Erik De Corte
Center for Instructional Psychology & Technology (CIP&T
University of Leuven, Belgium
Keynote Title: “Learning design: Creating powerful technology-supported learning environments”
Abstract: The interdisciplinary research in the learning sciences has and still does substantially contribute to meet the current need for new environments for learning by developing and elaborating new perspectives on the ultimate goal of school education, and on the nature of learning to achieve this goal. In this presentation I will first briefly review such a perspective. Against this background I will discuss the current state-of-the-art of the use of technology for learning in today’s classrooms, its shortcomings and needed directions for the future. This will be followed by the presentation of an example of learning design, namely a design experiment in which technology was used productively in fifth- and sixth-grade classrooms in the format of computer-supported collaborative learning. In the last part I will focus on the latest cutting-edge use of educational technology, namely the MOOCs (Massive Open Online Courses).
Bio: Erik De Corte is Emeritus Professor (of Educational Psychology) in the Faculty of Psychology and Educational Sciences at the University of Leuven, Belgium where he chaired from August 1994 till July 1998 the Department of Educational Sciences.
His major research interest is to contribute to the development of theories of learning from instruction and the design of powerful learning environments, focusing thereby on learning, teaching, and assessment of thinking and problem solving. He was the first President (1985-1989) of the European Association for Research on Learning and Instruction (EARLI). During the academic year 2005-2006 he stayed as a Fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford.
National Institute of Education
Nanyang Technological University, Singapore
Keynote Title: “Informal science education: Why the role of science centers will become even more important in the future”
Abstract: Informal science education is a key avenue through which many people, including students, enhance their learning beyond the formal science curricula. There are several approaches for fostering informal science education – for example, via television, newspapers, magazines, World Wide Web, science centers /science museums, etc. This presentation will focus more on the role of science centers in reaching out to the public through exhibitions, enrichment programs, promotional activities and other means. In particular, I argue that the institutional mechanisms for the promotion of informal science education by science centers provide a platform to reach out to many people, thus contributing towards sensitizing them to not only fundamental knowledge in the sciences but also other developments in science and technology. Linkages between science centers and schools have great potential to bridge the nexus between formal and informal science education sectors. While science centers are common in the developed world, there are very few science centers in the developing world. I also argue that there is a need for more science centers to be set up in developing countries so as to boost science literacy levels as well as foster public understanding of science. Findings on research on science centers from the author’s research group are also shared in this presentation.
Bio: Dr R. Subramaniam is an Associate Professor at the National Institute of Education in Nanyang Technological University in Singapore. He has previously held the administrative appointments of Associate Dean (Educational Research) and Associate Dean (Graduate Academic Programs) at the Institute. His current research interests are in the areas of science education, physics education, chemistry education, STEM education, primary science education, informal science education and science communication. Publications number over 100, and this comprises 75 papers in peer-reviewed international journals, 40 peer-reviewed chapters in edited books of international publishers, 6 books published by international publishers and 3 guest-edited special issues of international journals. He has successfully graduated 5 PhD and 10 Master’s degree students in various areas of science education.
Dr. Manuel Roblizo Colmenero
Universidad de Castilla La Mancha – Madrid
Keynote Title: “Information and communication technologies applied to educational practice: the transit from the myth to reality”
Bio: Dr. Manuel Roblizo Colmenero is a lecturer in Sociology in the Faculty of Education of Albacete, University of Castilla-La Mancha, Spain. He holds a BA Philosophy degree from Universidad de Valencia, PhD in Political Sciences and Sociology from UNED and BSc (Honors) Social Sciences with Sociology from The Open University.
Abstract: All through the last decades, the progressive implementation of information and communication technologies has occurred in educational practices all around the world. From the very beginning of the process, a number of expectations arose focused as much on the desirable increase in students’ involvement as on their potential growth in achievement. Nowadays social scientists and analysts have at their disposal a really wide empirical evidence that makes possible an effective assessment about what has actually changed in education due to the impact of new technologies. Our purpose is to pose this topic for discussion, founded on the findings of the different reports that international institutions provide to the educational community. Given its comparative nature, it is possible to transcend every country’s context and go beyond frontiers in order to highlight what is underlying in this new reality.
Université Sophia Antipolis – France
Keynote Title: “School violence through contents taught in school: implications for teachers and learners (Tentative title)”