Professor Philipp Gonon

University of Zurich, Switzerland

Philipp Gonon studied Law and Journalism from 1974 until 1976 at the University of Fribourg, Switzerland. Afterwards he continued studying Pedagogy at the University of Zurich, Switzerland, and at the Free University of Berlin, Germany. From 1986 until 1992 he became research assistant and lecturer at the Institute of Pedagogy of the University of Bern, Switzerland where he finished his postdoctoral lecture qualification in 1997. From 1999 until 2004, Gonon was appointed to Full University Professor at the Chair of Vocational and Operational Further Education at the University of Trier in Germany. Since 2004, Gonon has held the Chair of Vocational Education and Training and Vocational Teacher Training at the University of Zurich, Switzerland. Gonon has done research about Georg Kerschensteiner, the relation of schooling and vocation and about the European educational reforms. He specialised in the areas of historical and international comparative educational research. In addition, Gonon does research in quality assurance and evaluation, modularization in Vocational Education and he publishes about Philosophy and Theory of Vocational Education.


Professor Jon-Chao Hong

National Taiwan Normal University, Taipei, Taiwan


Jon-Chao Hong has received his doctoral degree in Education from the University of Illinois, Champaign-Urbana, and is currently working as a Chair professor in the department of industrial education at National Taiwan Normal University (NTNU). As the director of Digital Game-based Learning Laboratory (GBL), he has developed 9 web games, 24 educational Apps and VR for skill training and language learning.
As the secretary general of Taiwan Creativity Development Association, he also organizes several creative contests relevant to STEAM, such as PowerTech Contest to invite elementary, junior and senior high school students to produce robots or miniatures in the morning and using these to compete in the afternoon to ensure students’ hands-on creation without parents or teachers’ assistance. As the executive secretary of International Exhibition for Young Inventors (IEYI), he also promotes the innovative contest to give students an opportunity to stimulate their science inquiry abilities, and also cultivated students’ creativity and thinking attitude of STEAM. In addition, he has published a number of academic articles in international journals related to digital game-based learning and thinking skills and creativity about 45 articles on Social Sciences Citation Index (SSCI) journals and received the Outstanding Research Prize from Ministry of Science and Technology in Taiwan.

VR Development and Research for Skill Training

Abstract: Considering the theoretical background for VR designing, our lab adapted a “mirror neuron system” (i.e., playing piano with a paper keyboard, then to transferring to the real piano to practice that can save practice time) to skill transfer; and provided scaffolding (i.e., to provide guidance before actions and feedback after wrong actions), to build correct procedural and safe knowledge in VR skill training. For instance, VR-Jazz-Drum which applies mastery learning theory to play the Jazz drum, players can use it to practice rhythm or create their own melody. VR-Fire-Escaping, which applies embodied cognition theory to design fire scenarios for users to practice, then anchoring their conditional response to transfer learning effect on fire escape. VR-Car-Detailing, which involves designing procedures and safe guidance for users to practice and assess, then transfers learning to real car detailing. VR-Sense of Danger, which designs how to avoid accident happen in relation to wellhouse to experience the consequence of inappropriate behavior. Besides VR design, we have also developed some Apps for collaborative learning, for example, applying connectome model to design a teamwork game--Picasso game to develop learners’ imaginativeness and creativity in composition; applying implicit cognition theory to design a computational thinking board game— Comput-Up to discipline students’ strategic thinking and domain knowledge.




Prof. Piet Kommers

University of Twente, The Netherlands


Prof Dr Piet Kommers is one of the early pioneers in Educational Technology for Learning since the rise of Computer-Based Instruction. His work for NATO, UNESCO, the Asian Development Bank and the European Commission encouraged him to consider societal and political factors for the further evolution of learning technologies. His work on metacognitive knowledge representation methods gave him the basis for A.I. in student autonomy and will further scaffold the integration of CHAT-GPT in Higher Education. His lectures on ‘A.I. and the Geopolitical Landscape’ provide pragmatic guidance for teachers, policy makers and corporate learning architects.

Pedagogy, Learning Theories and Educational Technology: Crossroads between Pedagogy, Learning Theories and Educational Technology

Abstract: My lecture will be built on my recent book: “Sources for a Better Education”. Its target is the quality of didactic practices when a teacher arrives at a good level of professional experience and asks, ‘how can I become an even better teacher?’ What does it imply to be an ambitious teacher in the era of arising ChatGPT, Virtual Reality and Learning Analytics? The mainstream innovations in Secondary and Higher Education are 1. learners’ metacognitive awareness, 2. the 21st century skills and 3. thematic integration among the pillarized subject domains in curricula so far. STEAM is the attempt to guide students in problem solving and creative thinking; it is the acronym for Science, Technology, Engineering, Arts and Mathematics. This lecture sketches the main line in educational and pedagogical evolution in the 20th century and opens the mind for knowledge architectures and adequate representations. It offers the antecedents for ‘conceptual thinking’ by asking: ‘what an idea implies when it migrates into another application domain?’ Even for experienced teachers, it is a challenge to add the conceptual analogy to didactic scenarios. However, once witnessed students’ growing capacity to ‘think about the unknown’ it is a true incentive for continuing along the lines of epistemic alertness and aiming the further transfer of what was learnt before.


Prof. Prachyanun Nilsook

King Mongkut's University of Technology North Bangkok (KMUTNB), Thailand


Prachyanun Nilsook is an Professor at the Division of Information and Communication Technology for Education, King Mongkut's University of Technology North Bangkok (KMUTNB), Thailand. He currently works in the field of ICT for Education and Vocational Education Technology Research Centre. He is a member of Professional Societies in the Association for Educational Technology of Thailand (AETT)


Generative Artificial Intelligence for Imagineering in Education

Abstract: Generative AI is something that is designed to be able to create new things. By relying on existing data sets with algorithms that quickly turns text into images, audio, video, and new information. It has become a tool that is used in every industry. Many fields are using it to generate new ideas that cannot be achieved using traditional methods. While the education circle talks about bringing creativity into reality by calling it imagineering, if Generative AI is used as a tool for learning and teaching by integrating it with the imagineering process. There will be a new paradigm in educational management. It will make students' imaginations lead to creativity, creating new things and becoming innovators of the future.




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