ECE2020 Overview

Special Announcement: ECE2020 will be held Online

Due to continued uncertainties surrounding the ongoing global coronavirus pandemic, and especially as relates to the situation in the UK, IAFOR has made the decision to hold ECE2020 entirely online via Zoom.

This decision has been made in light of the latest information concerning restrictions in travel and access to both the UK, and UCL, the conference host venue. The UK government’s recent ruling, effective from June 8 onwards, forces all incoming travellers to undergo quarantine for 14 days, and then to abide by the same self-distancing policies as UK citizens. We have been in constant contact with UCL’s Institute of Education, but they are unable to give any assurances as to how we are able to use the venue, other than to confirm that the strict capacity and F&B restrictions now imposed by the UK Government are unlikely to be fully lifted by the time of the conference and that their accommodation is currently closed for all summer bookings.

This makes it impractical and impossible for us to plan and schedule a large conference, and to control the levels of service that we are able to provide, not to mention to ensure the safety of registrants coming from many countries around the world to London.

View the Conference Programme


Join us online for ECE2020 | July 17–19, 2020

Welcome to The 8th European Conference on Education (ECE2020), held in partnership with Birkbeck, University of London, the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University, and in affiliation with the Institute of Education (IoE), University of London (UCL).

ECE2020 encourages academics and scholars to meet and exchange ideas and views in an international forum stimulating respectful dialogue. This event will afford an exceptional opportunity for renewing old acquaintances, making new contacts, networking, and facilitating partnerships across national and disciplinary borders.

Since its founding in 2009, IAFOR has brought people and ideas together in a variety of events and platforms to promote and celebrate interdisciplinary study, and underline its importance. IAFOR continues to engage in many cross-sectoral projects across the world, including those engaging leading universities (Virginia Tech, UCL, Singapore Management University, University of Belgrade, Lingnan University, Barcelona University, University of Hawai’i, Moscow State University), think tanks, research organisations and agencies (the East-West Center, The Center for Higher Education Research, The World Intellectual Property Organization), and collaborative projects with governments, and international governmental organisations (Government of Japan through the Prime Minister’s office, the United Nations in New York), media agencies (The Wall Street Journal, JWT, HarperCollins).

With the IAFOR Research Centre at Osaka University, we have engaged in a number of interdisciplinary initiatives we believe will have an important impact on domestic and international public policy conversations and outcomes.

IAFOR's unique global platform facilitates discussion around specific subject areas, with the goal of generating new knowledge and understanding, forging and expanding new international, intercultural and interdisciplinary research networks and partnerships. We have no doubt that ECE2020 will offer a remarkable opportunity for the sharing of research and best practice and for the meeting of people and ideas.

The 8th European Conference on Education (ECE2020) will be held alongside The 8th European Conference on Language Learning (ECLL2020). Registration for either conference will allow delegates to attend sessions in the other.

We look forward to seeing you online.

– The ECE2020 Organising Committee

Kwame Akyeampong, University of Sussex, UK
Anne Boddington, Kingston University, UK
Steve Cornwell, The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan
Jean-Marc Dewaele, Birkbeck, University of London, UK
Joseph Haldane, The International Academic Forum (IAFOR), Japan
Jo Van Herwegen, University College London, UK
Brian Hudson, University of Sussex, UK
Barbara Lockee, Virginia Tech, USA
Zachary Walker, University College London, UK


IAFOR Journal of Education (Scopus Indexed Journal)

This conference is associated with the Scopus and DOAJ listed IAFOR Journal of Education.

 

Key Information
  • Venue & Location: ECE2020 will now be held online via Zoom
  • Dates: Thursday, July 16, 2020 ​to Sunday, July 19, 2020
  • Early Bird Abstract Submission Deadline: February 29, 2020*
  • Final Abstract Submission Deadline: April 30, 2020
  • Registration Deadline for Presenters: June 12, 2020

*Submit early to take advantage of the discounted registration rates. Learn more about our registration options.

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Speakers

  • Kwame Akyeampong
    Kwame Akyeampong
    University of Sussex, UK
  • Jake Anders
    Jake Anders
    UCL Institute of Education, UK
  • Brian Beatty
    Brian Beatty
    San Francisco State University, United States
  • Anne Boddington
    Anne Boddington
    Kingston University, UK
  • Christine Callender
    Christine Callender
    UCL Institute of Education, United Kingdom
  • Tam Cane
    Tam Cane
    University of Sussex, UK
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Jo Van Herwegen
    Jo Van Herwegen
    UCL, UK
  • Tamsin Hinton-Smith
    Tamsin Hinton-Smith
    University of Sussex, UK
  • Charles B. Hodges
    Charles B. Hodges
    Georgia Southern University, United States
  • Woon Chia Liu
    Woon Chia Liu
    National Institute of Education (NIE), Singapore
  • Barbara Lockee
    Barbara Lockee
    Virginia Tech, USA
  • Farish A. Noor
    Farish A. Noor
    Nanyang Technological University, Singapore
  • Thanassis Rikakis
    Thanassis Rikakis
    Virginia Tech, USA
  • Andrea Samson
    Andrea Samson
    University of Fribourg & Swiss Distance University Institute, Switzerland
  • Krisna Uk
    Krisna Uk
    Association for Asian Studies (AAS), USA
  • Li Wei
    Li Wei
    University College London, Institute of Education, UK
  • Zachary Walker
    Zachary Walker
    University College London, UK
  • Keri Wong
    Keri Wong
    University College London, United-Kingdom

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Programme

  • Flexible Learning in Uncertain Times: The Hy-Flex Model in Response to COVID-19
    Flexible Learning in Uncertain Times: The Hy-Flex Model in Response to COVID-19
    Keynote Presentation: Brian Beatty & Barbara Lockee
  • Inclusive Education: A Critical Dialogue on Marginalised Communities
    Inclusive Education: A Critical Dialogue on Marginalised Communities
    Panel Presentation: Kwame Akyeampong, Christine Callender, Tam Cane, Farish A. Noor, Tamsin Hinton-Smith & Krisna Uk
  • The Future of People
    The Future of People
    Keynote Presentation: Zachary Walker
  • Embracing Difference? Adaptive Lifelong Learning
    Embracing Difference? Adaptive Lifelong Learning
    Panel Presentation: Thanassis Rikakis, Joseph Haldane & Anne Boddington
  • Creating a Motivating School: Considerations and Challenges
    Creating a Motivating School: Considerations and Challenges
    Keynote Presentation: Liu Woon Chia
  • The Impact of COVID-19 on Children and Young People Across the Globe
    The Impact of COVID-19 on Children and Young People Across the Globe
    Panel Presentation: Jo Van Herwegen, Andrea Samson, Jake Anders & Keri Wong
  • That’s NOT Online Learning!: The Difference Between Emergency Remote Teaching and Online Learning
    That’s NOT Online Learning!: The Difference Between Emergency Remote Teaching and Online Learning
    Panel Presentation: Barbara Lockee, Charles B. Hodges & Joseph Haldane
  • Multi-Competence, Translanguaging and Multimodal Learning
    Multi-Competence, Translanguaging and Multimodal Learning
    Keynote Presentation: Li Wei

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Organising Committee

The Organising Committee of The 8th European Conference on Education (ECE) is composed of distinguished academics who are experts in their fields. Organising Committee members may also be members of IAFOR's International Academic Advisory Board. The Organising Committee is responsible for nominating and vetting Keynote and Featured Speakers; developing the conference programme, including special workshops, panels, targeted sessions, and so forth; event outreach and promotion; recommending and attracting future Organising Committee members; working with IAFOR to select PhD students and early career academics for IAFOR-funded grants and scholarships; and overseeing the reviewing of abstracts submitted to the conference.

  • Kwame Akyeampong
    Kwame Akyeampong
    University of Sussex, UK
  • Anne Boddington
    Anne Boddington
    Kingston University, UK
  • Steve Cornwell
    Steve Cornwell
    The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan
  • Jean-Marc Dewaele
    Jean-Marc Dewaele
    Birkbeck, University of London, UK
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Jo Van Herwegen
    Jo Van Herwegen
    UCL, UK
  • Brian Hudson
    Brian Hudson
    University of Sussex, UK
  • Barbara Lockee
    Barbara Lockee
    Virginia Tech, USA
  • Zachary Walker
    Zachary Walker
    University College London, UK

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ECE2020 Review Committee

  • Dr Azza Albendary, Cairo University, Egypt
  • Dr Patrick Alain Tejero Azanza, Eclaro Academy, Philippines
  • Professor Alan Belcher, Ashford University, United States
  • Dr Tania Dias Fonseca, Kingston University London, United Kingdom
  • Dr May Olaug Horverak, Birkenes municipality, Norway
  • Dr Kazi Hossain, Millersville University of Pennsylvania, United States
  • Dr Motshidisi Lekhu, Central University of Technology, Free State, South Africa
  • Dr Theeraphab Phetmalaikul, Srinakharinwirot University, Thailand
  • Dr Dominika Provázková Stolinská, Palacky University Olomouc, Czech Republic
  • Dr Y.M. Tang, The Hong Kong Polytechnic University, Hong Kong
  • Dr Tina Wong, Hong Kong Polytechnic University, Hong Kong

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IAFOR Research Centre (IRC) – “Innovation and Value Initiative”

The IAFOR Research Centre (IRC) is housed within Osaka University’s School of International Public Policy (OSIPP), and in June 2018 the IRC began an ambitious new “Innovation and Value Initiative”. Officially launched at the United Nations in a special UN-IAFOR Collaborative Session, the initiative seeks to bring together the best in interdisciplinary research around the concept of value, on how value can be recognised, and measured, and how this can help us address issues and solve problems, from the local to the global.

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Kwame Akyeampong
University of Sussex, UK

Biography

Kwame Akyeampong is Professor of International Education and Development at the Centre for International Education (CIE), University of Sussex, UK. He has international research experience in educational evaluation and research and has worked on education and development research projects in a range of countries including Ethiopia, Ghana, Nigeria, Kenya, Rwanda and Malawi. His research interests include education policy analysis, teacher governance, educational access and equity, impact evaluation studies in education, and employing quantitative and qualitative research methods. He also has experience managing large research education projects. He has consulted for the World Bank, DFID, and JICA on education evaluation projects and programmes. He was senior policy analyst with UNESCO, Paris, from 2011 to 2013. He is currently the co-chair of the Teacher Alliance for the Global Education and Skills Forum.

Panel Presentation (2020) | Inclusive Education: A Critical Dialogue on Marginalised Communities

Previous ECE Presentations

Plenary Panel II (2017) | Education for Change: Addressing the Challenges of UN Sustainable Development Goal 4
Jake Anders
UCL Institute of Education, UK

Biography

Jake is Deputy Director of the UCL Centre for Education Policy and Equalising Opportunities, as well as Academic Head of Research in the Department of Learning and Leadership at UCL Institute of Education. His research focuses on understanding the causes and consequences of educational inequality and the evaluation of policies and programmes aiming to reduce it. Jake completed his first degree in Philosophy, Politics and Economics at New College, University of Oxford, followed by a PhD in Economics of Education at UCL Institute of Education. He has also worked at the UK Parliament's House of Commons Education Select Committee as a Committee Specialist and the National Institute of Economic and Social Research, first as a Research Officer, before being promoted to Research Fellow.

Panel Presentation (2020) | The impact of COVID19 on Children and Young People Across the Globe
Brian Beatty
San Francisco State University, United States

Biography

Brian Beatty is Associate Professor of Instructional Technologies in the Department of Equity, Leadership Studies and Instructional Technologies at San Francisco State University (SFSU). Brian’s primary areas of interest and research include social interaction in online learning, flipped classroom implementation, and developing instructional design theory for Hybrid-Flexible learning environments. At SFSU, Dr Beatty pioneered the development and evaluation of the HyFlex course design model for blended learning environments, implementing a “student-directed-hybrid” approach to better support student learning.

Previously (2012-2020), Brian was Vice President for Academic Affairs Operations at San Francisco State University (SFSU), overseeing the Academic Technology unit and coordinating the use of technology in the academic programs across the university. He worked closely with IT professionals and leaders in other units to coordinate overall information technology strategic management at SFSU. Prior to 2012, Brian was Associate Professor and Chair of the Instructional Technologies department in the Graduate College of Education at SFSU. He received his PhD in Instructional Systems Technology from Indiana University Bloomington in 2002. Brian Beatty also holds several CA single-subject teaching credentials, an MA in Instructional Technologies from SF State and a BS in Electrical Engineering from Marquette University. Dr Beatty has more than 25 years’ experience as a classroom teacher, trainer, and instructional designer at schools, businesses, and the US Navy.

Keynote Presentation (2020) | Flexible Learning in Uncertain Times: The Hy-Flex Model in Response to COVID-19
Anne Boddington
Kingston University, UK

Biography

Anne Boddington is Professor of Design Innovation, Pro Vice Chancellor for Research, Business and Innovation at Kingston University in the UK and recently appointed as the Sub Panel Chair for Art & Design: History, Practice & Theory for the UK’s Research Excellence Framework (REF) 2021. Professor Boddington has extensive experience of the leadership, management and evaluation of art and design education and art and design research in higher education across the UK and internationally. She is an experienced chair and has held trustee and governance roles across the creative and cultural sector including as trustee of the Design Council, an independent Governor, Fellow of the Royal Society of Arts (RSA), an affiliate member of the Royal Institute of British Architects (RIBA), a member of the executive of the Council for Higher Education in Art & Design (CHEAD) and a member of the advisory board of the Arts & Humanities Research Council. She has an international reputation in creative education and research and has been a partner, a collaborator, a reviewer and evaluator for a wide range of international projects and reviews across Dofferemt nations in Europe, the Middle East, Southern and east Asia and North America.

Plenary Panel (2020) | Embracing Difference? Adaptive Lifelong Learning

Previous Presentations

Plenary Panel I (2017) | Think Like a System, Act Like an Entrepreneur
Christine Callender
UCL Institute of Education, United Kingdom

Biography

Christine is an Associate Professor in Education at the UCL Institute of Education (Department of Learning and Leadership). She is currently the Inclusion Lead for the Department of Learning and Leadership, Faculty Lead for the BME Awarding Gap Project at the Institute of Education and is the co-convenor of the Race and Leadership Special Interest Group of BELMAS. Christine's research focuses on the broad areas of race, teacher education, gender, intersectionality and leadership.

Panel Presentation: Inclusive Education: A Critical Dialogue on Marginalized Communities
Tam Cane
University of Sussex, UK

Biography

Dr Tam Cane is a lecturer and programme lead for BA Social Work in the Department of Social Work and Social Care at the University of Sussex. She studied assisted reproductive health of people living with HIV and the implications of HIV on adoption experiences. Dr Tam Cane's research interests centre on HIV prevention modalities linked to parenting choices that reduce HIV transmission. She is interested in the range of decision-making processes related to different methods of parenting choices made by people living with HIV. Dr Tam Cane has authored peer-reviewed articles on adoption experiences of people living with HIV, the role of HIV charitable workers in supporting reproductive, and her key-note paper on recognising the resilience of people with HIV adopting. She is a co-author on research looking at the utilisation of genetically-informed research designs that better understand family processes and child development and implications for adoption and foster-care focused intervention. She has recently contributed to research on developing skills, confidence and communication among key professionals supporting the educational progression of care experienced young people. Other areas of research include women's drinking and help-seeking behaviours. Since the brutal killing of George Floyd, Dr Cane has been invited to support reflective activities on anti-racist practices with front-line social workers. Dr Tam Cane holds a position on the editorial board for the International Journal of HIV/AIDS Prevention, Education and Behavioural Science. She is a peer reviewer for this journal as well as Adoption Quarterly and Greenwich Social Work Journal.

Panel Presentation (2020) | Inclusive Education: A Critical Dialogue on Marginalised Communities
Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

Joseph Haldane is the Chairman and CEO of IAFOR. He is responsible for devising strategy, setting policies, forging institutional partnerships, implementing projects, and overseeing the organisation’s business and academic operations, including research, publications and events.

Dr Haldane holds a PhD from the University of London in 19th-century French Studies, and has had full-time faculty positions at the University of Paris XII Paris-Est Créteil (France), Sciences Po Paris (France), and Nagoya University of Commerce and Business (Japan), as well as visiting positions at the French Press Institute in the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the School of Journalism at Moscow State University (Russia).

Dr Haldane’s current research concentrates on post-war and contemporary politics and international affairs, and since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.

A Member of the World Economic Forum’s Expert Network for Global Governance, Dr Haldane is also a Visiting Professor in the Faculty of Philology at the University of Belgrade (Serbia), a Visiting Professor at the School of Business at Doshisha University (Japan), and a Member of the International Advisory Council of the Department of Educational Foundations at the College of Education of the University of Hawaiʻi at Mānoa (USA).

From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu Region) and he is currently a Trustee of the HOPE International Development Agency (Japan). He was elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society of Arts in 2015.

Panel Presentation (2020) | Embracing Difference? Adaptive Lifelong Learning
Panel Presentation (2020) | That's NOT Online Learning!: The Difference Between Emergency Remote Teaching and Online Learning
Jo Van Herwegen
UCL, UK

Biography

Dr Jo Van Herwegen is an associate professor in developmental psychology at UCL Institute of Education. Her research focuses on improving educational outcomes of children, especially those with special educational needs. She has examined mathematical abilities, language abilities, transitions and the impact and quality of Education, Health, and Care plans for a wide range of neurodevelopmental disorders. She is an associate editor for Research in Developmental Disabilities, and educational needs advisor for the Williams Syndrome Foundation.

Panel Presentation (2020) | The impact of COVID19 on Children and Young People Across the Globe

Previous ECE Presentations

Keynote Presentation (2019) | Challenges and Solutions to Improving Educational Outcomes
Tamsin Hinton-Smith
University of Sussex, UK

Biography

Dr Tamsin Hinton-Smith is a Senior Lecturer in Higher Education at the University of Sussex, where she is also Co-Director of the Centre for Gender Studies. Tamsin will be Editor for a forthcoming issue of the IAFOR Journal of Education, on Inclusive Education, scheduled for 2021.

Tamsin has been an academic with particular interests around issues of inclusion/exclusions in education contexts, for 16 years. Her background is in sociology and gender studies. Tamsin has interests in compulsory, further, higher, adult and informal education contexts. Her research includes education participation experiences and inequalities relating to groups including people from Gypsy, Roma and Traveller backgrounds; lone and teenage parents; learners from disadvantaged socio-economic backgrounds and geographical areas; and young people who have grown up in the care system.

Tamsin’s approach is one of connecting research, practice and policy. She is Equality, Diversity and Inclusion lead within her academic School and also leads institutional academic professional development. Tamsin has provided parliamentary research and policy support and training in the UK and internationally, and training working with professionals including in Cambodia, Nigeria and Spain. Tamsin’s research and practice is underpinned by a central commitment to increasing equity and inclusivity through ongoing individual and collective reflective practice.

Her current research focuses on experiences of young people from GRT backgrounds during COVID-19 lockdown, expressed through art; and developing more inclusive higher education pedagogies in different disciplinary spaces.

Panel Presentation: Inclusive Education: A Critical Dialogue on Marginalized Communities
Charles B. Hodges
Georgia Southern University, United States

Biography

Charles B. Hodges, PhD, is a Professor of Instructional Technology at Georgia Southern University in Statesboro, GA (USA). His research is focused on online teaching and learning, and teacher and learner self-efficacy related to online or technology rich learning environments. He is the Editor-in-Chief of the journal TechTrends and he has edited/co-edited two books: Self-efficacy in Instructional Technology Contexts (Springer, 2018) and Emerging Research, Practice, and Policy on Computational Thinking (Springer, 2017).

Charles earned a BS in Mathematics with a minor in Computer Science from Fairmont State University, a MS in Mathematics from West Virginia University, and a PhD from the Instructional Design and Technology program at Virginia Tech. He has served on the faculties of Concord University, Virginia Tech, and Georgia Southern University. He was added to the Fulbright Specialist Roster in February 2019.

Panel Presentation (2020) | That's NOT Online Learning!: The Difference Between Emergency Remote Teaching and Online Learning
Woon Chia Liu
National Institute of Education (NIE), Singapore

Biography

Woon Chia Liu is an Associate Professor with the Psychology and Child & Human Development Academic Group at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. She is a founding member of NIE’s Motivation in Educational Research Laboratory (MERL), and the Immediate Past Dean of Teacher Education. During her deanship, she led and developed the NTU-NIE Teaching Scholars Programme, reviewed and enhanced the Bachelor of Arts (Education)/Science (Education) and the Postgraduate Diploma in Education programmes, and conceptualised and launched the IoT@NIE Learning Lab in collaboration with Info-communications Media Development Authority (IMDA), Singapore. In addition, she was a key member of the steering committee and a co-chair of the working committee that shaped the Singapore Teaching Practice model that makes explicit how effective teaching and learning is achieved in Singapore schools.

She was previously the Associate Dean of Practicum and School Partnerships (2009 to 2014) and the Sub-Dean of Diploma Programmes (2008 to 2009). From 2008 to 2009, she served as a co-chair of the Theory-Practice Task Force in NIE’s Programme Review and Enhancement (PRE) initiative, which culminated in NIE’s Teacher Education Model for the 21st Century (TE21). Thereafter, she was a co-chair of the Theory-Practice Core Team for the TE21 implementation steering group. She led her team in conceptualising and implementing the enhanced practicum model, with its use of professional focused conversations to deepen inquiry and strengthen theory-practice nexus, and the use of purposeful mentoring to help pre-service teachers improve their teaching competencies whilst developing their sense of teacher personhood. Furthermore, she was instrumental in advocating and shaping the Professional Practice and Inquiry portfolio in all pre-service programmes that allows pre-service teachers to aggregate and integrate their learning.

She is the Immediate Past President of the Educational Research Association of Singapore (ERAS), and represented Singapore in the World Education Research Association (WERA) Council. She was also the co-convener of the WERA-IRN (International Research Network) titled “Teacher education for the 21st century: Developing teachers who are thoughtful, reflective, and inquiring.”

Her research interests include motivation, teacher education, innovative pedagogy, e-portfolio and clinical practice.

Keynote Presentation (2020) | Creating a Motivating School: Considerations and Challenges
Barbara Lockee
Virginia Tech, USA

Biography

Barbara Lockee is a professor of Instructional Design and Technology in the School of Education at Virginia Tech. Since 1996, she has engaged in teaching and research related to instructional design and distance education, and has advised the research of more than three dozen doctoral students. Her scholarly inquiry is focused on mediated and online education and has been funded by various federal agencies, including the National Science Foundation, the US Department of Agriculture, and the US Agency for International Development, among others. She has also consulted for a variety of organisations, including the NASA Jet Propulsion Laboratory, the US Army Training and Doctrine Command and the USC Institute for Creative Technologies. Her recent co-authored book, Streamlined ID: A Practical Guide for Instructional Design, strives to make the design of learning solutions accessible and pragmatic for those who develop educational courses and programs in workplace contexts.

Dr Lockee is Past President of the Association for Educational Communications and Technology, an international professional organisation for educational technology researchers and practitioners. She earned her PhD in 1996 from Virginia Tech in Curriculum and Instruction (Instructional Technology), MA in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media), and BA in 1986 from Appalachian State University in Communication Arts.

Panel Presentation (2020) | That's NOT Online Learning!: The Difference Between Emergency Remote Teaching and Online Learning
Keynote Panel Presentation (2020) | Flexible Learning in Uncertain Times: The Hy-Flex Model in Response to COVID-19

Previous ECE Presentations

Keynote Presentation (2019) | Interaction in Online Learning: A Design Paradox
Farish A. Noor
Nanyang Technological University, Singapore

Biography

Dr Farish A. Noor is Associate Professor at the S Rajaratnam School of International Studies (RSIS) and also the School of History SoH, College of the Humanities, Arts and Social Sciences COHASS, Nanyang Technological University (NTU), Singapore. His main area of work has been Southeast Asian history, with a special focus on colonialism in Southeast Asia. His recent works include 'Data Collecting in Colonial Southeast Asia: Framing the Other' (Amsterdam University Press, 2020) and 'Before the Pivot: America's Encounters with Southeast Asia 1800-1900' (Amsterdam University Press, 2019).

Panel Presentation (2020) | Inclusive Education: A Critical Dialogue on Marginalised Communities
Thanassis Rikakis
Virginia Tech, USA

Biography

Thanassis Rikakis is professor of Bioengineering and of Performing Arts. His research spans systems design, arts and technology with a special focus on interactive neurorehabilitation, experiential media, adaptive learning and cyber-human intelligence. He is the founding chair of the Calhoun Honors Discovery Program and director of the Calhoun Center for Higher Education Innovation. These initiatives focus on adaptive, transdisciplinary learning and on advancing the interconnection of difference and excellence. They furthermore investigate life-long learning structures spanning K-12, higher education and industry. From 2015 until 2017 Thanassis served as executive vice president and provost at Virginia Tech. He led the development of transdisciplinary discovery communities (Destination Areas) and a new resource model (Partnership for an Incentive Based Budget). From 2012 to 2015 he served as vice provost for design arts and technology at Carnegie Mellon University where he founded the Integrative Design, Arts and Technology (IDEATE) network. He has also served as founding director of the School of Arts, Media and Engineering at Arizona State University and Associate Director for Research and Development of the Computer Music Center at Columbia University.

Plenary Panel (2020) | Embracing Difference? Adaptive Lifelong Learning

Previous ECE Presentations

Keynote Presentation (2019) | Trandisciplinary Knowledge Ecosystems can Advance Interdependence and Agency
Andrea Samson
University of Fribourg & Swiss Distance University Institute, Switzerland

Biography

Andrea Samson is Associate Professor in Psychology and co-responsible for the French-speaking Masters program in Psychology at the Swiss Distance University Institute. She also has the Swiss National Science Foundation (SNSF) Professorship at the Institute of Special Education, University of Fribourg. She is director of the chEERS Lab – a team of researchers interested in the study of socio-emotional processes in individuals with developmental disorders (e.g. autism spectrum disorder) and with intellectual disabilities (e.g. Williams Syndrome). Positive emotions (such as humor) and emotion regulation in relation to mental health play an important role in several research projects. The team is also interested in using board games as well as new technologies such as virtual reality for the assessment of emotional competences and for remediation training programs. Andrea Samson has studied and led research projects at various universities in Switzerland and abroad. She obtained her doctorate from the University of Fribourg and completed her post-doctorate at the University of Stanford (2010-2015). From 2015 to 2018, she received the Ambizione Fellowship from the Swiss National Science Foundation (SNSF) at the Swiss Center for Affective Sciences (CISA), University of Geneva.

Panel Presentation (2020) | The impact of COVID19 on Children and Young People Across the Globe
Krisna Uk
Association for Asian Studies (AAS), USA

Biography

Krisna UK is the Association for Asian Studies (AAS) Senior Advisor to the Board of Directors, in charge of project development, outreach and strategic initiatives. Prior to joining the AAS, she was the Executive Director of the Center for Khmer Studies, designing and running programs focused on the history, politics and culture of Cambodia and neighbouring countries in Southeast Asia. Krisna studied at the University of California-Berkeley and holds a Masters degree in comparative literature from the University of Paris-Sorbonne and an MSc. in environmental change and management from Oxford. Her experience in Cambodia also includes overseeing landmine clearance programs and a period living in a remote village in the northeast of the country researching impacts of the Indochina War on ethnic minority communities. This formed the basis for her PhD in social anthropology at Cambridge University and subsequent book on the same topic.

Panel Presentation (2020) | Inclusive Education: A Critical Dialogue on Marginalised Communities
Li Wei
University College London, Institute of Education, UK

Biography

Li Wei is Chair of Applied Linguistics at the UCL Institute of Education, University College London (UCL). His research interests are in the broad field of bilingualism and multilingualism. He is Principal Editor of the International Journal of Bilingual Education and Bilingualism and Applied Linguistics Review. His publications include Translanguaging: Bilingualism, Language and Education (with Ofelia Garcia), which won the 2015 British Association of Applied Linguistics Book Prize. He is a Fellow of the Academy of Social Sciences, UK.

Keynote Presentation (2020) | Multi-Competence, Translanguaging and Multimodal Learning
Zachary Walker
University College London, UK

Biography

Dr Zachary Walker is an academic, author, and speaker. In 2018, Zachary joined the University College London (UCL) Institute of Education (IOE) as an Associate Professor. At IOE, Zachary currently serves in the Department of Psychology and Human Development as the Programme Leader for Graduate Programs in Special Education and International Inclusive Leadership. Prior to joining IOE, Zachary was a faculty member at the National Institute of Education in Singapore from 2013-2018, where he served as a leader in Pedagogical Development and Innovation and on the 21st Century Teaching and Learning Framework taskforce. He was named a Think College Emerging Scholar (2012), as well as a Millennium Milestone Maker by the World Academy for the Future of Women (2015). He was awarded the John Cheung Social Media Award for Innovation in Teaching and Pedagogy (2015), and was nominated for the Wharton School Reimagine Education Awards (2016). Zachary's current work focuses on educational neuroscience, mobile technology, and leadership. He has delivered talks to education leaders and higher education faculty in North America, Central America, Europe, Africa, and Asia.

Keynote Presentation (2020) | The Future of People
Panel Presentation (2020) | Inclusive Education: A Critical Dialogue on Marginalised Communities

Previous ECE Presentations

Keynote Presentation (2019) | Five Faces of this Generation
Panel Presentation (2019) | Education as a Route to Independence and Interdependence
Keri Wong
University College London, United-Kingdom

Biography

Keri is Assistant Professor of Psychology at University College London. Her research focuses on understanding the developmental causes of social (mis)trust and antisocial behaviour in children and adults in the community. She received her PhD in Social and Developmental Psychology from Newnham College and was the former Betty Behrens Research Fellow at Clare Hall, University of Cambridge.

Panel Presentation (2020) | The impact of COVID19 on Children and Young People Across the Globe
Flexible Learning in Uncertain Times: The Hy-Flex Model in Response to COVID-19
Keynote Presentation: Brian Beatty & Barbara Lockee

The disruption of educational systems caused by the COVID-19 pandemic has left institutions of higher education scrambling in response. How might we plan for an uncertain future in which our teaching methods, assessment strategies, and modes of delivery may need to shift, perhaps multiple times during each term? This session will explore a potential solution offered by the Hy-Flex Model (Hybrid-Flexible), an instructional design approach to address continuity of instruction, based on the premise of student choice. IAFOR Vice President for Education, Barbara Lockee, will interview Brian Beatty, the creator of the Hy-Flex Model, to learn more about this innovative approach to flexible learning design as a means to address the needs of students and educators alike in these unpredictable times.

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Inclusive Education: A Critical Dialogue on Marginalised Communities
Panel Presentation: Kwame Akyeampong, Christine Callender, Tam Cane, Farish A. Noor, Tamsin Hinton-Smith & Krisna Uk

In recent months, both the COVID-19 pandemic and the Black Lives Matter movement have been lenses through which to wider and global underlying issues of societal inequality and iniquity. While acknowledging the situation specific aspects to movements, BLM has caught the global imagination, underlining and reflecting the differences in privilege, power, resources, and access to education of poor and marginalised communities throughout the world, which have only been highlighted by the global pandemic, and the stark differences in access to education. This plenary panel will bring together a diverse group of educators to discuss inclusive education, and people’s experiences of access to, and participation in education, and the structures and cultures that encourage and nurture, or conversely discourage and inhibit.

Panelists:
Kwame Akyeampong, University of Sussex, United Kingdom
Christine Callender, UCL Institute of Education, United Kingdom
Tam Cane, University of Sussex, United Kingdom
Farish A. Noor, Nanyang Technological University, Singapore
Tamsin Hinton-Smith, University of Sussex, United Kingdom
Krisna Uk, Association of Asian Studies, USA (moderator)

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The Future of People
Keynote Presentation: Zachary Walker

The current world is in a state of disquietude and confusion. The Covid-19 pandemic has plunged the world economy into a realm of deep uncertainty which, in turn, has led to major social and political disruptions, as demonstrated by the Black Lives Matter movement. While public and private institutions and organisations look to the future and search for the “new normal” in the post-pandemic world, there is growing need to consider new ways of teaching and working. This talk will focus on people: what can we learn from history, what are we learning now, and what we should consider for the future.

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Embracing Difference? Adaptive Lifelong Learning
Panel Presentation: Thanassis Rikakis, Joseph Haldane & Anne Boddington

This panel will address the theme of the sustainable growth of the 21st century knowledge economy, and how dependent it is upon the inclusion and adaptive personal and professional growth of a very high number of diverse knowers. Inclusion through adaptive lifelong learning is the subject of a report to be co-published in August 2020 by Virginia Tech, IAFOR and the Future Talent Council. The report will lead to the launch of international working groups (spanning industry and academia) that will begin to translate the recommendations of the report into action.

Panelists:

Thanassis Rikakis, Virginia Tech, United States
Joseph Haldane, IAFOR, Japan

Moderator:

Anne Boddington, Kingston University, United Kingdom

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Creating a Motivating School: Considerations and Challenges
Keynote Presentation: Liu Woon Chia

In recent years, Singapore’s education system has received international recognition due to our students’ high performance in internationally benchmarked tests such as the Trends in Mathematics and Science Study (TIMSS), Progress International Reading Literacy Study (PIRLS) and Progress for International Student Assessment (PISA). Despite the stellar achievements, there are concerns that Singapore’s students may be too focused on academic grades, and not enjoying their learning. This led to Mr Ng Chee Meng, Immediate-Past Minister of Education (Schools), Singapore, to highlight the importance of nurturing a joy of learning in our students in his parliamentary speech. He noted that school should be a place where students can enjoy learning and acquire knowledge and skills, not just be about doing well in exams. To create a motivating school and promote joy of learning, we must have a clear understanding of students’ motivation, and a focus on teachers who are at the frontline of our education system.

Using Singapore as the context and the self-determination theory as the theoretical basis, the first part of the address will focus on students’ motivational profiles to determine whether there are good and bad motivation(s), and what can be done to encourage good motivations, if they exist. The second part of the address will take a closer look at teachers. In particular, we will look at some of the antecedents of teachers’ motivating style, and how that might impact any intervention on student motivation. Research findings will be shared, together with challenges and considerations for policy makers, school leaders and educators.

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The Impact of COVID-19 on Children and Young People Across the Globe
Panel Presentation: Jo Van Herwegen, Andrea Samson, Jake Anders & Keri Wong

COVID-19 is not just a global health crisis, it also has numerous social and psychological repercussions. This panel discussion will focus on the impact of COVID-19 on children and young people across the world, in terms of their education and wellbeing. What have been the main difficulties for children and young people across the globe? Are there any differences between nations or regions in the world? What is the impact of COVID-19 on the education and wellbeing of children and young people across the world and are certain groups, such as those with special educational needs and from low-income backgrounds, at greater risk?

The panel will feature experts who have been leading large national and international surveys that have examined these questions.

Speakers:

Jo Van Herwegen, UCL (University College London), United Kingdom
Andrea Samson, Institute of Special Education – University of Fribourg & Swiss Distance University Institute (Unidistance), Switzerland
Jake Anders, Centre for Education Policy and Equalising Opportunities, UCL Institute of Education, United Kingdom
Keri Wong, Department of Psychology and Human Development, UCL Institute of Education, United Kingdom

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That’s NOT Online Learning!: The Difference Between Emergency Remote Teaching and Online Learning
Panel Presentation: Barbara Lockee, Charles B. Hodges & Joseph Haldane

Over the past few months, and in many countries across the world, millions of classes have been forced to move online as schools, colleges and universities have grappled with how to continue to deliver a continued service in times of COVID-19. With very little time to prepare, teachers and students have been forced to adapt to the cancellation of face-to-face classes and use such technologies as Zoom to deliver education. The speed and scale of this move has been unprecedented but this panel will discuss how many are failing to see that this is for the most part emergency remote teaching, and not reflective of what “online learning” really is, in its design, tools, development, and student and faculty support and therefore quality and delivery.

Panelists:
Barbara Lockee, Virginia Tech, United States
Charles B. Hodges, Georgia Southern University, United States

Moderator:
Joseph Haldane, IAFOR, Japan

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Multi-Competence, Translanguaging and Multimodal Learning
Keynote Presentation: Li Wei

This is a conceptual paper that aims to extend the concept of Linguistic Multi-Competence and advance Translanguaging as a research perspective (in addition to pedagogical approach). It focuses on the theoretical foundations of Translanguaging and explores the implications for language teaching and learning in particular and for bilingualism and multilingualism research generally. Core issues such as the role of L1, transfer, learner autonomy, will be revisited from the Translanguaging perspective. Empirical examples from self-directed mobile language learning will be used to demonstrate the added value of the Translanguaging approach.

Read presenter biographies on the Speakers page.

Kwame Akyeampong
University of Sussex, UK

Biography

Kwame Akyeampong is Professor of International Education and Development at the Centre for International Education (CIE), University of Sussex, UK. He has international research experience in educational evaluation and research and has worked on education and development research projects in a range of countries including Ethiopia, Ghana, Nigeria, Kenya, Rwanda and Malawi. His research interests include education policy analysis, teacher governance, educational access and equity, impact evaluation studies in education, and employing quantitative and qualitative research methods. He also has experience managing large research education projects. He has consulted for the World Bank, DFID, and JICA on education evaluation projects and programmes. He was senior policy analyst with UNESCO, Paris, from 2011 to 2013. He is currently the co-chair of the Teacher Alliance for the Global Education and Skills Forum.

Panel Presentation (2020) | Inclusive Education: A Critical Dialogue on Marginalised Communities

Previous ECE Presentations

Plenary Panel II (2017) | Education for Change: Addressing the Challenges of UN Sustainable Development Goal 4
Anne Boddington
Kingston University, UK

Biography

Anne Boddington is Professor of Design Innovation, Pro Vice Chancellor for Research, Business and Innovation at Kingston University in the UK and recently appointed as the Sub Panel Chair for Art & Design: History, Practice & Theory for the UK’s Research Excellence Framework (REF) 2021. Professor Boddington has extensive experience of the leadership, management and evaluation of art and design education and art and design research in higher education across the UK and internationally. She is an experienced chair and has held trustee and governance roles across the creative and cultural sector including as trustee of the Design Council, an independent Governor, Fellow of the Royal Society of Arts (RSA), an affiliate member of the Royal Institute of British Architects (RIBA), a member of the executive of the Council for Higher Education in Art & Design (CHEAD) and a member of the advisory board of the Arts & Humanities Research Council. She has an international reputation in creative education and research and has been a partner, a collaborator, a reviewer and evaluator for a wide range of international projects and reviews across Dofferemt nations in Europe, the Middle East, Southern and east Asia and North America.

Plenary Panel (2020) | Embracing Difference? Adaptive Lifelong Learning

Previous Presentations

Plenary Panel I (2017) | Think Like a System, Act Like an Entrepreneur
Steve Cornwell
The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan

Biography

Steve Cornwell is the President of IAFOR, and President of the Academic Governing Board. He coordinates and oversees the International Academic Advisory Board, and also serves on the organization's Board of Directors.

Dr Cornwell is Professor of English and Interdisciplinary Studies at Osaka Jogakuin University, and also teaches in the online portion of the MA TESOL Programme for the New School in New York. He helped write and design several of the New School courses and has been involved with the programme since its inception.

He has also been involved with the Japan Association for Language Teaching (JALT), (an affiliate of IAFOR) serving on its National Board of Directors as Director of Programme from 2012-2016; where his duties involved working with a volunteer team of 50+ to put on JALT’s annual, international conference each autumn.

Most recently, since 2012, he has been the Committee Chair of Osaka Jogakuin University’s Lifelong Learning Committee and is responsible for their evening extension Programme geared towards alumni and community members. He is also the Vice-Chair of Osaka Jogakuin University’s English Education Committee which is responsible for suggesting policy regarding English Education and also responsible for developing material for the integrated curriculum.

Jean-Marc Dewaele
Birkbeck, University of London, UK

Biography

Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism at Birkbeck, University of London. He does research on individual differences in psycholinguistic, sociolinguistic, pragmatic, psychological and emotional aspects of Second Language Acquisition and Multilingualism. He has published over 250 papers and chapters, seven books and seven special issues. He is the author of the monograph Emotions in Multiple Languages in 2010 (2nd ed in 2013). He is former president of the European Second Language Association and the International Association of Multilingualism. He is former General Editor of the International Journal of Bilingual Education and Bilingualism and current General Èditor of Journal of Multilingual and Multicultural Development. He won the Equality and Diversity Research Award from the British Association for Counselling and Psychotherapy (2013) and the Robert C. Gardner Award for Outstanding Research in Bilingualism (2016) from the International Association of Language and Social Psychology.

Keynote Presentation (2019) | The Emotional Rollercoaster Ride of Foreign Language Learners and Teachers
Panel Presentation (2019) | Education as a Route to Independence and Interdependence
Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

Joseph Haldane is the Chairman and CEO of IAFOR. He is responsible for devising strategy, setting policies, forging institutional partnerships, implementing projects, and overseeing the organisation’s business and academic operations, including research, publications and events.

Dr Haldane holds a PhD from the University of London in 19th-century French Studies, and has had full-time faculty positions at the University of Paris XII Paris-Est Créteil (France), Sciences Po Paris (France), and Nagoya University of Commerce and Business (Japan), as well as visiting positions at the French Press Institute in the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the School of Journalism at Moscow State University (Russia).

Dr Haldane’s current research concentrates on post-war and contemporary politics and international affairs, and since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.

A Member of the World Economic Forum’s Expert Network for Global Governance, Dr Haldane is also a Visiting Professor in the Faculty of Philology at the University of Belgrade (Serbia), a Visiting Professor at the School of Business at Doshisha University (Japan), and a Member of the International Advisory Council of the Department of Educational Foundations at the College of Education of the University of Hawaiʻi at Mānoa (USA).

From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu Region) and he is currently a Trustee of the HOPE International Development Agency (Japan). He was elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society of Arts in 2015.

Panel Presentation (2020) | Embracing Difference? Adaptive Lifelong Learning
Panel Presentation (2020) | That's NOT Online Learning!: The Difference Between Emergency Remote Teaching and Online Learning
Jo Van Herwegen
UCL, UK

Biography

Dr Jo Van Herwegen is an associate professor in developmental psychology at UCL Institute of Education. Her research focuses on improving educational outcomes of children, especially those with special educational needs. She has examined mathematical abilities, language abilities, transitions and the impact and quality of Education, Health, and Care plans for a wide range of neurodevelopmental disorders. She is an associate editor for Research in Developmental Disabilities, and educational needs advisor for the Williams Syndrome Foundation.

Panel Presentation (2020) | The impact of COVID19 on Children and Young People Across the Globe

Previous ECE Presentations

Keynote Presentation (2019) | Challenges and Solutions to Improving Educational Outcomes
Brian Hudson
University of Sussex, UK

Biography

Brian Hudson is Professor of Education and Head of the School of Education and Social Work at the University of Sussex. He is the main Organiser of the World Education Research Association (WERA) International Research Network on Didactics - Learning and Teaching; a member of the WERA Outreach Committee; an Associate Editor of the Journal of Curriculum Studies and a Board Member of the Teacher Education Policy in Europe (TEPE) Network. He is Honorary Member of the EERA Network on Didactics - Learning and Teaching; Honorary Professor at the University of Dundee and Adjunct Professor in the Department of Education Studies and Leadership at the University of Ghana.


Previous Presentations

Plenary Panel II (2017) | Education for Change: Addressing the Challenges of UN Sustainable Development Goal 4
Barbara Lockee
Virginia Tech, USA

Biography

Barbara Lockee is a professor of Instructional Design and Technology in the School of Education at Virginia Tech. Since 1996, she has engaged in teaching and research related to instructional design and distance education, and has advised the research of more than three dozen doctoral students. Her scholarly inquiry is focused on mediated and online education and has been funded by various federal agencies, including the National Science Foundation, the US Department of Agriculture, and the US Agency for International Development, among others. She has also consulted for a variety of organisations, including the NASA Jet Propulsion Laboratory, the US Army Training and Doctrine Command and the USC Institute for Creative Technologies. Her recent co-authored book, Streamlined ID: A Practical Guide for Instructional Design, strives to make the design of learning solutions accessible and pragmatic for those who develop educational courses and programs in workplace contexts.

Dr Lockee is Past President of the Association for Educational Communications and Technology, an international professional organisation for educational technology researchers and practitioners. She earned her PhD in 1996 from Virginia Tech in Curriculum and Instruction (Instructional Technology), MA in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media), and BA in 1986 from Appalachian State University in Communication Arts.

Panel Presentation (2020) | That's NOT Online Learning!: The Difference Between Emergency Remote Teaching and Online Learning
Keynote Panel Presentation (2020) | Flexible Learning in Uncertain Times: The Hy-Flex Model in Response to COVID-19

Previous ECE Presentations

Keynote Presentation (2019) | Interaction in Online Learning: A Design Paradox
Zachary Walker
University College London, UK

Biography

Dr Zachary Walker is an academic, author, and speaker. In 2018, Zachary joined the University College London (UCL) Institute of Education (IOE) as an Associate Professor. At IOE, Zachary currently serves in the Department of Psychology and Human Development as the Programme Leader for Graduate Programs in Special Education and International Inclusive Leadership. Prior to joining IOE, Zachary was a faculty member at the National Institute of Education in Singapore from 2013-2018, where he served as a leader in Pedagogical Development and Innovation and on the 21st Century Teaching and Learning Framework taskforce. He was named a Think College Emerging Scholar (2012), as well as a Millennium Milestone Maker by the World Academy for the Future of Women (2015). He was awarded the John Cheung Social Media Award for Innovation in Teaching and Pedagogy (2015), and was nominated for the Wharton School Reimagine Education Awards (2016). Zachary's current work focuses on educational neuroscience, mobile technology, and leadership. He has delivered talks to education leaders and higher education faculty in North America, Central America, Europe, Africa, and Asia.

Keynote Presentation (2020) | The Future of People
Panel Presentation (2020) | Inclusive Education: A Critical Dialogue on Marginalised Communities

Previous ECE Presentations

Keynote Presentation (2019) | Five Faces of this Generation
Panel Presentation (2019) | Education as a Route to Independence and Interdependence