Speakers on ICEIT 2019

 


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.

 

 

Prof. Manolis Vavalis, University of Thessaly, Greece

 

Prof. Vavalis has served as a faculty member at the University of Crete and at Purdue University and as a Senior Researcher at ICS of the Foundation for Research and Technology - Hellas (FORTH) and at ITI of the Centre of Research and Technology Hellas (CERTH).
He authored more than 100 peer reviewed publications and supervised more than 80 students. His research has been supported by NSF, European Commission and the General Secretariat for Research and Technology – Greece. He currently focuses on Smart Energy Systems, Blockchain, Web Technologies, Information and Knowledge Management and Computational Science and Engineering.

 

 

Prof. Winifred Newman, Clemson University, USA

Dr. Newman concentrates on space perception, ecological psychology, and neuroaesthetics with active research in neuromorphic architecture, mapping and data visualization, STEM learning environments and histories of technology and science. She received funding from the NSF, FIU, the Graham Foundation and others. Dr. Newman was a Fellow at the Max Planck Institute for the History of Science in Berlin with additional fellowships from the Harvard Faculty of Arts and Sciences.

 

 

 

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 was 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. 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.
SA.

Speech Title: Future Paradigm: Intelligent-Based Learning
Abstract: Beyond 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 intelligent-based learning. The emergence of new model of Education 4.0 that focuses on educational innovation and agility has made future learning more personalised, hyper, interactive, mobile, global and virtual. Industrial revolution 4.0 that exploded exponentially has droned the future learning into labyrinth of smart classrooms. The emergence of millennial kids (Gen-Zs) with digital intelligence and cyber-talent has transformed the traditional teaching and learning. Hence, the digital era poses many challenges to educators. As digital technology emerged from analog algorithm, intelligent-based teaching and learning is poised to transform the way we live, work, study, and play. However, critics argued that conventional teachers are not ready to handle the Gen-Zs. These millennial kids who are now entering schools and universities, have learning expectations, styles, and needs different from the previous cohorts. 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 by using google, mobile apps, 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 succeed in this digital age, intelligent-based learning is a way forward.

Keywords:   Intelligent-based learning, digital genre, digital innovation, digital pedagogy, future learning

 

 

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