Prof. Chih-Hsiung Tu
Northern Arizona University
Department of Educational SpecialtiesFlagstaff, United States
Chih-Hsiung Tu, Ph.D. is a Professor at Northern Arizona University, Flagstaff, AZ, USA and an educational technology researcher and consultant with experience in online learning and teaching, open network learning, and instructional technology training. His research interests are using the lens of socio-cognitive learning, socio-cultural learning to examine distance education, online learning community, network learning environments, and social learning analytics. He has authored many articles, book chapters, books, multiple honors as keynote speaker, professional development, professional conference presentations, and others. He has served as an executive board member for ICEM (International Council for Educational Media), and International Division at AECT (Association for Educational Communications and Technology). Dr. Tu has global experience with international scholars from Turkey, Portugal, Brazil, Hong Kong, Singapore, Venezuela, Taiwan, China, Japan, Niger, and Cyprus etc.
Using Learning Analytics to Support Social & Emotional Learning: A Data-Driven Instructional Design Model
Students and educators had unique susceptibility to burnout already even before the pandemic. Learning is not purely a cognitive process, but also is emotionally loaded and situated within a social context. If COVID-19 rendered us alone and lonely, forging instructional and social community building can combat the pall to accomplish learning physically alone but collaborative, interconnective, and together. The pandemic emphasizes the importance of holistic education with fostering students’ multiple intelligences through effective social and emotional learning (SEL) that signals the need for more dynamic and flexible socio-emotional approaches. Owing to the nature concomitant of relational data, social learning analytics offer analytic powers to enhance SEL. Understanding students’ socio-emotional development helps teachers to provide effective, just-in-time, and personalized support. It is also beneficial to inform teachers to provide more adequate social-communicative, metacognitive, and affective learning via data-driven instructional design models. Despite a vast amount of educational data being collected, the data are rarely organized and provided to galvanize students’ and instructors’ learning and teaching. Being able to comprehend students’ intricate SEL, via Data-Informed Learning Design in conjunction with social learning analysis, would support teachers to advance instructional design for continuous and timely improvements. Several dynamic, flexible, and interconnective activities and instructional designs, derivatives of socially and emotionally situated identity theory with learning analytics, are presented to address the learning and teaching needs in face-to-face, blended, remote, HyFlex, or online learning environments.
Prof. Wong Su Luan
Faculty of Educational Studies Universiti Putra Malaysia Malaysia
Dr. Su Luan Wong is a Professor at the Faculty of Educational Studies, Universiti Putra Malaysia (UPM). She has extensive teaching experience in educational technology, teacher education and teaching methods; and regularly conducts teaching and learning related training courses for educators. She is an active and passionate researcher and has published in more than 200 scholarly papers with a special focus on teaching and learning in ICT. She has served as the Principal Associate Editor of the Asia-Pacific Educational Researcher Journal (SSCI), Associate Editor of the Research and Practice in Technology Enhanced Learning (Scopus). She was also the Editor-in-Chief of the Pertanika Journal of Social Sciences and Humanities (Scopus).
In recognition for her active role as a scholar, she was elected as an Executive Council member for the Asia-Pacific Society for Computers in Education (APSCE) in 2006, a post that she still holds until today. In 2011, she established a Special Interest Group — Development of Information and Communication Technology in the Asia-Pacific Neighbourhood under the auspices of APSCE to bridge the research gap between scholars from developing and developed countries. Her hard work and dedication to serve the research community has led to a highly coveted association to APSCE as the President for 2016-2017.
Learning with Digital Technology: A Pandemic Look Back and Forward
Due to the COVID-19 pandemic in early 2020, the sudden and unplanned closure of many academic institutions worldwide caused more than a billion learners to be out of the classrooms. To cope with the unprecedented circumstances, many academic institutions pivoted from onsite learning to online learning. In this talk, I will reflect on how the pandemic changed the learning landscape of one public university in Malaysia. I will highlight several crucial steps the university took to ensure academic continuity for students and academics during the closure. I will also provide tips on tweaking onsite lessons to accommodate the online learning environment. Some empirical data collected from students who were directly affected from the day the country went into a total lockdown on 18 March 2020 until its gradual transition back to on-site learning in late March 2022 will also be shared. I will then offer suggestions on conducting lessons in a hybrid flexible (HyFlex) learning mode in a low-tech classroom. My talk ends with some lessons learned from the pandemic as teaching-learning returns to some form of normalcy.