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Keynote Speakers for ICEMT 2019
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Prof. Joy Kutaka-Kennedy Before entering higher education Dr. Joy Kutaka-Kennedy spent over twenty years teaching students from pre-school through high school in regular education, gifted education, at-risk education, and special education. She has taught over fifteen years at the university level, emphasizing special education teacher preparation in academic course work and clinical practice supervision. Having extensive experience with online education, course development and program evaluation, she won Quality Matters recognition for innovative course design and student engagement. She has given numerous national and international presentations on creativity and collaboration in the online venue; individual accountability in online group work; emerging technological trends in higher education; implications of generational differences and technological innovation in higher education; and the future of Artificial Intelligence, machine learning and deep learning in education. Her university faculty responsibilities include course design and oversight, field work supervision, and mentoring new faculty in higher education. Dr. Joy Kutaka-Kennedy serves as an officer of the California Association of Professors of Special Education, mentors prospective grant writers, completes program reviews for state and national accreditation, and performs editorial reviews for professional publications. She currently is working on designing new curricula to align with new state credentialing standards. Speech Title: The Future of Multimedia Technology in Education Abstract: From the beginnings of human history, we have used the medium of the spoken word to teach us how we began, how the world came to be, and how we should behave in it. We outlined our vision of the ideal society, our roles and obligations through these stories. Alongside the beginnings of oral storytelling we always had artists who interpreted our stories through visual media, developing visual language to save our stories for posterity, for future generations. These efforts later manifested in written languages in some societies while others illustrated manuscripts of the Middle Ages. In time, Gutenberg created the printing press which further facilitated the education of the population at large. Previously, literacy was restricted to the religious elite in monasteries who painstakingly copied Bibles by hand. With the development and distribution of written language, our ability to cross the boundaries of time and space expanded exponentially, further capturing and spreading these stories of human history, always educating the next generation and dominating the planet. We exploded to our knowledge base through connecting with each other, sharing ideas, and conducting research and experiments to discover the nature of reality. Beyond visual representations of art and then later photography, we also developed musical language and a multitude of musical instruments and forms. We spread these art forms around the world. Combining the auditory, visual and written media, civilizations developed black and white motion pictures, then “talkies”, films, and later videos which led to digital media in oral, written and visual forms. The current amalgamation of oral, musical, visual and written media has evolved into the latest Augmented Reality and Virtual Reality media experiences. How will these new forms of media educate students of the present and the future?
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Assoc. Prof. Eric C.K. Cheng Dr. Eric Cheng is a specialist in knowledge management, educational management and Lesson Study. He is currently associate professor of the Department of Curriculum and Instruction of the Education University of Hong Kong. Eric earned his Doctor of Education in education management from the University of Leicester. He has been publishing locally and internationally, with over 50 articles in various media covering the areas of knowledge management, school management and Lesson Study. 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 received the Knowledge Transfer Project Award from EDUHK in 2014-15, Scholarship of Teaching Award in 2013-14 and Knowledge Transfer publication Awards in 2012-13 form Faculty of Human Development of EDUHK. Speech Title: Knowledge Management in Higher Education Insutiutes: Promoting Video-Based Learning Communities in a Teacher Education University Abstract: This paper present a case study of video-based learning communities for leveraging knowledge in a teacher education institute. Learning communities have been shown to encourage member participation in collaborative learning and to enhance knowledge acquisition from one member to another. However, to launch a learning community in higher education is difficult, for it cannot be mandated or created, but it can only be coordinated, facilitated, and cultivated. The model of learning communities is based on the idea that one cannot separate knowledge from practice. Through participation in the activities of the communities, knowledge of the members could be captured and codified into tangible capital, and this “making things real” process is called reification. The presentation will articulate the challenge and opportunity for balancing the participation and reification which are intertwined and interdependent so as to operate the video-based learning communities for leveraging knowledge effectively. The research team conducted periodic self-evaluation after conducting each activity for the community. The mechanism involves setting evaluation criteria, collecting feedback and information after each activity, and interpreting the information for improvement. The research team observed that the better the personal relationships among members, the more the trait knowledge that was elicited. To cultivate a culture of trust is a critical success factor for running a community for knowledge sharing. The team also found that the reification and participation of the community should be balanced. The facilitators should find the point of balance between participation and reification to optimize knowledge sharing for producing best practice. Finally, supporting professional practices of the members and the implementation of the Institute policy should be considered as the key principle in designing the domain of the community.
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Prof. Budsaba Kanoksilapatham Budsaba Kanoksilapatham is currently a professor with the English Department, Faculty of Arts, Silpakorn University. She completed the bachelor’s degree in English (Hons.) at the Faculty of Arts, Chulalongkorn University. She received the master’s degree in linguistics and EFL from Southern Illinois University at Carbondale and the Ph.D. degree in linguistics with a concentration in applied linguistics from Georgetown University, USA. Her research interests include discourse analysis, sociolinguistics, phonetics, and language teaching. Her most recent books are Pronunciation in Action and English Sociolinguistics at Work. Her research articles were published in international journals including English for Specific Purposes and The IEEE Transactions on Professional Communication. Speech Title: Local Thai Culture Represented in English Multimedia Teaching Materials for Young Learners Abstract: In response to the influx of English influence which potentially leads to national identity subjugation, coupled with the prevalent importance for a nation’s citizens to be competent in English, this paper highlights the role of English education in Thailand as an appropriate channel to address the imminent need to not only develop English competence but also maintain and preserve Thai national identities. Given the pivotal role of elementary education as the grassroots of the entire educational paradigm, this study has the objective of developing a set of English instructional materials for Grade 4 students. Specifically contextualized in southern Thailand, prominent and distinguishing features of the teaching materials created lie in the focus placed on southern Thai features. To assure that the constructed materials reflect the actual needs of the community, a questionnaire consisting of a list of 46 tourist attractions in southern Thailand was administered to local residents to elicit the top eight most popular tourist attractions in Southern Thailand. The list of eight attractions in turn provides a basis for the construction of the eight English lessons. Conforming to the same format, individual lessons begin with 10 vocabulary items associated with each lesson topic, followed by 6 to 8 sentences integrating all of the 10 words. Finally, the entire set of lessons was validated by English school teachers in southern Thailand for content accuracy and the appropriateness of the English for Grade 4 students. At this juncture, given the unique characteristics of Grade 4 students who are Gen Zers, a corresponding set of multimedia materials was developed to attract their attention and enhance their motivation. This study represents one pedagogical attempt to ameliorate young Thai learners’ English and whilst inculcating into them Thainess features.
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