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2017 International Conference on Education and E-Learning

November 2-4, 2017, Bangkok, Thailand

Keynote Speakers

 

Prof. Xabier Basogain
University of the Basque Country - Euskal Herriko Unibertsitatea, Spain
 

Xabier Basogain is professor of the University of the Basque Country - Euskal Herriko Unibertsitatea. He is doctor engineer of telecommunications by the Polytechnic University of Madrid, and member of the Department of Engineering Systems and Automatics of the School of Engineering of Bilbao, Spain. He has taught courses in digital systems, microprocessors, digital control, modeling and simulation of discrete events, machine learning, and collaborative tools in education. His research activities include the areas of: a) soft computing and cognitive sciences to STEM; b) learning and teaching technologies applied to online education and inclusive education; c) augmented and virtual reality with mobile technologies.
Speech Title: Transition to a Modern Education System Through e-Learning
Abstract:
All around the world, governments are using international benchmarking of education systems as the method to identify the top performing countries. After the world best education systems have been identified, they are used as models for the rest of the countries. This procedure has an obvious limitation: if the rankings are obtained assessing content and methods already established, these are perpetuated. New curriculum and methodologies are difficult to integrate into existing education systems. Research in the last two decades has shown the limitations of the current education systems and the need to incorporate new paradigms. However, the current method that the governments use to design their education systems makes the adoption of radically new paradigms a highly risky proposition. This paper reviews the limitations of the current education systems, in particular in the area of mathematics. It discusses a set of fundamental changes in curriculum and teaching methodology. Finally, it reviews the role of e-learning as an integral part of the transition from traditional education systems to modern systems.

 


Prof. Anja Pfennig
Applied University Berlin, HTW, Germany

A. Pfennig was born in BĂĽdelsdorf, Germany in 1970. She studied Minerology at the Rheinische Friedrich Wilhelms University Bonn, Germany, where she graduated in 1997. Her Ph.-D. in the field of ceramic moulds for liquid metal casting was earned in 2001 from the Friedrich Alexander University of Erlangen, Germany. She then worked for Siemens Energy in charge of ceramic shields for stationary gas turbines and transferred to Berlin in 2008 where she conducted scientific research on the oxidation of high temperature materials and corrosion behavior of steels used in Carbon Capture Techniques. 2009 she became full professor at the Applied University Berlin, HTW where she currently teaches material science for engineering students. Anja Pfennigs research interest and expertise is in the field of corrosion and corrosion fatigue of materials at high temperature and high pressure simulating geothermal environments. Here she involves students in practical project based lectures. For 6 years her teaching and teaching related research focusses on matters concerning first year students. Diversity, motivation, duration and step-by-step success are important when designing a new course. Inverted classroom scenarios, blended learning concepts, online courses and alternative grading are important research topics with regard to practical and theoretical study results and development of self-confident young engineers. Anja Pfennig successfully produces lecture videos using the peer-to-peer approach and implements these in her first year courses as study source in inverted classroom scenarios. The impact of lecture films on study behavior, continuity and study results is her main interest as lecturer and researcher.
Speech Title: Peer-to-peer lecture films in a first year laboratory material science course
Abstract: Material science is believed to be one of the more complicated subjects for first year students of mechanical engineering because the scientific background is generally not taught at school or during job training. First year students of mechanical and automotive engineering at HTW Berlin are required to take 2 classes in material science with laboratory exercises accompanying the education. Still, basic knowledge upon theory is necessary to work practically during lab sessions and hand out are given to the students. Additionally lecture films show the laboratory routine prior to lab hours and show students what they are going to experience and learn. These films were initially inspired by students and conducted during a one term semester project supervised by lecturers and film experts (peer-to-peer approach). It was found that students watching the films were prepared better and gained more knowledge during practical work than those who did not have access to the films. Watching the introductory films lead to more download activity and actual studying of the lectures provided to prepare the experiments and furthermore lead to slightly better testing results.

 

Assoc. Prof. Eric C.K. Cheng

The Education University of Kong Kong, Hong Kong

Dr. Eric Cheng is a specialist in knowledge management, educational management and Lesson Study. He is currently associate professor of the Department of Curriculum and Instruction of the Education University of Hong Kong. Eric earned his Doctor of Education in education management from the University of Leicester. He has been publishing locally and internationally, with over 50 articles in various media covering the areas of knowledge management, school management and Lesson Study. He is the author of an academic book entitled Knowledge Management for School Education published in 2015 by Springer. Eric has been successful in launching more than 10 research and development projects with external and competitive funds in the capacity of Principal Investigator (PI). He received the Knowledge Transfer Project Award from EDUHK in 2014-15, Scholarship of Teaching Award in 2013-14 and Knowledge Transfer publication Awards in 2012-13 form Faculty of Human Development of EDUHK.
Speech Title: E-Learning for Developing Personal Knowledge Management Competency
Abstract: This presentation will report a case study of developing pre-service teachers’ personal knowledge management (PKM) competency by applying a set of eLearning tools in a collaborative action research training approach. PKM competency is an intertwined macro-competency that involves cognitive, metacognitive, information, social and learning competencies. Mastering PKM competency will help learners to achieve effective learning and support workers to improve their productivity. This study adopted an experimental design to examine the effect of using eLearning tools and activities with action research approach on developing PKM competency. Free and easy to use collaborative blended learning tools that promote PKM skills will be introduced. The eLearning tools included Zotero for supporting effective citation, Google Alert for retrieving resources, Google Drive for documents storing and co-editing, Prezi for effective presentation and EverNote for note-taking were introduced to the experimental group. Results showed that the injection of e-learning tools with collaborative action research activities in the training course had an impact on most of the pre-service teachers in terms of nurturing their competencies on instructional design and assessment strategies. Discussion, cooperative learning, task-based learning and modelling were identified as effective training strategies that integrated with the eLearning tools for developing them with instructional design skills.