Keynote Speakers

Keynote Speaker 1

Marlene SCARDAMALIA (Institute for Knowledge Innovation & Technology, OISE/University of Toronto, Canada)

Title: Designs for Principle-Based Innovation in Education

Date, Time, and Venue: NOH THEATRE, DECEMBER 2 (TUESDAY), 10:30-11:30

Iterative idea improvement requires boundless inventiveness. Direct pursuit of idea improvement as an explicit, guiding principle defines Knowledge Building/knowledge creation and contrasts sharply with rule-based processes, scripts, and procedures implicit in most school-based inquiry and learning activities. Idea improvement as a core principle aligns education with creative work as conducted in knowledge creating organizations where work on ill-defined problems fosters emergence of new competencies and outcomes. Schools, in contrast, tend to favor well-defined problems with clear end points. In this talk I pursue the Knowledge Building proposition that principle-based innovation offers a realistic possibility of achieving results in knowledge creation, in addition to addressing common standards and what are popularly known as 21st century skills. By going beyond a skills approach a Knowledge Building design community aims to extend the range of the possible in education. Participants are globally distributed and represent a diverse network of practitioners, policy makers, researchers, administrators, students, parents, engineers, disciplinary experts and sponsors–all engaged in iterative, interactive knowledge building. To realize opportunities and address challenges the approach is systemic; to function as a coherent program, the models, technologies, assessments, and results serve local needs while evolving to address the needs of a global, research-intensive design lab and test bed. “Knowledge Building hubs of innovation” will demonstrate yearly, measurable advances in principled practice and achievement, with international courses and professional development provided to help achieve this goal. A global open source community will provide essential infrastructure: technology to foster knowledge creation, to amplify collective achievements, and to provide feedback to empower individual teachers and students as well as groups as agents in knowledge advancement. Design research will span elementary to tertiary education, all subject areas, a broad range of socio-economic levels and sectors, and represent great cultural and linguistic diversity. Resultant data repositories will provide the world’s most valuable resource for studying knowledge creation in education, positioning the Knowledge Building design community to produce exportable “know-how,” meet needs of the public and policy makers, and contribute significantly to knowledge of what students are capable of as junior members of a knowledge society.
Marlene Scardamalia holds the Presidents’ Chair in Education and Knowledge Technologies at OISE/University of Toronto and is co-founder and director of the Institute for Knowledge Innovation and Technology—a worldwide network of innovators working to advance the frontiers of knowledge building in various sectors. “Knowledge building,” a term now widely used in education and knowledge management, originated with the CSILE/Knowledge Building project. Marlene led the team that created CSILE (Computer Supported Intentional Learning Environments), which was the first networked knowledge building environment for education. The second generation version of this technology, Knowledge Forum®, is in use in countries worldwide, in education, health, business, and professional organizations. Knowledge building theories, models, practices and technologies have been developed in partnership with Carl Bereiter and team members. Marlene’s areas of research include knowledge building, education for knowledge creation, cognitive development, psychology of writing, intentional learning, the nature of expertise, and new knowledge media. More information can be found at:

Keynote Speaker 2

Yvonne ROGERS (Interaction Centre, University College London, UK)

Title: Can new technology change learning for the better?

Date, Time, and Venue: NOH THEATRE, DECEMBER 3 (WEDNESDAY), 09:00-10:00

There has been a lot of excitement recently about how new technologies can transform learning. MOOCs, the internet of education and flipped classrooms are the latest hotly debated ways of changing how students learn in the modern world. At the same time, a diversity of innovative learning apps has been developed for tabletops, tablets and phones, supporting new forms of learning – mobile, collaborative and situated. New electronic toolkits and programming environments are also emerging intended to introduce new generations to coding and computation in creative and engaging ways. Never before has there been so much opportunity and buzz to make learning accessible, immersive, interactive, exciting, provocative and enjoyable. To realize the true potential of these latest technological developments, however, requires designing interfaces and apps to not only match learner’s needs but also to encourage collaboration, mindful engagement, conversational skills and the art of reflection.
Yvonne Rogers is the director of the Interaction Centre at UCL and a professor of Interaction Design. She is internationally renowned for her work in HCI and ubiquitous computing and, in particular, for her visionary research agenda of user engagement in ubiquitous computing and her pioneering approach to innovation and ubiquitous learning. Her current research focuses on behavioural change, through augmenting everyday, learning and collaborative work activities with interactive technologies. She is a co-author of the definitive textbook on Interaction Design and HCI now in its 3rd edition that has sold over 150,000 copies worldwide. She is a Fellow of the British Computer Society and the ACM’s CHI Academy.

Keynote Speaker 3

Kurt SQUIRE (Curriculum & Instruction, University of Wisconsin-Madison, USA)

Title: Fostering authentic participation in science through games

Date, Time, and Venue: NOH THEATRE, DECEMBER 4 (THURSDAY), 09:00-10:00

Digital games have received widespread attention among science educators for their capacity for raising interest in science, improving identification with science, introducing inquiry-based learning activities, and produce conceptual understandings. A perennial challenge for educators is how to design such games so as to not just work in schools, but also transform educational practices. This talk highlights research and development from the Games + Learning + Society Center using games to support learning across a wide variety of ages and learning domains. It will cover both design principles and research findings, suggesting how games might contribute to a future of learning in a digitally connected society.
Kurt Squire is a Romnes Professor in Digital Media in Curriculum and Instruction at the University of Wisconsin-Madison and Director of the Games+Learning+Society Theme at the Wisconsin Institute for Discovery. Squire is also a co-founder and Vice President of the Learning Games Network, a non-profit network expanding the role of games and learning. Squire is an internationally recognized leader in digital media in technology and has delivered dozens of invited addresses across Europe, Asia, and North America and written over 75 scholarly articles on digital media and education. Squire’s research investigates the potential of digital game-based technologies for learning, and has resulted in several software projects including ARIS, Virulent, Citizen Science, among others. Squire is the recipient of an NSF CAREER grant, and grants from the NSF, Gates Foundation, MacArthur Foundation, AMD Foundation, Microsoft, Data Recognition Corporation and others. Squire was also a co-founder of, and for several years wrote a column with Henry Jenkins for Computer Games magazine.