演讲题目：Responding to students' emotions in intelligent learning environments: from extrinsic regulation to teaching learners to regulate their own emotions（英语）
Professor Patricia Augustin Jaques Maillard
University of Vale do Rio dos Sinos (UNISINOS), Brazil（巴西淡水河谷大学）
摘要：Intelligent Tutoring Systems (ITSs) have presented promising results, showing to be almost as effective as one-to-one human tutoring. These intelligent environments offer step-by-step individualized assistance to students, such as customized hints and feedback. However, there is still room for improvement. Emotions and other affective states play an essential role in learning due to their impact on related cognitive processes. For instance, negative emotions can reduce working memory. They can also prevent students from using cognitive strategies for in-depth and elaborated information processing. Conversely, scientific research has shown that positive emotions can improve the ability to solve problems and help in decision-making. Consequently, to enhance their effectiveness, ITS should also consider learners' affective states when adapting their assistance. In this talk, Patricia Jaques is going to review the current research on ITSs that detect and adjust their support to students' affective states. She will also present the findings of her research group on ITSs, such as PAT2Math (http://pat2math.unisinos.br), that aim to detect students' emotions and regulate their emotions extrinsically. For instance, they show a worked example when the student is confused and becoming frustrated by a difficult task. She will also explain why she believes that research on emotional ITS should move from the extrinsic regulation of emotions (the tutor aims to regulate the learners' emotions) to teaching students on how to regulate their own emotions (teaching socio-emotional skills).
简历：Patricia Augustin Jaques Maillard is an associate professor and researcher at the Graduate Program in Applied Computing (PPGCA) at University of Vale do Rio dos Sinos (UNISINOS), Brazil. She has received a CNPq technological productivity fellowship (level 2) for Brazilian researchers who develop technical products based on their relevant research results. Patricia earned her Ph.D. in Computer Science from the Federal University of Rio Grande do Sul, with a doctoral internship at the Laboratory of Informatics of Grenoble, France. She has published several articles in national and international journals and conference proceedings. Patricia is on the Editorial Board of the Springer Journal on Multimodal User Interfaces, and have integrated the program committee of several renowned national and international conferences on Artificial Intelligence and Computers in Education, such as ITS, AIED, SBIE and so on. Besides having coordinated national projects in the area of Artificial Intelligence and Computers in Education, Patricia has also coordinated some research projects of international cooperation with France and Argentina. Her main research area is Artificial Intelligence applied to Education. She is especially interested in the topics of Intelligent Tutoring Systems, Affective Computing, and Animated Pedagogical Agents.
演讲题目：Collaborative Knowledge Building: Exploring the Potential for Student Agency, Collaboration, and Inquiry-based Learning in Chinese Schools（英语）
Professor Jan Van Aalst
The University of Hong Kong, Hong Kong SAR（香港大学）
摘要：(Collaborative) knowledge building is an approach to education with much overlap with agendas for educational development around the world. At its heart is a community that works together to advance the state of knowledge in that community—similar to how this happens in scientific fields and other scholarly communities. Knowledge building emphases sustained online discourse that is stimulated by and stimulates investigations and other activities, in order to improve the community's understanding of important questions. In my keynote, I will discuss the theoretical underpinnings of knowledge building in research on expertise, the educational sciences and computer-supported collaborative learning. Following this, I will discuss the main features of educational designs for knowledge building that have worked in China, and examples from primary and secondary schools in China and abroad. The main themes addressed by these examples are the use of student-led reflective assessments that help them better understand the nature of knowledge building and to improve performance. These approaches use learning analytics, in which students use software to retrieve information about their knowledge building, analyze it, and goals for further development (secondary school students), or are provided similar outputs that the teacher has generated (primary school students). A second theme will be primary school students epistemic understanding of knowledge building as a "theory-building" effort. Thus, this team considers more directly what and how a community learns from inquiry embedded in knowledge building. Using these examples and related research in China, I will examine the potential for aspects of knowledge building in Chinese classrooms.
简历：Professor Jan van Aalst's research has focused on knowledge building, an educational approach that emphasizes students' agency and metacognition, collaborative learning, and inquiry-based learning within a community. His team has studied pedagogical designs for knowledge building in schools in Hong Kong and China and has developed web-based tools, the Knowledge Connections Analyzer, and practices to support students' self-directed assessment of their knowledge building. His work involves students across a wide range of achievement levels. His work on knowledge building is published in International Journal of Computer-Supported Collaborative Learning, Journal of the Learning Sciences, and American Educational Research Journal. In 2013 he created an. M Ed. program focusing on putting the key findings from the field of the learning sciences—including from knowledge building—into educational practice, which has been popular with teachers from China, Hong Kong and farther abroad. This program has emphasized educational design. Van Aalst has a background in physics and received his Ph. D. in science education from the University of Toronto. He has been at the University of Hong Kong since 2007, where he has been associate dean for research and currently is associate professor in the learning sciences. He is Co-editor in Chief of Journal of the Learning Sciences and serves on the board of directors of the International Society of the Learning Sciences. Since 2019 he also is Visiting Scholar in the Department of Teacher Education in The University of Twente. He lives in Hong Kong and the Netherlands.
演讲题目：网络学生出题2.0 — 教与学的再精进（汉语）
简历：于富云现为台湾成功大学教育研究所特聘教授，毕业于台湾大学图书馆学系（学士）、美国密芝根州立大学教育心理、咨商与特殊教育（硕士）以及美国德州大学奥斯汀校区课程与教学（博士）。曾任Asia-Pacific Society for Computers in Education会长、国立成功大学教育研究所所长以及师资培育中心主任，现任The Asia-Pacific Society for Computers in Education、台湾数字学习与内容以及师资培育发展促进会等学会理事，并担任Research and Practice in Technology Enhanced Learning国际期刊主编。主要研究领域：网络教学与评鉴策略、教学原理与设计、创意教学与多元评量。近十年个人研究锁定「网络学生出题」策略之基础理论建立、教学融入与学习鹰架（又译支架）设计、学习成效影响评估以及学习系统建置等工程。国内外学术研究论著发表超过2百篇，学术表现获得国科会吴大猷先生纪念奖、科技部杰出研究奖、李国鼎科技与人文讲座荣誉学者、Fulbright Senior Researcher、Asia-Pacific Society for Computers in Education颁发Distinguished Researcher Award等奖项肯定。