Brief biography

Wayne Holmes (PhD, University of Oxford) is an Associate Professor in the IOE, UCL’s Faculty of Education and Society, at University College London (UK). His research takes a critical studies perspective to the teaching and application of Artificial Intelligence in educational contexts (AI&ED), and their ethical, human, and social justice implications. Wayne is leading the Council of Europe’s AI&ED expert group, which is developing legislation to protect the human rights of students and teachers engaging with AI-enabled systems, for which he co-wrote Artificial Intelligence and Education. A critical view through the Lens of Human Rights, Democracy and the Rule of Law; he is also Consultant for the Technology and AI in Education unit at UNESCO, for which he co-wrote AI and Education: Guidance for Policy-makers and Guidance for Generative AI in Education and Research; and he is a Senior Researcher in AI&ED for IRCAI (the International Research Centre on Artificial Intelligence under the auspices of UNESCO). Wayne has also co-written Artificial Intelligence in Education. Promise and Implications for Teaching and Learning (Holmes et al., 2019), Citizens Interacting with AI Systems (for the EU JRC, Vuorikari and Holmes, 2022), State of the Art and Practice in AI in Education (Holmes and Tuomi, 2022), and The Ethics of AI in Education. Practices, Challenges and Debates (Holmes and Porayska-Pomsta, Eds, 2022). He has given invited keynotes about AI&ED in countries around the world (including Belgium, China, Colombia, Germany, Italy, Mexico, Oman, Portugal, Slovenia, Spain, and the USA) and many other countries online.

Abstract

Artificial Intelligence (AI) is frequently hailed as a ‘solution’ to many of education’s core problems (e.g., OECD, 2021) – problems such as the lack of qualified educators, student underachievement, and better preparing learners for 21st century career paths. However, such claims tend to be aspirational rather than evidence-based (Miao & Holmes, 2021), and overly simplistic, forgetting issues such as agency, pedagogy, surveillance, efficacy, and ethics (Holmes et al., 2021; Holmes et al., 2022; Holmes & Porayska-Pomsta, 2022). In fact, current applications of AI in education tend to be solutions- rather than problems-oriented, and all too often replace educator functions rather than empower educators; while the teaching of AI almost always focuses on the technological dimension of AI to the exclusion of the human dimension (its ethical, human, and social implications). Accordingly, this presentation will explore the application and teaching of Artificial Intelligence in education from a critical studies and human rights perspective. It will identify and address many of the key myths, it will explore the elephant in the room (generative AI), it will argue for a new trajectory, and will pose more questions about AI and education than it answers. 

Brief biography

Dr. Sunny Lin is a Chair Professor at the National Yang Ming Chiao Tung University, Taiwan. She holds a doctoral degree in Educational Psychology and was previously the Convener for the Discipline of Information and Computer Education at the Ministry of Science and Technology, Taiwan. Her research focuses on integrating advanced technologies into future classrooms to promote highly engaged self-regulated learning. Dr. Lin and her team have built advanced machine learning models with an emphasis on identifying complex academic emotions and their subsequent motivational effects. They have created a dynamic facial emotion dataset based on discrete and dimensional emotion theories, tested recognition accuracies of various models, and developed feedback modules to inform teachers and self-directed learners. Dr. Lin and her students have received best paper awards and nominations from conferences such as ICCE and TWELF, related to teacher effects in digital self-regulated learning and eye movement studies on self-directed reading. 

Abstract

In this speech, we'll introduce an innovative AI-based system for recognizing facial emotions in an academic context and studying feedback effects. Professor Lin found that students with adaptive motivation profiles displayed distinct facial emotions during math problem-solving, learning programming languages, and reading science texts, compared to those with less adaptive profiles. Positive facial emotions were less Likely to be observed in the academic learning. Delivering feedback based on facial emotion analytics significantly improved students' epistemic awareness and positive motivation during knowledge construction. Teachers showed keen interest in understanding critical emotion changes in knowledge construction aligned with instructional design.

Brief biography

Caroline researches how emerging technologies affect what counts as education, and how educational practices encourage or hamper the use of specific technologies. She has researched technology-based educational practices in schools, hospitals and workplaces. She works in the department of Culture, Communication and Media at UCL in London. 

Abstract

What we imagine technology can do affects how we design and use it. In education, the way in which AI is imagined shapes how we try and integrate it into teaching and learning, and what we try and make it do for us. Educational AI imaginaries have however been relatively limited in their scope, and have grown narrower still with the launch of generative AI tools by various philanthropic and commercial organisations. In this presentation, I will talk about some of the problems with existing imaginaries, and endeavor to present some alternatives from non-educational fields of practice, including the arts.

Brief biography

Dr. Rustam Shadiev, currently a tenured professor in the College of Education at Zhejiang University, China, has an illustrious academic career marked by significant achievements. He completed his Ph.D. at National Central University in 2012, followed by a postdoctoral fellowship at National Cheng Kung University. Subsequently, he served as a professor in the School of Education Science at Nanjing Normal University until 2022. Recognized for his academic excellence, Dr. Shadiev was named a Distinguished Professor of Jiangsu Province in 2019. He holds memberships as a Fellow of the British Computer Society and a Senior Member of the Institute of Electrical and Electronics Engineers. His notable contributions to education are evidenced by his inclusion as one of the Most Cited Chinese Researchers by Elsevier, SCOPUS, and Shanghai Ranking for three consecutive years (2020-2022). Dr. Shadiev is a prolific author with over 200 publications in various academic journals and conferences. His research primarily explores advanced learning technologies, focusing on language learning and cross-cultural education. His work continues to make a profound impact on educational practices and research worldwide.

Abstract

In this speech, we will explore the transformative role of emerging technologies, specifically 360-degree video, virtual reality (VR), and artificial intelligence (AI), in reshaping the way students engage in cross-cultural learning, learn languages, and develop intercultural competence. Central to this exploration is the examination of how 360-degree video and VR environments enhance language learning outcomes and create authentic learning contexts. This includes an emphasis on the effects of evaluation and feedback in these immersive settings. We will delve into how these technologies aid in developing cross-cultural knowledge and attitudes, supported by research involving VR-supported learning activities and tele-collaborative projects. Additionally, we will discuss the impact of these technologies on fostering creativity, innovation, and entrepreneurship among students, linking these essential skills to the demands of a globally connected world. We will also explore the role of VR in advancing emotional intelligence and creating a sense of presence, both critical in understanding diverse cultural contexts. The speech will conclude with a discussion on future trends in educational technology, potential challenges, and the emerging role of AI in further enhancing these learning experiences, setting the stage for a new era in global education.