Keynote Speakers

Keynote Speakers in Alphabetical Order

Claude Frasson

Title: From SOCRATES to MENTOR: a Brain Based ITS

Claude Frasson is Professor in Computer Science at University of Montreal since 1983, Head of the HERON laboratory and GRITI inter-university Research Group involving seven universities in Quebec. His research interests are at the convergence of Artificial Intelligence, Education, Human Computer Interaction. He founded, in 1988, the ITS international conference in Intelligent Tutoring Systems, which holds every two years. He coordinated the SAFARI project, a multidisciplinary research effort involving an industrial approach for building, distributing and controlling intelligent courses on the Web and is at the origin of a patent on a distance learning architecture based on networked cognitive agents. He received an ACM award for excellence as the organization chair of 2001 Autonomous Agent Conference. Since 2004, he aims to understand how the human brain functions with emotions, considering that they play an important role in knowledge acquisition and subconscious learning, using EEG systems. He chaired about 15 International conferences and participated to the program committee of numerous international conferences in his research field.  He is the General Chair of the upcoming TICE2014 conference on new technologies in education.

Lewis Johnson

Title: Learning through Virtual Role-Play

Dr. Lewis Johnson co-founded Alelo in 2005 as a spinout of the University of Southern California, where he previously was Research Professor. Under his leadership Alelo has developed into a major producer of innovative learning products focusing on communication skills. Alelo has developed courses for use in a number of countries around the world, all using the Virtual Role-Play method.

Dr. Johnson is an internationally recognized leader in innovation for education and training. In 2012 he was keynote speaker at the International Symposium on Automated Detection of Errors in Pronunciation Training in Stockholm. In 2013 he was keynote speaker at the IASTED Technology Enhanced Learning Conference and the SimTecT conference, and was co-chair of the Industry and Innovation Track of the AIED 2013 conference. He is associate editor of the International Journal of Artificial Intelligence in Education and co-editor of the Special Issue on Culturally Aware Educational Technologies. When not engaged in developing disruptive learning products Lewis and his wife Kim produce Kona coffee in Hawaii; he also distils single-malt whiskey in Tasmania.

Susanne Lajoie

Title: Interdisciplinary Approaches to the Improvement of Authentic Learning Environments

Professor Susanne Lajoie received her Doctorate from Stanford University in 1986. She is a Canadian Research Chair Tier 1 in Advanced Technologies for Learning in Authentic Settings in the Department of Educational and Counselling Psychology at McGill University. She is a Fellow of the American Psychological Association, appointed for her outstanding contributions to the field of Psychology as well as a Fellow of the American Educational Research Association. Dr. Lajoie has engaged in a wide array of innovative research and scholarly activities where she designs technology rich learning environments for educational and professional practices. She uses a cognitive approach to identify learning trajectories that help novice learners become more skilled in the areas of science, statistics, and medicine. She has been invited to present her research worldwide including Australia, France, Germany, Hong Kong, Korea, Singapore, Spain, Sweden, Taiwan, Mexico, the UK and the Ukraine. Her numerous publications include 2 volumes on Computers as Cognitive tools published by Erlbaum. These volumes have highlighted the necessity for theory-driven design of technologies for education and training.

Carolyn Rosé



Title: Cultivating the Seeds of Mentorship: Students as Resources for Creating a Conducive Online Learning Environment

As the field of online education increases its focus on delivery of effective instruction at massive scale, we become more painfully aware of teaching resources as a limited commodity.  However, we learn from the field of Computer Supported Collaborative Learning that with proper support, students can benefit tremendously from their interactions with other students.  Thus, the students themselves are a key resource we can learn to leverage in our efforts to meet the increasing demand. 

My research over the past decade has focused on understanding what properties of conversational interactions create an environment that fosters learning and achievement.  Language behavior is incredibly rich, whether it is generated by an isolated individual or an individual within a group.  Within a social setting, it provides the visible evidence of otherwise intangible social values and the processes through which they are exchanged.  It is the visible multi-dimensional manifestation of interaction between individuals, with relational, motivational, and cognitive aspects.  Building on the understanding we have gained through analysis of conversational interactions in a wide variety of instructional settings, my research group has developed computational models that distinguish patterns of effective and ineffective collaboration.  Using those models, we have been able to develop interventions that support effective collaboration in small groups.

In this talk, I will describe how we are expanding on a foundation of work in Computer Supported Collaborative Learning as we work to build an empirical foundation for design of effective Massive Open Online Courses.

Bio: Dr. Carolyn Rosé is an Associate Professor of Language Technologies and Human-Computer Interaction in the School of Computer Science at Carnegie Mellon University.  Her research program is focused on better understanding the social and pragmatic nature of conversation, and using this understanding to build computational systems that can improve the efficacy of conversation between people, and between people and computers. In order to pursue these goals, she invokes approaches from computational discourse analysis and text mining, conversational agents, and computer supported collaborative learning.  She serves on the Board of Directors of the International Society of the Learning Sciences and the Executive Board of the International Artificial Intelligence in Education Society.  She serves as Associate Editor of the International Journal of Computer Supported Collaborative Learning and the IEEE Transactions on Learning Technologies.

Dan Suthers

Title: Multilevel Analysis of Socially Embedded Learning

Dr. Suthers is Professor in the Department of Information and Computer  Sciences at the University of Hawaii at Manoa. His research is generally  concerned with cognitive, social and computational perspectives on designing and evaluating software for learning, collaboration, and community. His current work includes multilevel analysis of socio-technical systems to understand the relationship between local interaction and network level phenomena and the role of technology media in this relationship. His prior research on social affordances of digital media has examined how software interfaces both influence and are appropriated by small groups. Dr. Suthers is a founding associate editor of the International Journal of Computer Supported Collaborative Learning, and has served as founding associate executive editor and subsequently executive editor of the journal of Research and Practice in Technology Enhanced Learning, founding executive committee member of the Society for Learning Analytics Research, program co-chair of ICCE 2003, CSCL 2005 and 2009, and LAK 2013, and in numerous other editorial board  and steering committee roles.