(Executive Director of Online Education & OMSCS in Georgia Tech's College of Computing)
(Teaching Professor at UC Berkeley)
Hamid Doost Mohammadian
(Professor, University of Applied Sciences (FHM), Germany)
(Professor, IEEE Division VI Director & UNED)
Abstract available soon.
David Joyner is Executive Director of Online Education & OMSCS in Georgia Tech's College of Computing. His research focuses on online education and learning at scale, especially as they intersect with for-credit offerings at the graduate and undergraduate levels. His emphasis is on designing learning experiences that leverage the opportunities of online learning to compensate for the loss of synchronous collocated class time. This includes leveraging artificial intelligence for student support and assignment evaluation, facilitating student communities in large online classes, and investigating strategies for maintainable and interactive presentation of online instructional material. As part of his work, Joyner teaches online versions of CS6460: Educational Technology, CS6750: Human-Computer Interaction, CS7637: Knowledge-Based AI, and CS1301: Introduction to Computing. Joyner has received several awards for his work in teaching online, including the 2019 USG Regents' Teaching Excellence Award for Online Teaching, 2018 Georgia Tech Center for Teaching & Learning Curriculum Innovation Award, and the 2016 Georgia Tech College of Computing Lockheed Excellence in Teaching Award.
At a time when computing is so much a part of all of our lives, has incredible job opportunities, and is so empowering, most students graduate high school without having had any introduction to computer science. A decade ago in the United States, the CSforALL movement was launched to broaden participation in computing to those traditionally underrepresented. This talk will reflect on the current state of that initiative, and introduce the "Beauty and Joy of Computing (BJC)" course, which has received worldwide attention and currently has 65% female enrolment at UC Berkeley, among the highest in the nation. We'll also announce partnerships that will bring the course (software, curriculum, professional development) to the Spanish-speaking world!
Dan Garcia (UC Berkeley MS 1995, PhD 2000) is a Teaching Professor in the Electrical Engineering and Computer Science department at UC Berkeley. Selected as an ACM Distinguished Educator in 2012 and ACM Distinguished Speaker in 2019, he has won all four of the department's computer science teaching awards, and holds the record for the highest teaching effectiveness ratings in the history of several of the department's courses.
He is a national leader in the "CSforALL" movement, bringing engaging computer science to students normally underrepresented in the field. Locally, he serves as the CSforCA higher education co-chair. Thanks to four National Science Foundation grants, the "Beauty and Joy of Computing (BJC)" non-majors course he co-developed has been shared with over 500 high school teachers. He is delighted to regularly have more than 50% female enrollment in BJC, with a high mark of 65% in the Spring of 2018, shattering the record at UC Berkeley for an intro computing course, and is among the highest in the nation! He is humbled by the national exposure he and the course have received in the New York Times, PBS NewsHour, NPR's All Things Considered, USA Today, and the front pages of the San Jose Mercury News and San Francisco Chronicle.
He has won the NCWIT Undergraduate Research Mentoring award, the UC Berkeley Unsung Hero award, the LPFI Lux award, the SAP Visionary Member award, and was chosen as a Google CS4HS Ambassador for his work to support teachers and diversify computing. He has served on the ACM Education Board, the College Board Computer Science Principles Development Committee, was the ACM SIGCSE Program co-chair in 2017, and the ACM SIGCSE Symposium co-chair in 2018. He was recently elected ACM SIGCSE Vice-Chair for the 2019-2022 term. In 2019 it was announced he was the most frequent SIGCSE author in their 50-year history, with *61* submissions of all kinds: papers, panels, workshops, posters, etc.; second place had 42.
His computer science education research interests are in personalized & adaptive virtual tutors, online education tools, and assessment of computational thinking. He has had 13 MS students who have recently been worked on projects related to online learning, specifically building tools and analyzing data for his BJC edX and in-person class. His GamesCrafters undergraduate computational game theory research and development group builds tools to solve and analyze abstract strategy games.
On the fun side, he can play 20+ songs on the harmonica (but they all end up sounding like "Piano Man"), juggle 5 balls, score in the low 90s on the links, spin things on his finger, and recite all the words to many old-school raps, stand-up comedy bits and Monty Python sketches. He also has a collection of several hundred game and puzzle books, and terribly enjoys sharing good brain teasers or playing any one of his many exotic board games with students who drop by during open office hours. Don't get him started telling jokes...
His wife (Tao Ye, Ph.D.) is also a UC Berkeley Computer Science alumnus, and is Director of Science at Pandora Media. They have two children.
The 5th wave/tomorrow or final age theory (Introduced and invented by Prof. Dr. Hamid Doost Mohammadian, 2017–19), which regards the future of the 4th Industrial revolution and Society 5.0 and edge of tomorrow. This theory posits the readiness of the edge of tomorrow, today’s challenges and tomorrow’s crises and shocks! In order to face them and provide solutions. In addition, this theory creates societies and business founded on high technologies, D3 (three 21st revolutions: digitalization, decarbonization and decentralization), appropriate business strategies concerned on sustainability which can create new concept and situation of business which is capable of tackled with future concerns entitled ''Tomorrow's Society and Business'' which is a super intelligent society with smart business environment by using AI. According to this theory, Internet of Things (IoT) and Internet of Business (IoB) play vital role in the future of business and the 4th industrial revolution.
Technology development has led to new opportunities for business improvement. IoT is a new technique used in Industry 4.0 (I4.0) that enable businesses to better manage resources and provide them with the flexibility to respond to business conditions. The digital transformation driven by 4.0 technologies is having a disruptive impact on many business sectors. These innovations allow us to respond to both the growing business demand and the maintenance cost of businesses and a reduction in downtime. The application of IoT technologies to vast types of devices has led to electrical networks being monitored and controllable in a capillary way. Big data techniques and predictive models allow smart business management, from a national scale up to global, facilitating the spread of different business systems. New intermediaries and new business models appear in the market. The world economy has changed from a business economy to a data and business economy, leading to the concept of the “Internet of Business”.
Hamid Doost Mohammadian, is a German full professor for international technology management with major blue-green sustainability, also Director for International Management at University of Applied Sciences (FHM) Germany. Prof. Dr. Hamid Doost Mohammadian obtained his doctorate in business strategy and an honorary doctorate in international business and sustainable development management, a Master of Industrial Engineering, and a Bachelor of Computer hardware engineering. He obtained two honorary professorships in global SME management and in international technology management and entrepreneurship. He is an expert in Blue-Green Sustainability and combining IoT technology with Management. Furthermore, since April 2017, he is external lecturer/expert at the TU-Campus EUREF gGmbH at the Technical University of Berlin (TU Belin) and guest professor at ICD Academy for Cultural Diplomacy in Berlin, and external/visiting professor and PhD supervisor/examiner of FHM joint doctoral programs with two British Universities, external/visiting professor at World Executive Education Institute (WEEI) in USA, Technical & Vocational University (TVU), International University of Chabahar (IUC) and Industrial Management Institute (IMI) in Iran.
In addition, he works as an academic leader of Erasmus+ project titled "Internet of Energy (IoE)-Education/Qualification" in Germany since 2017. Previously, he wrote several books as well as several publications in peer-reviewed journals and international conferences in combination of Management, Engineering, Digitalization and Sustainability. He has held so many speeches in international conferences and events. The results of his research and lecturing is some new theories, models and projects such as the invention of the “5th wave/tomorrow age-theory” which is concerning sustainability and future study, another theory of his is ”i-Sustainability Plus theory” which is combination of innovation, sustainability and digitalization and "Hybrid SMEs & 3D SMEs" models which are focusing on the CSR side of sustainable business and also yem>"7PS model" which is focusing on seven pillars of sustainability. Many of his publications and researches are in the field of sustainability, IT, digitization, hybrid knowledge, etc. He is member of the editorial and reviewer board at more than 10 international Journals. In addition, he is active at various international workshops and conferences where he has held his speeches.
MOOCs phenomenon introduces a new philosophy in educational models, regardless of users/students motivation when enrolling (lifelong learning, educational support, interest in new educational areas, etc.), MOOCs expand the ways of reaching knowledge. Flexibility is one of the key aspects of this new educational methodology. This flexibility has to be expanded/translated to all the aspects/features of the course. For educational institutions, traditional approaches must be left behind when designing courses and must provide a new approach to educational process. These educational challenges are highlighted in courses which require the provision of practical experiences in order to build successful cross-curricular capabilities and abilities. Nowadays, educational institutions trust in experimentation as one of the pillars in which learning is based. In fact, theoretical models used in books and in traditional classrooms.
This presentation deals with the needs and possibilities of the integration of practical competences in MOOCs as well as the evolution of the learning systems.
Manuel Castro, Electrical and Computer Engineering educator in the Spanish University for Distance Education (UNED), has an industrial engineering degree and a doctoral engineering degree from the UPM, Spain. He works as researcher, coordinator and director in different projects, ranging from systems applications of simulation techniques, solar system and advanced microprocessor system simulation to telematics and distance learning applications and systems, as well as computer-aided electrical engineering (CAEE), acting now as and senior Technical Director.
He belongs to the organizing committee of IEEE EDUCON (chair), IEEE LWMOOCS (chair), IEEE EDUNINE, IEEE FIE (International and Europe Chair, 2000-2006), ISES, TAEE and SAAEI conferences as well as program and planning committees’ member and reviewer and chairman of several ones. He was co-chair of the conference EDUCON 2010 (Engineering Education Conference), TAEE 2010 (Tecnologías Aplicadas a la Enseñanza de la Electrónica) and ICECE 2005 (International Conference on Engineering and Computer Education). Is co-chair of the conference FIE 2014 (Frontiers in Education Conference) organized by the IEEE and the ASEE, the conference REV 2016 (International Conference on remote engineering and Virtual Instrumentation) organized by IAoE and the conference IEEE LWMOOCS (Learning with MOOCS) organized by IEEE education Society. He is co-editor of IEEE-RITA (Revista Iberoamericana de Tecnologías del Aprendizaje) and of the Electronic Journal of Spanish Chapter of the IEEE Education Society.
He is Fellow member of IEEE; member of the IEEE Board of Directors (BoD) and IEEE Division VI Director (2019-2020); member of the Board of Governors (BoG) (2005–2021) of the IEEE Education Society and President emeritus of the IEEE Education Society. He has been recognized and awarded several times including: the 2017 Nikola Tesla Award for Outstanding Achievements in the Field of Engineering Pedagogy, of the IGIP (International Society for Engineering Education); the special award in their X anniversary of the Tourism Office of the Madrid Convention Bureau and nomination as Madrid Honor's Ambassador for the promotion of Madrid as destiny of large meetings and conferences; 2017; IEEE EDUNINE 2017 Meritorious Service Award; IEEE EDUCON 2011 Meritorious Service Award (jointly with Edmundo Tovar), etc.
When MOOCs emerged in the early 2010s, advocates offered three big bets for their future: MOOCs would transform delivery and instructional systems in higher education, they would dramatically expand access to post-secondary learning--especially in places with limited access to colleges and universities, and they would usher in a new science of learning based on vast new sources of data. Together, these advances promised that MOOCs could make progress on all three sides of higher education's iron triangle: they could reduce costs by automating faculty labor, increase quality by partnering with elite institutions, and increase access by inviting participation from new learners around the world. But nearly a decade later these three bets have not paid out. MOOCs have not transformed higher educational systems, they primarily serve the already-educated rather than creating new on-ramps into higher education, and research in MOOC platforms has not substantially advanced the science of learning. Rather than disrupting higher education and clearing the way to a new landscape, MOOCs have been domesticated by existing systems, using well-established learning technologies, adopting older business models, and growing and flourishing in particular niches without paving the way to broader change. The goals of MOOCs to expand access and to advance online instructional design were laudatory, and as we look to the second decade of open online courses, we should revisit these big bets to imagine how some of the best aspirations of MOOCs could be recaptured.
Justin Reich is the Mitsui Career Development (Assistant) Professor in Comparative Media Studies at MIT and the director of the MIT Teaching Systems Lab. He is the author of Failure to Disrupt: Why Technology Alone Can't Transform Education from Harvard University Press and the host of the TeachLab Podcast. He is the editor of a recent Special Topic in AERA Open about Registered Reports, a new format of scholarly article where submissions receive peer review on their methodological merit before analyses are conducted. He has published five massive open online courses on edX for teachers and school leaders. His work has been published in Science, Proceedings of the National Academy of Science, Educational Researcher, The Atlantic, The Washington Post, and other venues.