Tak-Wai Chan, Graduate Institute of Network Learning Technology, National Central University of Taiwan, chan@cl.ncu.edu.tw, http://chan.lst.ncu.edu.tw

Chan is currently the Chair and the Professor of the Graduate Institute of Network Learning Technology at the National Central University of Taiwan. He started his research on simulated learning companion in his PhD work, a concept he proposed in 1988. This concept has subsequently become an active sub-area of artificial intelligence in education. In 1992, Chan and his colleagues expanded learning companion systems to a networked social learning system in classroom settings. This was the first dedicated networked system to support collaborative learning synchronously. This thread of research, either learning with multiple virtual characters with different roles or persona simulated in a standalone computer or distributed networked system, extended the horizon of intelligent tutoring research to computer supported collaborative learning. In 2000, he led a 4-year research project with a budget of USD 14 millions. One of the outcomes of that project was EduCities (www.educities.edu.tw), which is possibly one of the largest networked learning communities in the world with 1.5 million students registered. Another outcome was a series of studies on mobile and ubiquitous learning inside and outside classrooms, pioneered by Chan and his colleagues. Chan is currently interested in 'humanity-based classroom learning.' His group is now investigating a series of social learning games such as reciprocal peer tutoring, learning by asking a good question, peer quest, and team competitive learning games in one-to-one classroom, a classroom where every student equipped with at least one wireless enabled computing device for mediating face-to-face interactions. Also, furthering his work on learning companion, Chan is now trying to develop a conceptual framework of animal companion and utilize it in one-to-one technology enhanced classroom. In sum, over the years, Chan has expanded his research from artificial intelligence in education, to computer supported collaborative learning, online learning communities, mobile and ubiquitous learning environments and digital game based learning.

Chan has co-founded conference series ICCEs and GCCCEs, international academic societies AACE-APC, GCSCE (www.gcsce.org), and APSCE (www.apsce.net). In 2003, Chan co-initiated a global network of researchers, G1:1 (www.G1to1.org), for promoting international collaboration in one-to-one technology enhanced learning. Chan considers himself to be a truly global Chinese. He was born and brought up in Hong Kong, did his first degree in the UK, got his master and PhD degrees from the US, and has been working in Taiwan since 1989. He said he might retire in Africa someday.

Talk Title:
Humanity-Based Classroom - teaching is caring and learning is joyful

Abstract:
This talk is twofold. The first part is an attempt to synthesize conceptually four seemingly diverging subfields of technology enhanced learning (TEL), including Artificial Intelligence in Education or Intelligent Tutoring Systems (AIED/ITS) and Computer Supported Collaborative Learning (CSCL) as well as two emerging subfields, namely, Mobile and Ubiquitous Learning Environments (MULE) and DIgital Game and Intelligent Toy Enhanced Learning (DIGITEL). The synthesis requires two constructs. For analyzing the trends of current TEL research and anticipating where they are leading to, we need the notion of is the first construct, namely, the three strands of TEL research: dream-based research, adoption-based research and humanity-based research. Dream-based research is to explore the potential implication of emerging technologies to learning, adoption-based research intends to prove the feasibility of spreading TEL in the real world practice; and humanity-based research tries to develop an individual's capacity both from the individual's and the social perspectives. Despite the blurring boundaries, these strands can help identify objectives and assumptions of researchers in the repertoire of TEL research. The second construct is an extension of Self's architecture of ITS proposed in 1974. Apart from being a framework for understanding the different strengths, emphases and contributions of these subfields' in TEL as a whole, the architecture provides a structure for the conceptual synthesis. This synthesis indicates a possibility for realizing the humanity-based classroom (HBC) built on one-to-one K12 classroom in which every learner in the classroom learns with at least one wireless enabled computing device. And this is the second part of this talk. In HBC, the teacher's teaching is caring and the learners' learning is joyful. Individually, HBC aims at optimizing individual capacity development while socially, it targets at fostering a caring and humane classroom. The former stresses on development of an individual's capacity to the extent as if every learning resource in the classroom, including the fellow classmates and the teacher, is for the sake of the benefit of that individual whereas the later treats the classroom as a platform for nurturing every learner to be a good members in the class and hence, hopefully, to be able to extend this quality to the every learner's family, society, and the globe. These two objectives, the individual capacity and the common good of communities, seem to be conflicting. Yet, they are complementary, dependent on how we define individual capacity. Only by synthesizing these four subfields both in the design and implementation in the settings of the real world practice, shall we successfully build HBC, leading to the ultimate transformation of classroom learning and hence changes of education. Although it may take many years to fulfill this goal, it is achievable by the global collective endeavor of researchers.

Acknowledgements: This talk is dedicated to John Self. The content of this talk is a product of a collective effort of a number of researchers who have been discussing with me on the topic.