Activating Student Achievement
Date Friday, Dec 7 Time – Room King
This Panel features a discussion of intriguing approaches to making the learning space more productive for both learners and learning providers. The general themes cover ‘affective reactions’ as drivers of students' achievement levels; getting to know learners’ expertise levels; building non-trivial e-learning applications; and using peer review of assignments to activate students. We look forward to hearing what you can bring to the discussion - and promise that you’ll take something valuable away.
HEC Paris, France
As Technology Director at HEC, Jacques leads collaborative initiatives in technological R&D, in cooperation with French universities, high-tech companies from the Systematic Paris Region cluster and academic partners from Europe and French-speaking Africa.
These projects involve next-generation networks, distance learning as well as evaluation and learning analytics.
Jacques is the coordinator for the PERICLES project, an e-education project from the national Investments for the Future program (Programme des Investissements d'Avenir).
He is a member of the French delegation to ISO/IEC JTC1 SC36, Secretary for AUNEGE, the French OER repository for Management & Economics, a member of the Steering Committe for Telecommunications at Systematic Paris Region and an expert for the French Ministry for Higher Education, Research and Innovation.
Maastricht University, The Netherlands
Education Revolution: Learning in the 21st Century and the Importance of Affective Reactions
Gwen Noteborn is an educational researcher, advocating & implementing learning with emerging technologies (such as video, virtual worlds and wearable tech) for the last decade. Gwen’s work has been published internationally in high ranked peer reviewed journals and received several (inter)-national awards & nominations such as the Wynand Wijnen Education Award 2008, 2013 & 2015, the Enterprise Video Award by Sonic Foundry (2014) & the Wharton-QS-Star Reimagine Education Award in 2015, 2016 & 2017.
Since 2015 Gwen has been researching the ability of technology to enhance 21st century skill development to nurture employability. She has successfully implemented wearable tech, such as Google Glass & Apple Watch in legal education. In 2016 Gwen started the initiative: "Education Revolution" a movement to enhance the development of 21stcentury skills through educational technology. Gwen is married with 5 children: 4 daughters & 1 son.
Renée de Waal
Wageningen University, The Netherlands
Online Learning in On-campus Education to Activate Students
I work as an information specialist/theme coordinator education at Wageningen University & Research Library. Being part of the Education Support team, I teach Information Literacy to students and PhD candidates, mainly from the social and environmental sciences. I am also available for questions about copyrights and the reader agreement ('Readerregeling' in Dutch). Before working in the library, I worked at Wageningen University as researcher at the Landscape Architecture Group and as study advisor for the Landscape Architecture and Planning Programme.
University of Hertfordshire, UK
Developing Skills, Demonstrating Competence and Building eLearning Applications: Structuring Students’ eLearning Design and Development Work
Dr. Andrew Pyper has over 14 years experience as an educational technologist and 11 years as a tutor both online and campus based. His work has included advising on educational experience designs using technology, building web applications to support online learning, development of frameworks to support learning experience design in technologically rich environments, leading on projects to investigate the efficacy of e-assessment tools and conducted research into the efficacy of online invigilation. His main research area is assessment and feedback, in particular e-assessment.
Cambridge Assessment English, UK
Progress, Performance and Personalisation: Using Assessment to Guide the Learning Journey
Andrew Nye is Deputy Director in the Digital & New Product Development team at Cambridge Assessment English, working on leveraging digital technologies in order to transform language learning and teaching. He joined the organisation in 2007 and has held a number of roles relating to teacher development and candidate support. Before joining the organisation Andrew spent 12 years working in English Language Teaching as a teacher, teacher trainer and academic manager, in many countries around the world. He has a first degree in modern languages and an MBA.