Keynote Speakers

Keynote Speaker I

Prof. LIM, Cheolil
Seoul National University, South Korea


Lim, Cheolil is chair and professor of department of education and director of education research institute at Seoul National University. He is the president of Korean Society for Educational Technology and the vice president of the Academy of Creativity. Prof. Lim worked as Associate dean of Educational affairs, and Director of Center for Teaching and Learning at Seoul National University. He earned his Ph,D in educational technology at Indiana University. His recent research interests are focused on innovations in higher education such as flipped learning, MOOCs, and mobile learning. His research expertise include instructional systems design, interactive learning environments design, and interface design.

Speech Title: Current status and future directions of open education resource in Korea
Abstract: It will present the current status and future directions of open education resources in Korea. The traditional universities are facing the challenge of OCW, MOOCs, and various OERs for their teaching and education in general. Korea government-funded services like KOCW and K-MOOC have been provided to the colleges and public, and some universities such as Seoul National University or KAIST(Korea Advance Institute of Science and Technology) have been working on developing and implementing OER for different purposes. Selected issues and challenges will be discussed and future directions of OER will be suggested.


Keynote Speaker II

Prof. Tomokazu Nakayama
Jissen Women's University, Japan


T. Nakayama A. was born and raised in Tokyo, Japan. Nakayama earned a bachelor degree in English Literature and Linguistics from Obirin University in 1991, and MA in TESOL at Teachers’ College Columbia University in 2001 and Ph.D. at Hiroshima University in 2013. He is specialized in learning science. His current research interests are English as an International Language (EIL) and development of new learning methods to promote proficiency of EIL learners. He developed VA shadowing method to improve Japanese EIL learners’ listening skills and the book on its mechanism will be released this year. Now he and his colleagues are developing the new method called Instant Translation method to promote proficiency of Japanese EIL learners. He is currently an associate professor at Jissen Women’s University in Tokyo and teaches English and English teacher training courses.

Speech Title: Is the VA shadowing method effective for learning Japanese?

Abstract: This study investigates whether the visual-auditory shadowing method (VA shadowing method) can better facilitate vocabulary learning of Japanese as a Second Language (JSL) in adult learners. Learning vocabulary has three aspects: meaning, orthography, and pronunciation. Japanese language is complex in terms of orthography and pronunciation. Since Japanese uses a combination of ideographs and phonetic characters, learners of Japanese need to learn three types of orthographic characters: kanji (ideograph) and hiragana and katakana (two types of phonetic characters . In addition, kanji pronunciation is context-based, different pronunciations must be learned for each kanji. This study attempts to determine a reasonable method to learn kanji pronunciations and compares the following three conditions to investigate which of them better facilitates the learning of pronunciation of Japanese ideographs: visual-auditory shadowing (N=10), visual-visual shadowing (N=10), and auditory shadowing (N=10). The analysis suggests that visual-auditory shadowing and visual-visual shadowing conditions may outperform the other two conditions.

Keynote Speaker III

Prof. Hui-Wen Vivian Tang
Ming Chuan University, Taiwan


Hui-Wen Vivian Tang Professor of the Teacher Education Center of Ming Chuan University, Taiwan. In 2007, she received an Ed.D degree from the educational leadership program of Texas A & M University, Kingsville, Texas, USA.
Her current research focuses on leadership development, emotional intelligence, cross-cultural studies, multiple criteria decision making and teacher education. She is currently the Chair of Teacher Education Center of Ming Chuan University, a lifelong member of the Emotional Intelligence Training and Research Institute (EITRI) organized by a collegial association located in Corpus Christi, Texas, USA, and formerly the chief editor of “Journal of Applied English”.
Prof. Tang’s recent publications include “Forecasting performance of Grey Prediction for education expenditure and school enrollment” published in 2012 by Economics of Education Review (SSCI), “On the fit and forecasting performance of grey prediction models for China’s labor formation” published in 2013 by Mathematical and Computer Modelling (SCI), “Constructing a competence model for international professionals in the MICE industry: An analytic hierarchy process approach” in 2014 by Journal of Hospitality, Leisure, Sport & Tourism Education (SSCI), “Developing a short-form measure of personal excellence for use among university students in Taiwan” in 2015 by Total Quality Management & Business Excellence (SSCI) and “Critical factors for implementing a programme for international MICE professionals: A hybrid MCDM model combining DEMATEL and ANP” in 2016 by Current Issues in Tourism (SSCI).
Speech Title: A Bibliometric Analysis of Organizational Climate of Schools
Abstract: To examine bibliometric characteristics of research studies on school climate, the present study is a systematic quantitative estimate of school climate research available through Thomson Reuters ISI Web of Science database, aiming at updating our understanding regarding the ongoing research trends and publication patterns of literature for the years 2010 through 2016. Analyzed parameters included: (1) Total numbers and characteristics of publications, (2) Publication patterns by languages and countries/territories, (3) Publication patterns by source titles and subject areas. Results of the current analysis may open up new avenues for continuous bibliometric investigations of school climate literature for generating unique insights into the direction of not only a particular data source during a given time frame, but also the research dynamics and evolution within which the literature on school climate exists.


Keynote Speaker IV

Assoc. Prof. Eric C.K. Cheng
The Education University of Hong Kong, Hong Kong

Dr. Eric Cheng is a specialist in knowledge management, educational management and Lesson Study. He is currently associate professor of the Department of Curriculum and Instruction of the Education University of Hong Kong. Eric earned his Doctor of Education in education management from the University of Leicester. He has been publishing locally and internationally, with over 50 articles in various media covering the areas of knowledge management, school management and Lesson Study. He is the author of an academic book entitled Knowledge Management for School Education published in 2015 by Springer. Eric has been successful in launching more than 10 research and development projects with external and competitive funds in the capacity of Principal Investigator (PI). He received the Knowledge Transfer Project Award from EDUHK in 2014-15, Scholarship of Teaching Award in 2013-14 and Knowledge Transfer publication Awards in 2012-13 form Faculty of Human Development of EDUHK. 

Speech Title: Exploring Lesson Study through Knowledge Management

Abstract: This presentation will address the topic of Lesson Study, a famous curriculum management approach in Japan, which has been adopted in educational systems around the world to improve teaching and thus, ultimately, the depth and quality of student understanding. This presentation will explore the tacit and explicit knowledge convention and creation processes in Japanese Lesson Study by using Nonaka and Tateuchi’s (1995) SECI knowledge creation model as the theoretical framework. Besides providing a description of Japanese Lesson Study from the perspective of the SECI model, the presentation will explore the system’s effects on cultivating positive school cultures, and teacher autonomy, and on managing subject knowledge and pedagogical knowledge for school improvement. Unpacking the mechanism of the knowledge management process and practices could assist teachers and educators in contextualising Japanese Lesson Study to their school cultures.

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