Keynote speech: In Failure to Disrupt: Why Technology Alone Can't Transform Education
MIT professor Justin Reich looks through the history of instructor-guided courses like MOOCs, algorithm-guided tools like adaptive tutors, and peer-guided spaces like networked learning communities. He argues that education technology has never sweepingly transformed schools, but there are specific tools and approaches that work well in certain subjects with certain students. Looking back at where technology has made the most positive difference and understanding the barriers to adoption and effective implementation can give us clues to understand the past year of remote learning and the future of schooling during the climate emergency ahead.
About Justin Reich
Justin is an assistant professor of digital media in the Comparative Media Studies/Writing department at MIT and the director of the Teaching Systems Lab. He is the author of Failure to Disrupt: Why Technology Alone Can’t Transform Education, and the host of the TeachLab Podcast. He earned his doctorate from the Harvard Graduate School of Education and was the Richard L. Menschel HarvardX Research Fellow. He is a past Fellow at the Berkman-Klein Center for Internet and Society. His writings have been published in Science, Proceedings of the National Academy of Sciences, Washington Post, The Atlantic, and other scholarly journals and public venues. He started his career as a high school history teacher, and coach of wrestling and outdoor adventure activities.
Keynote speech: Data and Learning Analytics
It is often said that data is everywhere and that this data should be used for learning analytics to improve teaching and learning and the environments in which they take place. What is this data? Is it accessible? In this talk I focus on data for learning analytics, and in particular on the challenges for using data in the implementation of learning analytics.
About Barbara Wasson
Professor Dr. Barbara Wasson is Director of the Centre for The Science of Learning and Technology (SLATE), the Norwegian national centre for learning analytics. She was one of the founders of Kaleidoscope, a European Network of Excellence on Technology Enhanced Learning. Wasson is/has been PI for numerous national and international projects, including the Erasmus+ project DALI: Data Literacy for Citizens. Her research interests include interaction design, computer support for collaborative learning (CSCL), mobile learning, learning games, artificial intelligence in education, e-assessment, teacher inquiry, and learning analytics.
Keynote speech: Why Universities Can't “Return to Normal” After the COVID-19 Pandemic?
Every aircraft is equipped with a black box. When there is an accident, the box is opened and the data is analyzed and the reasons for the mistakes are examined in detail to avoid making the same mistake again. If we follow the analogy, for higher education, the 2020-21 global pandemic has been at least a hard landing (if not worst). Now, it’s time to open the black box and analyze the lessons learned. What happened with the technology? How did the technical team respond? Were the universities prepared? Can (or should) universities get back to business as usual? What changes need to take place to avoid the difficulties faced during the last 12 or 16 months? Is this an opportunity to rethink how learning is delivered? What are the “known unknowns” of the future of education? During this presentation we will explore some of the enforced transformations that the global scale lockdown has brought to higher education, especially addressing areas like vision and purpose, digital and hybrid learning, skills and labor market, platforms and datification, AI and ethics, credits and credentials. We will share some lessons learned and explore how higher education can (re) gain altitude in a sky that looks very different from early last year.
Webinar: Data-intensive education: darlings, challenges on future plans
In this highly interactive webinar, participants will be able to explore and share experiences regarding the relevance of data-intensive activities within Higher Education (HE). The webinar will invite participants to examine some ethical conundrum of increasingly relying on systems and algorithms to automate decisions. In a scenario where most of the education takes place in Zoom, Microsoft Teams, Google Meet, Skype, Cisco Webex, BlueJeans (but also in Gmail, Siri, Whatsapp, Spotify, among others), is HE in a position to demand a fair (and transparent) data protection deal with the “Big Techs”? What are the promising digital innovations that can (or should) be considered to better support the transformation of HE institutions? Can robots support the role of teachers? Are universities ready to perform in data-intensive environments without ignoring some of the associated risks (e.g. data protection, cybersecurity, ethics and integrity, intellectual property, proctoring)? How HE institutions can be more data-savvy? Are faculties and education managers prepared to address the unintended consequences of the datification of education? This collective conversation will be an opportunity for participants to share good practices and explore better plausible futures for HE.
About Cristobal Cobo
Dr. Cobo served as founding Director of the Center for Research – Ceibal Foundation in Uruguay (2014-2019). Associated researcher at the Oxford Internet Institute, University of Oxford (2009-2019). Cobo works at the intersection between the future of learning, a culture of innovation and human centered technologies.
Cristobal has been distinguished by the British Council of Economic and Social Research (ESRC) and associate research fellow at the Centre on Skills, Knowledge and Organisational Performance, University of Oxford. He was Professor and director of Communication and New Technologies at the Latin American Faculty of Social Sciences, Mexico.
He has served as external Evaluator for the Inter-American Development Bank; the National Science Foundation and MIT Press (US), International Labour Organization (UN), and the International Development Research Centre (Canada). He has PhD “cum laudem” Communication Sciences at Universitat Autònoma de Barcelona. Co-author of the book Invisible Learning, his most recent books is “Innovación Pendiente” (Penguin Random House, 2016). His latest book is "I accept the terms and conditions: Uses and abuses of digital technologies" (in Spanish, Portuguese and English) by Santiallana, 2019. He has been speaker in more than 30 countries (+ 4 TEDx).
Keynote speech: The Beautiful Risk of Moving Toward Pedagogies of the Possible
Schools often engage in pedagogies of sameness in which the same group of students work on the same problems, in the same ways, and at the same time in an effort to arrive at the same outcomes. What if, instead, we commit to encouraging and taking the beautiful risk of inviting students and teachers to engage in pedagogies of the possible? Pedagogies of the possible thrive on difference and have the aim of moving us into to new and more promising k12 and higher education futures. In this thought provoking session, Professor Ronald Beghetto invites us to take creative action in the form of exploring, developing, and enacting new possibilities for creative teaching and learning. Participants will develop actionable insights into how they might design and support creative learning experiences aimed at developing learners confidence and ability to tackle complex challenges and make positive and lasting contributions to the learning and lives of others.
Webminar: Possibility Thinking Deep Dive
In this highly interactive and engaging webinar session, Professor Beghetto will introduce participants to his possibility thinking protocol. Participants will then be invited to take the beautiful risk of engaging in a possibility thinking session, facilitated by Dr. Beghetto, to experience how the protocol can be used to productively work through the uncertainties and challenges of designing creative learning experiences. The protocol can also be used by educators and young people in an effort to develop new and actionable ideas whenever they face complex, ill-defined issues and challenges. Dr. Beghetto will then invite participants to consider how they might tailor the protocol for use in their own contexts and settings and with a diverse range of audiences. Prof. Beghetto will provide each participant with a copy of the protocol and highlight related resources that they can draw on when facilitating possibility thinking in their own educational contexts and settings.
About Ronald A. Beghetto
Ronald A. Beghetto, PhD is an internationally recognized expert on creative thought and action in educational settings. He is the Pinnacle West Presidential Chair and Professor at Arizona State University. Dr. Beghetto is the Editor for the Journal of Creative Behavior, co-editor Review of Research in Education, Book Series Editor for Creative Theory and Action in Education, a Creativity Advisor for the LEGO foundation and the Cartoon Network. He is a fellow of the American Psychological Association, the Society for the Psychology of Aesthetics, Creativity and the Arts and a Fellow of the International Society for the Study of Creativity and Innovation. Prior to joining the faculty at ASU, Dr. Beghetto served as Professor and Director of Innovation House and the University of Connecticut.
Keynote speech: Radical Collaboration and Positive Deviance: Education post pandemic in the Global South
We can all see the evidence nearly daily that the last year of a pandemic has wrought on our education systems and the learning trajectories of our children and young adults. In the developing world, we are only beginning to understand the magnitude of the dismantling of the learning process for children, the scale of the teaching challenges, and the fragility of the equity in learning that many of us have been working towards, for decades. Like all great situations of adversity, however, we see amongst the chaos, some incredible pockets of hope that come in forms we did not expect. Opportunities that require a kind of structure and a genuine systemic approach, to fully capitalize on; turning what has been a set back- to leaping forward in mindset and in action. We are after all only limited by the mediocrity of our own thinking. This is not a moment for mediocrity. It is a moment for the worlds and the spirit of entrepreneurship and education to collide...
About Meagan Fallone
Meagan is the award winning former CEO and now Board Director of Barefoot College
International, whose commitment to leveraging the “Barefoot Approach” towards addressing the
pressing challenges of economic inequality, human rights and climate change, has been achieved
though a dynamic partnership model between people, public and private sectors at global scale.
She has been the architect and visionary behind Barefoot College International’s extensive portfolio of programs and agri livelihood businesses which include Access to Energy-Barefoot Women Solar Engineers, Women’s Wellness and Nutrition, Education, Women’s Enterprise and Agency, Vocational Training and Digital Technology. Her Barefoot College International team’s unique multi dimensional focus on Technology Mastery, Enterprise and Empowerment Training for illiterate and semi literate women; enabled Barefoot College International to reach 93 Countries in the Global South and expand its footprint with satellite colleges in 5 additional countries in Sub Saharan Africa and the Pacific.
Webinar: eSports and Minecraft for education
Transform your students' passions for esports to pathways for future ready skills with Minecraft: Education Edition esports worlds, lesson plans and an evidence-based esports education framework. Explore the ways in which Minecraft esports may offer students inclusive new learning experiences to grow STEM values and build important social-emotional skills for success. We'll end the session live in an actual esports tournament - come join us!
Webinar: Microsoft Innovative Educator Workshop
Become a Microsoft Innovative Educator - work with Wendy in a hands-on masterclass of how to leverage the collaborative tools of Teams, Flipgrid, Sway, and Office products to enhance your education and research! At the end, learn how to apply to Microsoft's exclusive Microsoft Innovative Educator Expert program!
About Wendy Gorton
Wendy Gorton has 15 years of learning and development experience, from being a classroom educator to instructional technology coach and teacher educator. Her experience includes launching and managing learning programs from Google for Education, UNICEF, and Facebook. Her research focuses on motivation and engagement with technology and she loves inspiring others to harness the power of technology.
Workshop: Constructing a mathematical object in 20 minutes
Are your students tired of passively watching video lectures?
We have some ideas to engage them in practical online activities. You will use your hands and commonly used materials to produce funny mathematical objects.
We construct three objects related to 2D, 3D and fractal geometry. We observe them from a mathematical point of view and suggest investigation fitting with different school levels, from primary school to university.
The minilabs are easily reproducible in presence or in your virtual classroom. Following this approach, you can create new minilabs to involve students during lessons. The activity can be proposed to students from 7 years on.
This workshop is addressed to teachers and educators, from primary school to university; in fact, mathematical objects, or the concrete representation of abstract concepts in general, can be a starting point to discuss some aspects of mathematics related to technology, art, philosophy...
This workshop will be held by Marco Abrate, Francesca Ceragioli and Maria Luisa Spreafico, Politecnico di Torino (Italy)
About Maria Luisa Spreafico
She is a researcher of Didactics of Mathematics at the Polytechnic of Turin. She has always been interested in engaging and inclusive mathematics education for all school levels. She enjoys doing mathematics using tangible and digital models.