KEYNOTE SPEAKERS
Keynote: A relational view on professional learning
Prof. Dr. Piet Van den Bossche
Piet Van den Bossche is Associate Professor ‘Learning in Organisations’ at the University of Antwerp (Institute of Education and Information Sciences) and at Maastricht University (School of Business & Economics). His research activities are centered around issues of learning and cognition in teams and collaborative environments, both in educational and organizational contexts. Both the individual and the team-level are respectively taken as unit of analysis.
Currently, he teaches courses in the areas of collective and workplace learning and is involved in the coordination of the M.Sc. Programme “Management of Learning” and is chair of the M.Sc. Programme “Training and Educational Sciences”. He is Chief editor of the book series ‘Advances in Business Education and Training’ and Associate editor of ‘Educational Research Review’. Next to his research and education, he consults higher education institutions and organizations, both nationally and internationally.It is increasingly recognized that knowledge and the power of knowledge development are encapsulated in teams, social networks and communities. This web of relations can help organizations to deal dynamically with challenges and create new knowledge. This keynote will focus on this collective learning in organizations from different perspectives. How do social structures shape knowledge sharing in organizations? Which qualities of relationships facilitate what kind of learning? How does my personal network fuel my expertise development? These, and similar, questions will be tackled based upon research insights. It will be discussed what this implies for organizational practices supporting collective learning.
More information: https://www.uantwerpen.be/nl/personeel/piet-vandenbossche/
Keynote: Preparing for dynamic work environments: Understanding expertise in domains of work
Prof. Dr. Christian Harteis
Christian Harteis is Full Professor of Education, Educational Management and Research on Further Education at the University of Paderborn (Germany). His research interests comprise the wide area of professional learning and learning at the workplace, and particularly intuition and learning from errors. He conducted several empirical studies on intuition in various professional domains. He earned his PhD in 2002 from the University of Regensburg (Germany) and acts as Editor-in-Chief of the journal Vocations and Learning: Studies in Vocational and Professional Education.
The keynote addresses models of professional competence and their cognitive focus. The dynamic world of international labour markets requires workers who are competent and capable to cope with work tasks on a high level of performance. However, analyses of experts’ acting reveal the importance of intuition which refers to qualities of knowledge and knowing that go beyond cognition in a narrow sense. The keynote discusses several theoretical conceptions of intuition and related empirical research. A closer look into existing empirical studies reveals challenges of attempts gathering unconscious mental processes in empirical research. Finally, desiderata for future research on work-related learning.
Prof. Dr. Christian Harteis
Christian Harteis is Full Professor of Education, Educational Management and Research on Further Education at the University of Paderborn (Germany). His research interests comprise the wide area of professional learning and learning at the workplace, and particularly intuition and learning from errors. He conducted several empirical studies on intuition in various professional domains. He earned his PhD in 2002 from the University of Regensburg (Germany) and acts as Editor-in-Chief of the journal Vocations and Learning: Studies in Vocational and Professional Education.
The keynote addresses models of professional competence and their cognitive focus. The dynamic world of international labour markets requires workers who are competent and capable to cope with work tasks on a high level of performance. However, analyses of experts’ acting reveal the importance of intuition which refers to qualities of knowledge and knowing that go beyond cognition in a narrow sense. The keynote discusses several theoretical conceptions of intuition and related empirical research. A closer look into existing empirical studies reveals challenges of attempts gathering unconscious mental processes in empirical research. Finally, desiderata for future research on work-related learning.
Keynote: Inspiring learning environments in higher education - physical, virtual, social and psychological aspects
Prof. Dr. Kirsti Lonka
Kirsti Lonka is Professor of Educational Psychology at University of Helsinki, Finland. She is a founding member of the Teachers’ Academy of University of Helsinki since 2013 and also the first President (2013-2014). She is the Director of Research Group of Educational Psychology and also the Principal Investigator of the Project “Mind the Gap – between digital natives and educational practices” (Funded by the Mind Program of Academy of Finland (2013-2016).
Her specialties are higher education, medical education, teacher education, and postgraduate education (PhD students). In the area of academic writing, her work has focused around conceptions of writing, note taking, process writing, portfolios and writing across curriculum (writing as a learning tool). At the moment, she is working on innovations in higher education and engaging learning environments (ELE).
Future citizens need to solve increasingly complex, ill-defined problems. Internet, for instance, as a complex phenomenon both expresses and manages complexity in ways not possible before its existence. Such complexity influences the ways we approach to emerging trends in higher education. Learning environments and learning tools, the nature of knowledge, and the goals of education are constantly changing. Technology, in particular, co-evolves rapidly with novel practices of learning.
Current project-based work in the work places calls for creative collaboration. Still, practices and conventions in higher education are still too often based on the idea that the task of the teacher is “to fill in the container”. Ideas of learning and epistemological beliefs are very slow to change and university teachers often entertain quite conventional ideas of learning. Maybe we need to change some external conditions in order to make a change happen?
Both intellectual and emotional challenges for higher education are huge at the moment. What can we do to help our students to learn how to deal with them? Maybe one way is to develop the physical learning environment in order to create new opportunities for pedagogical experiments, social interaction and use of technologies. The tools provided by the learning environment may be seen as affordances that either enhance one’s competence or hinder meaningful interaction. Our Research Group for Educational Psychology looks at the relations among emotions, motivation, study success and well-being. The concept of Engaging Learning Environment (ELE) combines the aspects of learning that physical, virtual, social, pedagogical and psychological in nature. We have developed ELE to develop both our theoretical thinking and our own pedagogical practices. Minerva Plaza is our living lab, where we can test and develop our ideas about university teaching. This presentation sheds light on some empirical work that we have carried out during the recent years.
More information: kirstilonka.fi
Prof. Dr. Kirsti Lonka
Kirsti Lonka is Professor of Educational Psychology at University of Helsinki, Finland. She is a founding member of the Teachers’ Academy of University of Helsinki since 2013 and also the first President (2013-2014). She is the Director of Research Group of Educational Psychology and also the Principal Investigator of the Project “Mind the Gap – between digital natives and educational practices” (Funded by the Mind Program of Academy of Finland (2013-2016).
Her specialties are higher education, medical education, teacher education, and postgraduate education (PhD students). In the area of academic writing, her work has focused around conceptions of writing, note taking, process writing, portfolios and writing across curriculum (writing as a learning tool). At the moment, she is working on innovations in higher education and engaging learning environments (ELE).
Future citizens need to solve increasingly complex, ill-defined problems. Internet, for instance, as a complex phenomenon both expresses and manages complexity in ways not possible before its existence. Such complexity influences the ways we approach to emerging trends in higher education. Learning environments and learning tools, the nature of knowledge, and the goals of education are constantly changing. Technology, in particular, co-evolves rapidly with novel practices of learning.
Current project-based work in the work places calls for creative collaboration. Still, practices and conventions in higher education are still too often based on the idea that the task of the teacher is “to fill in the container”. Ideas of learning and epistemological beliefs are very slow to change and university teachers often entertain quite conventional ideas of learning. Maybe we need to change some external conditions in order to make a change happen?
Both intellectual and emotional challenges for higher education are huge at the moment. What can we do to help our students to learn how to deal with them? Maybe one way is to develop the physical learning environment in order to create new opportunities for pedagogical experiments, social interaction and use of technologies. The tools provided by the learning environment may be seen as affordances that either enhance one’s competence or hinder meaningful interaction. Our Research Group for Educational Psychology looks at the relations among emotions, motivation, study success and well-being. The concept of Engaging Learning Environment (ELE) combines the aspects of learning that physical, virtual, social, pedagogical and psychological in nature. We have developed ELE to develop both our theoretical thinking and our own pedagogical practices. Minerva Plaza is our living lab, where we can test and develop our ideas about university teaching. This presentation sheds light on some empirical work that we have carried out during the recent years.
More information: kirstilonka.fi
Keynote: Towards "future-proof" education
Prof. Dr. Päivi Tynjälä
Päivi Tynjälä works as a Professor and a Vice Director at the Finnish Institute for Educational Research, University of Jyväskylä, Finland. Her main research interests are related to teaching and learning in higher education, especially in the interface of education and work. She has conducted research, for example, on workplace learning, teachers’ professional development, and integrative pedagogy. She has published widely both internationally and nationally, and served 2010-2013 as Editor-in-Chief of Educational Research Review, official journal of EARLI. Currently she is a board member of the journal and also a board member of the Vocations and Learning.
The JURE 2016 Conference aims to enhance the field of education by raising questions about how we can make our education “future-proof”. This presentation first examines different foresights of the future and global challenges related to them. Next, the focus will turned to the specific challenges for the education systems in the times of fast changes. Based on the research on the development of professional expertise, promising models for organizing learning environments and learning situations will be presented. In particular, the model of integrative pedagogy which emphasizes importance of the integration of different forms of knowledge (conceptual, practical, self-regulative, socio-cultural) will be discussed.
More information: https://ktl.jyu.fi/en/staff/tynjala-paivi
Prof. Dr. Päivi Tynjälä
Päivi Tynjälä works as a Professor and a Vice Director at the Finnish Institute for Educational Research, University of Jyväskylä, Finland. Her main research interests are related to teaching and learning in higher education, especially in the interface of education and work. She has conducted research, for example, on workplace learning, teachers’ professional development, and integrative pedagogy. She has published widely both internationally and nationally, and served 2010-2013 as Editor-in-Chief of Educational Research Review, official journal of EARLI. Currently she is a board member of the journal and also a board member of the Vocations and Learning.
The JURE 2016 Conference aims to enhance the field of education by raising questions about how we can make our education “future-proof”. This presentation first examines different foresights of the future and global challenges related to them. Next, the focus will turned to the specific challenges for the education systems in the times of fast changes. Based on the research on the development of professional expertise, promising models for organizing learning environments and learning situations will be presented. In particular, the model of integrative pedagogy which emphasizes importance of the integration of different forms of knowledge (conceptual, practical, self-regulative, socio-cultural) will be discussed.
More information: https://ktl.jyu.fi/en/staff/tynjala-paivi