Plenary Session I – LEARNING IN LANDSCAPE OF PRACTICE
Etienne Wenger | Social Learning Strategies
Etienne Wenger Etienne Wenger is a globally recognized thought leader in the field of social learning theory, communities of practice, and their application to organizations. He has authored and co-authored seminal articles and books on the topic, including Situated Learning, where the term “community of practice” was coined; Communities of Practice: learning, meaning, and identity, where he lays out a theory of learning based on the concept; Cultivating Communities of Practice: a guide to managing knowledge, addressed to practitioners in organizations who want to base their knowledge strategy on communities of practice; and Digital Habitats, which tackles issues related to the use of technology. Etienne helps organizations apply his ideas through consulting, public speaking, and workshops. He is also active in the academic sphere. He regularly speaks at conferences, conducts seminars, and is a visiting professor at the universities of Manchester and Aalborg. He recently received an honorary doctorate from the university of Brighton.
Plenary Session II – APRENDIZAGEM ON-LINE E QUALIDADE NO ENSINO SUPERIOR
Albert Sangrá | Universitat Oberta de Catalunya
Albert Sangrà is a full professor and researcher at the Universitat Oberta de Catalunya, Spain, where he is currently Academic Director of the eLearn Center, the research centre for e-learning. He has worked as a consultant and trainer in several online and blended learning projects in Europe, America and Asia, focusing on implementation strategies for the use of technology for teaching and learning. He has also been visiting scholar at the Korean National Open University, South Korea (2010). A current member of the Board of Directors at the European Foundation for Quality in E-Learning (EFQUEL), he has also been a member of the Executive Committee of the European Distance and E-learning Network (EDEN) (2003- 2009), and of the Advisory Board of the Open University of Portugal (2007- 2008). His latest publication is the book “Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning”, published at Jossey-Bass, San Francisco, jointly with Dr. Tony Bates.
Plenary Session III – SETE ANOS DE PÓS-GRADUAÇÃO EM MULTIMÉDIA EM EDUCAÇÃO NA UNIVERSIDADE DE AVEIRO (2005 A 2012): PERSPETIVAS DE FUTURO
António Moreira | University of Aveiro
An associated Professor at the University of Aveiro, António Moreira is the Director of the Education Department at the institution. He has a postgraduate degree in Languages Didactics and coordinates the Digital Contents Lab, the ICT Competencies Center of the University of Aveiro and is the editor of Indagatio Didática, an online magazine. He is the author of innumerous published works and is an important voice on the matters of technologies, multimedia and education.
Plenary Session IV – LEARNING THE UNLEARNABLE: TEACHING THE UNTEACHABLE
Richard Noss | Knowledge Lab, Institute of Education, University of London
Consider this: a teacher uses an interactive whiteboard to show a class how to do long division. She pauses only to reprimand a child who asks why he needs to learn this, as he has just worked out the answer on his phone.
Maybe there are good reasons for learning long division, but they aren’t the same ones that I grew up with. Technology in education can’ just be about changing methods of communicating knowledge – whether via an interactive whiteboard, a wireless netbook or a smartphone being illicitly used at the back of a class. It should also be about changing knowledge itself. What do we need to learn? How might technologies make it possible for more people to learn more things? Yet researchers, schools and policy-makers have tended to concentrate on how technology can enhance teaching without considering whether and how it should change the nature of what is taught. In this talk, I will consider how digital technologies can fundamentally alter concepts and practices, and how – with careful design – more people can gain access to them.
Richard Noss is Professor of Mathematics Education at the Institute of Education, University of London. He is Director (Technology Enhanced Learning) of the Teaching and Learning Research Programme, co-director of the London Knowledge Lab and is currently the director of the UK’s Technology Enhanced Learning Research Programme. Richard has directed or co-directed some 20 research projects all of which have focused on a mix of technology-enhanced learning, mathematics, and workplace learning. He was editor-in-chief of the International Journal of Computers for Mathematical Learning until 2005 and is now an editor of this and eight other journals.
Neuza Pedro is an assistant teacher at the Institute of Education of the University of Lisbon where she teaches subjects such as Training and E-learning and Methodologies for Investigation, as part of the post-graduation programs on that field of study. She has a master’s degree on Educational Psychology by the Applied Psychology Superior Institute, and a doctorate in ICT and Education by the Institute of Education of the University of Lisbon. She currently does investigation at the Development and Investigation Unit at the IEUL and is a member of the iTEC project. She is also the coordinator of the e-Learning Lab of the University of Lisbon where she directs the e-Learning Program.
Maria João Gomes
Maria João Gomes is an assistant teacher at the Department of Curriculum and Educational Technology at the Institute of Education of the University of Minho. She has a master’s degree in Education, in the field of specialization in IT in Teaching, and a postgraduate degree in Education, in the field of Educational Technology Knowledge, by the University of Minho. She also coordinates the Distance Education and e-Learning Group at the Institute of Education of the University of Minho.
Fernando Albuquerque Costa
Fernando Albuquerque Costa is an assistant professor at the Institute of Education of the University of Lisbon. He has a degree in Psychology and a PhD in Educational Sciences in the area of Curriculum and Evaluation. His research field is learning, curriculum & technology, and professional development of teachers to integrate ICT tools in the curriculum, having several publications in these areas. He is currently the national coordinator of the Distance Learning Project for Itinerant Students and integrates de European teams of TACCLE2 project (Teachers’ Aids on Creating Content for Learning Environments) and the iTEC project (Innovative Technologies for an Engaging Classroom).
Roberto Carneiro is the President of the Center for the Study of Peoples and Cultures of Portuguese Expression and also of the Institute for Distance Teaching and Training. He is also an associate teacher of the Faculty of Human Sciences of the Catholic Portuguese University and a former minister for Education of the Portuguese government. With a degree in Chemical Engineer and a master’s degree in Human Resources Economy by the University of Ulster, he is also a Doctor Honoris Causa in Educational Sciences by the King’s College of London. He is an UNESCO, World Bank, OCDE and Europe Council expert in subjects such as education, educational politics, cooperation for development and public administration.
An associate teacher with aggregation in the field of Technology and Pedagogical Innovation at the University of Madeira, Carlos Fino has a post-graduation in Education, specialized in Pedagogy, by the Faculty of Sciences of the University of Lisbon. He has also a master’s degree in Education by the University of Minho and currently coordinates the scientific area of Educational Sciences at the Center of Educational Sciences, Competencies, and Social Sciences at the University of Madeira, where he is also a former President of the Educational Sciences Department.
João Filipe Matos
Professor João Filipe Matos is the President of the Assembly of the Institute of Education of the University of Lisbon, the same institution where he completed a degree in Mathematics, a master’s, post-graduation and aggregation in Education. He is the coordinator of Curriculum, Didactics and Teacher Training subject area at the IEUL and the Doctorate on ICT and Education, taught in the field of investigation methodologies in education and distance training with e-Learning in several master’s on ICT and Education. He also coordinates the Competency in ICT Center (C2Ti) at IEUL and he is also the president of the International Group for the Psychology of Mathematics Education.