ACEID2018

Conference Theme Conference Photographs Programme Speakers Organising Committee Review Committee Conference Proceedings Abstracts Grant & Scholarship Recipients Virtual Presentations

ACEID2018 Conference Photograph outside the Art Centre Kobe

“Surviving and Thriving: Education in Times of Change”

March 26–28, 2018 | Art Center Kobe, Kobe, Japan

In 2017, IAFOR education conferences in Asia, Europe, the Middle East and North America have brought together delegates from around the world to consider the theme of “Educating for Change” from a variety of different perspectives and approaches, taking full advantage of the international make-up of the attendees and the huge diversity of experiences. A recurring theme throughout the conferences was the reference to the future, be it immediate or longer term, as being uncertain; the natural resilience and optimism was counterbalanced by both apprehension; with hope also came fear.

In this period of great global political and economic instability, rising inequality and social unrest, the role of education within society has never been more important, but never more vulnerable. This brings us to our conference theme for 2018, which references these inherent vulnerabilities in both educational systems and the individual students and teachers, as well as the necessary resilience needed to not only survive, but also thrive.

How do we teachers, administrators and policymakers adopt and adapt to change outside our control? How do we nurture and encourage positive change, through the excitement of the imagination, innovation and creativity? How can technologies be better used to help us teach, and to help students learn? How do we sustain and manage change? How can we react positively to negative change? How can we, our institutions and our students survive and thrive in these times of change?

Conference Proceedings (2018)

Download ACEID2018 Conference Programme

ACEID2018 Conference Photographs

Human interaction is at the root of all knowledge creation, and hence the great importance of the conference in introducing, testing and spreading ideas through challenging, rigorous and thought provoking discussion and debate. But beyond that, a conference is also a great chance to meet people from around the world, and to extend and grow ones’s professional network, and above all, to make friends.

It may be impossible to tell the story of the conference, or rather the many hundreds of interlocking stories that go to make up the conference, but the documentary photography in this slideshow aims to give a taster of the more serious academic side of the event, as well as the lighter side…

[envira-album slug="aceid2018-conference-photographs"]

Download ACEID2018 Conference Photograph (Large)

Programme

The Quest for World-class University Status: The Role of Liberal Arts University Nurturing Leaders for Uncertain Futures

Keynote Presentation: Ka Ho Mok
The Challenge to Survive and Thrive in the 21st Global Learning Space/Community: Technology and Ethics

Featured Presentation: Curtis Ho and Xu Di
Embodiment and Learning

Featured Symposium: Rachel Lam (Session Chair), Dragan Trninic, Hillary Swanson & Jimmy Menkhaus
IAFOR Silk Road Initiative Information Session
IAFOR Documentary Photography Award 2017 | Award Winners Screening

Speakers

Xu Di

University of Hawai’i at Manoa, USA
Curtis Ho

University of Hawai’i at Manoa, USA
Rachel Lam

ETH Zurich, Switzerland
Joshua Mok

Lingnan University, Hong Kong

Organising Committee

The Conference Programme Committee is composed of distinguished academics who are experts in their fields. Conference Programme Committee members may also be members of IAFOR's International Academic Board. The Organising Committee is responsible for nominating and vetting Keynote and Featured Speakers; developing the conference programme, including special workshops, panels, targeted sessions, and so forth; event outreach and promotion; recommending and attracting future Conference Programme Committee members; working with IAFOR to select PhD students and early career academics for IAFOR-funded grants and scholarships; and overseeing the reviewing of abstracts submitted to the conference.

Steve Cornwell

The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan
Joseph Haldane

The International Academic Forum (IAFOR), Japan
Rachel Lam

ETH Zurich, Switzerland
Barbara Lockee

Virginia Tech., USA
Ted O’Neill

Gakushuin University, Japan
Haruko Satoh

Osaka University, Japan

Review Committee

Dr Aaron Tan, Singapore Institute of Management Global Education, Singapore
Dr Abdul Aziz, UIN Maulana Malik Ibrahim Malang, Indonesia
Dr Adelfa Silor, Mindanao State University-Iligan Institute of Technology, The Philippines
Dr Andri Zainal, Universitas Negeri Medan, Indonesia
Dr Bethe Schoenfeld, Western Galilee College, Israel
Dr Bonimar Tominez, Nueva Vizcaya State University, Philippines
Dr Chalermchai Wongrak, Ubon Ratchathani University, Thailand
Dr Deborah Javier, University of the East, Manila, The Philippines
Dr Diobein Flores, Department of Education, The Philippines
Dr Doris McEwen Harris, McEwen Education Consulting & Curriculum Auditing, United States
Dr Elena Mishieva, Lomonosov Moscow State University, Russian Federation
Dr Greg Misiaszek, Beijing Normal University, China
Dr Helen M. Llenaresas, Bicol University, The Philippines
Dr Irina Madeyeva, Autonomous Educational Organization ”Nazarbayev Intellectual schools”, Kazakhstan
Professor Jayson Lannu, De La Salle - College of Saint Benilde, The Philippines
Dr Lauren Misiaszek, Beijing Normal University, China
Dr Martiallou Organiza, University of the Visayas, The Philippines
Dr Nenita Delos Santos, Emirates Nuclear Energy Corporation, United Arab Emirates
Dr Rennie Saranza, Philippine Normal University (PNU)-Mindanao, The Philippines
Dr Tanju Deveci, The Petroleum Institute, United Arab Emirates
Professor Tatiana Ille, Gulf Medical University, United Arab Emirates

IAFOR's peer review process, which involves both reciprocal review and the use of Review Committees, is overseen by conference Organising Committee members under the guidance of the Academic Governing Board. Review Committee members are established academics who hold PhDs or other terminal degrees in their fields and who have previous peer review experience.

If you would like to apply to serve on the ACEID2019 Review Committee, please visit our application page.

Apply to Join the Review Committee

ACEID2018 Grant & Scholarship Recipients

Our warmest congratulations go to Jenise Boland, Ngoc Nguyen, May Anne Joy de Lara-Romanes and Hillary Swanson, who have been selected by the conference Organising Committee to receive grants and scholarships to present their research at The Asian Conference on Education & International Development 2018.

IAFOR’s grants and scholarships programme provides financial support to PhD students and early career academics, with the aim of helping them pursue research excellence and achieve their academic goals through interdisciplinary study and interaction. Awards are based on the appropriateness of the educational opportunity in relation to the applicant’s field of study, financial need, and contributions to their community and to IAFOR’s mission of interdisciplinarity. Scholarships are awarded based on availability of funds from IAFOR and vary with each conference.

The Organising Committee of the relevant IAFOR conference awards scholarships to eligible applicants who have submitted exceptional abstracts that have passed the blind peer review process and have been accepted for presentation at the conference.

Jenise Boland

Stuart D. B. Picken Grant & Scholarship Recipient

Jenise Boland earned her Master of Education at Churchill College, Cambridge University, and is currently a doctoral student of Education, Curriculum Theory and Implementation at Simon Fraser University. Born in rural Canada, she graduated with a BA, English, from the University of British Columbia before embarking on an academic career focussed on global education. As a member of the International Teachers Education Module in Oaxaca, Mexico, she graduated with a BEd at Simon Fraser University, followed by three years as a classroom practitioner in Essex, England, UK. Miss Boland is a contributing author to numerous textbooks, journals and teacher guides on the subjects of Aboriginal Peoples, Canadian History, and Social Studies. Concurrent with her PhD studies, she teaches History, Law, and Global Studies at West Point Grey Academy and is affiliated with the Connected North program as a facilitator-instructor for Inuit students in the remote Arctic regions of Canada.

Global Education for All (But the Teachers): Considering the Role of the Traditional Teacher in New Global Education Curriculum
Jenise Boland, Simon Fraser University, Canada

In the 1960s, R.S. Peters outlined the qualities of “The Educated Man” in his paper by the same name. In 1981, Jane Roland Martin argued that this definition was no longer viable, opting instead for the “Educated Person.” Today in the 21st century, the ideal has shifted again towards global citizen – defined as an educated student who is technologically savvy, media literate, and globally competent. This shift raises questions as to the limits of the traditionally trained teacher in the education of the new global citizen. This paper simultaneously argues in favour of global competency education, with supporting examples of international curricula, whilst contrasting its tenets against the current lack of diversity still present in both post-secondary teacher training programs and the profession as a whole. This means that learners identified as ‘other’, such as students of color, low socioeconomic background, and/or non-heteronormative gender, rarely see themselves reflected in their educators, and often do not consider teaching as a viable career option. This in turn perpetuates the dominance of a teaching population that is ideologically, culturally, and physically heterogeneous with minimal exposure themselves to global competency education. The paper addresses the disconnect between what is being taught and by whom it is taught, and concludes with the call for additional research to be done in the area global competency education within national teacher training programs.

Ngoc Nguyen

IAFOR Scholarship Recipient

Ngoc Bao Nguyen is currently a Master student in Educational Leadership and Management Development, National Chung Cheng University, Taiwan. After obtaining her Bachelor degree in Business Administration, Hanoi University, Vietnam, Ngoc Bao Nguyen joined LCMS, an American NGO working in community development, as a Program Assistant. Her work has relentlessly embraced the asset-based or pride-based approach in working with marginalised communities, along with the strong focus on education as the transformation catalyst to sustainable and inclusive development.

Perception of Ethnic Hmong University Students Regarding Their Community Development
Ngoc Nguyen, National Chung Cheng University, Taiwan

As one of the most popular but vulnerable ethnic groups in the mountainous area in Vietnam, Hmong communities have experienced intensive discourse of inferiority regarding their socio-economic development. A number of studies reveals how these discourses have been adversely influencing the vision for ethnic minority development, typically the pressure to ‘civilise’ their practices in all walks of life. While the development path will be significantly tailored by the youth generation, they have not been taken into account in these studies. Drawing specifically on Hmong youth generation, those who made their way to universities in the capital city of Vietnam and overtime experience certain acculturation along with the education system provided by the dominant group in the country, this study will seek to explore their perceptions regarding the development picture in their hometown and how their education experience could factor in better future for their communities. The mixed method is utilised through in-depth interviews, talk show video record, and continuous Facebook observance of members of Hmong youth-led activist group called Action for Hmong Development, combined with online survey conducted to 20 other Hmong university students studying in the capital city of Vietnam. Putting different perspectives of Hmong youth into a picture might render practical suggestions to education pursuit of Hmong students in relation with the destiny of their communities.

May Anne Joy de Lara-Romanes

IAFOR Scholarship Recipient

May Anne Joy de Lara-Romanes is currently working as a teacher in the Department of Education, Philippines. She studied in Cavite State University for her Bachelors degree, with the distinction of Magna cum Laude. At present, she is studying Master of Education major in Educational Administration at the University of the Philippines, Diliman. Aside from teaching, she is a consistent winner in various district and division contests. She is also into conducting researches about educational administration and public school system.

Differences Among Generational Groups of Teachers in a Public School District in Their Practice of 21st Century Teaching-Learning Skills
May Anne Joy de Lara-Romanes, University of the Philippines/Department of Education, The Philippines
Sofia Veniegas, University of the Philippines/Einstein School for Kids, The Philippines

This study explores the differences in the 21st century teaching and learning skills practices among generational groups of teachers in the District of Indang, Cavite. It was conducted to find out if there is any significant difference in the perceptions between and among generational groups of teachers in terms of their overall application of 21st century teaching and learning skills. Included in this study are eight key components commonly referred to by experts and practitioners in the field, namely: critical thinking, collaboration, communication, creativity and innovation, self-direction, global connections, local connections, and the use of technology. Results revealed significant differences between the Boomers (1946-1964) and the Generation Y (1981-1995) teacher-respondents in terms of their overall 21st century teaching and learning skills, particularly in their 1) critical thinking skills, 2) creativity and innovation skills, and in 3) establishing global connections. Based on the results, Boomers used the 21st century teaching and learning skills more profoundly than the younger teachers. Findings also showed that Boomers perceived their practice of 21st century teaching skills to a very great extent. No significant differences among the generational groups of teachers were found among the rest of the skills under study, namely: 1) collaboration, 2) communication, 3) self-direction, 4) local connections, and 5) the use of technology.

Hillary Swanson

IAFOR Scholarship Recipient

Hillary Swanson is a postdoctoral fellow at Northwestern University’s School of Education and Social Policy. She conducts research in collaboration with both the Center for Connected Learning and Computer-Based Modeling (CCL) and the Tangible Interaction Design and Learning (TIDAL) Lab. Her research explores the productive role of prior knowledge in learning and how instruction can be designed to leverage students’ everyday knowledge. Her current research focuses on the joint development of scientific knowledge and computational thinking through engagement in a computationally-rich science curriculum.

Embodied Learning and Physics
Hillary Swanson, Northwestern University, USA

Einstein (1936) once said, “The whole of science is nothing more than a refinement of everyday thinking.” Learning scientists have argued similarly, positing that the seeds of scientific reasoning lie in learners’ intuitive sense of mechanism (Hammer, 1997). Numerous intuitions for explaining physical phenomena have been documented, for example, “more effort begets more result,” and “force as a mover,” and it is posited that these are drawn from learners’ physical experience of the world (diSessa, 1993). This study extends this work by suggesting that there exist intuitions useful for explaining physical phenomena that are grounded in learners’ social and emotional experience of the world. I present evidence from a classroom discussion during which 8th grade students work on a theoretical explanation for why cold liquid warms quickly at first, and then more slowly as it approaches room temperature. The students draw on intuitions grounded in not only physical but also social and emotional experience to make sense of the phenomenon. Under the guidance of the teacher, they refine their intuitions over the course of the discussion and ultimately produce a conceptual version of Newton’s law of warming.

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