Your Cart
Community Newsletter February 2008 - Conference News
Posted on 2008/02/15
Conference News
The Fifteenth International Conference on Learning
Venue: University of Illinois, Chicago, USA
Date: 3-6 June 2008
http://www.Learning-Conference.com
Main Speakers Named
http://l08.cgpublisher.com/main_speakers.html
Juana M Sancho Gil is a professor in Educational Technology at the University of Barcelona, she is Co-Director of the Centre for the Study of Change in Culture and Education at the Scientific Park of Barcelona (www.cecace.org) and coordinator of the Quality Research Education, Training, Innovation and New Technologies (www.fint.doe.d5.ub.es/fint). She has participated and coordinated several European, international and local research projects related to educational innovation and change and the impact and use of ITC in education and acted as advisor on various research projects in European, Spanish and Latin American institutions. She has been visiting scholar at the Educational Technology Center of Harvard University and Invited Professor at the UNESCO Chair of "Distance Education" at the Universidade Federal de Minas Gerais (Brazil). She is co-director of the book series Repensar la educación (Rethinking education) published by Octaedro and circulated widely in Spain and Latin America. She has published a number of books and articles both nationally and internationally.
James R. Gavelek is an Associate Professor of Curriculum and Instruction at the University of Illinois at Chicago. Dr. Gavelek received his PhD from Washington State University. His scholarly interests focus on the role of language and other embodied semiotic processes in understanding the development of mind. He is especially interested in the implications of an integrated and embodied semiotics for rethinking teaching, learning and the school curriculum. Dr. Gavelek serves on the editorial boards of Reading Research Quarterly and the Yearbook of the National Reading Conference. He is the coordinator of the Ph.D. program in Literacy, Language, and Culture.
Dr. Susan R. Goldman's current research activities focus on the psychological processes involved in how people understand and learn from text, discourse, multimedia, and conversation (face to face and online). A second important focus of Dr. Goldman's research is on new assessment models that can inform decision-making during learning and instruction processes. The work on assessment is related to Dr. Goldman's interests in collaborating with educational practitioners on school-based educational reform efforts. In her current position at the University of Illinois at Chicago, she is co-directing the Center for the Study of Learning, Instruction, and Teacher Development. The Center provides a context for continuing work on teacher professional development and student learning and initiating work on teacher preparation. A key question in these activities is the role of electronic technologies in supporting teaching, learning, and assessment. She is also affiliated with the Cognitive Division of the Psychology Department and the Educational Psychology program in the College of Education.
Dr. Goldman is the current Chair of the Governing Board of the Society for Text and Discourse, an international, multidisciplinary group of scholars, researchers, and educators. Dr. Goldman is an active member of the American Educational Research Association where she has served as Vice-President for Division C:Learning and Instruction, and as the Program Chair for Division C. She also served as the chair person of the Special Interest Group Text, Technology, and LearningStrategies. Professor Goldman was a member of the AERA Committee on Government and Professional Liaison for a three year term. Dr.Goldman also serves on the editorial boards of a number of journals concerned with education, learning, or discourse.
Fernando Hernández is a professor in the Unit of Art Education at the Fine Arts Faculty of the University of Barcelona and coordinator of an Interuniversities Doctoral program on "Art Education: Teaching and Learning on Visual Arts", where several researcher projects are carried out on how primary and secondary students and teachers understand Art Education issues and notions, particularly those around Visual Culture. In this field he is the director of a post-graduate course on 'Studies on Visual Culture'. He is also a member the Quality Research Group Education, Training, Innovation and New Technologies (FINT-Formación, Innovación y Nuevas Tecnologías) http://fint.doe.d5.ub.es/fint; and codirector of the Centre for the Study of Change in Culture and Education http://www.cecace.org at the Scientific Park of the University of Barcelona. He is codirector of the book series Repensar la educación (Rethinking education) published by Octaedro and has published a good number of books and articles both nationally and internationally.
James W. Pellegrino is currently a Distinguished Professor in Psychology and Education and Co-Director of the Learning Sciences Research Institute at the University of Illinois at Chicago. His research and development interests focus on children's and adult's thinking and learning and the implications of cognitive research and theory for assessment and instructional practice. He has written over 235 books, chapters and journal articles in the areas of cognition, instruction and assessment. Much of his current work is focused on analyses of complex learning and instructional environments, including those incorporating powerful information technology tools, with the goal of better understanding the nature of student learning and the conditions that enhance deep understanding. Increasingly his research and writing has focused on the role of cognitive theory and technology in educational reform and translating research results into implications for practitioners and policy makers. He has served as head of several National Academy of Science/National Research Council study committees, including the Study Committee for the Evaluation of the National and State Assessments of Educational Progress, co-chair of the Study Committee on Learning Research and Educational Practice, and co-chair of the Study Committee on the Foundations of Assessment. He chaired the NRC/NAS Panel on Research on Learning and Instruction for the Strategic Education Research Partnership and served as a member of the Study Committee on Test Design for K-12 Science Achievement. He is a lifetime National Associate of the National Academy of Sciences and a member of the Board on Testing and Assessment of the National Research Council. He was recently elected a member of the National Academy of Education.
Salim Vally is a Senior Researcher/Lecturer at the Education Policy Unit, School of Education, University of Witwatersrand in South Africa. He has studied at the universities of York and the Witwatersrand. He was employed at the Wits Education Policy Unit in 1995. Vally was a founding member of the South African Students Movement until its banning in 1977. In 1979 he left South Africa as a result of fierce repression by the erstwhile apartheid regime. He returned to South Africa to teach in township schools and spent eight years as a trade unionist in the then newly formed independent trade unions being a founding member of the Congress of South African Trade Unions.
He is the spokesperson of the Anti-War Coalition and the Palestine Solidarity Committee He serves on the boards of various non-governmental and professional organisations and is an active member of various social movements. Vally is also the co-ordinator of the Education Rights Project which works with communities in many townships and informal settlements around the country. He has published extensively in journals and books and is a regular commentator in the mass media. His research interests include the impact of globalisation on education, school violence, resistance and reproduction, curriculum developments, social movements and the academy and the nexus between poverty, social justice and education. Salim is also the recipient of the Visiting Scholar Award from the Institute for Social and Economic Research from the School of International and Public Affairs, University of Columbia. He belongs to a number of professional associations and editorial boards including the Editorial Advisory Board, Journal for Critical Education Policy Studies, University College, Northampton, the Centre for Civil Society, School of Development Studies, University of Kwazulu-Natal and the Community Law Centre, University of the Western Cape. He will be taking up a visiting professorship at his alma mater, York University, in September 2007.
Comments
No comments have been made
Add a Comment
This weblog implements rel="nofollow" in comment links, thus links in comments will not be indexed by Google, MSN, Yahoo! etc.