Keynote Speaker

 

 

"Ubiquitous learning analytics for adaptive and authentic instruction"

 

By Professor Kinshuk, Associate Dean of Faculty of Science and Technology, NSERC/iCORE/Xerox/Markin Industrial Research Chair - School of Computing and Information Systems, Athabasca University, Canada

 

 

 Bio

Dr. Kinshuk is Associate Dean of Faculty of Science and Technology, and Full Professor in the School of Computing and Information Systems at Athabasca University, Canada. He also holds the NSERC/iCORE/Xerox/Markin Industrial Research Chair for Adaptivity and Personalization in Informatics, funded by the Government of Canada, Government of Alberta, and by industries. He earned his PhD from De Montfort University, United Kingdom. His work has been dedicated to advancing research on the innovative paradigms, architectures and implementations of online and distance learning systems for individualized and adaptive learning in increasingly global environments. Areas of his research interests include learning analytics; learning technologies;, mobile, ubiquitous and location aware learning systems; cognitive profiling; and, interactive technologies.
With more than 370 research publications in refereed journals, international refereed conferences and book chapters, he is frequently invited as keynote or principal speaker in international conferences (28 in past five years) and visiting professor around the world (18 in the past five years in Chile, China, Hong Kong, Finland, Italy, Japan, and Taiwan). He has been twice awarded the prestigious fellowship of Japan Society for the Promotion of Science (2008 and 2013). He has also been invited as guest editor of 9 special issues of international journals in the past five years, and continues to serve on a large number of editorial boards of prestigious journals and program committees of international conferences. He has also served on review panels for grants for the governmental funding agencies of various countries, including the European Commission, Austria, Canada, Hong Kong, Israel, Italy, the Netherlands, Qatar, Taiwan and the United States. He also has a successful record of procuring external funding over 11 million Canadian dollars as principal and co-principal investigator.
In his on-going sustained professional activities, he has initiated professional movements at international and national levels. At the international level, he is Founding Chair of IEEE Technical Committee on Learning Technologies, and Founding Editor of the Educational Technology & Society Journal (SSCI indexed with Impact Factor of 1.171 according to Thomson Scientific 2012 Journal Citations Report). At the national level, he is Founding Chair of the New Zealand Chapter of ACM SIG on Computer-Human Interaction, and Past President of the Distance Education Association of New Zealand.

 

Abstract

There is greater awareness in educational system regarding benefits authentic learning experiences bring to the learning process. As a result, ubiquitous educational environments have started to gain acceptance in mainstream education. These environments break the boundaries of the classroom and enable learning to take place in the contexts where learners are able to relate with the learning scenarios in their own living and work environments. While these environments enable extremely powerful learning experiences for the learners, they demand highly complex teacher intervention techniques for providing appropriate support to the learners in real-time. This talk will focus on an emerging area of "ubiquitous learning analytics" that gleans real-time information from learners' immediate context, caters for any ambiguities or temporary absence of certain information, makes sense of information by analyzing patterns of real-time vs. historical learner profile, and enables teachers to intervene in both individual and group learning processes that are taking place in authentic environments. With particular focus on adaptive learning, the talk will explore the diminishing boundaries of formal and informal learning, and the potential of location-dependent context-sensitive approaches that are emerging as successor of Web 2.0 paradigm.

 

 

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