10 - 12 July 2018
Bayview Hotel Penang Malaysia
International Conference on the Future of Education (IConFEd) 2018.
It is jointly organized by IPGKTB and MSEAM. More than 400 participants and presenters from 26 countries attended this conference.
Opening Ceremony
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| Delivering a Welcoming Speech |
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| Opening Speech by Dr. Mehander Singh, Director of Sport Division, MOE, representing Director-General of Education |
Book Launch
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| Book Launch : Launched by Dr. Mehander Singh, Director of Sport Division, Ministry of Education |
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| Brief meeting with President MSEAM cum 1st IConFEd Keynote Speaker |
Keynote Speech 1 : Prof. Emeritus Dato' Dr. Ibrahim Bajunid
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| Keynote Speaker : Prof. Emeritus Dato' Dr. Ibrahim Bajunid |
The Future of Education: Of Human Consciousness and the History of Tomorrow (Homo Deus)
The paper provides a critical overview of the ideals, myths and realities of future societies and education. The futures of education are intricately connected to the future of societies. Societies and education and leaders at all levels are involved “future focussed role imagery,” visioning, change and imagination. While elites in societies are involved in driving and sustaining scientific and technological changes in their societies, the majority of the 7 billion and more of people still exist below 40 or 60 levels of relative and real/absolute poverty. There are nations at risk and failed states and the planet in peril because of climate change, environmental degradation, the threat of nuclear and natural annihilation. Education has the enormous and critical responsibility to develop the human person to acquire and master relevant knowledge, skills and attitudes to function meaningfully and contribute to the development of selves, families, communities, societies. Planned change with National Plans
The paper provides a critical overview of the ideals, myths and realities of future societies and education. The futures of education are intricately connected to the future of societies. Societies and education and leaders at all levels are involved “future focussed role imagery,” visioning, change and imagination. While elites in societies are involved in driving and sustaining scientific and technological changes in their societies, the majority of the 7 billion and more of people still exist below 40 or 60 levels of relative and real/absolute poverty. There are nations at risk and failed states and the planet in peril because of climate change, environmental degradation, the threat of nuclear and natural annihilation. Education has the enormous and critical responsibility to develop the human person to acquire and master relevant knowledge, skills and attitudes to function meaningfully and contribute to the development of selves, families, communities, societies. Planned change with National Plans
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| Q&A: Prof. Ashok from Australia |
Keynote Speech 2 : Prof. Pradeep Khana
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| Kenynote Speaker : Prof. Dr. Pradeep Khana from Australia |
Virtual, Augmented and Mixed Reality in Education
This presentation will give an overview of Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (XR) concepts and the related ecosystem. It will explain the various options for Head Mounted Devices (HMD) as well as the difference between Mobile VR and Desktop VR. The session will then look at the current state of VR AR XR in education/training. It will take a deeper dive into
This presentation will give an overview of Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (XR) concepts and the related ecosystem. It will explain the various options for Head Mounted Devices (HMD) as well as the difference between Mobile VR and Desktop VR. The session will then look at the current state of VR AR XR in education/training. It will take a deeper dive into
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VR AR XR in Schools
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VR AR XR in Higher Education
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VR AR XR in Skills Training
It will give examples of some best practices as well challenges in incorporating VR AR XR in the learning environment. The session will end by highlighting Global and Asia Pacific trends in this ‘emerging’ technology.
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| Dr. Salwa, Presenter from UAE |
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| Presenters from Iraq, Iran and Saudi Arabia |
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| Presenter from India, Prof. Dr. Chindai |
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| Presenters from India and Maldives |
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| Presenter from Charles Darwin University, Australia - Lorraines |
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| Presenter from China - Reis |
Gala Night and Dinner
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| Presenters from Indonesia, Thailand, Myanmar and Australia |
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| Explaining about 'Bunga Telur' to presenters from Pakistan |
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| Main table : Keynote Speakers, IPGKBA Director (Dr. Nagalingam), Dr. Masitah - Division Director at IPGM |
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| Ushering guests for Gala Night and Dinner |
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| Presenters from Singapore |
11 July 2018
Kenynote Speech 3 : Prof. Dr. Glenda Grosling
Enhancing Teaching and Learning in Higher Education:
Preparing students for the Future
An essential aspect of best practices in teaching and learning in higher education is that the educational programmes offered to students must be relevant to not only the needs of the students, but also to the needs of the world of the future, so that students are prepared for their lives on graduation. Placing emphasis on ensuring that students’ have mastered the key concepts and understandings that are foundational to study in their disciplines is important and prepares students technically for their professional lives on graduation. But this emphasis on its own is limited in effectiveness. The current world of the rapid expansion of knowledge and the increasing automation of many of the tasks and processes that were previously done manually impacts heavily on not only the nature of the world, but in terms of graduates, the world of work. It means that graduates need to be equipped with skills and understandings that will position them to face and work successfully in the context of the yet unknown challenges as they arise.
An essential aspect of best practices in teaching and learning in higher education is that the educational programmes offered to students must be relevant to not only the needs of the students, but also to the needs of the world of the future, so that students are prepared for their lives on graduation. Placing emphasis on ensuring that students’ have mastered the key concepts and understandings that are foundational to study in their disciplines is important and prepares students technically for their professional lives on graduation. But this emphasis on its own is limited in effectiveness. The current world of the rapid expansion of knowledge and the increasing automation of many of the tasks and processes that were previously done manually impacts heavily on not only the nature of the world, but in terms of graduates, the world of work. It means that graduates need to be equipped with skills and understandings that will position them to face and work successfully in the context of the yet unknown challenges as they arise.
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| Keynote Speaker : Prof. Dr. Glenda Grosling, Monash University, Australia |
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| Rector & Deputy Rector of Bekasi University, Jakarta, Indonesia |
Keynote Speech 4 : Assoc. Prof. Dr. Jonathan Newton
Where is the teacher in learner-centered education?: Raising the bar and rethinking roles
Traditional conceptions of teachers and teaching need to be continually rethought if education is to maximize its transformative potential in the 21st century. While forms of learner-centered education have been with us since at least the formative work of John Dewey (1859-1952), the implications of such ways of viewing learning for teaching and teacher roles have often been misunderstood. Not least among these misunderstandings is that the role of the teacher is diminished when the role of the learner is foregrounded. But nothing could be further from the truth. More than ever, learner-centered education for the 21st Century relies on teachers who are highly skilled in the art of structuring effective learning experiences, motivating learners, and shaping learning. In this talk I present three case studies of EFL teachers in action in Malaysia, China and Vietnam, and for each, I explore the lessons we can learn from these teachers about (1) effective teaching for learning and (2) enhancing the way we educate teachers in the future.
Traditional conceptions of teachers and teaching need to be continually rethought if education is to maximize its transformative potential in the 21st century. While forms of learner-centered education have been with us since at least the formative work of John Dewey (1859-1952), the implications of such ways of viewing learning for teaching and teacher roles have often been misunderstood. Not least among these misunderstandings is that the role of the teacher is diminished when the role of the learner is foregrounded. But nothing could be further from the truth. More than ever, learner-centered education for the 21st Century relies on teachers who are highly skilled in the art of structuring effective learning experiences, motivating learners, and shaping learning. In this talk I present three case studies of EFL teachers in action in Malaysia, China and Vietnam, and for each, I explore the lessons we can learn from these teachers about (1) effective teaching for learning and (2) enhancing the way we educate teachers in the future.
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| Assoc. Prof. Dr. Jonathan Newton |
Parallel Sessions
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| Presenter from Iraq - Dr. Zhwan Dalshad |
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| Presenter from USA - Brooke Phan |
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| Presenter from Indonesia |
School visit
12 July 2018
Keynote Speech 5 :
Assoc. Professor Dr. Maitree Inprasitha Dean, Faculty of Education
Khon Kaen University, Thailand
A New Model of School Mathematics Curriculum Reform in Thailand
The paper proposes a new model of school mathematics curriculum reform in Thailand. It contrasts the traditional content-based school mathematics curriculum during the last 5 decades of the 20th century with the new 2001 competency-based school mathematics curriculum for the 21st century. The paper also briefly discuss a struggle of school mathematics curriculum reform during the first decade of the century with its failure and addresses three missing elements of curriculum reform in order to propose a new model to curriculum reform both in general and in school mathematics. An adaptation of the well-known intended, implemented, and attained curriculum implementation focusing on the gap between each level complemented with top-down and bottom up approaches is the first element. The emphases on “students’ ideas”, rather than the traditional content through topics, and its awareness as a tool for future problem solving is the second element. The idea of research and development is also a crucial element. These three elements including with two innovations forms a new model of school mathematics curriculum reform which informs both macro and classroom levels of curriculum implementation.
The paper proposes a new model of school mathematics curriculum reform in Thailand. It contrasts the traditional content-based school mathematics curriculum during the last 5 decades of the 20th century with the new 2001 competency-based school mathematics curriculum for the 21st century. The paper also briefly discuss a struggle of school mathematics curriculum reform during the first decade of the century with its failure and addresses three missing elements of curriculum reform in order to propose a new model to curriculum reform both in general and in school mathematics. An adaptation of the well-known intended, implemented, and attained curriculum implementation focusing on the gap between each level complemented with top-down and bottom up approaches is the first element. The emphases on “students’ ideas”, rather than the traditional content through topics, and its awareness as a tool for future problem solving is the second element. The idea of research and development is also a crucial element. These three elements including with two innovations forms a new model of school mathematics curriculum reform which informs both macro and classroom levels of curriculum implementation.
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| With keynote Speaker - Asst. Prof. Dr. Maitree |
Parallel sessions
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| Prof. Reima Al Jarf from Saudi Arabia |
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| Presenter from Morocco - Jamili |
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| Presenters from Thailand |
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| Presenter from Pakistan - Naila Latif |
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| Presenter from Myanmar |
Closing Speech : Prof. Emeritus Dato' Dr. Ibrahim Bajunid
