Keynote speakers

    The following speakers have confirmed their participation, more info soon:

  • Prof. John M. Carroll. Pennsylvania State University. USA www

    Realistic Learning Activity is Not Enough

    Through the past two decades, education in CISE has moved toward a model that pervasively incorporates programming projects and other engaging student activity. Realistic activities and materials are intrinsically motivating because they vividly remind learners of the possibilities for meaningfully applying knowledge and skills in the world beyond the classroom. A realistic activity, however, does not ipso facto reveal its own rationales, deeper lessons, cultural meanings and origins, or its roles in a coherent professional practice. In order for realistic activities to serve as effective learning opportunities, underlying rationale and expert thinking behind problem solving, core concepts and techniques must be made available to students.
    In this paper we describe a decade-long development project centering on an upper-level undergraduate course in usability engineering. We describe a series of strategies developed to incorporate realistic activity into this course, and lessons we have learned: Realistic activities have proven popular and effective in this course, but we believe they can be most effective only when they are explicitly rationalized to students, and by students.

  • Andy Heath. Open University. UK

  • Learning Content Personalisation for Accessibility, Metadata Harmonisation, Technologies, Issues and Solutions

    This keynote will look at issues and solutions in achieving an approach to accessibility driven by the need to match resources to a user's requirements and context.  The approach leads with a user's functional (not medical) requirements and asks how learning resources and systems can be personalised to meet those requirements and also the requirements of delivery in the context at the time.  Doing this requires making diverse technologies and standards describing user requirements and device characteristics work together in both the semantic areas modelled and their technical detail.  Bringing these together enables new functionality not otherwise possible.

  • Prof. Klaus Tochterman. Graz University of Technology & Know-Center Graz. Austria. www

  • The long way towards Workplace-integrated Learning

    The core idea for technology-enhanced originates from Vannevar Bush, when he presented in the mid 40-ties his MEMEX system to a broader audience. Linking electronically information pieces to one another was the key innovation which still coins today¢s technology-enhanced learning systems. But it took almost 70 years until technology-learning has really reached the workplace of the knowledge workers. The key events of the 70 years, their success and pitfalls will briefly be mentioned in the talk. With this in background, the emphasis will be on most innovative ideas for integrating Web2.0 concepts with semantic technologies for developing a new paradigm which is often referred to as workplace-integrated learning.  Workplace-integrated learning is based on the idea that knowledge workers take three different roles at their workplace: the role of a learner, the role of an expert and the role of a worker. The talk will illustrate how knowledge workers can be best supported for each of the different roles.