Benedict DU BOULAY, University of Sussex, UK
Title: Artificial Intelligence in Education – the next 10 years (C1)
Bio: Benedict du Boulay is an Emeritus Professor of Artificial Intelligence in the School of Engineering and Informatics at the University of Sussex and Visiting Professor at University College London. Following a Bachelors degree in Physics at Imperial College London, he spent time both in industry and as a secondary school teacher before returning to university to complete his PhD in 1978 in the Department of Artificial Intelligence at the University of Edinburgh working on Logo.
He has two main research areas. The first is the Psychology of Programming where his main work has been in the area of novices learning programming and the development of tools to assist that process. The second is the application of Artificial Intelligence in Education. Here he is particularly interested in issues around modelling and developing students’ metacognition and motivation.
He has co-organised various workshops on the above areas. These have included the 1st and 2nd International Workshop on Affect, Meta-Affect, Data and Learning (AMADL 2015 in Madrid, and AMADL 2016 in Zagreb) and the workshop on “Les Contes du Mariage: Should AI stay married to Ed?”, also in Madrid in 2015. He has successfully supervised 25 PhD students in the above areas.
He was President (2015-2017) and is currently Treasurer and Secretary of the International Society for Artificial Intelligence in Education and an Associate Editor of its International Journal of Artificial Intelligence in Education.
He has edited/written 9 books and written some 190 papers in the areas indicated above.
Shuchi GROVER, SRI International, USA
Title: Creating the Next Generation of Problem Solvers: How Learning Sciences Can Shape Deeper Learning of Computational Thinking and Computer Science in Schools (C2)
Bio: A computer scientist and learning scientist by training, Dr. Shuchi Grover’s work in computing education in both formal and informal learning settings has spanned US, India and Europe. Her current research centers on computational thinking (CT), computer science (CS) education, and STEM+Computing integration mainly in formal K-12 settings.
Formerly a senior research scientist at SRI International, Dr. Grover is a recipient of several grants from the US National Science Foundation to conduct research on CT learning and assessment in varied PK-12 contexts including introductory CS education and STEM classrooms that integrate CS and CT. She also works at the intersectional space between learning, assessment and big data analytics to shape future environments for deeper learning with embedded assessment.
Dr. Grover’s commitment to shaping both research and practice is evident in her outreach work. She has authored highly cited scholarly papers, book chapters, blog posts, and mainstream articles on the topic of CT and CS education in K-12 education. She is advisor to the national K-12 CS Framework (k12cs.org) in the US, a member of the ACM Education Council and the Computer Science Teachers Association’s task force on Computational Thinking, on the editorial board of ACM Transactions on Computing Education, and an advisor to K-12 school districts on CS implementation/integration.
She has a Ph.D. in Learning Sciences and Technology Design (focused on computer science education) from Stanford University, an Ed.M (Technology, Innovation, and Education) from Harvard University, and undergraduate and graduate degrees in computer science.
Cher Ping LIM, Education University of Hong Kong, Hong Kong
Title: ICT-enabled Teacher Professional Development at Scale for Quality Access to Education (C7)
Bio: Cher Ping Lim is the Chair Professor of Learning Technologies and Innovation at The Education University of Hong Kong and the Editor-in-Chief of The Internet and Higher Education. He is the lead of the Digital Learning for Development network. He was the Director of the Centre for Learning, Teaching and Technology at the university until 2014 and have been leading and supporting various quality enhancement initiatives in the university. Before joining the university in 2010, he was a Professor of Education, Director of International Partnerships and Director of the Asia-Pacific Centre of Excellence for Teacher Education and Innovations in Western Australia. Over the last two decades, he has engaged major education stakeholders at the national and international levels – UNESCO, Asian Development Bank, Microsoft, World Bank, Inter-American Development Bank, International Development Research Centre, USAID, HEAD Foundation, Sampoerna Foundation, and government agencies – as his research and development partners.
Tanja MITROVIC, University of Canterbury, New Zealand
Title: Towards Personalized Support for Learning Transferable Skills via Active Video Watching (C3)
Bio: Antonija (Tanja) Mitrovic is a professor at the Department of Computer Science and Software Engineering at the University of Canterbury, Christchurch, New Zealand. She is the leader of the Intelligent Computer Tutoring Group. Dr Mitrovic received her PhD in Computer Science from the University of Nis, Yugoslavia, in 1994. She is an associate editor of the following journals: International Journal on Artificial Intelligence in Education, IEEE Transactions on Teaching and Learning Technologies, and Research and Practice in Technology Enhanced Learning (RPTEL). She has published more than 240 journal and conference papers, and was awarded the Distinguished Researcher Award in 2011 by the Asia-Pacific Society for Computers in Education. Professor Mitrovic was the President of the International Society for Artificial Intelligence in Education from 2013 to 2015, and is President Elect of APSCE. Her primary research interests are in student modeling.