中的学习进行适当分析，从而获得通过解决问题深入学习知识的能力。此演讲与本人主持的2016年国际学习科学大会（ICLS）和2017年美国教育研究协会（AERA）年会中的两个与技术辅助学习环境下的深入学习有关的研习班/研讨会联系起来。个人简介：
王敏红博士是香港大学教育学院教授。2009年，她成立知识管理与数位学习实验室，并一直担任该实验室主任。她的专业领域包括数字学习设计与分析、问题解决与支架式教学，基于可视化的学习环境、STEM教育和医学教育。是哈佛大学教育学院、剑桥大学和麻省理工大学斯隆管理学院的访问学者。她在北京师范大学未来教育高精尖创新中心担任访问研究教授职务。担任《知识管理与数字学习》总编辑、《信息与管理》副编辑（5年影响因子：3.175）。她的研究得到香港研究基金支持。 -
主题演讲2：通过在线合作培养批判性思维：基于过去的成功，面向未来的挑战主讲人：Sharon J. Derry北卡罗来纳大学教堂山分校教育学院Thomas James特聘教授美国心理学协会会员时间：2017年6月14日（周三）下午2:00-4:00地点：北京师范大学演播楼208会议室演讲摘要：
多年来，我在多所重点大学从事在线学习环境教学和研究的工作。目前我正在教授一门在线课程（人类的学习能力，也就是HAL在线），面向的是教育专业学生，他们学习关于学习科学的概念，然后在非同步在线，且有老师辅导的真实协作活动中运用这些概念来加深理解。通过多次研究发展而来的HAL 在线模型与当前的协作学习理论相符合，为在线专业教学提供了一个成功的可量化模型。在该演讲中，我将描述这一模型并报告相关研究，展示其有效性，并为深入了解其潜在的学习机制提出一些启示。然而，这种模型需要持续的在线监控和协作过程评估，是资源密集型模型。其可量化性需要开发算法对大量的协作课程进行适当分析和自动评估。我会分析评估中面临的主要挑战。个人简介：
Sharon Derry是北卡罗来纳大学教堂山分校教育学院杰出教授。她由伊利诺伊大学获得教育心理学博士学位，擅长认知与教学、定量/评估方法领域。她的研究集中在体验式学习的创新学习环境的设计与研究。她的众多研究项目和出版物都表明她有意于促进学习科学和技术交叉领域中的理论创新。Derry教授的文章发表在《美国教育研究期刊》《教育心理学期刊》《教育研究评论》《教育心理学家》《学习科学期刊》等学术期刊上。此外，她还担任了有关教育技术，跨学科合作研究相关著述的编辑工作。 -
主题演讲3：重新思考高等教育中的互联网：回归本质主讲人：LIM Cher Ping香港教育大学教育与人类发展学部课程与教学系，学习技术与创新首席教授时间：2017年6月15日下午2:00-4:00地点：北京师范大学演播楼208会议室演讲摘要：
世界各地的高等教育机构都面临着教育公平、教学质量和教学效率的多元挑战。多项研究表明，互联网已经提供给我们应对这些挑战的机遇。然而，这些研究中很多都存在可持续性和可量化性的问题，目前也仅仅是在一个机构的几个课程中对互联网支持实践进行了观察。该主题演讲旨在重新思考高等教育中的互联网，直接回归以下问题的本质（1）学习成果（包括21世纪的能力）的一致性，（2）评估任务的设计，（3）建立伙伴关系和合作，（4）促进优秀教学，支持教学奖学金。个人简介：
LIM Cher Ping教授是香港教育大学学习技术与创新教授，并担任《互联网与高等教育》总编辑。过去二十年来，联合国教科文组织、微软、亚洲开发银行、世界银行、桑普纳基金会和政府机构等组织已成为他所领导的许多教育研究和开发项目的合作伙伴。 -
主题演讲4：高阶思维技巧、技术与社会互动主讲人：李利博士英国埃克塞特大学教育学研究生院高级讲师时间：2017年6月19日（周一）下午2:00-4:00地点：北京师范大学演播楼208会议室演讲摘要：
想要通过学习和社会实践来发展具有创造力和创新能力的全球公民，教学思维起着关键作用（MacDonald，2005）。来自世界各地的政策报告均强调解决问题、创造力和学习能力等高阶技能的教育对未来的经济增长至关重要（例如，世界银行，2011年），与此同时，批判性思维、顺应力、耐受力和理性思维对于日益全球化的世界中的个人和集体福祉也是不容忽视的（经合组织，2014年）。在教育研究中，许多学者和教育工作者十分推崇学生思维力的发展（如Avargil等，2012；Wegerif，Li and Kaufman，2015）。政策层面的趋势是将思维能力的培养纳入课程中。然而，批判性思维和创造性思维仍然是许多教育家和教师的迷思。在本次演讲中，我将探讨如何通过技术环境和社交互动来开发/提高高阶思维技巧。个人简介：
李利博士是英国埃克塞特大学教育学院高级讲师。她对一系列课题进行理论和实证研究，特别是对教师认知和语言，思维技巧，互动与技术领域有浓厚兴趣。她针对这些课题发表了大量著述，共有40篇学术论文、4本学术专著、2篇学术期刊特刊，并担任1本学术专著的编辑。此外，她还是埃克塞特思维小组（THINK Group）的核心成员之一，并与华东师范大学合作完成了新千年学习者（Millennium Learners）项目。她与Rupert Wegerif和James Kaufman合作编辑了《教学思维技巧研究手册》（2015年由劳特里奇出版社出版），目前正在撰写思维技巧系列丛书。她还是《思维技巧与创意》以及《课堂话语》的编辑委员会成员。李利博士已经成功指导了14个不同背景的博士研究项目，现任15名博士生的第一导师以及1个博士研究项目的第二导师。