“THE FUTURE OF LEARNING TECHNOLOGIES IN HIGHER EDUCATION”
By Associate Professor Pedro Isaías, The University of Queensland, Brisbane, Australia
Pedro Isaías is an associate professor at the University of Queensland, Brisbane, Australia. Previously he was associate professor at the Universidade Aberta (Portuguese Open University) in Lisbon, Portugal, responsible for several courses and director of the master degree program in Management / MBA. Was director of master degree program in Electronic Commerce and Internet for 10 years. He holds a PhD in Information Management (in the specialty of information and decision systems) from the New University of Lisbon. Author of several books, book chapters, papers and research reports, all in the information systems area, he has headed several conferences and workshops within the mentioned area. He has also been responsible for the scientific coordination of several EU funded research projects. He is also member of the editorial board of several journals and program committee member of several conferences and workshops. At the moment he conducts research activity related to E-Commerce and E-Business, E-Learning, Information Systems in general, and WWW related areas.
Evolution is the operative word in higher education, as roles shift, classrooms are reinvented and content becomes increasingly more accessible and malleable. At the core of these changes is the pervasiveness of educational technology. Higher education is progressively being displaced from the traditional classroom and, as it progresses towards online settings, it requires the support of technology to facilitate that transference. Within the context of higher education, there are numerous technologies that will have a revolutionary impact on teaching and learning. In exploring a prospective scenario for 2020, 2025 and 2030, it is possible to envision a higher education sector that has widely adopted innovative Learning Management Systems, adaptive learning technologies, Massive Open Online Courses, mobile learning, Artificial Intelligence, activity-based technology, Internet of Things and Social Technology. These technologies are expected to have profound implications in the traditional learning environments and require thorough preparation. Predictions as they may be, the exercise of forecasting provides the present with the opportunity to prepare for the future.
“UNIVERSITIES IN 2020S”
By Associate Professor Ana Hol, Western Sydney University, Australia
Associate Professor Ana Hol, PhD is a Director of the Academic Program (Computing and Information Systems) at the Western Sydney University, Australia. She graduated with the first class honours and for her achievements was awarded the university medal.
Her research and teaching engagements are in the areas of technology use, acceptance and adoption; eTransformation and eCollaboration; simulations and models for education; teaching innovations; social networking; process optimisation and knowledge management. Ana has written over 30 refereed publications. She is an editor of the International Journal on Advances in ICT for Emerging Regions, track chair for the Australasian Conference of Information Systems and a reviewer for 12 international conferences. Ana has proposed and implemented six undergraduate degrees and five majors. She is a prominent speaker at the international and local conferences and a visiting academic and speaker at over 10 international universities.
2020s are expected to bring new changes and challenges to many disciplines including education. It is apparent that the traditional modes of teaching and learning are changing and that standard classrooms and particularly university lecture halls are slowly reducing in sizes. Worldwide universities are moving into collaborative spaces and are removing large classes which once were a norm. Consequently, the content that was delivered once now needs to be changed and adopted to suite new requirements. This keynote reviews current and emerging modes of content deliveries in STEM (Science, Technology, Engineering and Mathematics) fields particularly taking into the account the nature in which content is being delivered to students and reviews how over time modes of content delivery and in some instances even the content being delivered is being changed.