主旨演讲者

Professor Patricia Augustin Jaques MAILLARD, University of Vale do Rio dos Sinos (UNISINOS), Brazil(巴西淡水河谷大学)

Professor Jan Van Aalst, University of Hong Kong, Hong Kong SAR(香港大学)

于富云教授,台湾成功大学

郭炯教授,西北师范大学

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

    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

    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)

  • 于富云教授

    于富云教授

    台湾成功大学

    摘要:学生出题已累积超过50年实证研究成果,支持其对认知、情意与社交等学习层面的正面影响,而相关理论基础亦在多位学者努力下已趋完善,如何丰富学生出题于课室实践的样貌,并同时提升其学习效能为近年学者努力的方向。本主旨演讲将从“多元学习鹰架(又译支架)与教学模式之设计”、“整合性学习系统之开发”,以及“教与学再精进成效影响实证基础之建立”等三大面向,说明网络学生出题2.0工程之发展与现况。经多种学生出题学习鹰架模式(题干、关键字词/答案法、假如是/不是)与学生出题进阶学习活动(学生建置题目卷、学生题目回馈设计)以及所建构网络学习系统之发想与研发历程的分享,用以阐述科技辅助学生出题有效推展与提升成效的众多优势。此外,为利学生出题于泛学科领域融入与推广的效能,亦会提出具执行性的教学序列与客观性的出题能力指标架构,并分享具潜能的网络学生出题未来发展方向与研究议题。

    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。

演讲题目:教师人工智能教育应用素养框架(汉语)

  • 郭炯教授

    郭炯教授

    西北师范大学

    摘要:(1)人工智能赋能教师理论基础。分析技术赋能教师和人机协同教学的内在逻辑和学理依据,主要涉及人工智能、教师群体的本质属性及二者之间的关系,其中从技术哲学层面阐述人工智能嵌入教育系统中的内在逻辑基础、优势潜力及应然状态;从技术哲学、教育学层面阐释人类教师本身的人性结构缺陷和技术赋能的现实需求,二者各自的生态位及作用。(2)人工智能赋能教师教育教学表现形态。在分析各类应用案例的教育教学业务需求及应用场景类型的基础上,阐述人工智能教育教学应用现状及趋势分析,提出人工智能赋能教师的可能发展形态和理想状态,以及在教育教学应用中的替代、增强、改良、重塑等不同层面的表现形态。(3)人机协同背景下的教师人工智能教育应用素养框架。从人工智能本体知识、人工智能教育应用意识和情感、人工智能教育应用能力、人工智能伦理和安全等四个维度阐述教师人工智能教育应用素养框架及构成要素。

    简历:郭炯,教授,博士生导师,西北师范大学教育技术学院副院长;《电化教育研究》常务副主编,研究方向为信息技术与教育应用。近几年在CSSCI、EI检索期刊、国际会议发表论文30余篇,高等教育出版社出版专著4部,主持并参与教育部人文社科、国家“十三五”教育规划重点课题、国家社科基金重大项目、中移动教育项目、智能学习辅导系统设计等10余项,主持撰写的《网络学习空间建设与应用指南》、《加快网络学习空间建设与应用指导意见》以教育部文件形式发布。多项科研成果获得省社科、省高校社科、省教学成果奖等4项。被聘为教育部“智慧教育示范区”创建项目专家组成员,教育部“全国中小学教师信息技术应用能力提升工程”专家,甘肃省教育体质改革试点项目专家。

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