Keynote Speakers

Prof. Marlene Scardamalia
University of Toronto, Canada

Professor Marlene Scardamalia was awarded the inaugural Presidents' Chair in Education and Knowledge Technologies at OISE/University of Toronto and is cofounder and director of the Institute for Knowledge Innovation and Technology—a worldwide network of innovators working to advance the frontiers of knowledge building in various sectors. Marlene’s work has led to numerous honours and awards, for example, the World Award of Education from the World Cultural Council; the institute she founded with Carl Bereiter received the ORION Learning Award for the development of the world's first collaborative learning environment and for leadership in research-based innovations in theory, pedagogy, and technology, all aimed at making citizens part of a 21st-century knowledge-creating culture. Her extensive research into how knowledge can be built within a community through interconnected, intentional, and collective efforts of participants invites us to imagine a future of learning that is as powerful as it is optimistic.

Speech Title: Knowledge for Public Good

Abstract: Ideas are a plentiful natural resource with potential to improve the health and wealth of nations. But unlike other natural resources they do not get used up but can be increased and endlessly improved. Knowledge Building is a research-based educational approach that gives students a role in this creative process.

Knowledge Building engages students directly in the means by which knowledge in the world is advanced. It is akin to knowledge creation as practiced in research laboratories and frontier-advancing organizations, amplified by a concern with well being. Evidence shows creative collaborative work with ideas previously reserved for a few can be a normal and central part of education at all levels and for all students. In addition to students as idea creators, not just acquirers or users of others' ideas
• students' ideas need to be on trajectories that intersect with ideas of communities working at the cutting edge of their field
• schools need to join other organizations devoted to making progress on major world issues
• education needs new means to help students see the "big picture" of worldwide knowledge advancement and how their work fits into it.

Challenges and possibilities are explored in this presentation, along with a new global "Saving the Planet, Saving Lives" design experiment involving students, teacher, researchers, scientists, engineers, policy makers, and cutting edge partners co-designing a realistic model of students advancing knowledge for public good.


Prof. Mario Barajas Frutos
University of Barcelona, Spain

Mario Barajas Frutos is a Doctor in Education from the University of Barcelona and Master’s Degree in Educational Technology from San Francisco State University in the USA. He holds degrees in Engineering and in Philosophy and previously taught Mathematics in secondary education. He teaches about Digital Learning Environments, and in the doctoral program ‘Education and Society’ at the Faculty of Education of the University of Barcelona. He is a founder of the new Institute of Educational Research of the same University. He is a member of different Research Committees, Journals and Conferences at an international level. During the last two decades, Dr. Barajas has coordinated and participated in a large number of the European Union funded projects and leads the research group Future Learning (

Speech Title: What University Students Think about Education in the Cloud? A Bottom-up Approach for the Day after COVID-19

Abstract: The initial shock that the educational community suffered months ago, remains. Many countries around the world, still are fighting for the face-to-face education to survive online, maybe considering the precious experience gathered from the previous months. Now that we see close the end the pandemic and this cycle of education, the discussion about what will remain and what will change, brings a great attention to the institutions, experts and futurists, making prognosis about possible scenarios for the educational system. Apparently, nothing will be the same on the way back to the past, however managers, teachers, and students already had, and still have, different opinions about this moment, and what we learnt from this bitter experience. In any case, it is also necessary to look at the problem from a users’ bottom-up approach, in order to understand what is the reality of practitioners, either teachers or students, who were, and still are, behind the webcams, if we want to make proposals for the future.

In this talk, I first analyse the perceptions of students and teachers that occurred as a first reaction when it was necessary for the universities to fully change their operations, gathering data from a traditional old higher education institution, as the one I am professor. In the second part, I present and analysed initial results of a forum with Pedagogy students (potentially future educational leaders), discussing the non-rhetoric question “The pandemic is over, what will remain of online education in the future”. The talk highlights dilemmatic positions about the issue and presents the elements of, and conditions for, the use of online learning, mainly in the higher education arena.


Prof. Salah Al-Majeed
University of Lincoln, UK

Salah Al-Majeed is an experienced academic with an extensive international profile and high quality of delivering academic teaching and research. He is the IEEE UK and Ireland STEM & Education Activity Officer and Acting Head of School of Computer Science at University of Lincoln, UK. Recently, Salah was holding the position of Founding Head of Engineering and Technology at the University of Gloucestershire. Before that, Dr Al-Majeed was Head of Systems Engineering School at the Military Technological College -MTC Oman (partner with University of Portsmouth, UK). In addition to his role as academic and manager, Salah has an extensive portfolio of Industrial, Academia, and R&D works, leading the innovation of implementing technologies. Conduct research into issues and challenges in data exploration through the Internet of Things (IoT) and Smart Environment (including Smart City and Biomedical and Health informatics), which is driving breakthroughs and innovation in a range of areas, such as Sensor, E-Health, Telemedicine and Mobile Telemedicine, Wireless Networks (4G and 5G). Besides, his research projects were supported and funded by the UK, EU, and International organizations and companies. In addition to his recognition as a Senior Member of IEEE, he is a reviewer for many well-known journals, including IEEE transactions and an invited keynote speaker for many international conferences and events.

Speech Title: Post COVID 19: Systems Approach for High Education Pedagogy Life Cycle

Abstract: Billions of students and youth across the globe have been affected by school and university closures and the fragile re-opening due to the COVID-19 outbreak. Face to face, online, and blended education have become part of educational institutions' daily innovative activities all over the world. Higher Education institutions are trying to cope with new challenges of the pandemic situation. E-Learning has moved from a desirable supportive tool toward the foremost element in delivering academic programmes.

The talk will highlight the immediate impacts of the pandemic on the universities in the higher education sector, for both the different actors and the system as a whole, where some of these impacts, not immediately visible, are unfortunately very significant and will surface in the medium and long term. Systems Approach pedagogy, and its life cycle can be one of the optimised solutions to utilise/ minimise the future impact of COVID 19.


Prof. Terry Anderson
Athabasca University, Canada

Terry Anderson PhD is a Professor Emeritus and former Canada Research Chair in the Centre for Distance Education at Athabasca University. Terry has published widely in the area of distance education and educational technology and has co-authored or edited 10 books and numerous papers. Much of Terry’s research work revolves around studying interaction amongst and between students, teachers and content. With Randy Garrison Terry developed and first tested the popular Community of Inquiry Model for online learning. Terry’s books and research articles have, since 2004, been published under open access licenses so as to maximize their availability to all distance education practitioners, students and researchers.
Terry was active in provincial, national, and international distance education associations and is a regular keynote presenter at professional and academic conferences. Terry's homepage is at

Speech Title: Future of Learning during and after Covid-19: Online Education Through Three Generations of Online Learning Pedagogy

Abstract: Covid-19 has forced many of us into a very rapid shift to online learning. Yet the number of students, teachers and institutions using online teaching and learning has been increasing over the last two decades. In this talk, I overview the pedagogies that drive three types of online education. Participants will be able to compare and contrast the philosophy and learning activities that define the way they currently teach and learn. The talks also highlights emerging technologies built to enhance each pedagogical approach to online teaching.