Invited Speakers
Nobuo Funabiki received the B.S. and Ph.D. degrees in mathematical engineering and information physics from the University of Tokyo, Japan, in 1984 and 1993, respectively. He received the M.S. degree in electrical engineering from Case Western Reserve University, USA, in 1991. From 1984 to 1994, he was with the System Engineering Division, Sumitomo Metal Industries, Ltd., Japan. In 1994, he joined the Department of Information and Computer Sciences at Osaka University, Japan, as an assistant professor, and became an associate professor in 1995. He stayed at University of California, Santa Barbara, in 2000-2001, as a visiting researcher. In 2001, he moved to the Department of Communication Network Engineering (currently, Department of Information and Communication Systems) at Okayama University as a professor. His research interests include computer networks, optimization algorithms, educational technology, and web application systems. He is a member of IEEE, IEICE, and IPSJ. He was the chairman at IEEE Hiroshima Section in 2015 and 2016, and was a vice president at IEEE Consumer Technology Society in 2023 and 2024 where he is currently a BoG member.
In this talk, I first introduce a web-based Flutter Programming Learning Assistant System (FPLAS) for offering a self-learning environment to fundamentals of Flutter/Dart programing. Grammar-concept Understanding Problem (GUP) and Code Modification Problem (CMP) are implemented.
Then, I present a Docker-based platform for Flutter/Dart application developments through Visual Studio Code, ensuring a unified learning experience. To support independent learning by novices, a simple setup of the platform is provided with user-friendly instructions and automating tools. I also present an image-based UI testing method for this platform, which automates UI testing made by the answer code. It produces the UI image by running the answer code and compares it with the image made by the model code for the assignment using ORB and SIFT algorithms in the OpenCV library. A Python-Flask framework is adopted for its implementation as a web application.
Additionally, I introduce a Flutter/Dart application for introductory Python programming learning through Blockly programming, which is running on a smartphone. I hope that a lot of people will master Flutter/Dart programming through FPLAS and have interest in implementing mobile applications.
Jihong Ding is a Professor and Doctoral Supervisor at the College of Child Development and Education, Zhejiang Normal University, China. Her research interests include AI-enabled education, educational data mining, multimodal learning analytics, and learning sciences. She has led several research projects funded by the National Natural Science Foundation of China and the Ministry of Education of China. Her work has appeared in SCI, SSCI, CSSCI, and CCF-ranked journals. She is the author of academic books on educational data mining and intelligent learning systems. Prof. Ding received the second prize of the National Teaching Achievement Award and serves as a reviewer for the National Natural Science Foundation of China, international conferences, and scholarly journals in educational technology and artificial intelligence in education.
Nuno Martins holds a PhD in Digital Media from the University of Porto, a Master’s degree in Multimedia Art, and a Bachelor’s degree in Communication Design from the Faculty of Fine Arts of the University of Porto (FBAUP). He has also completed postdoctoral research in Design at FBAUP. He is a Coordinating Professor of Communication Design at the School of Design of the Polytechnic University of Cávado and Ave and serves as Director of the PhD program in Design in Digital Technologies. He is an integrated researcher at the Institute for Research in Design, Media and Culture (ID+), specialising in Design in Digital Media, and co-coordinator of the Territories and Communities (T+C) research group. He has participated in several funded research projects, both as a principal investigator and as a team member. In 2017, he co-founded DIGICOM – International Conference on Design & Digital Communication, and holds the position of Conference Chair of this scientific event. He is a member of the editorial boards of several scientific journals and editor of numerous scientific publications in the field of Communication Design, including books and proceedings of international conferences. As a designer, he has developed several nationally and internationally recognised projects, which can be consulted at www.nunomartins.com
This project adopted an action-research methodology and used audiovisual tools in order to respond to an identified problem: the lack of visibility of the impact that the activity developed by WS has on people. The work was divided into 3 stages: a) fieldwork to diagnose the problem; b) intervention (documentary film aimed at giving visibility to the people who directly benefit from the WS's activity: the trainees); and finally, c) evaluation of the result.
In order to observe and diagnose the problem, it was also necessary to adopt an ethnographic methodology, using fieldwork techniques and methods to get closer to the object of study, the most important elements in the creation and development of self-initiated educational practices. This work informed the next stage, in which different mechanisms were adopted to record and construct an audiovisual narrative, based on the testimonies of the people involved in the learning processes mobilised by WS. In order to evaluate the results, they were presented with the intention of contemplating and analysing the reception and perception of the people portrayed in the project.
Edwin P. Christmann earned his PhD from Old Dominion University and an Advanced Diploma from the University of Cambridge (UK). He is a professor in the Helms School of Government at Liberty University, where he serves as Director of Research Methods and teaches courses in research methods and statistics. Dr. Christmann has served as a contributing editor for the National Science Teachers Association's middle school journal, Science Scope, and is a member of the editorial review boards of several research journals. He is the author of Technology-Based Inquiry for Middle School and Beyond the Numbers: Making Sense of Statistics. He has also coauthored Interpreting Assessment Data: Statistical Techniques You Can Use; Designing Elementary Instruction and Assessment: Using the Cognitive Domain; Designing and Assessing IEP Instruction for Students with Mild Disabilities: Using the Cognitive Domain; and Designing Middle and High School Instruction and Assessment: Using the Cognitive Domain. In addition, Dr. Christmann has written over 100 articles and is a frequent speaker at international conferences. He is an active Fellow of the Royal Statistical Society (RSS) and holds certification as a statistician through the RSS.
Prof. Dr. habil. Gabor Kiss (OrcID: 0000-0002-0447-9376) is full professor in the Institute of Safety Science and Cybersecurity at the Óbuda University. He received the PhD. degree in Mathematics and Computer Science from Debrecen University in 2013 and the Habilitation in Safety and Security Science from Óbuda University in 2020.
Prof. Dr. Kiss was a guest scientist in the Faculty of Computer Science Freie Universität Berlin in 2003 and Universität Paderborn in 2006.
Prof. Dr. Kiss has published more than 220 refereed papers in Journals and Proceedings. He serves as an Editorial board member more Journals. He has been a Keynote speaker, Panelist speaker, Publicity chair, Program Committee or Organizing Committee member for more than 240 international conferences.
Prof. Dr. Kiss is a member of the Hungarian Academy of Sciences, and more Hungarian and International Societies in Computer Science.
Prof. Dr. Kiss is an external expert of Bureau of Education, Hungary; National Research, Development and Innovation Office of Hungary; Romanian Agency for Quality Assurance in Higher Education (ARACIS).
His research interests include Artificial Intelligence in the Computer Science Education, Information Security Awareness, AI in self-driving vehicles, AI in Healthcare.
Beata Godejord, PhD, serves as an Associate Professor at Nord University Business School in Norway. With academic training spanning English Philology, the Pedagogy of Culture, and Media Pedagogy, she brings a humanities anchored perspective to the study of contemporary media influence and its implications for education. Her work revolves around a deceptively simple question: How does digitally mediated communication shape the texture of lived experience and the cultural imprints that guide perception, behaviour, and meaning making?
Drawing on cultural theory, interpretative traditions, and sociocultural perspectives, she examines how digital platforms quietly but powerfully influence identity, learning, and cultural participation. Her inquiries trace the everyday negotiations through which people circulate norms and values, and form both personal and collective orientations in a media saturated world.
In her recent work, she has been delving into the rise of conversational AI in educational settings. Rather than treating AI as a purely technical innovation, she explores how practicing educators understand, interpret, and negotiate its role in their professional learning. This includes a growing ethical concern for how AI reshapes agency, transparency, and the boundaries of human judgment in pedagogical contexts—questions that resonate strongly with the evolving landscape of e learning and digital instruction.
Across her teaching, she works at the intersection of media, culture, personal formation, and digital media in instructional practice. Her aim is to help students and educators alike develop a reflective, critically grounded stance toward the pervasively mediated and increasingly AI infused environments in which contemporary education unfolds. She brings this perspective to international conversations on how educational systems can navigate technological change while preserving human meaning, cultural depth, and pedagogical integrity.
John Augeri, PhD, is Director of the Center for Teaching & Learning at Ile-de-France Digital University, a consortium of 50+ Higher Education institutions in the Paris area, and Associate Researcher at Sophia University in Tokyo.
As a Practitioner, Researcher, and Faculty Developer, John has been involved internationally for more than a decade in the evolution and transformation of Learning Spaces and Learning Environments, as well as their related stakes and opportunities in the Hybrid and HyFlex contexts.
John has given over 70 talks and keynote speeches on these topics in the USA, Canada, Europe, Japan, Singapore, and Australia. He is internationally involved as an Author, Academic Paper Reviewer, Conference Proposal Reviewer, Expert Panel Member, Advisory Board Member, and Award Juror.
