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Please visit "Program"
manu for presentation schedule of following invited speakers.
- Yasutaka SHIMIZU, (President, NIME, JAPAN)
- Denis Gillet (EPFL, Switzerland)
- Katsuaki SUZUKI (Kumamoto University, Japan)
- Fanny KLETT (Fraunhofer Institute Digital Media Technology, Germany)
- Kiyoshi NAKABAYASHI (NIME, Japan)
- Okyay Kaynak (Bogazici University, Turkey)
- Thomas Zimmer (University Bordeaux 1, France)
- Yasutaka SHIMIZU, (President,
NIME, JAPAN)
Networking for sharing learning objects and quality enhancement of e-learning through both
domestic and international collaboration
Abstract
Recent survey result conducted by NIME shows that the number of undergraduate faculties
and graduate schools in Japan implementing distance learning through the Internet are increasing,
and in this presentation, recent status of e-Learning at higher education institutions in
Japan will be shared. Under the background, the Gateway to Learning for Ability Development
(NIME-glad) is introduced for providing and sharing reusable learning objects, where. NIME
has tagged large amounts of educational information that is accessible over the Internet
with learning object metadata (LOM), and provides this comprehensive, cross-website retrievable
information by means of that gateway.
The Federated Search System is also explained to make it possible to search by keyword reciprocally
between the Japanese learning gateway (NIME-glad) and gateways in the USA, Canada, Australia
and the EU. As a result of developing this Federated Search System, it has become possible
to search not only overseas Learning Objects by keyword, but at the same time, Japanese
Learning Objects also, using the overseas gateways. In order to improve the quality of e-Learning,
an attempt has been made to classify the approaches to e-Learning quality enhancement at
the development stage, for support during actual operation, with respect to organizational
structure and by means of evaluation. This does not mean, however, that all of these approaches
have to be pursued, but rather, numerous approaches have been brought together on the understanding
that universities or other institutions can select and try whatever approaches it needs
to adopt.
Curriculum vitae :
Yasutaka Shimizu worked at Tokyo Institute of Technology from 1969 to 2001, as Research
Associate, Associate Professor and Professor. He was Director of the Center for Research
and Development of Educational Technology (CRADLE) in 1994-1998, and the Dean of the Graduate
School of Decision Science and Technology in 1998-2000. In 2001, he retired from Tokyo
Institute of Technology and he is Professor of Emeritus. After then, he has been working
at National Institute for Educational Policy Research of Japan. In addition to this position,
he was nominated as President of the National Institute of Multimedia Education from April
in 2004.
He has been very active in research on educational technology, the use of technology in
education and evaluation, quality assurance of e-Learning in higher education, sharing
of learning objects and so on. Dr. Shimizu served as President of the Japan Society for
Educational Technology. Dr. Shimizu has also been working on Surface Acoustic Waves and
on the development of wide microwave frequency absorbers for many anechoic chambers.
The National Institute of Multimedia Education (NIME) is an independent administrative
institution that contributes to the advancement of higher education by conducting research
and development into educational methodologies and contents for advanced media, the results
of which are adopted by universities, junior colleges and colleges of technology.
- Denis Gillet (EPFL, Switzerland)
Web-based Laboratory Experimentation: An Enabling Paradigm towards Social Learning in Higher
Education
Abstract:
Despite a large academic interest and more than a decade of development, Web-based laboratory
experimentation is still anecdotal in higher education. In this talk, underlying reasons
of such a slow deployment and acceptance will be discussed together with possible solutions
for improvement. In fact, the collaborative work features of Web-based Laboratory experimentation
environments tend to be as attractive for the students as the remote access ones. As a
consequence, the EPFL is now integrating social software for better supporting the choice,
the management, the completion and the discussion of experimentation activities or projects
by self-organized students’ teams. The motivations and expected impacts of such
a pilot experiment will also be discussed.
Curriculum vitae :
Denis Gillet received the Diploma in Electrical Engineering from the Swiss Federal Institute
of Technology in Lausanne (EPFL) in 1988, and the Ph.D. degree in Information Systems
also from the EPFL in 1995. During 1992 he was appointed as Research Fellow at the Information
Systems Laboratory of Stanford University in the USA. He is currently Associate Professor
at the Swiss Federal Institute of Technology in Lausanne (EPFL), where he leads Sustainable
Interaction Systems group. His current research interests include new learning technologies,
teleoperation, sustainable interaction and collaboration systems, context-aware systems,
real-time and ubiquitous Internet services, wearable computing, as well as nanopositioning
systems. He is involved in many national and European projects dealing with Technology
Enhanced Learning and Distributed Systems, including the ProLEARN Network of Excellence
(http://www.prolearn-project.org/)
and the Palette Integrated Project (http://palette.ercim.org/).
Dr. Gillet is also Associate Editor of the International Journal of Technology Enhanced
Learning.
- Katsuaki SUZUKI (Kumamoto University,
Japan)
Learner-centered Design in Higher Education by ICT with IDT
Abstract :
his keynote introduces current trends in the long-lasting traditions of instructional design
and technology (IDT) models and theories and their applications to IT-based higher education.
IDT models and theories have been utilized more extensively in
business and military training, compared to higher education, because it is suitable in
goal-driven settings with specific challenges to overcome. Demands for higher education
to be more effective, efficient, and engaging have also become higher and
more critical by its increased diversity, universalization, mobilization, and the need for
differentiation. Students require more, with less effort, and we need to do better job,
with less resource. We all know that changes are needed, but we may not know how to change
ourselves. Learner-centered design has been the key issue in reforming
practices of higher education through the use of information and communication technology(ICT).
If one wishes such reforms to be firmly grounded in evidence-based rationales, rather than
stemmed merely from experiences of best practices, IDT can be a solution as the knowledge
base with practical applicability. Such IDT theories and models as First Principles of Instructional
Design, Goal-based Scenarios, and Layer Model for e-Learning Design will be introduced,
in reference to current practice of Graduate Program in Instructional Systems at Kumamoto
University, a 100% online master program for e-Learning Professionals. A university-wide
effort in promoting blended approach of e-Learning for on-campus undergraduate and graduate
education will also be touched upon, from the perspective of IDT.
Curriculum vitae :
Katsuaki Suzuki, Ph.D. is currently Professor and Chair, Instructional Systems Program,
Graduate School of Cultural and Social Sciences, Kumamoto University, Japan. He teaches
such courses as Instructional Design I and II, Fundamentals of
e-Learning, Fundamentals of Pedagogy, and Master Thesis I and II. He is a board member of
ibstpi(TM), The International Board of Standards for Training, Performance and Instruction,
Japan Society for Educational Technology (JSET), Japan Association for Educational Media
Study (JAEMS), and an honorary member of e-Learning Consortium Japan. He is serving on Consulting
Board of Editors for ETR&D Development Section, Board of Editors for Information and
Systems in Education, published by Japan Society for Information and Systems in Education,
and Co-Editor-in-Chief for International Journal of Media in Education, to be jointly published
by JAEMS and Korean Association for Educational Information and Media (KAEIM). Graduated
from Instructional Systems Program of Florida State University, USA,with 1988 Robert M.
Gagne Instructional Development Research Award, as well as Distinguished Alumnus Award in
1997.
- Fanny KLETT
(Fraunhofer Institute Digital Media Technology, Germany)
<Special Session,
Chair>
Advanced Technology Standards for Learning and Performance and Their Impact
Abstract:
Uptake of learning technology standards is increasing even if the existent standards are
just starting to have their initial impact on institutions and on individual teaching faculty.
Recently, the concentration and strengths of those who are developing standards for educational
business and industry training needs is expanding: Various R&D projects currently deal
with standards and their adoption. The reason for this development concerns the rather short
history of e-learning that reflects recently a clear movement from the earliest approach
focused on contents towards the current interest on creating learning arrangements where
the learners perform different learning activities depending on their personal characteristics
and initial knowledge and where the assessment of learning effectiveness is the driving
force. Accordingly, research implying that learning and knowledge must be the goals and
contents are important resources that have to be efficiently managed is important at this
moment. It is evident that if the systems can not expand, be prolonged, and maintained,
and the content delivered to the learners, there will be no Return-On-Investment for the
organizations. In addition, lack of standards-based interoperability is cost-effective.
Standards and standardization processes are important to adopters and ultimately to end
users.
Regardless of the educational setting, the interactions between educators, learners, and
content are notably affected by the development of learning technology standards. By bringing
together various stakeholders, standardization allows for merging different cultural and
technical views of systems and service paradigms. It is based on international collaboration
in several specification organizations, and consortia such as AICC and IMS Global Learning
Consortium, and accredited standards developers such as IEEE LTSC, ISO JTC1/SC36, CEN/ISSS,
etc. However, there is common uncertainty and misunderstanding about the relationships between
the relevant standards and specifications, as well as between the organizations that develop,
define, profile, or implement them. Currently most learning and performance technology stakeholders
have a vague notion of their existence and utility.
The target of this paper is to provide a thorough overview on ongoing standardization efforts
in accredited standards developers such as IEEE LTSC, and ISO JTC1/SC36. The impact of the
standardization efforts will lead to an improved way of communicating between systems, or
migrating from one system to another. Standards contribute to factors such as portability
and scalability of the systems. Additionally, they can assure better maintenance due to
modular design and durability of instructional content after significant technology changes.
Educational content and learner information can be shared. On the other hand, standards
have also impact on the end user as they allow learners to address target competencies and
certification and help learning become more valuable through making results portable and
relevant to work context. A key measure of success in standardization efforts is that standards
generate an industry. Curriculum vitae :
Dr. Fanny Klett has been with the Ilmenau Technical University for 5 years in the Institute
of Media Technology. She holds a PhD in Electronic Media Technology from the Ilmenau Technical
University. Her thesis: “Development of Usable Interfaces for Virtual Environments”
addresses novel developments in the fields of user-centred interfaces. She was a visiting
scientist at the Graz University of Technology, Institute for Computer-Supported New Media,
and visiting lecturer at several European Universities. Her application-based research
stresses on User-Centered System Design, Multimedia and Natural Interfaces, Needs Assessment,
and Monitoring Technologies. She actively works in the IEEE framework of standardisation
in liason with ISO (IEEE LTSC, IEEE SA) and the IEEE Task Force on Human Centered Informaion
Systems.
Fanny Klett actively participates in conferences of UNESCO, the Institute of Electrical
and Electronics Engineers (IEEE), EISTA and m-ICTE. She chaired and served on more than
15 planning and program committees (IEEE, EAEEIE, WSEAS) and is currently serving on the
reviewer board of IEEE Transactions on Education. Fanny Klett is Senior Member IEEE and
Chair of the German Chapter of the IEEE Education Society. Recently, she has been invited
to chair the Program Committee of the IEEE Education Society Chapters and to work on the
establishment of IEEE technical journal on Innovations in Multimedia. She is also Member
of the Sponsor Executive Committee and Secretary of the IEEE Learning Technology Standards
Committee chartered by the IEEE Computer Society Standards Activity Board. She has published
more than 50 technical and invited papers, and book chapters, and organised several Special
Sessions on various digital media research topics at important international conferences.
Dr. Fanny Klett is with IDMT and represents its latest research area Data Representation
and Interfaces. She is currently responsible for the evaluation of the user experience
in the Core Technologies Cluster of the multipart project THESEUS.
- Kiyoshi NAKABAYASHI (NIME, Japan)
Trends of e-Learning Technology Standardization — Its Impact on Industry and Japanese
Efforts — Abstract:
Technology standards have become widely recognized as important factors for successful
implementation and operation of e-learning environments. E-learning technology standards
are essential to establish content reusability, system interoperability, and knowledge
sharing in the community. Technology standardization in general has a significant impact
on the industry. Especially this impact, often described as “the power of modularity”
[1], results in the rapid growth of ICT industry in the past fifty years. The system consisting
of modules separated by standardized interface can achieve quite rapid improvement in
terms of performance or functionality, since these modules can evolve independently to
each other without losing the consistency of the system. These open standards make it
possible for module providers to get into the market rather easily, because these providers
can develop the product module without the detailed knowledge of the whole system but
the standardized interface. This causes the competition among the vendors so that they
pursue the innovation towards the high-performance and cost-effective products.Since e-learning
inherits the characteristics of ICT, technology standardization has the same impact on
e-learning penetration. This has been well recognized since the early stage of e-learning
adoption. Several organizations concerning e-learning standards including AICC, IMS, ADL,
IEEE LTSC, ISO/IEC JTC1 SC36 have been established around 1998. They actively cooperated
to develop e-learning specifications for content, learner information, skill description,
and so on. Synchronizing with these activities, considerable efforts have been made in
Japan for promotion of e-learning standard, especially SCORM, by the government and corporate
sectors since the year 2000. These promotion activities include: system module development
such as the SCORM RTE module, SCORM 2004 sequencing engine, and SCORM extension for mobile
learning, seminars and publications for SCORM content and system developers, SCORM assessor
program, which certifies skilled SCORM engineers as assessors capable of conducting content
conformance tests. Through these practice, it has been indicated that the mutual benefits
of the stakeholders are the most important factor for promotion of e-learning standard.
For example, the number of SCORM assessors is increasing not only because of technical
reasons. Content developers holding the assessor certification can achieve the respect
of customers as a trustworthy engineer. This mechanism benefits engineers, their company,
and the customers. Considering the promotion of standard specifications from such a viewpoint
is desirable.
Reference
[1] Baldwin C. Y., & Clark K. B. (2000). Design Rules, Vol. 1: The Power of Modularity.
Boston, MA: The MIT Press.
Curriculum vitae :
Kiyoshi NAKABAYASHI is a professor of R&D Department at National Institute of Multimedia
Education. After receiving a M.Sc. degree from Tokyo Institute of Technology in 1982,
he entered Electrical Communications Laboratory of Nippon Telegraph and Telephone Corp.
where he was engaged in the research and development of parallel processing, character
recognition system, and network-based learning support system. In 1999, he joined NTT-X
Inc. where he has conducted development and operation of e-learning service system. He
has also worked in the field of e-learning technology standardization serving as the ISO/IEC
JTC1 SC36 (Sub-committee for Information Technology for Learning, Education and Training)
Japan national body head of delegation and the vice president chairing Executive Committee
of eLC (e-Learning Consortium Japan). He received 1994 JSAI (The Japanese Society for
Artificial Intelligence) Research Encouragement Award and ICCE95 (International Conference
on Computers in Education) Outstanding Paper Award. He received a Ph.D degree in human
science from Waseda University in 2006.
- Okyay Kaynak (Bogazici University,
Turkey)
Paradigm Changes in Education and Training in the Information Age Abstract :
Tremendous changes have taken place during the last couple of decades of the last millennium.
The presentation starts with a consideration of the challenges that the industry faces
due to these developments and the challenges that the engineers of the 21st century have
to cope with. It is argued that the science and engineering programs have to be re-shaped
considerably to be able to produce the mini-Leonardos that are required as the managers
of change. This will mean that different educational philosophies have to be adopted,
stressing more “just-in-time learning” rather than “just-in-case teaching.”
How IT tools can help in these endeavors is then considered. The presentation concludes
with a discussion of the barriers in the adoption and diffusion of IT in higher educational
institutes and the ways to overcome them.
Curriculum vitae :
Okyay Kaynak received the B.Sc. degree with first class honors and Ph.D. degrees in electronic
and electrical engineering from the University of Birmingham, UK, in 1969 and 1972 respectively.
From 1972 to 1979, he held various positions within the industry. In 1979, he joined the
Department of Electrical and Electronics Engineering, Bogazici University, Istanbul, Turkey,
where he is presently a Full Professor. He has served as the Chairman of the Computer
Engineering and the Electrical and Electronic Engineering Departments and as the Director
of Biomedical Engineering Institute at this university. Currently, he is the UNESCO Chair
on Mechatronics and the Director of Mechatronics Research and Application Centre. He has
hold long-term (near to or more than a year) Visiting Professor/Scholar positions at various
institutions in Japan, Germany, U.S. and Singapore. His current research interests are
in the fields of intelligent control and mechatronics. He has authored three books and
edited five and authored or coauthored more than 200 papers that have appeared in various
journals and conference proceedings.
Dr. Kaynak is a fellow of IEEE. He has served as an Associate Editor of the IEEE Transactions
on Neural Networks and as the Editor-in-Chief of IEEE Transactions on Industrial Informatics.
Currently he is an Associate Editor of the IEEE Transactions on Industrial Electronics
and the Area Editor (Robotics and Mechatronics) of the Springer journal; Soft Computing.
Additionally he is on the Editorial or Advisory Boards of a number of scholarly journals.
Dr. Kaynak is active in internationally organizations, has served on many committees of
IEEE and was the president of IEEE Industrial Electronics Society during 2002-2003.
- Thomas Zimmer (University Bordeaux
1, France)
Best practice of on-line labs in electrical engineering education: A ten years experience
at the University Bordeaux
Abstract:
Remote on-distance measurements have been performed for more than ten years at the University
Bordeaux 1, France. During this period, a couple of different approaches has been carried
out and will be described in this paper. The first approach has been realised via the
European project called “RETWINE”, which stands for Remote Worldwide Instrumentation
Network. The basic idea was to share powerful instruments via the WWW. From this experience,
we developed a new approach where we focussed on pedagogical concepts like how to design
an adequate remote lab experiment and how to introduce it in course packages. New pedagogical
methods have been investigated like studio classrooms and individual discovery. This approach
has been reinforced in the framework of European Community SOCRATES – MINERVA project
called “eMerge”. This project was dedicated to develop an innovative and advanced
educational network structure to disseminate online laboratory experiments to support
engineering and science education. We have examined acceptance, usability, learning effect
and usefulness of on-line labs. The learning effect was also measured by knowledge tests.
In summary, remote access to lab experiments becomes now standard and adds an undeniable
pedagogical value.
Curriculum vitae :
Thomas Zimmer was born in Wollbach, Germany. He received the M. Sc. degree in physics
from the University of Würzburg, Germany, in 1989 and the Ph. D. degree in electronics
from the University Bordeaux 1, France, in 1992. Since 2003, he is Professor at the University
Bordeaux 1, France. His research focuses on characterization and modeling of high frequency
devices, in particular Si/SiGe heterojunction bipolar transistors. He is co-founder of
the company XMOD Technologies and he has published about 100 technical papers related
to his research. His education interests concern multimedia, open and distance learning
and the implementation of ICT (information and communication technologies) in practical
courses. In particular, he was the co-ordinator of two European projects in the framework
of the Socrates – Minerva program. The first one aimed at the development of a “Remote
Worldwide Instrumentation Network”. The second project was dedicated to construction
of an educational network structure for dissemination of real laboratory experiments to
support engineering education.
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