We are happy to announce our two keynote speakers Prof. Diana Laurillard from the University College London and Prof. Alexander Gröschner from the Friedrich Schiller Univeristy of Jena. Please find more information on their research and contributions for the EAPRIL 2016 conference below:
Prof. Dr. Diana Laurillard, University College London, United Kingdom (November 23, 2016)
Putting Teachers at the Forefront of Innovation in Virtual Learning
The presentation will argue for the importance of teachers and trainers being at the centre of innovative teaching and learning. It will also argue that they do not receive the support they need for this.
By online collaborative learning for teachers’ professional development we could enable teachers to (i) receive up to date support from a wide range of learning technology experts, on a flexible basis; (ii) build an online collaborative community of mutual support for continuing innovation with learning technology; (iii) work with researchers and employers to collaborate on the optimal curriculum and pedagogy for their learners.
The presentation will demonstrate some of the digital tools, networking environments and resources that could be brought together as a collaborative digital environment to support innovation in virtual learning.
To make it feasible for the academic and training communities to adapt to the continuing changes in the social, political and technological environments of the 21st C workplace, the practitioners must be able to continue to innovate in a sustainable way. Only technology can help with the scale and quality of interaction needed. Nonetheless, the teaching and training practitioners are themselves under pressure and have little time and support for innovation. So we must see this as a holistic system, where leaders and managers must also play their part in enabling innovation.
The presentation will end with principles for a model for sustainable and adaptive innovation in a continually changing educational world.
Diana Laurillard is Professor of Learning with Digital Technologies at the Knowledge Lab, UCL Institute of Education, leading research projects on developing the Learning Designer suite of tools and online community for teachers and trainers, on adaptive software interventions for learners with low numeracy and dyscalculia, and on the use of Massive Open Online Courses (MOOC) and Continuing Professional Development (CPD).
Currently also: partner investigator at the Science of Learning Research Centre (Universities of Queensland and Melbourne), and co-PI at the Centre for Global HE (UCL-IOE); lead educator on a MOOC on ICT in Primary Education: Transforming children’s learning across the curriculum, on Coursera, and for one on Blended Learning Essentials on FutureLearn; member of the Boards of the Learning Foundation, and Climate KIC Education.
Previous roles include: Head of the e-Learning Strategy Unit at the Department for Education and Skills; Pro-Vice-Chancellor for learning technologies and teaching at The Open University; the Visiting Committee on IT at Harvard University; Royal Society Working Group on Educational Neuroscience, President of the Association for Learning Technology, Thinker in Residence at the Royal Flemish Academy of Belgium.
Most recent book is Teaching as a Design Science, 2012. Previous book, Rethinking University Teaching, Routledge, 2002, is one of the most widely cited in the field.
Learn more about her research via her university page (will be updated soon)
Miguel Gonçalves, Spark Agency, Portugal (November 24, 2016)
The Relevancy of Building Bridges Between the Academia and the Market
Miguel Gonçalves is an entrepreneur, heavy traveller and co-founder of Spark Agency, a company specialised in Employer Branding. He as a degree on Psychology and over the past 5 years has been conduction the operations at Spark and building Pitch Bootcamp, a career accelerator that gets together university students and companies in leading European universities. He works with some of the planet’s smartest companies like, KPMG, EDP, Red Bull, CTT, Jerónimo Martins, Microsoft.He is passionate about Education, and his mission is to build the world’s leading career accelerator.
Please visit his website for more information: http://www.sparkagency.pt/
Prof. Dr. Alexander Gröschner, Friedrich Schiller University of Jena, Germany (November 25, 2016)
Video as a tool to support teacher learning: A practice-based insight into an effective professional development programme.
Video is a powerful tool for learning and it has become a significant part of teacher education and professional development over the past 15 years. In the context of teacher learning, classroom videos represent practice in various ways and they are used for reflection upon own teaching or that of colleagues in different domains and within different cultural backgrounds.
Research on teacher learning emphasizes that for using video effectively it is required to embed and contextualize the tool by answering questions such as:
- What are the learning goals and how can video be used to achieve them?
- What ‘type’ of videos are used to support teacher learning (best practice, good or daily practice)?
- What are the objectives of video viewing and how do they correspond with teachers’ needs and experiences?
In my presentation I will address these questions by giving an overview of theoretical strands, empirical findings and practice-based insights. After a theoretical background, I will present empirical findings from two intervention studies using video in a professional development programme as well as in pre-service teacher education in Germany. Hereby, I will go in more detail about the design, implementation and facilitation to support teacher learning. I will sum up with limitations and implications for future research and practice.
Professor Dr. Alexander Gröschner is Chair of Teaching and Learning Research at the Friedrich-Schiller University of Jena.
He studied Communication, Educational and Political Sciences (M.A.) and received his Ph.D in Educational Psychology at the University of Jena (Germany). Afterwards he was Senior Researcher at the TUM School of Education, Technical University Munich and received his venia legendi for Educational Sciences/Educational Psychology with a study on “Practice-based opportunities to learn in pre-service teacher education and professional development” (2014). From 2015 to 2016 he was Associated Professor at the University of Paderborn. With regard to international collaboration he has been visiting research scholar at the Aalborg University (DK) und Stanford University (USA) and guest professor at the Masaryk University Brno (Czech Republic). In 2013 and 2014 he received a TUM Teaching Award for an innovative, online-based concept of “Video-based peer-coaching”. Professor Gröschner is member of the European Research Association for Research on Learning and Instruction and the American Educational Research Association.
In his research he focuses on teacher professional development, video-based teacher learning, communication in teacher-student interactions, mentoring and peer-coaching in pre-service teacher education, and evidence-based practice.