Speaker Profile

Prof. Giuliana Dettori, Istituto per le Tecnologie Didattiche, Genova, Italy

Dr. Giuliana Dettori is a senior researcher at the Institute for Educational Technology of Italy's National Research Council. Her research interests include media literacy, narrative learning, self-regulated learning and the mediation of ICT in education, in relation to both face-to-face and distance settings. She is teaching in the PhD school “Digital Humanities” of Genoa University, is carrying out editorial collaboration with international journals and conferences and has been involved in international and national projects.

Speech Title: Multiple literacies and self-regulation to prepare effective life-long learners
Abstract: The increasingly rich and diverse landscape of technological tools employed in any field of human activity entails that prospective users acquire the necessary competence to both deal with new tools and to exploit their potential. As a consequence, education can no longer be focused on fostering the acquisition of content knowledge, but needs to prepare people in this respect. Research can provide effective support to this end, by informing the development of multiple literacies and of self-regulation skills. Multiple literacies include complementary areas such as digital literacy, media literacy and social media literacy; they concern the skills to successfully deal with the different kinds of information that is put into play by the pervasive presence of diverse technology in our life. Self-regulation, on the other hand, entails for learners to become aware on one's own objectives, needs and achievements, as well as to act strategically, adapting old competence to new problems. This presentation will characterize in details multiple literacies and self-regulated learning, showing why and how they should become part of formal education at any level and discussing how they can improve current education by contributing to prepare effective life-long learners.

Prof. Michele Della Ventura, Music Academy 'Studio Musica', Italy

Michele Della Ventura, professor of Music Technology, is a learning expert, researcher and instructional designer. His research interests include correlation between music and mathematics with a particular emphasis on artificial intelligence research in the field of computer-aided analysis of tonal music; intelligent systems; enhancing teaching and learning with technology; assessment for learning and strategies and models for the effective integration of technology into the curriculum at all academic levels.
He is the author of several articles presented at many conferences and published in international science magazines and high school textbooks (also featured at the International Book Salon of Turin in 2012).
He proofreads articles and is a member of scientific committees in International Conferences.
He was invited as keynote speaker to International Conferences in Italy, Austria, Canada, China, Czech Republic, France, Germany, Hong Kong, Ireland, Japan, Romania, Singapore, Spain, UK, US (Baltimora, Boston, Las Vegas, New York, Washington).
Michele Della Ventura has also consulted on Big Data and Semantic Technology projects in Italy. Some of the projects include indexation of the symbolic level of musical text.
He is currently involved in several researches related to technology supported learning for dyslexic students, learning through the use of social media and handheld technologies in a CLIL classroom and technology supported student’s music analysis and composition.
He teaches Music Informatics in University courses at Music Academies and Conservatories and Musical Technologies in Music High Schools.
Speech Title: Promoting Active Learning Through “Mobile Classroom”: Social Media the Driving Force of the Learning Process
Abstract: School finds itself operating in a world of communication that has in recent years been deeply changed by Web 2.0 and by the mobile devices, by the cloud and by mobile computing, a world in which technology ''migrates'' thanks to the mobile devices into our lives becoming a tool and space for the creation and circulation of culture. Starting from the obvious fact that these technologies were not devised and designed to be used in didactics but theyactually do contribute to all those informal learning paths that are typical of the current society of knowledge and they may me integrated in the creation and management of the educational environments, the question that must be asked is how to turn them into a learning environment. The main objective of this project was to check on and assess the impact of the use of the Social Media on the Mobile Phone in the students' learning process: increase the student's motivation in order to see if it corresponds to an improvement of his/her academic results.

Prof. Manolis Vavalis, University of Thessaly, Greece

Professor Manolis Vavalis, Department of Electrical & Computer Engineering, University of Thessaly, Volos, Greece He is also Senior Researcher at the Information Technologies Institute (ITI) of the Centre of Research and Technology Hellas (CERTH)and he has served as a faculty member at the University of Crete and Purdue University and as a Senior Researcher at the Institute of Computer Science (ICS) of the Foundation for Research and Technology - Hellas (FORTH). He authored more than 100 peer reviewed publications and supervised more than 80 students. His research has been supported by NSF, European Commision and the General Secretariat for Research and Technology - Greece and currently focuses on Smart Energy Systems, Web Technologies, and Information and Knowledge Management Systems.
Speech Title: Blockchain opportunities in Energy Systems
Abstract: We argue that the emerging energy market environments lead to a substantial change in the entire energy industry, posing significant and diverse challenges. We believe that Blockchain, both as a concept and as a technological background, may be part of the solution to these various challenges by helping companies and individuals pursue efficiency, security, privacy and profitability in the underlying energy market arena. In this talk we elucidate related concepts, review existing modeling and developing efforts, report on associated preliminary experimentation and comment on future prospects and R&D directions


Dr. Steve Wheeler, Learning Consultant at steve-wheeler.net

Steve Wheeler is a Learning Innovations Consultant and former Associate Professor of Learning Technologies at the Plymouth Institute of Education where he chaired the Learning Futures group and led the Computing education team. He continues to research into technology supported learning and distance education, with particular emphasis on the pedagogy underlying the use of social media and Web 2.0 technologies, and also has research interests in mobile learning and cybercultures. He has given keynotes to audiences in more than 35 countries and is author of more than 150 scholarly articles, with over 6000 academic citations. An active and prolific edublogger, his blog Learning with 'e's is a regular online commentary on the social and cultural impact of disruptive technologies, and the application of digital media in education, learning and development. In the last few years it has attracted in excess of seven million unique visitors.

Speech Title: Learning in a hyperconnected world: Digital literacy, competency and fluency
Abstract: Recently I wrote: 'We are all just one click away from connecting with every other Internet user. The trick is knowing where to click...' It's staggeringly true. We are now a hyperconnected society. We can literally have a live conversation with anyone who has a social media account, if we and they are willing to spend some time sharing. I have enjoyed some very interesting chats with famous musicians, actors and politicians on various social media platforms, and some very instructional discussions with professors, teachers and other education professionals in my own particular field of expertise - and so, probably have you. When we do this the world of knowledge opens up before us. We can learn anything we wish, at any level we require, and all from the comfort of our own homes. What does this mean for our students? For ourselves? For our universities and schools? An important caveat is that we need to know where to click to access these interactions and knowledge bases. This is where knowledge about social media, the Web, mobile technologies and how they work is important. Digital literacy, competency and readiness will be increasingly important in our society, especially within our schools, colleges and universities in the coming years if we are to leverage the potential of these tools for learning. In this presentation I will explore these contexts in detail and discuss what it means to be hyperconnected scholars.



Prof. Ramlee Mustapha, Sultan Idris Education University, Malaysia
Trained as a chemical engineer and technologist and graduated with a Ph.D from Purdue University, USA, Professor Ramlee Mustapha is now a Director of University-Community Transformation Centre at Universiti Pendidikan Sultan Idris (UPSI) or Sultan Idris Education University, Malaysia. He was the former Dean of Post-Graduate Institute and former Dean of Technical Education Faculty at UPSI. At Purdue, Dr. Mustapha took several graduate courses from instructional technology's gurus such as James Russell, Timothy Newby, James Lehman, and others. He has written more than 10 books and over 100 articles on technology and education for the past 20 years. His books were published by Springer, Oxford, Sage, Information Age and others. He had been appointed as visiting scholar and received fellowship funding from UNESCO, Fulbright, Columbia University, University of Sydney, Nagoya University, Technische Universitat Dortmund Germany, National Yunlin Science and Technology University, Taiwan and University Brunei Darussalam.

Professor Dr. Ramlee Mustapha holds a professional degree in Chemical Engineering (BSChE) from University Alabama, USA. His first Master degree in Educational Administration (M.Ed) from Eastern New Mexico University, USA and his second Master degree in Industrial Technology (M.Sc) from Purdue University, USA. He also possessed a Post-Graduate Diploma in TESL from SEAMEO Regional Language Centre in Singapore. Finally, he earned doctoral degree (Ph.D) in Technical Education from Purdue University, USA.

Speech Title: The Impact of Industrial Revolution 4.0 on Educational Technology, Digital Innovation and Future Learning

Abstract: The fourth Industrial Revolution (IR 4.0) has transformed the landscape of educational technology.  IR 4.0 is powered by artificial intelligence and cyber-physical systems that make human-machine interface more ubiquitous. Rapid revolution in technology has produced a new model of education for the future ─ Education 4.0. In order to prepare graduates for future life and employment brought about by IR 4.0 where more smart robots will replace humans in certain job sectors, education should harness on relevant knowledge and skills that could not be replaced by robots. Technology disruption that produces Education 4.0 that focuses on educational innovation and agility has made future learning more personalised, hyper, interactive, mobile, global and virtual.  The advent of millennial kids (Gen-Zs) with digital intelligence and cyber-talent has poses many challenges to educators.  Today’s Gen-Zs communicate in a language that older generation may not fully understand; they have their own genre ─ digital genre. They have their own ways of interpretation and expression. Digital natives take advantage of the enormous resources of the cyberspace and digital technologies to create something creative, innovative and expressive despite cyber-security issue. These techno-junkies and wi-fi generation also prefer an interactive approach to learning which blends information through system integration via a complex montage of images, icons, sound, video, simulation-animation, games, and Artificial Intelligence (AI).  To sustain learning in this digital age, digital literacy and blended pedagogy are still necessary to master the knowledge and skills via flipped classroom, MOOCs, and chatroom. Beyond the 21st century skills, digital agility and innovation such as Artificial Intelligence (AI), big data and analytics, cloud computing and mobile solution, social media, the Internet of Things (IoT), Virtual Reality (VR) and Augmented Reality (AR) with digital games are fundamentally changing the dynamics of education and instructional technologies landscape into new form of digital pedagogy and smart classroom. IR 4.0 that exploded exponentially has droned the future learning into wonderland. Science fiction becomes science fact ─ where imagination knows no bound; and virtual and augmented reality is creeping into smart classroom. Autonomous and intelligent robots, drones, vehicles and classrooms are delights of the day.  As futuristic teachers, we need to explore new and innovative ways to using educational technology to redesign future learning. In this regards, this presentation postulates the need for educators to rethink their old conceptions of teaching and learning and redesign their students’ learning experiences so that they meet the requirements of Education 4.0.



Assoc. Prof. Dr Noor Maizura Mohamad Noor,
Universiti Malaysia Terengganu, Malaysia

Her recent research work focuses on improving organizational decision making practices through the use of technologies. This includes research interests in the design, development and evaluation of decision support systems for analyzing and improving decision processes. Her research interests also focus on the areas of computer science, intelligent decision support system, clinical decision support system, and information system as well as action research in education. She has presented and published over two hundreds of research papers on the decision support system at various international and local refereed journals, conferences, seminars and symposiums.

Speech Title: Online Integrated Cumulative Grade Point Average (iCGPA) Reporting System of Outcome-Based Education (OBE) in Universiti Malaysia Terengganu

Abstract: Outcome-based education (OBE) in general consists of four aspects which are articulation of the desired learning outcomes; alignment of teaching, learning and assessments to achieve the desired learning outcomes; systematic collection of data on learning outcomes; and continual improvement based on evidence of learning outcomes. The integrated cumulative grade point average (iCGPA) is an integrated mechanism for assessing and reporting of students’ development and performance. It is one of the initiatives under the first shift of the Malaysia Education Blueprint (MEB) for the year 2015-2025. The assessment covers the eight domains which are the areas of knowledge; practical/technical skills for a particular discipline; social skills and responsibilities; values, attitudes and professionalism; communications, leadership and team working skills; problem solving and scientific skills; information management skills and lifelong learning; and managerial and entrepreneurial skills. Universiti Malaysia Terengganu has developed an online iCGPA reporting system that starts with constructive alignment mapping of the course, marks for assessments, course learning outcome (CLO) achievements as well as program learning outcome (PLO) achievements, either for individual student of the course or the whole program; then CQI report closes the loop. With the implementation of iCGPA, the systematic collection of data on learning outcomes, or in other words the performance of the students will be reported in students’ scorecards using the Spider Web diagram which will list down the students’ performance and enumerates all the achieved or unachieved learning outcomes, individually. The purpose of iCGPA is to drive development and alignment in curriculum design, delivery and assessment at programme level and at course level. Therefore it is focussing on students’ learning experience towards development of a holistic and balanced human being. The iCGPA overcomes the mismatch between the quality of graduates and requirements of employers, as the existing system only measured a students’ academic ability. It is an integrated assessment mechanism that is aimed to assist various stakeholders in making decisions or planning for improvement in teaching and learning.