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Keynote and Invited speakers
University of Bergen, NorwayBarbara Wasson is Professor of Pedagogical Information Science at the Department of Information Science and Media Studies, University of Bergen, Norway and Scientific Leader of InterMedia, University of Bergen. She has led the FLEXIBLE research group at the department since 1997. Wasson has been involved in research involving the use of information and communication (ICT) technologies in learning since 1983. Her research interests include collaborative learning in distributed settings, socio-cultural theories of learning, design-based research, methodologies for studying virtual environments, and pedagogical agents.
Design and Use of Technology Enhanced Learning Environments
Newcastle University, UKSugata Mitra is Professor of Educational Technology at the School of Education, Communication and Language Sciences at Newcastle University, UK. He is also Chief Scientist, Emeritus, at NIIT. He is the instigator of the Hole in the Wall (HIW) experiment, where in the year 1999 a computer was placed in a kiosk created within a wall in an Indian slum at Kalkaji, Delhi and children were allowed to freely use it. The experiment aimed at proving that kids could be taught computers very easily without any formal training. Sugata termed this as Minimally Invasive Education (MIE). HIW has more than 23 kiosks in rural India and the experiment has been repeated with similar results in many different locations.
The Hole In The Wall: Self Organising Systems in EducationIntroducing Self Organised Learning Environments and Remote Presence technologies, the talk hints at a future of education that may be very different from what we have today.
The talk is based on the following premises:
These premises are proposed based on experimental results, often referred to
as 'the hole in the wall' experiments, as well as more recent experiments that
will be discussed. The talk then moves on to the design of facilities and
technology for areas where good schools cannot exist and good teachers do not
want to go.
Board Member of Ufi, and former CEO of Epic Group plcDonald Clark was CEO and one of the original founders of Epic Group plc, which established itself as the leading company in the UK e-learning market, floated on the Stock Market in 1996 and sold in 2005. Describing himself as 'free from the tyranny of employment', he is now a board member of Ufi learndirect (a Government agency delivered e-learning to 2.6 million learners), Caspian Learning (a learning games tool provider), LearningPool (content provider), and Brighton Arts Festival. He is also a school governor.
Don't lecture me
As student numbers increase and cuts are implemented the
HE sector has to do more for less. This means less low occupancy building,
cutbacks in second and third rate research, cutting low student number courses
and a rethink of how we are to deliver higher education. The sector has largely
ignored the most important event in 20th century HE, the creation of the OU, and
therefore the opportunity to increase student numbers. However, there's a dark
secret at the heart of HE that really holds it back - the lecture. Apart from
being pedagogically suspect, many are badly delivered and few are recorded.
Donald will do some deconstruction of the lecture in terms of its history, lack
of relevance in the terms of the psychology of learning and serious limitations
for students. He will use the teaching of science, physics in particular, to show
the shortcomings of courses anchored in lectures.
University of Nottingham, UK
Tendler, who will welcome delegates to the conference on behalf of the
Univerisity of Nottingham, is Pro-Vice-Chancellor for Teaching and Learning and
is a Professor of Biophysical Chemistry. Previously he was Head of the
University's School of Pharmacy and the Dean of the Graduate School. Saul's
research is directed towards the biophysical investigation of molecular systems
and their interactions. In 2007 Saul was awarded his DSc by the University of
Nottingham. He was a founding director of Molecular Profiles Ltd and is currently
a Director of Nottingham University Industrial and Commercial Enterprise Ltd, and
BioCity Ltd. Previously Saul was a member of the HEFCE Strategic Committee for
Research. He is a Fellow of the Royal Society of Chemistry, and was designated a
Fellow of the Royal Pharmaceutical Society of Great Britain in 2000.
Reutlingen University, GermanyHans-Peter Baumeister is a Professor at and Co-Director of the European School of Business's Research Institute. His research interests are in the field of innovation for knowledge societies and regional clustering processes ("learning regions"), with particular emphasis on the role of universities. Hans-Peter has extensive knowledge of developments in distance education, e-learning and e-learning methods, and of the major fields of application and organisation.
The Future of Knowledge Acquisition
Knowledge society, knowledge economy,
knowledge management - knowledge everywhere. What does it mean for our approach
Higher Education Funding Council (HEFCE), UKHeather Fry is HEFCE's Director of Education and Participation. Heather has wide experience of working in universities, holding academic appointments both in England and abroad, and is an expert in higher and professional education policy and practice. Heather started her career in Nigeria. After teaching and lecturing there she took up an academic post at the Institute of Education, University of London, working for some years in the Centre for Higher Education Studies, Department of Policy Studies, and also at the Barts and London School of Medicine and Dentistry at Queen Mary, University of London. Immediately before joining HEFCE, Heather was the founding Head of the Centre for Educational Development at Imperial College London, where she was a Reader in Higher and Professional Education.
How national funding and policy supports learning and teaching in higher education
Heather will briefly consider some of the challenges for learning
technology in meeting the needs and demands of the diversity of students and
provision in higher education. She will also touch on current and past HEFCE
funding and policy initiatives in this area, in particular on institutional
learning and teaching strategies, on how HEFCE continues to work with the JISC
and the Higher Education Academy to support teaching enhancement and learning
technology, and the open educational resources programme, the latter now being in
its second phase. She will also make reference to the Online Learning Task Force
and share some early insights about its work, prior to the publication of its
recommendations in October / November 2010.
Sudhir Giri is Head of Google Learning Labs having joined to help establish an operational infrastructure for learning. Additionally, he is experimenting on how we can innovate corporate learning especially using Google technologies. Prior to working for Google, Sudhir managed learning programs for Accenture and Deloitte Consulting for nine years. His work included delivering an e-learning program to Kenyan nurses to increase school capacity to meet health care demands. With a biomedical engineering background, he spent four years at NASA developing and testing biomedical flight hardware for the Space Shuttle program which included astronaut training. Sudhir holds an MBA from the University of Texas and a bachelor's degree in bioengineering from Texas A&M University.
Developing a learning ecosystem
In this session Sudhir will outline how
Google uses and plans to use learning technology to support the learning and
development of its own 20,000 workforce.
University of Salford, UKProfessor Martin Hall is Vice-Chancellor of the University of Salford. Martin ia a historical archaeologist and strategic leader, and his career has spanned both political change and transformation in South Africa and new directions in archaeology over the past four decades. Martin has written extensively on South African history, culture and higher education policy. He was for a time President of the World Archaeological Congress and General Secretary of the South African Archaeological Society. After working at two major museums in the 1980s, he moved to the University of Cape Town (UCT) in 1983, where he led the Centre for African Studies. After stints as Head of the Department of Archaeology, and as Dean of Higher Education Development, he became in 2002, Deputy Vice-Chancellor at UCT prior to his move to Salford in 2009.
When worlds collide - revisiting experiential learning
universities incorporate the collision between informal education and social
networking, and the formal curriculum and accreditation?
City and Islington College, London, UKFrank McLoughlin has been Principal of City and Islington College since July 2002. The college is one of the largest general further education colleges in England and is one of only a handful of colleges judged by Ofsted to be outstanding in every measure. Frank is a trustee of the Helena Kennedy Foundation, a board member of Action Aid UK, a member of the All Souls Group and a fellow of the Royal Society of Arts. Frank was awarded a CBE in the Queen's New Year's Honours list 2009.
One college's journey - a view from the bridge
City and Islington
College, where Frank McLoughlin has been principal for many years, has long been
committed to the systematic use of ICT. In this session Frank will reflect on the
college's overall journey in its use of ICT to support learning, focusing on the
impact of the college's web-based services on learners' relationship with the
college, and on the changing nature of the college's learners and their use of
ICT in learning. Frank, who is also Chair of the 157 Group, a membership
organisation representing an influential group of large, successful and
regionally influential Further Education colleges in England, will also provide a
'forward look' covering how, in the new political and economic climate, publicly
funded education can continue to innovate in learning technology.
National Union of Students, UKAaron Porter is President of the National Union of Students, responsible for leading and campaigns and representation for students in UK higher education. Previously, Aaron served two terms as Vice-President (Higher Education) having graduated with a BA English from the University of Leicester. Alongside his role, Aaron holds Non-Executive Directorships on the Boards of the Higher Education Academy, UCAS and the European Students' Union. He is also a member of the HEFCE Online Task Force.
A student perspective on the use of technology in 21st century higher education
My session will focus in on the expectations and perceptions of
students on the use of technology in higher education. Taking forward the work of
the HEFCE Online Task Force, and giving my perspective on what the sector should
take forward to meet the needs of students in the 21st century.
Open University, UKProfessor Josie is Director of the Institute of Educational Technology at The Open University. She has a bachelor's degree in Dance, Drama and Psychology (University College, Worcester) and a D.Phil in Cognitive Sciences (University of Sussex). Her research focuses on understanding the ways in which people learn from complex media (traditional and digital) and how best to design those media to support learning. This spans system design, interface design, interaction design, user requirements, and evaluation, and entails understanding user psychology, the nature of learning and the contexts of learning.
Literacies, learning and people's lives: where practice and real life collide...
Digital literacy is much debated at present, and there is no one
clear definition. However, such a literacy is a vital 21st century skill without
which people will not be able to operate effectively and safely in the digital
environment. It is central to enabling people to be lifelong learners. It is also
a key employability skill. The Digital Britain report (2009) highlights the
economic necessity of people possessing these skills.
University of Oxford, UKDavid White is Senior Manager: Development with Technology-Assisted Lifelong Learning (TALL) at the University of Oxford. TALL is an elearning research and development group, which David co-manages, with responsibility for the production and delivery of a wide range of online distance courses. David has worked in the overlapping space between education, technology and media for nearly 16 years, and was an early observer of 'web 2.0' in learning and of the blurring of the boundaries between 'social', 'studying' and 'professional' activities. Recently he has been closely involved in the work of the HEFCE Online Learning Task Force, which has been set-up with the aims of maintaining and developing the position of UK higher education as a world leader in online learning.
Sailing against the trade winds? How online distance learning could help to maintain the character of higher education in stormy seas
Earlier this year
my group at the University of Oxford were commissioned to undertake a study of
online learning for the HEFCE Online Learning Task Force. Our research showed
that the vast majority of online distance learning provided at higher education
level is in postgraduate 'professional' courses which in these
Return-On-Investment times offer an attractive income stream from employers and
employees alike. Increasing activity in this area could lead us to believe that
we are in danger of generating a parallel 'training 2.0' HE sector but the
reality is far more complex.
Page last updated: 26/8/2010 (SS)