IAFOR > The IAFOR Conference on Educational Research & Innovation (ERI) > ERI2022

ERI2022

ERI2022

May 05–07, 2022 | Virginia Tech, Arlington, Virginia (Washington D.C. Metropolitan Area)

Welcome to The 2nd IAFOR Conference on Education, Research & Innovation (ERI2022), held in partnership with Virginia Tech, and sponsored by the School of Education, and held on the wonderful Virginia Tech Washington DC Arlington Campus.

ERI2022 encourages academics and scholars to meet and exchange ideas and views in an international forum stimulating respectful dialogue. This event will afford an exceptional opportunity for renewing old acquaintances, making new contacts, networking, and facilitating partnerships across national and disciplinary borders.

"Learning Beyond Boundaries"

The United States of America with its democratic principles and individual freedoms has historically attracted and provided refuge for individuals and their ideals. A diverse country with a population of more than 350 million people, the U.S. has long served as a symbol of power, resilience, and prestige. Symbols of America’s prominence and independence are proudly on display in its capital of Washington DC: The White House, Capitol Building, the Lincoln and Jefferson memorials. But these iconic symbols are not beyond scrutiny, and the city’s museums, like the National Museum of African American History and Culture and the National Museum of the American Indian, offer a more nuanced understanding of the United States. These complex symbols represent the nation’s histories and also the ways people have come to understand modern challenges related to social inequities.

One of these enduring challenges is American schooling. The U.S. is home to top-tier universities–some are household names known around the world as cultural and intellectual powerhouses. And, yet, there are deep, intransigent challenges related to public school funding where young people lack equitable access and opportunities too often rely on wealth and geography and not necessarily on academic merit. It is in this context, with an eye toward equity and equality, that we hold our conference on Education, Research and Innovation, and look at how cutting-edge technologies and innovative practices both ameliorate and exacerbate these challenges, both within the United States and globally.

How can we resist boundaries to allow for greater access to educational systems and opportunities? How can educational innovation, research, and resilience serve as the new symbols for social equity? With the additional lens of the coronavirus pandemic, this international conference will offer an extraordinary opportunity for the exchange of ideas and presentation of research, as well as the comparative and contrastive discussions across borders of nation and discipline.

In conjunction with IAFOR's Global Partners, we look forward to welcoming you to Virginia Tech!

– The ERI2022 Organising Committee

Amy Azano, Virginia Tech, United States
Joseph Haldane, The International Academic Forum (IAFOR), Japan
Steve Harmon, Georgia Tech, United States
Barbara Lockee, Virginia Tech, United States
Kiyoshi Mana, Virginia Tech, United States
Bryce Platt Kayanuma, Virginia Tech, United States

IAFOR Journal of Education (Scopus Indexed Journal)

This conference is associated with the Scopus and DOAJ listed IAFOR Journal of Education.
 

Key Information

*Submit early to take advantage of the discounted registration rates. Learn more about our registration options.

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Programme

  • Is this Resilience?: (Re)Imagining Rural Futures and the Promise of Rural Education
    Is this Resilience?: (Re)Imagining Rural Futures and the Promise of Rural Education
    Keynote Presentation: Amy Azano
  • Glocalization: An Imposter Reimagining American Higher Education
    Glocalization: An Imposter Reimagining American Higher Education
    Keynote Presentation: Guru Ghosh
  • Connecting Globally / Expanding Access
    Connecting Globally / Expanding Access
    Keynote Presentation: Stephen Harmon

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Speakers

  • Guru Ghosh
    Guru Ghosh
    Virginia Tech, United States
  • Amy Azano
    Amy Azano
    Virginia Tech, United States
  • Steve Harmon
    Steve Harmon
    Georgia Tech, United States

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Organising Committee

  • Kiyoshi Mana
    Kiyoshi Mana
    Virginia Tech, United States
  • Bryce Platt Kayanuma
    Bryce Platt Kayanuma
    Virginia Tech, United States
  • 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 Amy Azano, Virginia Tech, United States
  • Dr Steve Harmon, Georgia Tech, United States
  • Professor Barbara Lockee, Virginia Tech, United States

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Conference Outline

Thursday, May 5, 2022Friday, May 6, 2022Saturday, May 7, 2022Virtual Presentions

13:30-14:00: Conference Registration | Falls Church Foyer

14:00-14:10: Announcements | Ballston Room

14:10-14:30: Welcome Address | Ballston Room
Joseph Haldane, IAFOR, Japan
Barbara Lockee, Virginia Tech, United States

14:30-15:15: Keynote Presentation | Ballston Room
Glocalization: An Imposter Reimagining American Higher Education
Guru Ghosh, Virginia Tech, United States

15:15-15:20: Short Break | Falls Church Foyer

15:20-16:05: Keynote Presentation | Ballston Room
Is this Resilience?: (Re)Imagining Rural Futures and the Promise of Rural Education
Amy Azano, Virginia Tech, United States

16:05-16:35: Extended Coffee Break | Falls Church Foyer

16:35-17:20: Keynote Presentation | Ballston Room
Connecting Globally / Expanding Access
Stephen Harmon, Georgia Tech, United States

17:20-17:30: Conference Photograph

17:30-18:30: Networking Reception | Falls Church Foyer

08:30-09:00: Welcome Coffee

09:00-11:05: International Live-Stream Presentation Session 1
Session 1A | Ballston Room: Interdisciplinary
62800 | Development of a Robotics Curriculum in Basic Education: Transformative and Reflective Journey
62667 | Artificial Intelligence to Replace Teachers to Grade Students’ Academic Essays
62792 | Kurdish Women Rising Above the “Glass Ceiling”: Adopting Resilience to Foster Vocations in STEM Fields in Iraqi Higher Education
63551 | An AI-driven Virtual Teacher That Can Upskill Anyone on a One-to-one Basis Tested From Refugee Camps in Iraq to India
63552 | Providing 12-17 Week Transferable and Employability Skills to 30,000 Underserved Learners Across 8 Countries – A Truly Cross Border System

Session 1B | Falls Church: Interdisciplinary
63406 | Grade Inflation: Comparison of Competencies Among Public Schools Before and During the COVID-19 Pandemic
62752 | Creative Learning Environment: A Collaborative Study Defining the Characteristics and the Adaptable Prototype
63099 | Progress in the Field of Instructional Technology or Simply Faster Processors and Better Networks?
62828 | Design Thinking K-12: An Alternative to Critical Pedagogical Deficiencies in Secondary Education
63532 | Using the Design Cycle to Explore Middle School Students’ Perspectives on the Use of Screen-Based Technology at the International School

11:05-11:20: Coffee Break

11:20-12:35: On-site Parallel Presentation Session 2
Session 2A | Ballston Room: Instructional Design and Learning Sciences
63553 | Myths and Misconceptions: Demystifying Accessibility in Online Learning Environments
63410 | From Emergency Remote Teaching to Blended Learning: Learning from the Challenges
63411 | Beating “Circumstances”: Resilience Vignettes of Omani Postgraduate In-service Teachers

Session 2B | Falls Church: International Education
62654 | Upskilling as an Internationally Recognized System of a Resilient Education Society
63559 | How Does International Cooperation Change the Quality and Organization of School Work?
62023 | International Education: A Correlation Between African Students’ Choice of Study Destination and Xenophobic Attacks on Diasporas in South Africa

12:35-13:35: Networking & Lunch

13:35-15:15: On-site Parallel Presentation Session 3
Session 3A | Ballston Room: Emerging Philosophical Perspectives on Learning & Education
62483 | Learning as Ideological vs. Learning as Communicative: The Janus Face of Institutionalized Education
63526 | Why to Do Research Through Social and Critical Approaches? Confronting Our Positionalities and Praxis in Second Language Education
63065 | The Application of Artistic Expression for Behavior Management
63511 | Mapping Communities of Practice in Online Forums Using Social Network Analysis

Session 3B | Falls Church: International Education
62421 | A Model for Bridging the Gap in the Perception of Self-efficacy Between Graduated Nursing School to the Receiving Hospitals
62704 | The Impact of Cultural Development of Disabled Identity on Special Education Systems in the Us and Japan: A Comparative Analysis
63537 | Educators’ Perspectives of Emotional Support in South African Schools Amid COVID-19
63509 | Principles of Neoliberalism Informing the Teaching of Undergraduate Economics: Lecturers’ Perspective

08:45-09:15: Welcome Coffee

09:15-10:30: International Live-Stream Presentation Session 1
Session 1A | Ballston Room: Interdisciplinary
62485 | On Campus Support and Satisfaction of International Students: A Review of Japanese Literature
62742 | Best Practices for Graduation Thesis Instruction for Undergraduate Students: Comparing and Contrasting Experiences of Thesis Writing in Japan and Abroad
63514 | Internal Quality Assurance and Teaching Supervision at Chinese Higher Education Institutions: A Case Study of Zhejiang University of Technology

Session 1B | Falls Church: Interdisciplinary
63543 | Indigenous Learning Practices Among Secondary School Students
62756 | Learning Site Selections through Field Investigations for Enhancing Resilience to Climate Challenges
62519 | Understanding the Importance of Education Through Museums: Spreading Peace Post-Pandemic

10:30-10:50: Coffee Break

10:50-12:30: On-site Parallel Presentation Session 2
Session 2A | Ballston Room: Interdisciplinary
61041 | Adolescents’ Experiences of Aggression in Families: Multivariate Differential Analysis
63368 | Tiktok and YouTube Videos in the Flipped Classroom Model to Improve the Learning Process and Motivate Students
62713 | ‘Individual Digital Readiness’ (IDR) as a Key Factor in Digital Higher Education
62426 | Pre-service Teachers’ Views on Online Teaching and Learning in South Africa

Session 2B | Falls Church: Interdisciplinary
62534 | STEM Interest Among Rural Youth in an Informal Program
63517 | Art Integration in Indian Classrooms: An Exploration of the Understanding, Perceptions and Practices Among Educators
63529 | A “DIY” Educational Bilingual Podcast on Qualitative Research
62753 | Visual Representation of the Students’ Controllable Factors, Which Affects Their Performance, Using the PS2CLH Model

12:30-13:30: Lunch & Networking

13:30-14:45: On-site Parallel Presentation Session 3
Session 3A | Ballston Room: Inclusive Pedagogy
63142 | The Role of Parental Involvement in COVID-19 Pandemic Trauma Recovery in Undergraduate University Students
63534 | A Three-Step Pedagogical Mediation to Foster the (Re)Construction of the Self-as-Teacher
63566 | Ideal Gas Law and Fluid Dynamics – Physics Simulations

Session 3B | Falls Church: Assessment and Learning Analytics
62775 | Facilitating Students’ Transition to Higher Education: Interlinking Engagement Analytics and Digital Mediation
62814 | Revealing Test Answer Behavior Patterns Through Quartile Analysis
63169 | The Effects of Higher Education Learning Environment Variables on the Competencies of Business Education Graduates in a Major Philippine University

14:45:15:00: Coffee Break

15:00-15:50: On-site Parallel Presentation Session 4
Session 4A | Ballston Room: STEAM Education Workshop
62507 | Evidence-based Strategies for Reducing Student Resistance to Active Learning

Session 4B | Falls Church: Workplace Learning
62445 | School Culture That Favor Collaborative Work as Part of Teacher Professional Development: A Sample From the Chilean Educational Context
62785 | Trainers’ Perspectives on Going Online Concerning Mindfulness and Resilience in Learning Authorities

15:50-16:10: On-site Conference Closing Address

Virtual Poster Presentations
63527 | Creation Research in Digital Painting
63089 | Content Value Analysis of Taiwan Social Issues Advertising Design which Using AR

Virtual Presentations (Pre-Recorded)
62226 | Teachers’ Perceptions to an online Lexicon “Ġabra” as a reference for Adults learning Maltese as a Foreign language
63558 | Learning Science in Service to Students: Applying Artificial Intelligence and Automatic Question Generation to Scale Learn by Doing
63442 | Applying IRT Growth Model to Investigate Item Parameter Drift on a Diagnostic Test for Toddler Development
63030 | Assessment of Self-Directed Learning Readiness Among Undergraduates of Teacher Education in Vietnam
63266 | The Development of the Basic Arduino Test (BAT)
63556 | Teaching the M in STEM with Robotics: Exploring Understanding by Design for Curriculum Development to Teach Math Concepts Using Robotics
63227 | Ａ Problem-solving Course Designed Based on Micro: Bit to Prevent Mosquitos
63455 | Centralization of Academic Operations as a Pathway to Increased Efficiencies and an Improved Faculty Experience
63170 | Self-care Plan of College Freshman Students During the Covid-19 Pandemic in the Philippines
63295 | Understanding Help Seeking Behavior Among Filipino University Students
63130 | A Case for the Bicycle: How Cycling can Promote Equality
63545 | Teaching Electricity and Magnetism Using Low-cost Physics-lab Box and Context-based Laboratory Activities
62694 | Scientific Production in Computer-assisted Language Learning (CALL) Research: A Bibliometric Analysis
63470 | Study Motivation in the Academic-Industrial Program of Southeast Asian Students in Taiwan
63525 | The Impact of the Use of Technology on the Nature of Teacher’s Profession in TESOL Classes
62270 | National Study of Sleep Health for Student Service Members/Veterans
62699 | Teacher’s Twitter Levels of Participation and Depth of Reflection on Pedagogical Practices
63541 | Using UTAUT to Explore the Acceptance of High School Students in Programming Learning With STEAM Education
63554 | Catching Up: An Observational Study of Underserved Primary and Secondary Student Mindsets when Introduced to Educational Robotics
62354 | Differentiated Classroom Instruction (DCI) To Reduce Misconceptions in Physiology Among Dentistry Students with Varied Learning Styles

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Is this Resilience?: (Re)Imagining Rural Futures and the Promise of Rural Education
Keynote Presentation: Amy Azano

What do we mean by "resilience" in education? Equity is a long-standing issue in educational research and practice but too often rural challenges are pushed to the periphery of those conversations. The COVID-19 pandemic made educational disparities more visible as rural challenges related to poverty, food insecurity, transportation, healthcare, and connectivity became more obvious. Additionally, rural people and places endure negative and harmful stereotypes. Resilience is the act of overcoming obstacles, but are we relying on educational survivance in an inequitable system? In this talk, Dr Amy Price Azano will reframe resilience and discuss efforts at Virginia Tech to center rurality and rethink the possibilities in rural education.

Read presenter's biography
Glocalization: An Imposter Reimagining American Higher Education
Keynote Presentation: Guru Ghosh

The challenges confronting the United States in the third decade of the twenty-first century are extraordinary. The last two years have shown us all how interrelated, interdependent, and complex our world has become. Knowledge and information are growing at a faster rate than ever recorded in history, resulting in the need for cross-cultural knowledge and values to drive discoveries for humanistic advancements. This presentation will provide an overview of the genesis of US higher education, the impact and value of the American land grant university system on talent development, economic engagement, and globalization.

We will explore the adaptability, dynamism, and evolution of higher education to meet changing societal priorities because glocalization continues to evolve. Finally, we will examine how the tide of prosperity must embrace the “haves” and “have-nots” by knitting together networks within localities across the United States and around the world. A commitment to glocalization requires that universities face the tension between “the global” and “the local” and act as agents of co-prosperity and empowerment for students, communities, states, and nations in confronting the challenges interwoven within the global fabric of our time.

Read presenter's biography
Connecting Globally / Expanding Access
Keynote Presentation: Stephen Harmon

One of the enduring lessons of the COVID-19 pandemic is that we are all in this together. From January 9th, 2020, when the World Health Organization first announced a mysterious new coronavirus in Wuhan, China, it took only three weeks before the WHO declared a global health emergency, and only two more weeks before an estimated 69,000 people were infected in at least 25 different countries. The virus knew no boundaries and didn’t care about geopolitics. We clearly live in an interdependent world. The question is whether that interdependency is positive or negative. Education can be a powerful force for positive interdependence. It should know no boundaries. It should spread with unrelenting pace, and it should be accessible to all.

This session will examine factors and technologies shaping education and society and discuss how to prepare for them. It will begin with a broad overview on changes in learning and education in the future and will then look at specific strategies for preparing for these changes. It will present several initiatives underway at the Georgia Institute of Technology to re-imagine higher education for the global 21st century.

Read presenter's biography
Guru Ghosh
Virginia Tech, United States

Biography

Dr Guru Ghosh is the Vice President of Outreach and International Affairs (OIA) at Virginia Tech, United States. Responsibilities include providing strategic leadership and oversight on statewide and global engagement initiatives in support of Virginia Tech’s engagement mission as Virginia’s senior land-grant university. Outreach and International Affairs leads Virginia Tech's presence on five continents with a robust international research portfolio and a wide array of study abroad programs. The six OIA Commonwealth Campus Centers within Virginia focus on research, graduate education, and professional development programs.

Blacksburg-based centres are dedicated to community-based student civic engagement initiatives, providing language and cultural experiences for international students, economic development, and continuing education programs. He earned his PhD from the College of William and Mary, United States, in Educational Policy, Planning and Leadership.

Keynote Presentation (2022) | Glocalization: An Imposter Reimagining American Higher Education
Amy Azano
Virginia Tech, United States

Biography

Amy Price Azano, PhD, is an Associate Professor of Rural Education and Adolescent Literacy in the School of Education at Virginia Tech and focuses her scholarship on issues of equity for rural learners. Dr Azano served as the co-PI on the U.S. Department of Education grant, “Promoting PLACE in Rural Schools,” and is the current PI on two place-based educational grants focused on developing talent in high-poverty rural areas. Dr Azano is a national and international leader in rural education research who has authored more than 50 peer-reviewed journal articles and book chapters; chairs the American Educational Research Association’s Rural Education Special Interest Group; and is co-editor of The Rural Educator. She is the co-author of Teaching in Rural Places: Thriving in Rural Classrooms, Schools, and Communities (2021, Routledge); and co-editor of the research monograph Gifted Education in Rural Schools: Developing Place-Based Interventions (2021, Routledge) and The Bloomsbury Handbook of Rural Education in the United States (2021, Bloomsbury). Dr Azano is the 2021 recipient of the Brzezinski Memorial Research Award by the National Rural Education Association.

Keynote Presentation (2022) | Is this Resilience?: (Re)Imagining Rural Futures and the Promise of Rural Education

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
Kiyoshi Mana
Virginia Tech, United States

Biography

Kiyoshi Mana was born and raised in Visalia, California. In the early 2000's he moved to San Francisco for college and graduated from San Francisco State University with a degree in Japanese in 2006. While in San Francisco, Kiyoshi worked at a world-class golf course, became a trained sushi chef, and did marketing for a tech company in Silicon Valley. In 2009 he moved to Japan to teach English to children. In 2011, he began working for the International Academic Forum (IAFOR) running conferences, meeting people from around the world, and creating numerous relationships.

In 2018, Kiyoshi moved back to California with his wife and in 2019 he started working for GPI US, a company that develops and runs short-term study abroad programs for Japanese high school students. In April of 2020, Kiyoshi lost his job due to the effects of COVID-19 and decided it was a good time to pursue a graduate degree. He was accepted into the Instructional Design program at Virginia Tech. He is in his last semester and will graduate in May 2022. He plans to return to California with his family upon graduating from the program.

Bryce Platt Kayanuma
Virginia Tech, United States

Biography

Bryce Platt Kayanuma is a doctoral candidate in Instructional Design and Technology at Virginia Tech. His research interests include communities of practice, interdisciplinary quantitative methods, distance learning, and systems thinking. After receiving his undergraduate degree from Gustavus Adolphus College in St Peter, Minnesota, Bryce moved to Japan to study for a Master's degree in Global Communications with a focus on Data Literacy. Upon graduation, he worked with a number of academic non-profit organisations in Japan and the US before starting his doctoral studies and a Master's in Information Technologies, both at Virginia Tech.

Amy Azano
Virginia Tech, United States

Biography

Amy Price Azano, PhD, is an Associate Professor of Rural Education and Adolescent Literacy in the School of Education at Virginia Tech and focuses her scholarship on issues of equity for rural learners. Dr Azano served as the co-PI on the U.S. Department of Education grant, “Promoting PLACE in Rural Schools,” and is the current PI on two place-based educational grants focused on developing talent in high-poverty rural areas. Dr Azano is a national and international leader in rural education research who has authored more than 50 peer-reviewed journal articles and book chapters; chairs the American Educational Research Association’s Rural Education Special Interest Group; and is co-editor of The Rural Educator. She is the co-author of Teaching in Rural Places: Thriving in Rural Classrooms, Schools, and Communities (2021, Routledge); and co-editor of the research monograph Gifted Education in Rural Schools: Developing Place-Based Interventions (2021, Routledge) and The Bloomsbury Handbook of Rural Education in the United States (2021, Bloomsbury). Dr Azano is the 2021 recipient of the Brzezinski Memorial Research Award by the National Rural Education Association.

Keynote Presentation (2022) | Is this Resilience?: (Re)Imagining Rural Futures and the Promise of Rural Education

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.