主旨演讲者

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

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

于富雲教授,台灣成功大學

郭炯教授,西北師範大學

演說內容:Responding to students' emotions in intelligent learning environments: from extrinsic regulation to teaching learners to regulate their own emotions(英語)

  • Professor Patricia Augustin Jaques Maillard

    Professor Patricia Augustin Jaques Maillard

    University of Vale do Rio dos Sinos (UNISINOS), Brazil(巴西淡水河谷大學)

    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).

    簡歷: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.

演說內容:Collaborative Knowledge Building: Exploring the Potential for Student Agency, Collaboration, and Inquiry-based Learning in Chinese Schools(英語)

  • Professor Jan Van Aalst

    Professor Jan Van Aalst

    The University of Hong Kong, Hong Kong SAR(香港大學)

    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.

    簡歷: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.

演說內容:網路學生出題2.0 — 教與學的再精進(漢語)

  • 于富雲教授

    于富雲教授

    台灣成功大學

    摘要:學生出題已累積超過50年實證研究成果,支持其對認知、情意與社交等學習層面的正面影響,而相關理論基礎亦在多位學者努力下已趨完善,如何豐富學生出題於課室實踐的樣貌,並同時提升其學習效能為近年學者努力的方向。本主旨演講將從「多元學習鷹架與教學模式之設計」、「整合性學習系統之開發」,以及「教與學再精進成效影響實證基礎之建立」等三大面向,說明網路學生出題2.0工程之發展與現況。經多種學生出題學習鷹架模式(題幹、關鍵字詞/答案法、假如是/不是)與學生出題進階學習活動(學生建置題目卷、學生題目回饋設計)以及所建構網路學習系統之發想與研發歷程的分享,用以闡述科技輔助學生出題有效推展與提升成效的眾多優勢。此外,為利學生出題於泛學科領域融入與推廣的效能,亦會提出具執行性的教學序列與客觀性的出題能力指標架構,並分享具潛能的網路學生出題未來發展方向與研究議題。

    簡歷:于富雲現為台灣成功大學教育研究所特聘教授,畢業於臺灣大學圖書館學系(學士)、美國密西根州立大學教育心理、諮商與特殊教育(碩士)以及美國德州大學奧斯汀校區課程與教學(博士)。曾任Asia-Pacific Society for Computers in Education會長、國立成功大學教育研究所所長以及師資培育中心主任,現任The Asia-Pacific Society for Computers in Education、台灣數位學習與內容以及師資培育發展促進會等學會理事,並擔任Research and Practice in Technology Enhanced Learning國際期刊主編。主要研究領域:網路教學與評鑑策略、教學原理與設計、創意教學與多元評量。近十年個人研究鎖定「網路學生出題」策略之基礎理論建立、教學融入與學習鷹架設計、學習成效影響評估以及學習系統建置等工程。國內外學術研究論著發表超過2百篇,學術表現獲得國科會吳大猷先生紀念獎、科技部傑出研究獎、李國鼎科技與人文講座榮譽學者、Fulbright Senior Researcher、Asia-Pacific Society for Computers in Education頒發Distinguished Researcher Award等獎項肯定。

演說內容:教師人工智能教育應用素養框架(漢語)

  • 郭炯教授

    郭炯教授

    西北師範大學

    摘要:(1)人工智能賦能教師理論基礎。分析技術賦能教師和人機協同教學的內在邏輯和學理依據,主要涉及人工智能、教師群體的本質屬性及二者之間的關係,其中從技術哲學層面闡述人工智能嵌入教育系統中的內在邏輯基礎、優勢潛力及應然狀態;從技術哲學、教育學層面闡釋人類教師本身的人性結構缺陷和技術賦能的現實需求,二者各自的生態位及作用。(2)人工智能賦能教師教育教學表現形態。在分析各類應用案例的教育教學業務需求及應用場景類型的基礎上,闡述人工智能教育教學應用現狀及趨勢分析,提出人工智能賦能教師的可能發展形態和理想狀態,以及在教育教學應用中的替代、增強、改良、重塑等不同層面的表現形態。(3)人機協同背景下的教師人工智能教育應用素養框架。從人工智能本體知識、人工智能教育應用意識和情感、人工智能教育應用能力、人工智能倫理和安全等四個維度闡述教師人工智能教育應用素養框架及構成要素。

    簡歷:郭炯,教授,博士生導師,西北師範大學教育技術學院副院長;《電化教育研究》常務副主編,研究方向為資訊技術與教育應用。近幾年在CSSCI、EI檢索期刊、國際會議發表論文30餘篇,高等教育出版社出版專著4部,主持並參與教育部人文社科、國家“十三五”教育規劃重點課題、國家社科基金重大項目、中移動教育專案、智慧學習輔導系統設計等10余項,主持撰寫的《網路學習空間建設與應用指南》、《加快網路學習空間建設與應用指導意見》以教育部檔形式發佈。多項科研成果獲得省社科、省高校社科、省教學成果獎等4項。被聘為教育部“智慧教育示範區”創建專案專家組成員,教育部“全國中小學教師資訊技術應用能力提升工程”專家,甘肅省教育體質改革試點項目專家。

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