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Activity 1: (Morning) The goal is to present a lecture showing the Bologna process (also known as Bologna accords) and its application to Computer Science Programs. The purpose of the lecture is to introduce the concepts to the participants allowing a productive panel during the afternoon.
Activity 2: (Afternoon) A Panel involving the Government and the Academic Community aiming to allow student mobility and accreditation of Computer Science curriculums inside Latin America. The participants will present the advantages of student mobility from a scientific, technological and economical viewpoint to the countries of Latin America, on short and long term. (Governmental and Non-Governmental Organizations)
Activity 3: The participants will be divided into work-groups and each group will elaborate suggestions to make viable student mobility and the accreditation of Computer Science inside the context of the courses available on the MERCOSUL. Each work-group will present its suggestions in a written document.
Activity 4: A plenary meeting where groups will present their results followed by a discussion with all the participants. An editing committee will be chosen to produce a single document that will be sent to the Governments of the MERCOSUL.
- Draft Version
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- Draft Version
Similar to previous versions of the Conference, important researchers will be delivering a keynote speech. In this opportunity, they will be:
ICT in a world of complexity and collective intelligence: Breaking the walls for a better world
Prof. Bernard Cornu, France
IFIP TC3 Chairman
The world is more and more complex. Knowledge is more and more central, as an economic good, as a social stake, as an individual and collective factor for a better understanding of this complex world. But traditional disciplines are no longer the main route to understand the world, to answer the core questions of one's life: What is a human being? What are societies? What is the nature? What are certainties and uncertainties?... In a knowledge society, such questions lead to new challenges. Knowledge is not only an individual matter; society needs collective knowledge and collective intelligence. Information and Communication Technologies (ICT) are changing our lives. ICT change profoundly what knowledge is and transform learning. ICT provide new ways for accessing, storing, and acquiring knowledge. ICT enable us to address complexity, to develop collective knowledge and our collective intelligence. ICT may enable us to break the walls between compartments of knowledge, and give an opportunity to break the walls between human beings. IFIP is aiming at contributing to these challenges.
Action Centers for Engaged Learning
Goddard Space Flight Center - NASA, USA.
In this keynote, I would stress the importance of
seeking-out and integrating current educational technology practices
and resources that effectively enhance the abilities of students
around the globe to live, learn and work successfully in an
increasingly complex and information-rich society.
Threaded throughout the presentation will be a focus on the development of educational technology programs that are based on 'adaptable' architectural design principles while paying heed to the importance of historical, contextual and cultural understandings.
I will show how basic problem solving and data-driven decision making can have a significant impact on how students collect, analyze and communicate today's science. A wide range of suggested educational technology applications and successful classroom approaches will be shared including the Space Weather Action Center, the Sun-Earth Media Viewer, and NASA's International Sun-Earth Day program.
The Space Weather Action Center is a cutting-edge program that teaches children and parents how to observe, collect, and analyze data on solar activity and its impact on Earth. With inexpensive and easily maintained equipment, they can communicate their ongoing results via written, audio and/or video reports and/or presentations. These reports and presentations can be shared locally, regionally and/or nationally as audio/video podcasts and distance learning broadcasts.
Teaching AI courses with Learning in Mind
Dr. Helder Coelho
IFIP TC12 and WG12.3 Chair
Universidade de Lisboa, Portugal
Scientists often teach their research, but few research
We are used, at the portuguese universities, to do both directions for a host of good reasons: the habit of learning is gained by exploring knowledge in all sorts of dimensions, and by doing it we discover new educational requirements and targets.
Approaches to teaching are obtained by feeling insights into effective pedagogy. Teaching Artificial Intelligence in Computer Science graduation (3rd year, 1st semester) is an opportunity to present innovation, creativity and smart design, the three pieces of good informatics and world wide. But, also a nice alley for the training of critic thought.
Therefore, it is possible to have smart interactions among AI, teaching, learning and computing sciences, and the role of a teacher is to trigger those intelligent processes in the heads of the students.
Intelligence is no longer viewed as static or isolated, and it is now better seen as a living thing.
When Computer Undrestands Learning and Instructional Theories
Dr. Richiiro Mizoguchi
Osaka University, Japan
One might have once dreamed if computer could understand
Recent advancement of ontological
engineering has enabled the dream to come true. Since late 90's, we have
tackled this problem and have come up with a theory-aware authoring
system for each of individual learning and collaborative learning.
The former is called SMARTIES and latter CHOCOLATO. While SMARTIES is based on a comprehensive ontology of learning and instructional theories, CHOCOLATO on ontology of collaborative learning.
This talk discusses background philosophy behind the research as well as its technological details and usefullness of the systems.
Some Academic 'Crimes' Committed in the Name of Distance Learning
Dr. Fredric Litto
Brazilian Association of Distance Education, Brazil
Most accusations of "lack of quality" in cases of specific
institutions practicing distance education never specify the "crimes"
Were the offenses academic, pedagogic, technologic or related to consumer issues?
After collecting data of "complaints received" from spokespersons of the Brazilian Association of Distance Education-ABED, the Brazilian Association of Students of Distance Education-ABEED, and the Secretariat of Distance Education of Brazil's Ministry of Education-SEED-MEC, it was possible to organize a typology of "crimes" perpetrated by a minority of institutions, and which denegrate the reputation for quality achieved by the significant majority of institutions practicing distance learning.
As the WCCE 2009 expects to receive people from many countries, it will be available the staff with language support in english, portuguese, spanish, french, italian, and chinese.