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Prof. Jan Vermunt
Eindhoven University of Technology, Netherlands

 

With effect from 1 December 2018 Jan Vermunt is a Professor of Learning Sciences and Educational Innovation at Eindhoven University of Technology, Eindhoven School of Education. He has also been the Scientific Director of the School. The study of human learning has always fascinated him. His expertise area are the learning sciences, with a focus on teaching and student learning in higher education, and teachers' learning and professional development. Current research interests include effective ways to support personal learning pathways, using student learning data to improve teaching and learning, developing innovative teachers, benefitting from diversity among students, promoting deep and self-regulated learning, and new pedagogies for challenge-based learning. His scientific work was published in journals such as Learning and Instruction, British Journal of Educational Psychology, Teaching and Teacher Education, Teachers College Record, Higher Education, Studies in Higher Education, Academic Medicine, Medical Education, and Vocations and Learning.

 

In 1992 Jan Vermunt received his doctoral degree from Tilburg University with a thesis on student learning in higher education. He moved to Leiden University in 1995, where he worked for six years, during two periods, as an associate professor at ICLON – Graduate School of Teaching. From 1999 to 2002 he was a Professor of Educational Development and Research at Maastricht University, at the Faculty of Health Sciences. He was a visiting professor of Educational Innovation in higher education, University of Hasselt, Belgium, from 2002 to 2003. From 2004 to 2012 he served as professor of Teaching and Teacher Education at Utrecht University. In 2012 Jan was elected Professor of Education at the University of Cambridge. In his Cambridge years he was also Deputy Head, Director of Research, and Director of Teaching and Learning of the Faculty of Education, Academic Group Head, and Fellow of Wolfson College. From 2014 to 2018 he served as Editor-in-Chief of Learning and Instruction, one of the leading journals in the world in the field of Educational Research. In 2016 the University of Antwerp awarded him a honorary doctorate in Educational Sciences for his entire scientific work.

 

Title: Innovative pedagogies and the quality of student and teacher learning

 

Abstract: Education needs to prepare students for fast developments in society and technology. Some of these developments, such as those in Artificial Intelligence, proceed incredibly rapidly. Pedagogies that were used widely in the past are no longer suited to prepare students for many challenges of the future. Therefore, in many schools and universities new approaches to teaching and learning are being introduced. They aim to educate students to think independently, critically, and deeply about problems in and around their discipline, and to keep on learning and developing throughout their professional lives. They also aim to enable graduates to work independently and collaboratively, to engage with society, to contribute to understanding and solving complex problems, and to communicate with people from other disciplines and practitioners. Problem-based learning, project-based learning, personalized learning pathways, design-based learning, work-based learning, and challenge-based learning are some major innovative pedagogies that have been adopted to help students to attain these aims through better learning: more active, deep, self-regulated, intrinsically motivated, collaborative, interdisciplinary, meaning-oriented, and application-oriented learning. Innovative pedagogies like these require very different teacher roles than many are used to, such as tutor, skills assessor, problem designer, digital teacher, and coach of students’ learning, problem solving and collaboration processes. Often teachers are struggling with these new roles. Therefore, a variety of approaches to teacher professional learning and development are being developed to help them. In this keynote Jan will share new research on the design and effects of innovative pedagogies aimed at improving the quality of student learning and teacher professional development.

 

 

 

 

Prof. Kelum Gamage
University of Glasgow, UK

 

Prof. Gamage received the B.Sc. Electrical Engineering degree from University of Moratuwa, Sri Lanka and the PhD from University of Lancaster, UK. He is a Professor in the James Watt School of Engineering at the University of Glasgow, UK and holds the position of Visiting Professor at the University of Electronic Science and Technology of China (UESTC) and Sri Lanka Technological Campus (SLTC). He is an academic accreditor and also a Professional Registration Advisor (PRA) of the Institution of Engineering and Technology (IET). His research interests are in radiation detection, instrumentation methods, engineering education, educational development and innovation, education for sustainability, quality assurance and enhancement. He has authored over 180 peer-reviewed technical articles and holds a patent for a system designed to image fast neutron-emitting contamination (Patent No. GB2484315, April 2012). Kelum is the lead editor of "The Wiley Handbook of Sustainability in Higher Education Learning and Teaching" (ISBN: 978-1-119-85283-4) and is the Editor-in-Chief for the STEM Education Section of the Education Sciences Journal (Publisher: MDPI, Switzerland, ISSN 2227-7102). He is also an editorial board member of Humanities & Social Sciences Communications (Springer Nature, ISSN 2662-9992), Radiation Protection and Dosimetry (Publisher: Oxford University Press) and Sensors (Publisher: MDPI, Switzerland, ISSN 1424-8220). Currently, he is the guest editor for a Special Issue of Education Sciences (ISSN 2227-7102), titled "Learning for Sustainability: Challenges and Progress of Embedding Sustainability into Teaching and Learning and Beyond. He is a Chartered Engineer of the Engineering Council (UK), a Principal Fellow of the Higher Education Academy, a Fellow of the IET, a Fellow of Royal Society of Arts and a Senior Member of IEEE.
 

Title: Fostering Authentic Learning: Strategies in Assessment Design to Mitigate Cheating

 

Abstract: The academic research literature highlights diverse instances of students outsourcing their educational tasks, contributing to the escalating global concern in educational settings. Recently, this concern has intensified, particularly with the utilisation of artificial intelligence, notably with the advent of ChatGPT. Numerous studies have aimed to identify the underlying reasons for the heightened involvement of students in cheating, where in this presentation, I will investigate the primary factors that influence a minority of students to resort to cheating and keep the majority of students away from such dishonest behaviour. I will consider whether technology provides more opportunities for academics to focus on assessing higher-order thinking and strategies to mitigate cheating in higher education.