Keynotes and Invited Speakers

Adrian Cheok  (Director of the Mixed Reality Lab, National University of Singapore - Keio University Graduate School of Media Design)


Multi Modal Sensory Human Communication in the Internet Society

This presentation outlines new multisensory communication supporting embodied and creative learning using social and physical contact and fun together with internet media. We aim to develop new types of learning environments using all the senses, including touch, taste, and smell. This talk will describe a ubiquitous computing environment based on an integrated design of real and virtual worlds. We discuss some different research prototype systems for interactive, playful, and creative learning. The presentation will also explore means to empower children (as the future leaders) in developing countries as innovators by nurturing their creativity with design and creative thinking using new media technologies. We believe this is an excellent way for children to be developers and innovators of the future.


Ton de Jong (Faculty of Behaviorial Sciences, University of Twente)


Engaging learners in complex learning experiences with technology

Upcoming technologies, such as simulations, remote labs, games, and modelling tools have stimulated the development of more student-directed, engaging, situated, and motivating learning environments. These technologies also enable the realization of learning in international, collaborative, and open settings. This may result in communities that share resources and learn by working towards a common conclusion or product. In this presentation I will highlight the results of a number technology-based projects that share a focus on designing scaffolds for, individual and collaborative, inquiry and design-based learning. Scaffolds are necessary to assist students and make the learning experience effective, but scaffolds need to be carefully designed so that they provide students with sufficient support but at the same time leave enough freedom for the student. Scaffolds can be offered through the technology itself or they can be offered by teachers. Examples from different projects, e.g.,  SCY, ZAP, Co-Lab, KM Quest, and SimQuest, will be presented to elucidate the design and working of different scaffolds.

 Javier Hernandez-Ros   (Head of Unit, 'Cultural Heritage and Technology Enhanced Learning', DG Information Society and Media)


coming soon ...

 Harold Jarche  (Chairman of Internet Time Alliance)


Integrating Learning into the Workflow

The challenge for 21st century businesses is not saving 20th century jobs that will be automated and outsourced anyway, but focusing on creating more opportunities for creative work. For institutions, employers, educators and workers, that means giving up control and co-creating a new social contract for the creative, networked economy. For all businesses this means integrating learning into the workflow. There are practical models and frameworks that all businesses can use to connect work and learning. Harold Jarche will challenge some traditional ideas about workplace learning.
Our current models for managing people, training and knowledge-sharing are insufficient for a workplace that demands emergent practices just to keep up. Formal training has only ever addressed 20% of workplace learning and this was acceptable when the work environment was relatively stable. Knowledge workers today need to connect with others to co-solve problems. Sharing tacit knowledge through conversations is an essential component of knowledge work. The effective use of social media enable adaptation, and the development of emergent practices, through conversations.
As our work environments become more complex due to the speed of information transmission via ubiquitous networks, we need to adopt more flexible and less mechanistic processes to get work done. Workers have many more connections, to information and people, than ever before. But the ability to deal with complexity lies in our minds, not our artificial organizational structures. In order to free our minds for complex work, we need to simplify our company learning structures.
Sponsored by
Organized by
Supported by