Keynote Speakers

Roumiana Peytcheva–Forsyth
Faculty of Education, Sofia University, Bulgaria

Keynote on: Web 2.0 Technologies: The Risks and Benefits to Consider when Expanding the Classroom Walls
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Biography: Dr. Roumiana Peytcheva–Forsyth is a professor in Educational Technology and ICT in Education Faculty of Education, Sofia University. She is a lecturer, researcher, teacher trainer and consultant. Her research interests and publications are in the field of technology enhanced learning, integration of ICT in all levels of education and training, university course design and quality of education. Her publications consist of more than 30 articles and 4 books. She has been a project manager, coordinator and partner of more than 25 EU and national research and developmental projects over the last 20 years. Recently she has coordinated an EU Structural Fund project aiming at enhancing the capacity of Sofia University staff in the field of e-learning. She is currently leading the University Centre for Research, Development and Insurance of Quality E-Learning Practices.

Leon Rothkrantz
Delft University of Technology, Netherlands

Keynote on: Social Media: Challenges and risks in open and online learning
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Biography: Leon Rothkrantz was a Professor Artificial Intelligence at The Netherlands Defence Academy (NLDA) and at Delft University of Technology (DUT). He did research in multimodal communication and lectured courses on speech recognition, recognition of facial expression and AI-topics as Neural Networks, Expert Systems, Machine Learning and Pattern Recognition. Over the years he was involved in many educational projects and international exchange of students. The last 25 years he published more than 300 papers in Journal, Conference Proceedings and book chapters. He supervised 22 PhD students and more than 200 MSc students during their thesis project. He was project leader and member of European and National Research projects. He is a student of the famous mathematician and pedagogical researcher Hans Freudenthal. Since 2013 he has been retired and is now part time appointed at DUT. Recent years DUT put a lot of effort in the development of MOOCS and he is involved in developing educational tools and didactical models.

Latif Ladid
University of Luxembourg

Keynote on: The Next Big Internet Step: IPv6 based New Internet Opportunities, Challenges and Educational Paradigm shift
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Biography: Latif Ladid holds following positions: President, IPv6 Forum, Emeritus Trustee, Internet Society, Board Member IPv6 Ready & Enabled Logos Program, and Board Member World Summit Award.
He is a Research Fellow at the University of Luxembourg on multiple European Commission Next Generation Technologies IST Projects.
He is also a Member of 3GPP PCG ( ), Chair, IEEE COMSOC 5G MWI subcommittee, Officer of IEEE COMSOC SDN/NFV SubC, Chair IEEE COMSOC IOT SubC, member of UN Strategy Council, and member of the Future Internet Forum EU Member States (representing Luxembourg).

Web 2.0 Technologies: The Risks and Benefits to Consider when Expanding the Classroom Walls
Roumiana Peytcheva–Forsyth

Abstract: The life of the global community has been transformed in the past two decades; the opportunities which Web 2.0 technologies provide not only improved communication flexibility and increased user interaction but conceptually changed the way people communicate and learn. The immediacy of connections and responsiveness, the flexibility of information access, as well as the vital role of collaboration, defined the transformative power of Web 2.0 technologies.
The fast development of user-centered applications on the web brought the notion of Pedagogy 2.0 (Thomas, 2009) in which the transmission model of teaching supported well by Web 1.0 technologies is replaced by the collaborative constructivist approach. It now becomes crucial to understand the specifics of particular educational settings in order to design the learning contexts accordingly. Recognizing the specifics of educational setting would allow for building on existing traditions while guiding educators and learners towards the Web 2.0 and the emerging Web 3.0 technologies.
The potentials of the social media to support the design of innovative learning contexts and models of teaching and learning served as the basis for the emerging new paradigms - those of communal constructivism (Holmes, Gardner 2006) connectivism (George Siemens, 2004), the learner centric ecology of resources (Rosemary Luckin, 2008) etc.- all trying to describe and explain the new realities. They also serve as a methodological basis for the design and study the effectiveness of new didactical models based on the use of social media to improve the quality of teaching and learning. A critical approach to the study of social media-based learning would help to take advantage of the benefits and avoid the risks of using these media to support learning.
This article presents a study on some opportunities for integrating Web 2.0 technologies in university education. Based on the results of the research a learning scenario of a University course for training of social workers was designed. It integrated Web 2.0 technologies such as a forum, wiki, blog and flickr aiming to fulfillment of various educational purposes. Based on the experimental application of the scenario in practice article discusses the risks and benefits associated with the use of these technologies in an educational context, and pedagogical considerations for their use.

Social Media: Challenges and risks in open and online learning
Leon Rothkrantz

Abstract: Most researchers involved in the Thematic Network “ETN-FETCH on Future Education and Training in Computing: How to support learning at anytime, anywhere” have a background and experience in e-Learning. In traditional e-learning the educational material is distributed via e-learning platforms such as BlackBoard. The teacher plays a central role in the design of the courses, choice of teaching-learning models, distribution and assessment of the learning process of students. Most students are involved in an individual learning process.
The introduction of social media in open and online learning caused a paradigm shift. The teacher is not longer the central coordinator of the teaching learning process and the University loses his position as central distributer of educational material. As a consequence traditional didactical models for teaching and training are no longer valid. There is a need to develop and test new didactical models for the use of social media in open and online learning. Developing new didactical models is a difficult long lasting process and ETN-FETCH is supposed to make an important step forward.
The learning process of students using social media can be characterized by cooperative learning taking into account the social dimension. Many students have experience in the use of social media but not in the process of learning. Individual learners are supposed to share their learning experience with other students and to cooperate with other students remote in place and time. This is a second challenge and risk for the use of social media in open and online learning. New methodologies and corresponding software have to be developed to create an educational society of “friends” via social media, to give students not only the role of learner but also of tutor. Cooperation models and different role-assignments models have to take care of “educational hitch-hikers”.
Social media can provide a lot of study peers. One of the reasons of the success of social media that users feel part of a community, there is a platform to report about daily experiences and (dis-)likes from friends gives users a feeling of “presence” in this community. The challenge and risk of the social media in educational process is how to keep focus on the educational process. The biggest challenge in the use of social media in the learning process is to keep the high intrinsic motivation of students using social media in the educational process.
Finally a challenge and risk of the use of social media is that teachers lose their central position. In case of MOOCS there is no interaction between teachers and students. The main role of the teachers is to design educational material and to develop or implement a new didactical model which guarantees optimal learning of students, increase their motivation and interest and stimulate active participative learning.

The Next Big Internet Step: IPv6 based New Internet Opportunities, Challenges and Educational Paradigm shift
Latif Ladid

Abstract: The IPv6 Deployment worldwide is becoming a reality now with some countries achieving more than 10 % user penetration with Belgium (26.68%) and Switzerland (13.74%) at the top ranking ( ) and reaching double digits v6 coverage on Google IPv6 stats. Many Autonomous Networks (ASN) reach more than 50% with v6 preferred or v6 capable penetration: ( ). Over 50 Million users are accessing Internet over IPv6 and probably not even knowing it. The US remains by far the biggest adopter of IPv6 with some 22 Million users followed by Germany, Japan and China with some 5 M users. Worldwide IPv6 deployment has passed the 4 % Google usage bar doubling every 6 months ( ). If this trend continues, we should achieve 50% by 2017 which would be the inflection point when the full roll-out of IPv6 becomes a strategic plumbing decision of the networks, a topic that is avoided so far due to many strategic and resources issues (lack of top management decision-making, lack of v6 skilled engineers and v6 deployment best practices, very limited ISP v6 access deployment, ..). The deployment of Carrier-grade NAT is in full swing making networking and user experience more brittle. The security and cybersecurity issues are like always brushed over at this stage due mainly to lack of IPv6 security skills. New topics are more on the lime light such as Cloud Computing, Internet of Things, SDN, NFV, 5G. However, these fields are taking IP networking for granted designing them on IPv4/NAT building non-scalable and non-end to end solutions. The ECIAO project is driving new initiatives to garner support and create awareness on the impact of IPv6 on topics such as Cloud Computing, IOT, SDN-NFV and 5G.

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