June 25-29, 2018

Amsterdam

EdMedia Keynote & Invited Speakers

Keynote & Invited Speakers

Maurice de Hond, Founder of Steve JobsSchools, The Netherlands

Pierre Dillenbourg, EPFL Swiss Federal Institute of Technology, Switzerland

Maria Beatrice Ligorio, University of Bari Aldo, Italy

Tinne de Laet, KU Leuven, Belgium


 

Maurice de Hond, Founder of Steve JobsSchools, The Netherlands
Tuesday, June 26th, 9 AM

Talk Title and biography coming soon!

 

 

 

 

 


Pierre Dillenbourg, EPFL Swiss Federal Institute of Technology, Switzerland
Wednesday, June 27th, 9AM

Biography: A former teacher in elementary school, Pierre Dillenbourg graduated in educational science (University of Mons, Belgium). He started his research on learning technologies in 1984. He obtained a PhD in computer science from the University of Lancaster (UK), in the domain of artificial intelligence applications for education. He has been assistant professor at the University of Geneva. He joined EPFL in 2002. He is currently full professor in learning technologies in the School of Computer & Communication Sciences, where he is the head of the CHILI Lab: “Computer-Human Interaction for Learning & Instruction ». He is also the academic director of Center for Digital Education, which implements the MOOC strategy of EPFL. EPFL recently passed over 1.5 million MOOC registrations. He wrote a book entitled “Orchestration Graphs” that proposes a formal language for instructional design (EPFL Press). With EPFL colleagues, he recently launched the Swiss EdTech Collider, an incubator with 30+ start-ups in learning technologies.


Invited Speakers

 

A Model for Blended Course: Psychological Aspects
Maria Beatrice Ligorio, University of Bari Aldo, Italy
Wednesday, June 27th, 2 PM

Abstract: The crises in the job market recorded in the last decade has psychological implications in particular for young people attempting to enter the professional world with higher education. It is expected from them to have high competences and great flexibility. To accomplish such expectations, educational agencies, and universities in particular, are required to re-define their educational proposals and methods. Blended courses seem to be able to offer the possibility for students to appropriate not only content but also ways to learn and work together, producing changes at the psychological level, in terms of modification of individual and collective positions.
In this presentation, a blended educational model developed at the University of Bari (Italy) will be presented, reporting data and results. The model it is inspired to well-established theoretical roots – such as socio-constructivism, knowledge building, dialogism – and innovative approaches such as the “trialogical” theory. Furthermore, various pedagogical methods (such as Jigsaws, peer-tutoring, role-taking, progressive inquiry) are combined and adapted to blended contexts.

 

Biography: Maria Beatrice Ligorio is Full Professor at the University of Bari (IT), Department of Educational Sciences, Psychology and Communication where she teaches Educational Psychology and E-learning. Her research interests concern new educational technology, digital identity, learning in virtual environments, Educational web- forums, communities, intersubjectivity, dialogical approach, cultural psychology, innovative learning methods, blended learning and e-learning.
She is the main editor of the international journal called Qwerty (http://www.ckbg.org/qwerty).  She also edits two Book Series about education and technology. She published about 80 papers mainly in international journals and she contributed at many international books. In 2013, together with M. César, she edited a book titled “Interplays between Dialogical Learning and Dialogical Self.  (Book Series – Advances in Cultural Psychology) Charlotte, NC.: IAP – Information Age Publishing


Tinne De Laet, University of Lueven, Belgium
Wednesday, June 28th, 2 PM

Scalable, actionable, and ethical learning dashboard: a reality check.

Abstract: The keynote will provide a “reality check” on the development and implementation of learning dashboards in higher education. This reality check is based on the experiences obtained in two European Erasmus+ projects: ABLE (Achieving Benefits from Learning Analytics) and STELA (Successful transition from secondary to higher education using Learning Analytics). Both projects aim at ethical, scalable and actionable learning analytics for supporting the transition from secondary to higher education.

Biography: Tinne De Laet is Assistant Professor at the Faculty of Engineering Science and Head of the Tutorial Services of Engineering Science, KU Leuven since October 2013. She obtained a doctoral degree in Mechanical Engineering in 2010 at KU Leuven, Belgium supported by the Research Foundation Flanders (FWO). From 2010 until 2013 she was a postdoctoral researcher of the Research Foundation Flanders (FWO) at KU Leuven. Her research interests include learning analytics, and the support for first-year students with a special focus to engineering and STEM. She is the KU Leuven coordinator in two European Erasmus+ projects on the use of learning analytics to support first-year students: STELA (562167-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD) and ABLE (2015-1-UK01-KA203-013767).