IAFOR > The IAFOR Conference on Educational Research & Innovation (ERI) > ERI2019

ERI2019

Conference Theme: "Learning Beyond Boundaries"

May 06–08, 2019 | Virginia Tech, Blacksburg, Virginia, USA

Discovery is sparked through opportunities to examine contemporary knowledge and practices from differing perspectives, beyond well-defined areas of expertise. In educational research, the opportunity to explore current educational issues and challenges through a different lens can serve as a valuable catalyst for innovations in teaching and learning. Toward this goal, the International Academic Forum is proud to partner with Virginia Tech to examine the latest research and innovations in education, with a specific focus on perspectives that cross the traditional boundaries of disciplines, geographies, contexts, and cultures to inform the next generation of teaching and learning. Leveraging IAFOR’s globally-renowned offering of international, intercultural, and interdisciplinary scholarly exchanges, the “Learning Beyond Boundaries” conference organisers welcome original research and best practices related to the trends and issues in education that move beyond traditional paradigms and practices.

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Photo Report

Above left: Professor Barbara Lockee, of Virginia Tech, opened an energetic conference at Virginia Tech with The IAFOR Conference on Educational Research & Innovation (ERI2019). As a key member of the Organising Committee, Professor Lockee led the effort to make this first collaboration with Virginia Tech a success. Above centre: Professor Mark Pegrum delivered a technology-focused Keynote Presentation on the use of new programs and devices to improve access to education. Above right: Dr Rich Ingram of James Madison University captivated the audience with his Keynote Presentation on psychophysiology, even connecting sensors to Professor Pegrum’s head to demonstrate how brain activity can be measured in order to gain insights into how students learn.

Above left: Dr Amy Azano, also of Virginia Tech, added to the theme of improving educational access and outcomes with her Keynote Presentation on the challenges facing rural communities. Above centre: Dr Steve Harmon, associate dean of research at Georgia Tech Professional Education (GTPE), director of educational innovation at the Center for 21st Century Universities (C21U), and a professor at the Georgia Tech College of Design, used his Keynote Presentation to show how his university is expanding online opportunities while maintaining the high academic standards for which they are known. Above right: Professor Robert Doyle, associate dean, Faculty of Arts and Sciences at Harvard University and former associate dean of Harvard College, discussed the “anatomy of the flipped classroom” during his Keynote Presentation, rounding out an exceptional group of Keynote Speakers.

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Programme

  • Anatomy of Flipped Classrooms
    Anatomy of Flipped Classrooms
    Keynote Presentation: Robert G. Doyle
  • Research Beyond Boundaries: Educational Psychophysiology
    Research Beyond Boundaries: Educational Psychophysiology
    Keynote Presentation: Rich Ingram
  • Mobility, Mixed Reality, and the Crossing of Linguacultural Boundaries
    Mobility, Mixed Reality, and the Crossing of Linguacultural Boundaries
    Keynote Presentation: Mark Pegrum
  • Context is Everything: Rethinking Evidence Beyond Boundaries
    Context is Everything: Rethinking Evidence Beyond Boundaries
    Keynote Presentation: Amy Azano
  • Creating the Next in Education. On the Road to the University of 2040
    Creating the Next in Education. On the Road to the University of 2040
    Keynote Presentation: Steve Harmon
  • IAFOR Silk Road Initiative
    IAFOR Silk Road Initiative
    Information Session
  • IAFOR Documentary Photography Award 2018
    IAFOR Documentary Photography Award 2018
    Award Winners Screening

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Speakers

Keynote Speakers

  • Mark Pegrum
    Mark Pegrum
    The University of Western Australia (UWA), Australia
  • Bob Doyle
    Bob Doyle
    Harvard University, USA
  • Rich Ingram
    Rich Ingram
    James Madison University, USA
  • Amy Azano
    Amy Azano
    Virginia Tech, United States
  • Steve Harmon
    Steve Harmon
    Georgia Tech, United States

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Organising Committee

  • Bob Doyle
    Bob Doyle
    Harvard University, USA
  • Rich Ingram
    Rich Ingram
    James Madison University, USA
  • Amy Azano
    Amy Azano
    Virginia Tech, United States
  • Steve Harmon
    Steve Harmon
    Georgia Tech, United States
  • Barbara Lockee
    Barbara Lockee
    Virginia Tech, United States
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan

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Review Committee

  • Dr Abdurrahman Ghaleb Almekhlafi, United Arab Emirates University, United Arab Emirates
  • Dr Ying-Feng Wang, National Taichung University of Education, Taiwan
  • Dr Edgar R. Eslit, St. Michael's College, Philippines
  • Dr Kittipong Phumpuang, Naresuan University, Thailand
  • Dr Michiko Kobayashi, Southern Utah University, United States
  • Dr Lewis Teo Piaw Liew, Politeknik Kuching Sarawak, Malaysia
  • Professor Mikel Garant, Sino US College, Beijing Institute of Technology, China
  • Dr Shinji Okumura, Mukogawa Women's University, Japan
  • Dr Mathew Martin Poothullil, University of Mumbai, India

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About Virginia Tech., USA

Virginia Polytechnic Institute and State University (Virginia Tech) is a public land-grant university serving the Commonwealth of Virginia, the nation, and the world community. The discovery and dissemination of new knowledge are central to its mission. Through its focus on teaching and learning, research and discovery, and outreach and engagement, the university creates, conveys, and applies knowledge to expand personal growth and opportunity, advance social and community development, foster economic competitiveness, and improve the quality of life.

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Anatomy of Flipped Classrooms
Keynote Presentation: Robert G. Doyle

Flipped Classroom pedagogy is often described in several different terms, including inverted learning, active learning, and more. This is a form of pedagogy in which the lecture is provided online and class time is engaged in active learning.

Flipped learning is based on the student involvement theory that the more time and effort students allocate into their learning experience, the greater their cognitive and personal development. Flipped learning provides the opportunity for students to develop other important learning outcomes beyond knowledge acquisition, such as higher-order thinking, communication skills, and metacognitive skills.

Read presenters' biography
Research Beyond Boundaries: Educational Psychophysiology
Keynote Presentation: Rich Ingram

This presentation introduces a new line of research – Educational Psychophysiology. This new field involves the use of psychophysiological measures to identify learning-relevant psychological states (such as cognitive load) and cross-validating these states with behavioral and performance measures for the purpose of informing teaching and learning design. The field focuses primarily on examination of continuous (as opposed to event-locked) data in real-world settings using authentic learning tasks to maximize ecological validity and thus, transferability of findings. The discussion includes elements of affective learning, data analysis techniques, and the Open Science Framework, along with suggestions for future research and practice.

Read presenters' biography
Mobility, Mixed Reality, and the Crossing of Linguacultural Boundaries
Keynote Presentation: Mark Pegrum

This paper explores the nature of mobile learning, both in the sense of learning which is appropriate for an ever more mobile and superdiverse world, and learning which exploits multiple levels of mobility, including the mobility of devices, the mobility of learners, and the mobility of learning experiences.

The presentation goes on to showcase examples of innovative mobile language and literacy learning projects from around the world, drawing on cases from both the global North and the global South. It is suggested that the most effective forms of mobile learning are contextually appropriate; exploit mobility on as many levels as possible; and, at their most pedagogically sophisticated, offer the promise of traversing linguistic and cultural boundaries through mixed reality approaches.

The paper concludes by considering the importance of educators and students developing the critical mobile literacy needed to evaluate the use of mobile devices, both in education and in society as a whole.

Read presenters' biography
Context is Everything: Rethinking Evidence Beyond Boundaries
Keynote Presentation: Amy Azano

Evidence-based practice has become the gold standard in educational research with clearinghouses on "what works" informing educational policy at nearly every level. Despite known inequities resulting from socioeconomic status, race, immigration status, geospatial location, and school funding, the field continues to search for common solutions to complex challenges in diverse settings. This talk will examine the limitations of evidence-based practice as the foundational philosophy undergirding educational policy, particularly for rural schools. The speaker will provide an overview of a longitudinal, experimental study on rural gifted education and the role place and context have played in every aspect of the research design. In so doing, the keynote will focus on practice-based evidence as a socially just alternative in rethinking evidence within diverse and unique boundaries.

Read presenters' biography
Creating the Next in Education. On the Road to the University of 2040
Keynote Presentation: Steve Harmon

Georgia Tech’s Commission on Creating the Next in Education (CNE) is an ambitious and visionary effort to draw with broad strokes the defining technological university of the year 2040 and beyond. The Commission was formed because many are convinced that by the second half of this century the Georgia Institute of Technology will be different from the university that had matured and prospered in the nineteenth and twentieth centuries. Georgia Tech’s mission demands the Institute examine the choices that lie ahead and make plans for a future that, however uncertain, is bound to present opportunities and challenges that cannot be understood as incremental changes in the status quo. This presentation discusses drivers of change in higher education and presents the report of Georgia Tech’s CNE commission on what higher education may look like in 2040.

Read presenters' biography
IAFOR Silk Road Initiative
Information Session

As an organization, IAFOR’s mission is to promote international exchange, facilitate intercultural awareness, encourage interdisciplinary discussion, and generate and share new knowledge. In 2018, we are excited to launch a major new and ambitious international, intercultural and interdisciplinary research initiative which uses the silk road trade routes as a lens through which to study some of the world’s largest historical and contemporary geopolitical trends, shifts and exchanges.

IAFOR is headquartered in Japan, and the 2018 inauguration of this project aligns with the 150th Anniversary of the Meiji Restoration of 1868, when Japan opened its doors to the trade and ideas that would precipitate its rapid modernisation and its emergence as a global power. At a time when global trends can seem unpredictable, and futures fearful, the IAFOR Silk Road Initiative gives the opportunity to revisit the question of the impact of international relations from a long-term perspective.

This ambitious initiative will encourage individuals and institutions working across the world to support and undertake research centring on the contact between countries and regions in Europe and Asia – from Gibraltar to Japan – and the maritime routes that went beyond, into the South-East Continent and the Philippines, and later out into the Pacific Islands and the United States. The IAFOR Silk Road Initiative will be concerned with all aspects of this contact, and will examine both material and intellectual traces, as well as consequences.

For more information about the IAFOR Silk Road Initiative, click here.

IAFOR Documentary Photography Award 2018
Award Winners Screening

The IAFOR Documentary Photography Award was launched by The International Academic Forum (IAFOR) in 2015 as an international photography award that seeks to promote and assist in the professional development of emerging documentary photographers and photojournalists. The award has benefitted since the outset from the expertise of an outstanding panel of internationally renowned photographers, including Dr Paul Lowe as the Founding Judge, and Ed Kashi, Simon Roberts, Simon Norfolk, Emma Bowkett, Monica Allende and Jocelyn Bain Hogg as Guest Judges.

As an organisation, IAFOR’s mission is to promote international exchange, facilitate intercultural awareness, encourage interdisciplinary discussion, and generate and share new knowledge. In keeping with this mission, in appreciation of the great value of photography as a medium that can be shared across borders of language, culture and nation, and to influence and inform our academic work and programmes, the IAFOR Documentary Photography Award was launched as a competition that would help underline the importance of the organisation’s aims, and would promote and recognise best practice and excellence.

Now in its fourth year, the award has already been widely recognised by those in the industry and has been supported by World Press Photo, British Journal of Photography, Metro Imaging, MediaStorm, Think Tank Photo, University of the Arts London, RMIT University, The Centre for Documentary Practice, and the Medill School of Journalism.

Image from the series "Single Mothers of Afghanistan" by Kiana Hayeri, 2017 Grand Prize Winner

Visit Award Website
Mark Pegrum
The University of Western Australia (UWA), Australia

Biography

Mark is an associate professor in the Graduate School of Education at The University of Western Australia in Perth, where he is the Deputy Head of School (International), with responsibility for overseeing offshore programmes and international connections. In his courses, he specialises in digital technologies in education, with a particular focus on mobile learning. His teaching has been recognised through Faculty and University Excellence in Teaching Awards, as well as a 2010 national Australian Learning & Teaching Council (ALTC) Excellence in Teaching Award. His current research focuses on mobile technologies, digital literacies, augmented reality, and mobile learning trails and games. His books include: Brave New Classrooms: Democratic Education and the Internet, co-edited with Joe Lockard, and published by Peter Lang in 2007; From Blogs to Bombs: The Future of Digital Technologies in Education, published by UWA Publishing in 2009; Digital Literacies, co-authored with Gavin Dudeney and Nicky Hockly, and published by Pearson in 2013; and Mobile Learning: Languages, Literacies and Cultures, published by Palgrave Macmillan in 2014. He is currently working on a new book with a strong focus on mobile augmented reality, due for publication by Springer in 2019. To date, some of his work has been translated into Chinese and Portuguese. He is an Associate Editor of the International Journal of Virtual and Personal Learning Environments, and a member of the Editorial Boards of Interactive Technology and Smart Education; System; and Technology in Language Teaching & Learning. He is a member of the Advisory Council for the Laureate-Cambridge Online Language Learning Research Network (OLLReN), a member of the Advisory Panels for the Digital Education Show Asia and EduTECH Asia, a member of the Programme Committee for the International Mobile Learning Festival, a member of the International Review Panel for mLearn, and the Co-Convenor, with Hayo Reinders, of the AILA research network Mobile Gaming in Language Learning & Teaching. He currently teaches in Perth and Singapore and has given presentations and run seminars on e-learning and m-learning in Australia and New Zealand, Asia and the Middle East, the UK and Europe, and North and South America. Further details can be on his website at: markpegrum.com.

Keynote Presentation (2019) | Mobility, Mixed Reality, and the Crossing of Linguacultural Boundaries
Bob Doyle
Harvard University, USA

Biography

Robert G. Doyle, who has been with Harvard University since 1984, is associate dean, Faculty of Arts and Sciences and former associate dean of Harvard College. He is also an academic adviser in Harvard College specializing in advising students from Eastern and Central Europe. He received Harvard’s Star Family Award for Excellence in Advising. Doyle earned his doctoral degree at Boston University, where he wrote a dissertation on the relationship between job satisfaction and self-concept.

During the past six years, Doyle has presented and served as a featured presenter or keynote speaker on the topics of Massive Open Online Courses (MOOCs), assistive technology, and higher education technology design for learning spaces at conferences in the United States, Austria, Germany, Hungary, Turkey, Singapore, France, Colombia, Estonia, and Cyprus. In July 2018, at the International Conference on New Horizons in Education in Paris, France, Doyle was a keynote speaker and presented, Anatomy of Flipped Classrooms.

Doyle serves on the board of several journals, including Educational Technology Research and Development; Learning, Design, and Technology: An International Compendium of Theory, Research, Practice and Policy; and the recently developed Journal of Formative Design in Learning.

Doyle is a lifetime member and sits on the Board of Directors of the Association of Educational Communications and Technology (AECT). In addition, he is the treasurer of the AECT Foundation. He has received numerous AECT awards, and the most recent include the 2015 Presidential Award, the 2014 Distinguished Service Award, and the 2012 AECT International Division Distinguished Service Award.

Keynote Presentation (2019) | "Anatomy of Flipped Classrooms"
Rich Ingram
James Madison University, USA

Biography

Rich Ingram has seen the study of human cognition progress from behaviorism to cognitive behaviorism to cognitive psychology to cognitive neuroscience to cognitive psychophysiology, and now to its emerging embodiment as educational psychophysiology. He was there to see the early conception of concepts evolve from computational models of learning to machine induction and modern machine learning, which heralded the arrival of Big Data and advanced learning analytics. Tying all of this together is a fascination with the thinking style of James Burke, for whom “Everything is connected to everything including you, too, of course”.

Dr Ingram trained and worked as a school psychologist before moving on to complete his doctoral work in Instructional Systems Technology at Indiana University (Bloomington). He worked as a corporate consultant for 13 years before joining James Madison University. Here he has designed and led major research and development efforts, including serving as the Director of the JMU/Microsoft Partners in Learning initiative for six years, promoting performance certification and twenty-first century (P21) skills. He has written analysis software for widely-used psychometric instruments and dabbled in artificial intelligence. His Selection Expert perceptron has achieved a 100% hit rate identifying “great” teachers relative to teachers who are merely “good”, and a 92% hit rate for identifying winning and losing NFL teams. (Ask about typicality.)

Keynote Presentation (2019) | "The Psychophysiology of Educational Neuroscience"
Amy Azano
Virginia Tech, United States

Biography

Dr Amy Price Azano is an Associate Professor of Education and teaches doctoral and masters level courses at Virginia Tech. Her scholarship focuses on rural education and literacy research. She is the co-Principal Investigator of Promoting PLACE (Place, Literacy, Achievement, Community, and Engagement) in Rural Schools, a five-year, 1.9 million dollar U.S. Department of Education grant designed to support gifted education programs in high-poverty rural communities. Her previous academic appointment was at the University of Virginia’s National Research Center on the Gifted and Talented where she worked as a research scientist and project manager on two federally funded grants. Azano is the elected secretary/treasurer of the American Educational Research Association (AERA) Rural Education SIG, a member of the Rural Education International Research Alliance, co-director of the Rural School-Community Partnership Research Consortium, serves on the editorial board for the Journal of Research in Rural Education, and was the guest co-editor for a rural themed issue of the Journal of Advanced Academics. She regularly presents on rural education at AERA, the Literacy Research Association, most recently at the International Symposium for Innovation in Rural Education, and has been an invited speaker on rural education in England and Australia. Azano has several book chapters, a curriculum series with Prufrock Press, and over 20 peer-reviewed journal articles, including in top tier journals, such as Review of Research in Education, AERA Open, Journal of Research in Rural Education, and American Educational Research Journal.

Past ERI Presentations

Keynote Presentation (2019) | Context is Everything: Rethinking Evidence Beyond Boundaries
Steve Harmon
Georgia Tech, United States

Biography

Dr Stephen Harmon serves as associate dean of research at Georgia Tech Professional Education (GTPE), director of educational innovation at the Center for 21st Century Universities (C21U), and as a professor at the Georgia Tech College of Design. At GTPE and C21U, he leads the invention, prototyping, and validation efforts associated with educational innovation and with managing facilities available to all Georgia Tech researchers and faculty members.

His previous position was professor and chair of the Learning Technologies Division in the College of Education and Human Development at Georgia State University.

After majoring in English literature at Furman University, Dr Harmon moved to Upper Egypt to teach fourth-grade English for two years. While traveling through the Middle East and Africa, he realized the tremendous need, and scarce resources, for education and training in developing countries. He returned to the US and earned a masters and doctorate in instructional technology, with a cognate in global policy studies, from the University of Georgia.

Dr Harmon’s research centers on educational uses of emerging technologies and has, for the last few years, focused on transforming higher education to better meet the needs of modern students and society. He is a past president of the Association of Educational Communications and Technology, an international professional association of thousands of educators and others whose activities are directed toward improving instruction through technology.

Dr Harmon also conducts research on educational technology in developing countries. He has worked in several Middle Eastern and African countries, including as a consultant for USAID’s Education for Development and Democracy Initiative, in Botswana.

Dr Harmon has over 120 professional publications and presentations, and was the 2011 recipient of Georgia State University’s Innovative Instruction Award. He was the spring 2016 commencement speaker at Georgia Southern University.

Keynote Presentation (2022) | Connecting Globally / Expanding Access

Previous ERI Presentations

Keynote Presentation (2019) | Creating the Next in Education. On the Road to the University of 2040
Bob Doyle
Harvard University, USA

Biography

Robert G. Doyle, who has been with Harvard University since 1984, is associate dean, Faculty of Arts and Sciences and former associate dean of Harvard College. He is also an academic adviser in Harvard College specializing in advising students from Eastern and Central Europe. He received Harvard’s Star Family Award for Excellence in Advising. Doyle earned his doctoral degree at Boston University, where he wrote a dissertation on the relationship between job satisfaction and self-concept.

During the past six years, Doyle has presented and served as a featured presenter or keynote speaker on the topics of Massive Open Online Courses (MOOCs), assistive technology, and higher education technology design for learning spaces at conferences in the United States, Austria, Germany, Hungary, Turkey, Singapore, France, Colombia, Estonia, and Cyprus. In July 2018, at the International Conference on New Horizons in Education in Paris, France, Doyle was a keynote speaker and presented, Anatomy of Flipped Classrooms.

Doyle serves on the board of several journals, including Educational Technology Research and Development; Learning, Design, and Technology: An International Compendium of Theory, Research, Practice and Policy; and the recently developed Journal of Formative Design in Learning.

Doyle is a lifetime member and sits on the Board of Directors of the Association of Educational Communications and Technology (AECT). In addition, he is the treasurer of the AECT Foundation. He has received numerous AECT awards, and the most recent include the 2015 Presidential Award, the 2014 Distinguished Service Award, and the 2012 AECT International Division Distinguished Service Award.

Keynote Presentation (2019) | "Anatomy of Flipped Classrooms"
Rich Ingram
James Madison University, USA

Biography

Rich Ingram has seen the study of human cognition progress from behaviorism to cognitive behaviorism to cognitive psychology to cognitive neuroscience to cognitive psychophysiology, and now to its emerging embodiment as educational psychophysiology. He was there to see the early conception of concepts evolve from computational models of learning to machine induction and modern machine learning, which heralded the arrival of Big Data and advanced learning analytics. Tying all of this together is a fascination with the thinking style of James Burke, for whom “Everything is connected to everything including you, too, of course”.

Dr Ingram trained and worked as a school psychologist before moving on to complete his doctoral work in Instructional Systems Technology at Indiana University (Bloomington). He worked as a corporate consultant for 13 years before joining James Madison University. Here he has designed and led major research and development efforts, including serving as the Director of the JMU/Microsoft Partners in Learning initiative for six years, promoting performance certification and twenty-first century (P21) skills. He has written analysis software for widely-used psychometric instruments and dabbled in artificial intelligence. His Selection Expert perceptron has achieved a 100% hit rate identifying “great” teachers relative to teachers who are merely “good”, and a 92% hit rate for identifying winning and losing NFL teams. (Ask about typicality.)

Keynote Presentation (2019) | "The Psychophysiology of Educational Neuroscience"
Amy Azano
Virginia Tech, United States

Biography

Dr Amy Price Azano is an Associate Professor of Education and teaches doctoral and masters level courses at Virginia Tech. Her scholarship focuses on rural education and literacy research. She is the co-Principal Investigator of Promoting PLACE (Place, Literacy, Achievement, Community, and Engagement) in Rural Schools, a five-year, 1.9 million dollar U.S. Department of Education grant designed to support gifted education programs in high-poverty rural communities. Her previous academic appointment was at the University of Virginia’s National Research Center on the Gifted and Talented where she worked as a research scientist and project manager on two federally funded grants. Azano is the elected secretary/treasurer of the American Educational Research Association (AERA) Rural Education SIG, a member of the Rural Education International Research Alliance, co-director of the Rural School-Community Partnership Research Consortium, serves on the editorial board for the Journal of Research in Rural Education, and was the guest co-editor for a rural themed issue of the Journal of Advanced Academics. She regularly presents on rural education at AERA, the Literacy Research Association, most recently at the International Symposium for Innovation in Rural Education, and has been an invited speaker on rural education in England and Australia. Azano has several book chapters, a curriculum series with Prufrock Press, and over 20 peer-reviewed journal articles, including in top tier journals, such as Review of Research in Education, AERA Open, Journal of Research in Rural Education, and American Educational Research Journal.

Past ERI Presentations

Keynote Presentation (2019) | Context is Everything: Rethinking Evidence Beyond Boundaries
Steve Harmon
Georgia Tech, United States

Biography

Dr Stephen Harmon serves as associate dean of research at Georgia Tech Professional Education (GTPE), director of educational innovation at the Center for 21st Century Universities (C21U), and as a professor at the Georgia Tech College of Design. At GTPE and C21U, he leads the invention, prototyping, and validation efforts associated with educational innovation and with managing facilities available to all Georgia Tech researchers and faculty members.

His previous position was professor and chair of the Learning Technologies Division in the College of Education and Human Development at Georgia State University.

After majoring in English literature at Furman University, Dr Harmon moved to Upper Egypt to teach fourth-grade English for two years. While traveling through the Middle East and Africa, he realized the tremendous need, and scarce resources, for education and training in developing countries. He returned to the US and earned a masters and doctorate in instructional technology, with a cognate in global policy studies, from the University of Georgia.

Dr Harmon’s research centers on educational uses of emerging technologies and has, for the last few years, focused on transforming higher education to better meet the needs of modern students and society. He is a past president of the Association of Educational Communications and Technology, an international professional association of thousands of educators and others whose activities are directed toward improving instruction through technology.

Dr Harmon also conducts research on educational technology in developing countries. He has worked in several Middle Eastern and African countries, including as a consultant for USAID’s Education for Development and Democracy Initiative, in Botswana.

Dr Harmon has over 120 professional publications and presentations, and was the 2011 recipient of Georgia State University’s Innovative Instruction Award. He was the spring 2016 commencement speaker at Georgia Southern University.

Keynote Presentation (2022) | Connecting Globally / Expanding Access

Previous ERI Presentations

Keynote Presentation (2019) | Creating the Next in Education. On the Road to the University of 2040
Barbara Lockee
Virginia Tech, United States

Biography

Dr Barbara Lockee is Professor of Instructional Design and Technology at Virginia Tech, USA, where she is also Associate Director of the School of Education and Associate Director of Educational Research and Outreach. She teaches courses in instructional design, message design, and distance education. Her research interests focus on instructional design issues related to technology-mediated learning. She has published more than 80 papers in academic journals, conferences and books, and has presented her scholarly work at over 90 national and international conferences.

Dr Lockee is Immediate Past President of the Association for Educational Communications and Technology, an international professional organisation for educational technology researchers and practitioners. She earned her PhD in 1996 from Virginia Tech in Curriculum and Instruction (Instructional Technology), MA in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media), and BA in 1986 from Appalachian State University in Communication Arts.

Professor Barbara Lockee is a Vice-President of IAFOR. She is Chair of the Education & Language Learning division of the International Academic Advisory Board.

Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

Joseph Haldane is the Chairman and CEO of IAFOR. He is responsible for devising strategy, setting policies, forging institutional partnerships, implementing projects, and overseeing the organisation’s business and academic operations, including research, publications and events.

Dr Haldane holds a PhD from the University of London in 19th-century French Studies, and has had full-time faculty positions at the University of Paris XII Paris-Est Créteil (France), Sciences Po Paris (France), and Nagoya University of Commerce and Business (Japan), as well as visiting positions at the French Press Institute in the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the School of Journalism at Moscow State University (Russia).

Dr Haldane’s current research concentrates on post-war and contemporary politics and international affairs, and since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.

A Member of the World Economic Forum’s Expert Network for Global Governance, Dr Haldane is also a Visiting Professor in the Faculty of Philology at the University of Belgrade (Serbia), a Visiting Professor at the School of Business at Doshisha University (Japan), and a Member of the International Advisory Council of the Department of Educational Foundations at the College of Education of the University of Hawaiʻi at Mānoa (USA).

From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu Region) and he is currently a Trustee of the HOPE International Development Agency (Japan). He was elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society of Arts in 2015.