Abstract: Education is undergoing great changes due to the professionals’ demand for learning that is adapted to their students’ needs, in terms of learning modes, teaching models, schedules and others. In this context, the teaching approach is just as important as the educational content itself. As head of a research group that coordinates Master’s and PhD programmes, as well as continuous learning programmes in which thousands of students participate, I have learned about this first-hand. I have been thoroughly analysing the needs of professionals who ask us for help in creating training models that adapt to their students’ needs. To this end, we have developed the NOIXION training platform, which provides us with capabilities for tailored learning: synchronous, asynchronous, learning pills, discovery learning models, interaction between experts, streaming, live learning, etc. In this talk we will discuss the ways in which we now make educational content available to our students, so that it has a greater outreach and impact.
Biography: Juan Manuel Corchado (born May 15, 1971 in Salamanca, Spain). He is Full Professor with Chair at the University of Salamanca. He was Vice President for Research and Technology Transfer from December 2013 to December 2017 and the Director of the Science Park of the University of Salamanca, Director of the Doctoral School of the University until December 2017 and also, he has been elected twice as the Dean of the Faculty of Science at the University of Salamanca. In addition to a PhD in Computer Sciences from the University of Salamanca, he holds a PhD in Artificial Intelligence from the University of the West of Scotland. Juan Manuel Corchado is Visiting Professor at Osaka Institute of Technology since January 2015 and Visiting Professor at the Universiti Malaysia Kelantan.
Corchado is the Director of the European IoT Digital Innovation Hub and of the BISITE (Bioinformatics, Intelligent Systems and Educational Technology) Research Group, which he created in the year 2000, President of the AIR Institute, Academic Director of the Institute of Digital Art and Animation of the University of Salamanca and has been President of the IEEE Systems, Man and Cybernetics Spanish Chapter. He also oversees the Master´s programs in Digital Animation, Security, Blockchain, IoT, Mobile Technology, Information Systems Management and Agile Project Management at the University of Salamanca.
Corchado has supervised more than 30 PhD theses, is author of over 800 research peer-reviewed papers and books, has chaired the scientific committee of more than 30 international conferences, and is also Editor-in-Chief of Specialized Journals like ADCAIJ (Advances in Distributed Computing and Artificial Intelligence Journal) and OJCST (Oriental Journal of Computer Science and Technology).
Biography: Yanjiao Chen received her B.E.degree in Electronic Engineering from Tsinghua University in July 2010 and her Ph.D. degree in Computer Science and Engineering from Hong Kong University of Science and Technology in January 2015. During May 2015 to April 2016, Dr. Chen has been working as a postdoctoral fellow at the Department of Electrical and Computer Engineering, University of Toronto. Dr. Chen is currently a Bairen Researcher in the College of Electrical Engineering, Zhejiang University. From May 2016 to Dec. 2020, Dr. Chen worked as a Professor in the Department of Computer Science, Wuhan University. Her research interests include wireless network resource allocation, Internet-of-Things and network security. She served on the editorial board of IEEE Wireless Communications Letters. She also served as TPC member for IEEE INFOCOM, ICNP, IWQoS, Globecom and so on.
Abstract: Artificial intelligence (AI) incorporation in school education is increasingly explored with varied publicity. Despite many school leaders, policymakers, and frontline teachers understand the need to embrace AI in education (AIED), there remain significant challenges in its incorporation process. This presentation will report an explorative study to identify barriers to the incorporation of AIED in school education. Three critical directions of AIED were recognised: Learning from AI, Learning about AI, and Learning with AI. A case study was conducted to explore the barriers to incorporating AIED in Hong Kong schools pursuing different directions. Qualitative data were gathered via ten semi-structured interviews with key stakeholders from two schools. Ertmer’s (1999) typology was applied to segregate the barriers. The findings showed both first-order, and second-order barriers existed, and the barriers varied between the cases. These findings provide essential information to school for formulating strategies for AIED. Further study should be conducted to trace the links between barriers and prioritise school efforts to tackle these obstacles.
Biography: Dr. Eric Cheng is a specialist in educational management, knowledge management and Lesson Study. He is currently associate professor of the Department of Curriculum and Instruction of the Education University of Hong Kong. He is now serving as a school manager of Pentecostal Yu Leung Fat Primary School, C.C.C. Tam Lee Lai Fun Memorial Secondary School and E.L.C.H.K. Lutheran Secondary School. He is an Associate Editor of the International Journal of Educational Administration and Policy Studies (IJEAPS), a visiting scholar of Nagoya University, Aichi University of Education and Budapest Metropolitan University, an external examiner of The Open University of Hong Kong on the Master of Education programme and doctoral thesis examiner of Nottingham University on Doctor of Education program.
Eric earned his Doctor of Education in education management from the University of Leicester. His publication covers the areas of school management, Learning Study and knowledge management. He is the author of an academic book entitled Knowledge Management for School Education published in 2015 by Springer.
Eric has been successful in launching more than 10 research and development projects with external and competitive funds in the capacity of Principal Investigator (PI). He is a PI of a Research Grants Council GRF funded project. He was a PI of University Grants Committee funded Communities of Practices project, Quality Education Fund project, and Standing Committee on Language Education and Research project.
He received the Knowledge Transfer Project Award from HKIEd in 2014-15, Scholarship of Teaching Award in 2013-14 and Knowledge Transfer publication Awards in 2012-13 form Faculty of Human Development of HKIEd.
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