Keynote Speakers

C2 : ICCE Conference on Computer-supported Collaborative Learning (CSCL) and Learning Sciences
  Designs for Principle‐Based Innovation in Education
  Institute for Knowledge Innovation & Technology, OISE/University of Toronto, Canada
Iterative idea improvement requires boundless inventiveness. Direct pursuit of idea improvement as an explicit, guiding principle defines Knowledge Building/knowledge creation and contrasts sharply with rule‐based processes, scripts, and procedures implicit in most school‐based inquiry and learning activities. Idea improvement as a core principle aligns education with creative work as conducted in knowledge creating organizations where work on ill‐defined problems fosters emergence of new competencies and outcomes. Schools, in contrast, tend to favor well‐defined problems with clear end points.  In this talk I pursue the Knowledge Building proposition that principle‐based innovation offers a realistic possibility of achieving results in knowledge creation, in addition to addressing common standards and what are popularly known as 21st century skills. By going beyond a skills approach a Knowledge Building design community aims to extend the range of the possible in education. Participants are globally distributed and  represent  a  diverse  network  of  practitioners,  policy  makers,  researchers,  administrators,  students, parents,  engineers,  disciplinary  experts  and  sponsors‐‐all  engaged  in  iterative,  interactive  knowledge building. To realize opportunities and address challenges the approach is systemic; to function as a coherent program, the models, technologies, assessments, and results serve local needs while evolving to address the needs of a global, research‐intensive design lab and test bed. “Knowledge Building hubs of innovation” will demonstrate yearly, measurable advances in principled practice and achievement, with international courses and professional development provided to help achieve this goal. A global open source community will provide essential infrastructure: technology to foster knowledge creation, to amplify collective achievements, and  to  provide  feedback  to  empower  individual  teachers  and  students  as  well  as  groups  as  agents  in knowledge advancement. Design research will span elementary to tertiary education, all subject areas, a broad  range  of  socio‐economic  levels  and  sectors,  and  represent  great  cultural  and  linguistic diversity.  Resultant  data  repositories  will  provide  the  world's  most  valuable  resource  for  studying knowledge  creation  in  education,  positioning  the  Knowledge  Building  design  community  to  produce exportable  "know‐how,"  meet  needs  of  the  public  and  policy  makers,  and  contribute  significantly  to knowledge of what students are capable of as junior members of a knowledge society.

C4: ICCE Conference on Classroom, Ubiquitous and Mobile Technologies Enhanced Learning (CUMTEL)

  Can new technology change learning for the better?
  Yvonne ROGERS 
  Interaction Centre, University College London, UK
There has been a lot of excitement recently about how new technologies can transform learning. MOOCs, the 
of education and flipped classrooms are the latest  hotly  debated  ways  of changing how  students  learn  in the modern world. At the same time,  diversity of innovative learning apps has been developed 
for tabletops, tablets and 
phones, supporting new forms of learning –mobile, collaborative and situated.  New  electronic  toolkits and programming environments  are also  emerging  intended  to  introduce new generations  to  coding and computation  in  creative  and  engaging ways. Never before has there been so much opportunity 
and buzz to make learning accessible, immersive,interactive, exciting, provocative and enjoyable.  To  realize  the true  potential  of  these latest technological developments, however, requires designing interfaces and apps to not only match learner’s needs  but  also  to encourage  collaboration, mindful engagement,  conversational  skills  and  the  art of reflection. 
C5:ICCE Conference on Digital Game and Digital Toy Enhanced Learning and Society (GTEL&S)
  Fostering authentic participation in science through games
  Kurt SQUIRE 
  Curriculum & Instruction, University of Wisconsin-Madison, USA
Digital games have received widespread attention among science educators for their capacity for raising interest 
in science, improving 
identification with science, introducing inquiry‐based learning activities, and produce 
conceptual understandings. A perennial challenge for educators is how to design such games so as to not just 
work in schools, but also transform 
educational practices. This talk highlights research and development 
from the Games + Learning + Society Center using games to support learning across a wide variety of ages 
and learning domains. It will 
cover both design principles and research findings, suggesting how games might 
contribute to a future of learning in a digitally connected society. 
Invited Speakers
C3: ICCE Conference on Advanced Learning Technologies (ALT), Open Contents and Standards
  Digital Textbooks: Trends and Standardization
  Yasuhisa TAMURA
 Dept. Information and Communication Sciences, Sophia University, Japan
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.
C6:ICCE Conference on Technology Enhanced Language Learning (TELL)
 Language Learning in Virtual Worlds: Embodied, Immersive, and  Interactive
 Yu-Ju LAN
 Dept. of Applied Chinese Language and Culture, National Taiwan Normal University,  Taiwan
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.
C7: ICCE Conference on Practice-driven Research, Teacher Professional Development and Policy of ICT in Education (PTP)
 Cultivating Design Thinking in Teaching with Technology
 Huang-Yao Hong
 Dept. of Education, National Chengchi University, Taiwan
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.