时间：2017-04-25 08:00:00 至 2017-04-26 18:00:00
|C票（团体购票6张及以上） 参会+会议资料+礼品+旅游||￥900||2017-04-05 17:00|
|C票 参会+会议资料+礼品+旅游||￥1000||2017-04-05 17:00|
|C票（团体购票6张及以上） 参会+会议资料+礼品+旅游||￥1080||2017-04-05 17:00|
|D票（团体购票6张及以上） 参会+会议资料+礼品+旅游 +午餐+欢迎晚宴||￥1260||2017-04-05 17:00|
|D票 参会+会议资料+礼品+旅游 +午餐+欢迎晚宴||￥1400||2017-04-05 17:00|
|D票（团体购票6张及以上） 参会+会议资料+礼品+旅游 +午餐+欢迎晚宴||￥1440||2017-04-05 17:00|
会议通知 大会内容 主办方介绍
Dr. Warren A. Ramos, Professor
Planning and Research Division, National Capital Region, Philippines
Biography: Dr. Warren A. Ramos is a Regional Education Supervisor in the Policy, Planning and Research Division in the Department of Education-National Capital Region. He is currently connected at American Educational Research Association, International Association of Multidisciplinary Research and ASEAN Graduate School Research Association as Journal Reviewer. Dr. Ramos has presented and published Researches in Local and International Conferences on Pedagogy, Assessment, Research, Monitoring and Evaluation in Education. He is also teaching Research, Program Monitoring and Evaluation, Educational Legislation and Statistics in Our Lady of Fatima University Graduate School. Dr. Ramos is providing technical assistance as lecturer, discussant, panelists, coach, adviser, assessor, consultant of RESEARCHES in the Department of Education and external partners. He was awarded as Outstanding Researcher at World Research Festival in 2014 and Best Research Presenter at ASEAN Graduate School Conference in Thailand and International Teacher Education Conference at United Arab Emirates and International Conference on Teacher Education by Australian Government. Recently, one of his researches was presented as awarded as exemplary action research project at International Conference for Teacher Education by the Australian Government and University of the Philippines. He is currently working on strengthening the research culture in basic education in partnership with other research institutions and multi-stakeholders.
Topic: The Power of Monitoring, Evaluation and Plan Adjustment Technology in Policy, Planning and Research in Education
Abstract: MEPA stands for Monitoring, Evaluation and Plan Adjustment (MEPA). It is a funded project of Australian Aid via Basic Education Sector Transformation which aims to systematically determine barriers, bottlenecks and opportunities to access, efficiency and quality of education that contributed to high and low key performance indicators (KPIs). In this study, the utilization of MEPA tools such as dashboards, segmentation, Pareto analysis and forecasting enable the Department of Education-National Capital Region-MEPA team to realize its importance and implications, particularly in the changing landscape of educational policy. The dashboards revealed findings that there were alarming trends in the key performance indicators (KPIs) primarily on School Leavers and Achievement rate from 2010-2014. From the Pareto analysis, the three big Divisions of City Schools in the Region were identified to be part of the “vital few” and should be prioritized in terms of Regional and Division Initiatives. Moreover, the use of forecasting tools has helped the NCR to determine the regional, division and school targets for future KPI’s. In the Division –MEPA, the schools to be prioritized were identified using segmentation techniques. Furthermore, the results of the study would be used as inputs towards plan adjustment and continuous improvement of PPAs in the implementation of K-12, consequently institutionalizing MEPA in all levels of governance of the Department of Education- National Capital Region.
Dr. Betsy Bannier, Associate Professor
Center for Distance Education, Lake Region State College, USA
Biography: Dr. Betsy Bannier is a tenured Associate Professor of Chemistry and Mathematics Online at Lake Region State College in North Dakota, USA. She holds a PhD in Adult & Continuing Education with an emphasis in online science education from the University of Wisconsin-Milwaukee, as well as an MS in analytical chemistry from the University of North Dakota. She has 18 years of experience teaching in higher education, and is widely published in the fields of distance education and student motivation. Her international speaking engagements and research interests currently include global trends in higher education and the motivation of online learners.
Topic: Globalization of Higher Education
Abstract: The globalization of higher education, including international student exchange, faculty exchange, and transnational distance education, is advancing at an astonishing pace. These programs help emerging professionals construct new knowledge while bridging cultural divides, and as such are valuable for increasingly globalized societies. However, concerns regarding cultural compromise and quality assurance remain. Current trends in globalization of higher education will be shared. Implications for students, educators, and administrators will be discussed.
Dr. Marykutty Mammen, Professor
Faculty of Health Sciences, University of Fort Hare, South Africa
Biography: Professor M. Mammen’s qualifications are B.Sc, Higher Diploma in Education (Postgraduate), B.Ed, M.Sc and PhD. She has over 40 years of experience in education and research and has taught in India, Kenya, Zambia and South Africa. She is affiliated to the University of Fort Hare (South Africa). She has presented several papers in national and international conferences and also has several publications in conference proceedings and international journals. She is a FAIMER Fellow.
Topic: Scholarship of Teaching and Learning (SoTL) for the 21st Century
Abstract: Scholarship of Teaching and learning (SoTL) is a topic of contemporary relevance. Most definitions of SoTL regard it as an ongoing cycle of systematic inquiry using discovery, observation, reflection, and evidence-based methods to research not only effective teaching but also student learning. Boyer’s Paradigm explains SoTL as a critical reflection on teaching in order to improve the process and product of teaching. SoTL regards peer-review of ‘teaching’ (the process) and ‘student learning’ (the product) and sharing the results with peers as pertinent. The shared knowledge then becomes part of the knowledge base of teaching and learning in higher education. The essence of SoTL lies at escalating ‘teaching’ to ‘scholarly teaching’ and then to ‘SoTL’. All teachers have a professional obligation to practise SoTL. The reflections on teaching and related research findings contribute both locally and globally to understand and improve teaching and learning. The significances of SoTL are mainly five-fold: (a) breaks down barriers between research and teaching; (b) yields an opportunity for teachers to frame their existing responsibilities as an investigation; (c) allows teachers to present positive educational innovations to peers to stimulate critical reforms; (d) helps to raise the status of teaching and enables teachers to teach more knowledgeably besides providing a framework through which teaching quality can be improved; and (e) provides the potential to bring about significant changes on how the sector sees the goals and purposes of HE. SoTL has four ascending levels in the area of academic development: micro- (professional teacher growth), meso- (faculty growth as a collective), meta- (institutional) and mega-levels (collaborative research outputs and national and international publications). The first two levels ‘micro’ and ‘meso’ are judged as of low-tier value, the third is of mid-tier value and the fourth ‘mega’ is of high value. Since students come from the communities around, SoTL encourages the inclusion of community-engaged teaching and learning. Furthermore, amongst others, a project design that reflects the interests and appropriate methods within one’s discipline, ways to share and expand the relevant outcomes and escalating them to global knowledge are essential ingredients of SoTL.