:::ICCE 2016

Keynote Speakers

C2 : ICCE Conference on Computer-supported Collaborative Learning (CSCL) and Learning Sciences
	Nikol RUMMEL, Ruhr-University Bochum, Germany
	Title of Speech: Computer-Supported Collaborative Learning: Working Towards a Utopian Future Video recording
Abstract: Building on a recent position paper (Rummel, Walker & Aleven, 2016), I will first contrast different Dystopian and Utopian visions of the future of computer-supported collaborative learning (CSCL). Against this background, I will discuss research that I see as important in working towards a Utopian future for CSCL. In particular, I will argue that we need to carry out rigorous empirical research and engage in related theory-building towards a comprehensive instructional framework for CSCL. This framework will allow us to provide nuanced and flexible support to collaborative learners in computer-based settings. The proposed research can build on prior work, which has produced several taxonomies of support for collaborating students. These taxonomies identify dimensions such as the timing of support (whether support is provided immediately or with some delay during the collaboration, or before or after the collaboration), the psychological realm of support (cognitive, social, metacognitive, motivational, affective), the mode of support (explicit or implicit), the locus of support (direct or indirect), the target of support (group formation, domain knowledge, peer interaction, social skill), and the type of support (guiding, challenging reflection, mirroring). However, as yet they fall short of providing an integrated instructional framework that allows orchestrating support across the multiple dimensions. Working towards such a framework will be one of the major challenges of our field in the coming years. Rummel, N., Walker, E. & Aleven, V. (2016). Different futures of adaptive collaborative learning support. Journal of Artificial Intelligence in Education, 26(2), 784-795.
C1: ICCE Conference on Artificial Intelligence in Education/Intelligent Tutoring System(AIED/ITS) and Adaptive Learning
	Bruce McLAREN, Carnegie Mellon University, USA
	Title of Speech: Learning With Educational Games: Is it Just Hype or Supported by Evidence? Video recording
Abstract: Do computer-based educational games lead to learning? While many people take this for granted, given the obvious motivational characteristics of educational games, there is relatively limited scientific evidence for learning with games. In this talk, I will discuss the rise and appeal of educational games, as well as meta-analyses of educational game research that reveal the lack of evidence. I will also discuss my own research in this area, in which my lab has uncovered some evidence for the benefits of games in learning mathematics. We have developed and empirically tested an educational game called Decimal Point, a game to help middle school students learn about decimals. I will present the results of a recent study we did with the game, as well as some of the game and instructional design characteristics that appear to have led to our results. More generally, I will discuss how the investigation of design characteristics is critical in educational games research. Finally, I will summarize some directions forward in educational games research.
C7: ICCE Conference on Practice-Driven Research, Teacher Professional Development and Policy of ICT in Education (PTP)
	Deepak B. PHATAK, Indian Institute of Technology Bombay, India
	Title of Speech: Main-Streaming MOOCs in India - A Hybrid Approach Video recording
Abstract: The established educational system of universities and colleges, continues to offer standard courses taught in a conventional manner. These lead to a degree recognized by the society, and by the prospective employers. MOOCs provide an opportunity to learn from best teachers from well-known universities of the world. The grades and certificates obtained by learners are not yet recognized by employers. University system thus has a monopoly on certification, and therefore has no incentive to adopt MOOCs as a part of pedagogy. I believe that the technology and methodology underlying MOOCs, have positive implications for enhancing learning. I also believe that we now have a great opportunity to combine the benefits of online learning and the conventional face-to-face educational system, by adopting a hybrid methodology. The flipped classroom, for example, permits significant increase in the engagement level of learners. This has been effectively tried and used by many. This keynote describes the efforts made in India for creating such hybrid model. One approach was used to train teachers on a large scale. Another effort was to let students from multiple colleges learn a subject through both online and face-to-face simultaneously, with their grade determined by a composite score from both online and regular university assessments – a key factor ensuring actual adoption of MOOCs. A third pilot offered a blended MOOC for a skill course, where large scale audio/video interaction was arranged, with local hand-holding provided to groups. The talk will conclude with suggestions for speeding up the main-streaming process, including enhanced scope, and need for addressing important policy issues.

Invited Speakers

C4:ICCE Conference on Classroom, Ubiquitous and Mobile Technologies Enhanced Learning (CUMTEL)
	Wenli CHEN, Nanyang Technological University, Singapore
	Title of Speech: Informal learning with mobile devices: Issues and Challenges
Abstract: With increasing access to mobile devices, informal learning has been enhanced or extended across multiple contexts and time scales. The mobile technologies proffer rapid access to information as well as new means of assembling and communicating knowledge. Existing literature shows that while informal learning is enhanced with mobile devices, studies conducted on the informal learning with mobile technologies are not as prolific as those examining formal learning on mobile. The reasons for the dearth in such studies include the difficulty in capturing informal learning when it occurs and no commonly agreed key performance indicators against which to measure the progress of learners. In this talk Dr Chen will share her insights on understanding how children use mobile technology to traverse different learning contexts and harness a constellation of resources to make sense of their learning in daily lives. She will discuss the pros and cons on technology-centric lens, learner-centric lens and the socio-cultural lens to make sense of the rich complexities coalescing around the learners’ in-situ use of mobile devices. Issues and challenges on methodology in researching informal learning on mobile will be discussed.
C5:ICCE Conference on Digital Game and Digital Toy Enhanced Learning and Society (GTEL&S)
	Ben CHANG, National Central University, Taiwan
	Title of Speech: Conversation-Based Social Network Game Design Principles
Abstract: Conversations promoting learning through ideas exchange are central to our learning and fundamental to being human. Based on people’s conversation abilities, conversation-based learning focuses on the concept of considering learning a direct function of processes of social interaction and dynamic argumentative talk between peers. Conversations can benefit online learning, and one source of inspiration is social network where conversations have been an important strand. With mobile technology evolution, social network—a social structure made up of a set of social actors, media, and other interactions on the media between actors—is mature for online learning. This talk contributes to the proposition that combining conversation-based learning and online social networks can positively influence the learning behavior. To underpin this statement, we propose a series of design principles that combine features of conversation-based learning and social network. To demonstrate the conversation-based learning social network idea, a CoCoing.info social network platform is established to support the collaborative online conversation-based learning in which the conversational process is guided, and the students’ knowledge goals are set to be achieved. We found that enriching conversations with social networks can improve learning towards the common goal and existing expertise. Based on the findings from the CoCoing.info platform, a series of conversation-based social network learning design principles, including personal goal setting, user-generated content, awarding system, conversation process, cross-platform design, cloud computing, gamification, and emoticons, will be elaborated in this talk.
C6:ICCE Conference on Technology-Enhanced Language Learning (TELL)
	Jiyou JIA, Peking University, China
	Title of Speech: Tell (Technology Enhanced Language Learning) in China
Abstract: Chinese as mother language and English as a foreign language are always two required examination subjects from primary school to graduate study in China. With the popularity of wired or wireless Internet,smart phones and personal computers, emerging technologies such as artificial intelligence, virtual reality, big data and intelligent tutoring system have been widely applied in language teaching and learning including Chinese, English and other languages from K-12 through higher education and life-long learning. Both the government and the business sector invest much on TELL. This speech at first will present the latest technologies used in China in large scale to facilitate the basic language skills including vocabulary, grammar, listening, speaking, reading and writing: speech recognition and synthesis, writing analysis and assistance, computer-assisted examination, machine translation, video lectures and other open educational resource, and computer mediated communication. In the second part, this speech will introduce the technology enhanced pedagogical change in China: MOOC or SPOC, micro lectures and flipped classroom equipped with smart phones, tablet computer or instant responder, as well as electronic white board or interactive television. At last this speech will address the problems existing in TELL in China: lack of theoretical innovation, exam-oriented education, regional imbalance, teacher training and so on.