Theme-based Invited Speaker: TELL(C6)
Yu-Ju LAN (Department of Applied Chinese Language and Culture, National Taiwan Normal University, Taiwan)
Title: Language learning in virtual worlds: embodied, immersive, and interactive
Date, Time, and Venue: NOH THEATRE, DECEMBER 3 (WEDNESDAY), 10:20-11:00
Social interaction plays an important role in the second language acquisition (SLA), whereby the learners and the social context in the real world are connected in an inseparable relationship. In particular, the context-dependent social interaction is most important to SLA because it provides second language (L2) learners essential scaffolding for acquiring an L2. Language learning is actually something that happens both inside the head of the learner and in the world in which the learner experiences the learning. The inseparability of external and internal mediation during context-dependent interaction in sociocultural SLA is in line with the argument of embodied cognition. That is, virtual immersion environments, such as Second Life (SL, a multiuser virtual environment), have drawn the attention of cross-disciplined researchers because they make both avatar-self movement and different immersive interaction between the learner and the virtual environments possible. This speech will focus on (1) understanding the unique features of virtual worlds in providing language learners an immersive environment for embodied, social interactions via learners’ avatars; and (2) how those unique features benefit learners’ SLA.
Ass. Prof. Lan has a PhD in Technology Enhanced Foreign Language Learning. Her research interests include technology enhanced foreign language learning (TEFLL), online synchronous teacher training, language learning in virtual worlds, and mobile learning (ML). Ass. Prof. Lan is especially concerned about how to efficiently and effectively use mobile-learning devices and virtual worlds to improve foreign language learners’ language proficiency. Ass. Prof. Lan is a leading researcher in the area of Chinese as a Foreign Language and the use of digital technologies and task-based language learning to enhance CFL learning and her research has been internationally published. She has done and continues to do cutting edge research on the use of online tools for distance learning and on complementary pedagogies. She has also taken a leading role in training undergraduate students who will be future teachers of CFL in the use of cutting edge digital technologies and the associated pedagogies. More information can be found at: http://tell.aclc.ntnu.edu.tw/index.php/en/
Theme-based Invited Speaker: ALT(C3)
Yasuhisa TAMURA (Dept. Information and Communication Sciences, Sophia University, Japan)
Title: Digital Textbooks: Trends and Standardization
Date, Time, and Venue: NOH THEATRE, DECEMBER 3 (WEDNESDAY), 13:30-14:10
Paper based traditional learning materials like textbooks, dictionaries and references are gradually replaced into digital ones all over the world. This trend is initiated not only by classroom teachers and learning technology researchers, but also policy makers in various countries. This digitalization of learning materials will provide more efficient learning activities, less routine works of teachers, and significant change of special needs education. Some standardization organizations are trying to establish technical specification of the digital textbooks. Among them, IDPF (International Digital Publishing Forum) started to establish EDUPUB specification on October 2013, which stands on a digital book format of EPUB3. It includes DAISY specification, so it solves various accessibility issues. However, because a digital book assumes to be read in a stand-alone environment, EPUB3 does not specify communication with another networked server, nor collaboration with another application program. Also, there are many education specific needs and functions of various stakeholders. EDUPUB community members are discussing to enhance EPUB3 to support these functions. With use of these digital materials, platforms like tablet PCs, and network environment, a classroom 10 years after will be dramatically changed. This change will not only affected by the digitalization, but also new ways of teaching and learning with use of digital and open materials: active learning, flipped classroom, peer assessment and so on.
Yasuhisa Tamura is a Professor of Department of Computer and Communication Sciences, Faculty of Science and Technology at Sophia University, Tokyo Japan. He took undergraduate and postgraduate degrees at Sophia University in 1985 and 1987, respectively. Subsequently he joined Hitachi Ltd. as a researcher in 1987. Following 6 years of research and development, he moved to Sophia University as an Assistant Professor in 1993. After earned a doctoral degree of software engineering, he was raised to an Associate Professor of Sophia University in 1997. After that, he moved his research area to learning technology, and was raised to a Professor of Sophia University in 2014.
His current research areas include e-learning technology, adaptive learning support, digital textbook and motor skill learning support. His research results include 23 reviewed journal papers, 16 invited speeches, 127 oral presentations, and 10 book chapters. Also he received grants of aid in 5 times from Ministry of Education Japan.
He is a member of the board of directors in Japanese e-Learning Association (JeLA), Human Resource Development and Management Association (HRDM), and Aska Academy, respectively. He is also a member of academic associations of IPSJ, IEICE, JSiSE, JSET, ANLP, and JSAI. He is working as a member of ISO/IEC JTC1/SC36 (Learning Technology) e-Textbook Project, a member of EDUPUB Project of International Digital Publishing Association (IDPF), and a fellow of Japanese Electronic Publishing Association (JEPA), in order to establish technical specifications of digital textbooks.
Theme-based Invited Speaker: PTP(C7)
Huang-Yao HONG (National Chengchi University, Taiwan)
Title: Cultivating design thinking in teaching with technology
Date, Time, and Venue: NOH THEATRE, DECEMBER 4 (THURSDAY), 11:20-12:000
As the demand to help students develop 21st century competencies is increasing in the knowledge-based society, the ways we used to prepare prospective teachers and support teacher professional development also need to be re-examined. To address the 21st century challenge, teachers need to be more than just efficient knowledge transmitters. They need to develop capacity to work creatively with knowledge and ideas in order to advance their teaching beyond best practice. In particular, they need design-thinking skills to help better integrate various technological, pedagogical and content knowledge into their instructional and lesson designs for cultivating 21st century learners. However, while the concept of design thinking is widely embraced by professional fields (e.g., engineering, business, and architecture), it is still new to most teachers and to the teaching profession as a whole. In this talk I will first discuss about the important role of design thinking in teaching, especially, teaching with technology. Then I will talk about ways to foster pre-service and in-service teachers’ design capacity through innovative pedagogy such as knowledge building. Finally, some suggestions regarding future direction of developing design capacity in the field of teacher education and development will be made.
Dr. Huang-Yao HONG is a professor in the Department of Education, National Chengchi University, Taiwan. He received his Ed.M. and Ed.D. degrees in Instructional Technology and Medial from Teachers College, Columbia University in New York. His research interests fall in the areas of knowledge building, instructional design, design thinking, STEM (science/technology/engineering/math) education, and teacher education and development. For the past five years, he has won awards both for outstanding teaching and outstanding research, and has published internationally more than 20 peer-reviewed articles with some of them appearing in well-known journals such as the Journal of Educational Psychology and Computers & Education.