Key Speakers (in alphabetic order)


Meloney Cargill and Dawn M. Sanchez

Session and Panel: How to Better Serve All of Your Students by Flipping
This game changing program was developed in order to better serve our students and eliminate the learning obstacles that often stop learning from taking place. This flipped school approach allows an at-risk student to learn in the same type of supportive atmosphere as a more affluent student. Thus creating educational equality in schools. By using today’s available software, it enables local, state and national educators to put the best teacher presentation in front of all students at all times. For the first time, we have the opportunity to take advantage of each teacher’s strength and expertise and set up a blended teaching model that works well for all students and schools. This unique high school/flipped school approach has been highlighted not only by CNN but also the following: Bloomberg EDU, The Teaching Channel, November Learning Globe and Mail, Detroit Free Press, ESchool News, School Administrator and District Administration, Fast Company, Forbes Magazines and USA Today.
Temat sesji: Jak lepiej pomagać naszym uczniom stosując odwrócone uczenie się
Nasz program zmian w szkole został opracowany by lepiej pomagać naszym uczniom i eliminować przeszkody, jakie utrudniają im w uczeniu się. W tym podejściu z odwróconą klasą (ang. flipped classroom) uczniowie, którzy mają kłopoty z uczeniem się, pracują w atmosferze, w jakiej uczą się lepiej radzący sobie uczniowie. Dzięki temu wszyscy uczniowie w szkole mają równe szanse rozwoju. Korzystając z dostępnej dzisiaj technologii, najlepsze materiały edukacyjne nauczycieli mogą być udostępniane wszystkim uczniom w każdej chwili. Po raz pierwszy możemy wykorzystać doświadczenia wszystkich nauczycieli w modelu mieszanego kształcenia (ang. blended learning), odpowiedniego dla wszystkich uczniów i szkół. To unikatowe podejście zostało przedstawione i spopularyzowane przez CNN, jak i przez: Bloomberg EDU, The Teaching Channel, November Learning Globe and Mail, Detroit Free Press, ESchool News, School Administrator and District Administration, Fast Company, Forbes Magazines oraz USA Today.


Bio: Meloney Cargill grew up in Detroit, Michigan where she attended the prestigious Cass Technical High School. After graduating from Cass Tech, she discovered that she wanted to pursue a degree in education where she could make a difference in the lives of young people. She obtained her BA from Michigan State University and both her Masters in Reading and Language, and her Education Specialist Degrees from Oakland University. She spent a year studying Japanese and working for Biwako Kisen Ltd. Meloney began teaching at Clintondale High School, in Clinton Township, MI, where she taught for 15 years. Currently she has served in the capacity of Assistant Principal at Clintondale High School for the past 3 years, where they have recognized as the first school to create a Flipped high school.
Their goal is to give every student an opportunity to succeed. Meloney has also presented at the International Society for Technology in Education (ISTE), The Great Lakes Bay Leadership Academy, and the Michigan Flip Teacher Conference. Their school has also been featured on CNN, Bloomberg EDU, The Teaching Channel, Forbes Magazine, and others. She understands that not only is the world changing, but that education is changing, therefore how we teach must change as well.


Bio Dawn M. Sanchez: Dawn M. Sanchez is an educator of 23 years, and have had a great deal of experience in multiple levels of education. She have taught in both, Michigan and California, and was at one time honored to be on the Adult Education Task Force for the State of Michigan, and the Transformation Task Force for Adult and Alternative Education for the State of Michigan. She is currently the Ninth Grade Director at Clintondale High School in Clinton Township, Michigan. The Ninth Grade Center was the first entire grade level to run as a "Flipped" model, in the 2010/2011 school year, and much of the school beginning data was based on the success of the program.
Three years later the school has entirely "flipped" all classrooms. It is very exciting to see how the school staff has worked together and grown as a team of leaders in the area of education, and technology-combined.

John E. Davies


John E. Davies is vice president of the Sales and Marketing Group and general manager of the Intel World Ahead Program. The program enables access to modern technology, connecting millions of people to improve education and healthcare, stimulate economies, and enrich lives. During his 34 years with Intel, Davies has worked in senior engineering, marketing, sales, and has held numerous management positions.
He was director of Marketing for the Mobile Computing Group and Consumer Desktop Products Group. He was also general manager of Intel Asia Pacific Region, based in Hong Kong. Intel has awarded Davies two prestigious Individual Achievement Awards: for establishing Intel in the European automotive market in 1986, and for driving Intel's mobile computing architecture into the Japanese market in 1992. More recently, he won Latin Trade's Bravo Award for 2010 Technology Leader of the Year.


Włodzisław Duch


Lecture: Education and the Human Brain.
Learning requires physical changes in the brain. A brief review of factors that influence brain development and facilitate building perceptual and cognitive skills needed for education will be presented. Neural representation of concepts and ideas, putative brain processes responsible for problem solving, skill learning and automatization of consciously learned behaviors will be described and illustrated using recent results in brain research. The role of non-dominant brain hemisphere in solving problems requiring insight and creativity will be sketched.
Factors that influence learning include working memory, coding and retrieving information, volitional control of attention, strength of will, regulation of the interplay of emotion and cognition. The role of computer technologies that may support development of full human potential for learning will be discussed through the talk.

Wykład: Edukacja i ludzki mózg. Uczenie się wymaga fizycznych zmian w mózgu. Przedstawię krótki przegląd czynników, które mają wpływ na rozwój mózgu i pomagają w budowaniu zdolności percepcyjnych i poznawczych umożliwiających kształcenie. Omówiona zostanie neuronalna reprezentacja pojęć i idei. Procesy, które prawdopodobnie są odpowiedzialne za rozwiązywanie problemów, naukę umiejętności, automatyzację świadomie wyuczonych zachowań, zostaną zilustrowane wynikami ostatnich badań nad mózgiem. Naszkicowana zostanie rola niedominującej (zwykle prawej) półkuli mózgu w rozwiązywaniu problemów wymagających wglądu i kreatywności. Czynniki, które wpływają na uczenie się obejmują pamięć roboczą, zapamiętywania i przypominanie sobie informacji, wolicjonalną kontrolę uwagi, siłę woli, regulację oddziaływania emocji i procesów poznawczych. Podkreślana będzie rola technologii komputerowych wspierających rozwój pełnego potencjału człowieka umożliwiającego uczenie.

Bio: Włodzisław (Wlodek) Duch is well known for development of computational intelligence (CI) methods that facilitate understanding of data, general CI theory based on similarity evaluation and composition of transformations, meta-learning schemes that automatically discover the best model for a given data. He is working on development of neurocognitive informatics, focusing on algorithms inspired by cognitive functions, information flow in the brain, learning and neuroplasticity, understanding of attention, integrating genetic, molecular, neural and behavioral levels to understand attention deficit disorders in autism and other diseases, infant learning and toys that facilitate mental development, creativity, intuition, insight and mental imagery, geometrical theories that allow for visualization of mental events in relation to the underlying neurodynamics. He has also written several papers in the philosophy of mind, and was one of the founders of cognitive sciences in Poland. With a wide background in many branches of science and understanding of different cultures he bridges many scientific communities. To find a lot of information about his activity including his full CV just type "W. Duch" in Google. Currently he serves as the Vice-Rector for Research and ICT Infrastructure, Nicolaus Copernicus University in Toruń.


Mitchel Resnick


Statement: Around the world, young people are spending more and more time interacting with digital media. They grow up surrounded by computers, electronic toys, game machines, and mobile phones, and they use these devices to engage in a diverse range of activities: playing games, chatting with friends, exploring virtual worlds, searching for information online. They are often described as "digital natives."
But most young people learn only to USE digital media, not to CREATE with digital media. It is as if they can "read" but not "write." They are not truly fluent with digital media. They browse websites but can't create their own.
They play games, but can't create their own. They interact with simulations, but can't create their own. Our research group at the MIT Media Lab developed the Scratch programming language and online community (http://scratch.mit.edu) to help everyone -- from all backgrounds, all interests, all walks of life -- become truly fluent with digital media. With Scratch, young people (ages 8 and up) can program their own interactive stories, games, animations, and simulations, and then share their creations with one another online. In the process, they learn mathematical and computer science concepts. But even more important, they learn to think creatively, reason systematically, and work collaboratively, essential skills for success and happiness in today's society.
Bio: Mitchel Resnick, Professor of Learning Research at the MIT Media Lab, develops new technologies and activities to engage people (especially children) in creative learning experiences. His Lifelong Kindergarten research group developed ideas and technologies underlying the LEGO Mindstorms and LEGO WeDo robotics kits, and the Scratch programming language and online community, used by millions of young people around the world. He also co-founded the Computer Clubhouse project, an international network of 100 after-school learning centers where youth from low-income communities learn to express themselves creatively with new technologies. Resnick earned a BS in physics from Princeton, and an MS and PhD in computer science from MIT.
He worked for five years as a science-technology journalist, and he has lectured and consulted around the world on innovative uses of new technologies in education. He is author of Turtles, Termites, and Traffic Jams: Explorations in Massively Parallel Microworlds (1994), co-editor of Constructionism in Practice: Designing, Thinking, and Learning in a Digital World (1996), and co-author of Adventures in Modeling: Exploring Complex, Dynamic Systems with StarLogo (2001). He has been awarded the Eliot Pearson Award for Excellence in Children's Media (2008), the Kids@Play prize as the top "Digital Pioneer for Kids" (2010), World Technology Award in Education (2011), and the McGraw Prize in Education (2011). For more information, see http://www.media.mit.edu/~mres

George Siemens


Statement about connectivism: The ongoing complexification of knowledge raises the need for new ways of thinking about teaching and learning. The challenges that society faces today - financial crisis, global warming, over population - are too big to be solved by individual minds. Complex challenges requires individuals and organizations to be connected, to leverage new knowledge and rapidly iterate and improve on promising findings.
Connectivism asserts that knowledge is distributed across many minds, artifacts, and information sources and that the process of learning is one of generating and pruning conceptual and social networks. When learning is viewed as distributed and networked, significant implications exist for the educational system. What is the role of the educator? How is expertise recognized? What types of skills do learners and educators need? How should learning spaces be formulated to optimize opportunities for knowledge growth and innovative thought? This presentation will introduce social networked learning and detail the challenges it addresses in today's schools as well as the concerns it generates.
Bio: George Siemens is an educator and researcher on learning, technology, networks, analytics, and openness in education. He is the author of Knowing Knowledge, an exploration of how the context and characteristics of knowledge have changed and what it means to organizations today, and the Handbook of Emerging Technologies for Learning. Knowing Knowledge has been translated into Mandarin, Spanish, Italian, Persian, and Hungarian. Dr. Siemens is the Associate Director of the Technology Enhanced Knowledge Research Institute at Athabasca University, and a faculty member in the School of Computing and Information Services and the Centre for Distance Education.
He has delivered keynote addresses in more than 30 countries on the influence of technology and media on education, organizations, and society. His work has been profiled in provincial, national, and international newspapers (including NY Times), radio, and television. His research has received numerous national and international awards, including an honorary doctorate from Universidad de San Martín de Porres for his pioneering work in learning, technology, and networks. Dr. Siemens is a founding member of the Society for Learning Analytics Research (http://www.solaresearch.org/). In 2008, he pioneered massive open online courses (sometimes referred to as MOOCs) that have included almost 20,000 participants.

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