{"id":72,"date":"2021-12-28T15:54:46","date_gmt":"2021-12-28T23:54:46","guid":{"rendered":"https:\/\/otessa.org\/otessa22-fr\/keynote-speakers\/"},"modified":"2023-05-16T18:09:13","modified_gmt":"2023-05-17T01:09:13","slug":"speakers","status":"publish","type":"page","link":"https:\/\/otessa.org\/otessa23-fr\/","title":{"rendered":"Conf\u00e9renciers"},"content":{"rendered":"\n
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OTESSA Conference<\/h1> <\/div>\n<\/div>\n\n
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May 27 – June 2, 2023<\/h2>\n

Call for Proposals Closed.
Late submissions will be processed and accepted based on available room in the program.<\/h3> <\/div>\n<\/div>\n\t\t<\/div>\n\t\t\t\t\t
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Soyez inspir\u00e9s…<\/h2>\n

Joignez-vous \u00e0 nous pour \u00e9couter ces chercheurs et praticiens s’exprimer sur le th\u00e8me des Confronter le pass\u00e9, r\u00e9imaginer l’avenir<\/em>\u00a0de notre conf\u00e9rence annuelle.<\/p> <\/div>\n<\/div>\n\n

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Nick Bertrand<\/h3>\n

Nick is a proud Kanyen\u2019keha:ka and member of the Mohawks of the Bay of Quinte.\u00a0 He is a father, partner, uncle, and educator.\u00a0 Sharing truth alongside messages of hope and resiliency through the vehicle of education is what interests and drives Nick.<\/p>\n

Nick has worked in education for over 17 years in many roles including: a high school OCT certified teacher, a school board Indigenous Education Lead, and more recently as an Education Officer in the Ministry of Education.\u00a0 In September 2015, Nick was seconded to the Ministry of Education where he had the opportunity to work collaboratively on the development of Ontario\u2019s curriculum strategy for the Calls to Action of the Truth and Reconciliation Commission. Nick currently works in the Indigenous Education Office within the Ministry of Education and also works independently to support the recruitment, hiring, and retainment of Indigenous Peoples in the private sector workforce. \u00a0\u00a0<\/p>\n

Grounded by the incredible support and generosity of Elders, Knowledge Keepers, community, family, and friends has allowed Nick to share space in a variety of educational settings. To move along a reconciliatory path, Nick has always believed that the foundation of this journey is rooted in strong relationships built on respect, understanding, and reciprocity.<\/p> <\/div>\n<\/div>\n\t\t<\/div>\n\t\t\t\t\t

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Sarah Elaine Eaton<\/h3>\n

Sarah Elaine Eaton, PhD, is an associate professor at the Werklund School of Education, University of Calgary, Canada and an Honorary Associate Professor, Deakin University, Australia. She has received research awards of excellence for her scholarship on academic integrity from the Canadian Society for the Study of Higher Education (CSSHE) (2020) and the European Network for Academic Integrity (ENAI) (2022). Dr. Eaton has written and presented extensively on academic integrity and ethics in higher education and is regularly invited as a media guest to talk about academic misconduct. Dr. Eaton is the editor-in-chief of the International Journal for Educational Integrity<\/em><\/a>.<\/p>\n

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Her books include Plagiarism in Higher Education: Tackling Tough Topics in Academic Integrity<\/em><\/a>, Academic Integrity in Canada: An Enduring and Essential Challenge<\/em><\/a> (Eaton & Christensen Hughes, eds.), Contract Cheating in Higher Education: Global Perspectives on Theory, Practice, and Policy<\/em><\/a> (Eaton, Curtis, Stoesz, Clare, Rundle, & Seeland, eds.), and Ethics and Integrity in Teacher Education<\/em><\/a> (Eaton & Khan, eds.) and Fake Degrees and Fraudulent Credentials in Higher Education<\/em><\/a> (Eaton, Carmichael, & Pethrick, eds.). She is also the editor-in-chief of the Handbook of Academic Integrity<\/em> (2nd<\/sup> ed., Springer), which is currently under development.<\/p>\n

Faculty Profile: https:\/\/profiles.ucalgary.ca\/sarah-elaine-eaton<\/a><\/p>\n

Personal Blog: https:\/\/drsaraheaton.wordpress.com\/<\/a><\/p>\n

Twitter: https:\/\/twitter.com\/DrSarahEaton<\/a><\/p>\n

LinkedIn: https:\/\/ca.linkedin.com\/in\/drsaraheaton<\/a><\/p> <\/div>\n<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t

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Bianca Masuku<\/h3>\n

Bianca is a Junior Research Fellow in the Digital Open Textbooks for Development (DOT4D) project and drives the research arm of the initiative. She is currently a PhD candidate in Anthropology at UCT. She holds a Bachelor of Arts degree in Anthropology and Psychology and a Master’s in Social Anthropology from the University of Witwatersrand. Her work has revolved around gender, sexuality, youth and health, with a great interest in how young people experience, interrogate and contribute to the worlds around them. Her doctoral work explores understandings of TB in the township of Khayelitsha through a youth-based community engagement project. Her research background and varied research experiences fuel her current interests in open education, open educational resources, open textbooks and social justice with a keen interest in the inclusion and recognition of student voices<\/p> <\/div>\n<\/div>\n\t\t<\/div>\n\t\t\t\t\t

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Glenda Cox<\/h3>\n
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Dr Glenda Cox is a senior lecturer in the Centre for Innovation in Learning and Teaching (CILT: http:\/\/www.cilt.uct.ac.za\/) at the University of Cape Town and her portfolio includes postgraduate teaching, Curriculum change projects, Open Education, and Staff development. She holds the UNESCO chair in Open Education and Social Justice (2021-2024). She is on the editorial board of the International Journal of Students as Partners (joined in 2022). She is passionate about the role of Open Education in the changing world of Higher Education. Dr Glenda Cox is currently the Principal Investigator in the Digital Open Textbooks for Development (DOT4D<\/a>) initiative. Her current research includes analysing the role of open textbooks for social justice.<\/p>\n<\/div> <\/div>\n<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t

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Jennifer Wemigwans<\/h3>\n

OISE University of Toronto.<\/em><\/p>\n

Jennifer Wemigwans, PhD, is from Wiikwemkoong Unceded Territory on Manitoulin Island, Ontario. She is a new media producer, writer and scholar specializing in the convergence between education, Indigenous knowledge and new media technologies. Her book A Digital Bundle:<\/em> Protecting and Promoting Indigenous Knowledge Online<\/em> (2018) explores the prospects of Indigenous Knowledge education and digital projects in a networked world. \u00a0Dr. Wemigwans takes pride in working to invert the conventional use of media by revealing the potential for Indigenous cultural expression and Indigenous knowledge through new technologies, education and the arts. She is an Assistant Professor in the Adult Education and Community Development Program at OISE University of Toronto.<\/p>\t\t<\/div>\n\t\n\t<\/div>\n\n\t\t<\/div>\n\t\t\t\t\t

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\n\t\n \n\t\t\t\tNadia Naffi<\/span>\n <\/a>\n\n\t\t\t
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Nadia Naffi<\/h3>\n

Universit\u00e9 Laval<\/em><\/p>\n

Embracing the Metaverse: FormationMeta and the Future of Immersive Learning Experiences<\/h4>\n

Delve into the exciting world of FormationMeta, a groundbreaking 14-week exploratory project spearheaded by Laval University’s Chair in Educational Leadership on Innovative Pedagogical Practices in Digital Contexts \u2013 National Bank, in partnership with Laval University Library and OVA. This innovative project provided Laval University’s learning experience designers and instructors with an authentic experience to cultivate their skills in designing and developing immersive learning experiences within virtual reality and the metaverse. Engaging students from diverse disciplines such as educational technology, art, and game design, the project harnessed the power of StellarX.ai software to create bespoke immersive training tailored to the library’s clientele.<\/p>\n

Presented in French, this talk will unveil emerging recommendations to enlighten educational teams eager to embrace immersive learning experiences. The speaker will address pressing questions, including the current possibilities and future technological advancements, such as generative AI, essential skills for developing learning experiences in the metaverse, and strategies for training expert groups in education and educational technology to create immersive experiences that effectively cater to learner groups while adhering to ethical, equitable, and inclusive principles.<\/p>\n

Photo Credit: Concordia University<\/p>\t\t<\/div>\n\t\n\t<\/div>\n\n\t\t<\/div>\n\t\t\t\t\t

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Isabel Pedersen<\/h3>\n

Ontario Tech University<\/em><\/p>\n

Shock and Awe: Generative AI composition, cultural adaptation, and postsecondary education<\/h4>\n

The launch of OpenAI\u2019s ChatGPT was a dramatic event making generative artificial intelligence a mainstream phenomenon. Data journalist, Katharina Buchholz explains that \u201cChatGPT gained one million users just five days after launching in November\u201d of 2022 (Statista, 2023). Generative AI can produce stylistically correct sentences, paragraphs, and documents across a multitude of genres. It can produce professional-grade visual images and video. While heavily debated, one could argue that generative AI \u2018creates\u2019. Consequently, generative AI can help students create art, write, or collaborate with other students. However, generative AI can complete all of these tasks for students without requiring much human effort, disturbing the general premise of learning to compose. At the same time, its creations are vulnerable to producing false information and discriminatory results due to the training sources. This presentation argues that shock instigated by large tech companies, releasing these products through the rhetoric of hype and fear, is fuelling mass adoption rather than a measured approach. Educators, students, and university administrators are faced with handling the cultural adaptation to AI generators that challenge traditions of human creativity and formal education. Drawing on media studies and rhetoric (Pedersen and Iliadis 2020), digital literacy studies (Duin and Pedersen 2021), and critical AI studies (Bender, Gebru, McMillan-Major, and Shmitchell 2021), this talk points to the process of re-imagining learning expectations in university courses amid the onslaught of generative AI emergence.<\/p>\n

Keywords<\/strong>: Generative AI; digital literacy studies ; critical AI studies; rhetoric; artificial intelligence (AI)<\/p>\t\t<\/div>\n\t\n\t<\/div>\n\n\t\t<\/div>\n\t\t\t\t\t

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GO-GN Panel<\/h3>\n

Open University and University College London<\/em><\/p>\n

Researching at the edge of openness: reflections from GO-GN members<\/h4>\n

GO-GN, the Global OER Graduate Network, brings together a core group of current doctoral researchers working on open education topics, along with the GO-GN team at the Open University, alumni, other researchers and fellow travellers through open space. And though we travel without uniforms or transporters, like members of Starfleet GO-GNers do go boldly, attempting to push the boundaries of knowledge in the field. Recognising the multiple senses in which education can be open, we approach the concept of openness from various angles and use a range of methods.<\/p>\n

In this panel discussion members of the network will reflect upon the what, why and how of their doctoral journeys, and invite session participants into our conversation.<\/p>\n

Keywords<\/strong>: doctoral researchers; open education; openness; reflection<\/p>\t\t<\/div>\n\t\n\t<\/div>\n\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t

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\n\t\n \n\t\t\t\tAnne-Marie Scott<\/span>\n <\/a>\n\n\t\t\t
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Anne-Marie Scott<\/h3>\n

Unaffiliated<\/em><\/p>\n

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5 choses que vous devez savoir avant d\u2019acheter Edtech<\/strong><\/div>\n<\/div>\n
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S\u2019appuyant sur des exp\u00e9riences de plus de 20 ans dans la technologie de l\u2019enseignement sup\u00e9rieur, travaillant dans des contextes de technologie commerciale et ouverte, cette conf\u00e9rence propose que l\u2019approvisionnement en technologies \u00e9ducatives est fondamentalement d\u00e9fectueux \u00e0 la fois en tant que pratique et en tant que processus. Les processus institutionnels tels que les achats ont tendance \u00e0 \u00eatre absents des conversations sur l\u2019\u00e9ducation num\u00e9rique, souvent reconnues comme probl\u00e9matiques mais aussi en dehors de notre sph\u00e8re d\u2019influence ou de notre domaine d\u2019expertise. Partant du principe que la p\u00e9dagogie et la technologie sont enchev\u00eatr\u00e9es de mani\u00e8re complexe, c\u2019est en fait le contraire qui devrait \u00eatre vrai. Les technologies \u00e9ducatives que nous utilisons ne sont pas des outils et doivent \u00eatre trait\u00e9es comme des questions de qualit\u00e9 lorsque nous consid\u00e9rons \u00e0 quoi pourrait ressembler une bonne \u00e9ducation num\u00e9rique et quel est, selon nous, le but de l\u2019\u00e9ducation.<\/div>\n
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La prise en compte de l\u2019\u00e9thique est souvent absente de l\u2019achat de technologie, largement bas\u00e9e sur des hypoth\u00e8ses instrumentalistes sur la neutralit\u00e9 des technologies. Les \u00ab meilleures pratiques \u00bb en mati\u00e8re d\u2019approvisionnement du secteur public nous obligent \u00e9galement \u00e0 utiliser de mauvais substituts pour nos valeurs, objectifs et contextes \u00e9ducatifs, et cr\u00e9ent de nouveaux risques et responsabilit\u00e9s pour les institutions, tout en cherchant \u00e0 minimiser les autres. Alors que cette conf\u00e9rence explorera les solutions potentielles au processus et aux pratiques d\u2019approvisionnement actuels, la question qui reste en suspens est de savoir si nous achetons et\/ou utilisons simplement trop de technologie \u00e9ducative, et si, afin de parvenir \u00e0 des formes d\u2019\u00e9ducation plus durables et justes sur le plan environnemental, devrions-nous adopter une approche de d\u00e9croissance de la technologie \u00e9ducative plus g\u00e9n\u00e9ralement ?<\/div>\n
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Quelle quantit\u00e9 d\u2019approvisionnement en edtech, aussi bien ex\u00e9cut\u00e9e soit-elle, est trop ?<\/div>\n<\/div>\n

Keywords<\/strong>: edtech, ethics, procurement, technology, degrowth<\/p>\t\t<\/div>\n\t\n\t<\/div>\n\n\t\t<\/div>\n\t\t\t\t\t

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\n\t\n \n\t\t\t\tNicole Johnson<\/span>\n <\/a>\n\n\t\t\t
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Nicole Johnson<\/h3>\n

Canadian Digital Learning Research Association\/ Association canadienne de recherche sur la formation en ligne<\/em><\/p>\n

Digital learning trends in Canadian post-secondary education<\/h4>\n

Join Dr. Nicole Johnson, Executive Director of the Canadian Digital Learning Research Association\/Association canadienne de recherche sur la formation en ligne (CDLRA\/ACRFL), as she shares how digital learning trends are changing over time and discusses what this means for the future of post-secondary education in Canada. Since 2017, the CDLRA\/ACRFL has conducted annual pan-Canadian surveys to track trends related to digital learning at Canadian post-secondary institutions. In particular, since 2020, the CDLRA\/ACRFL has been investigating the ongoing impact of the pandemic on course delivery and teaching practices. Through her independent research and consulting practice, Dr. Johnson has also worked on multiple other studies related to faculty experiences with technology, categorizing learning experiences by modality, and the future of higher education. In this presentation, Dr. Johnson will discuss challenges faced by institutions (and the post-secondary sector as a whole), what the future might hold, and recommendations for the sector.<\/p>\n

Keywords: <\/strong>digital learning, learning futures, learning trends, online learning, hybrid learning<\/p>\t\t<\/div>\n\t\n\t<\/div>\n\n\t\t<\/div>\n\t\t\t\t\t

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\n\t\n \n\t\t\t\tAlec Couros<\/span>\n <\/a>\n\n\t\t\t
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Alec Couros<\/h3>

University of Regina<\/em><\/p>

Harnessing the Power of AI in Education: Opportunities and Challenges<\/h4>

In this presentation, Dr. Alec Couros will explore the exciting possibilities and impact of AI in education, focusing on tools such as ChatGPT. With the ability to provide personalized learning experiences, AI has the potential to transform the way we teach and learn. However, its integration into the classroom also raises important ethical and societal concerns. Dr. Couros will examine both the opportunities and challenges of AI in education. Participants will leave with a better understanding of the potential of AI to positively impact student learning and success, as well as the considerations and challenges that must be addressed in order to fully embrace it in our learning environments.<\/p>

Keywords<\/strong>: ai, edtech, technology, generativeai, pedagogy<\/p>\t\t<\/div>\n\t\n\t<\/div>\n\n\t\t<\/div>\n\t\t\t\t\t

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\n\t\n \n\t\t\t\tBonnie Stewart<\/span>\n <\/a>\n\n\t\t\t
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Bonnie Stewart<\/h3>

University of Windsor<\/em><\/p>

Digital Education in an Age of Data: What Do We Do Now?<\/h4>

Keywords<\/strong>: Digital education, data privacy, enclosure, equity, risk<\/p>\t\t<\/div>\n\t\n\t<\/div>\n\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t

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\n\t\n \n\t\t\t\tRandy LaBonte<\/span>\n <\/a>\n\n\t\t\t
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Randy LaBonte<\/h3>

Vancouver Island University & Canadian eLearning Network<\/em><\/p>

Design Principles for Digital Learning and NSQOL Standards: Commonalities & Differences<\/strong><\/p>

Join this session to gain an understanding of design and organization principles to help inform quality in K-12 online learning teacher and leader practices. Learn about the Canadian-based online learning design principles and their commonalities and differences to the US-based National Standards for Quality Online Learning (NSQOL), application to pedagogy and practice, and how the elucidation and clarification of design and organization principles help inform leadership and administrative policy for quality online learning.<\/p>

Keywords<\/strong>: design principles, quality, K-12, online learning<\/p>\t\t<\/div>\n\t\n\t<\/div>\n\n\t\t<\/div>\n\t\t\t\t\t

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\n\t\n \n\t\t\t\tTerry Greene<\/span>\n <\/a>\n\n\t\t\t
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Terry Greene<\/h3>

Terry Greene, host of the\u00a0Gettin\u2019 Air podcast<\/a><\/u><\/strong>\u00a0on VoicEd Canada, \u00a0is Senior eLearning Designer at Trent University, working towards better technology-enabled and open learning practices for Ontario Post-Secondary Education.<\/p>\t\t<\/div>\n\t\n\t<\/div>\n\n\t\t<\/div>\n\t\t\t\t\t

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\n\t\n \n\t\t\t\tStephen Hurley<\/span>\n <\/a>\n\n\t\t\t
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Stephen Hurley<\/h3>

Stephen Hurley is the Founder and Chief Catalyst at voicEd Radio<\/a>. Combining a life-long love of radio and an intense 30-year career in public education, Stephen is passionate about finding ways to enliven the public square with vibrant conversations about learning, teaching, schooling and education in its broadest sense. He recognizes that among the nearly 7 000 audio pieces that he has helped to produce in the voicEd Radio space, the most powerful have been those that invited guests to talk across differences and disagreements. Stephen is now working hard to shift the voicEd Radio energy to a cooperative model in the hopes of\u00a0 increasing both sustainability and impact.<\/p>\t\t<\/div>\n\t\n\t<\/div>\n\n\t\t<\/div>\n\t\t\t\t\t

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\n\t\n \n\t\t\t\tBrad Wuetherick<\/span>\n <\/a>\n\n\t\t\t
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Brad Wuetherick<\/h3>
University of British Columbia \u2013 Okanagan Campus<\/em><\/div>
\u00a0<\/div>
Unpacking the Tensions between Indigenous Knowledges and Open Education: Exploring Lar-Son\u2019s 6Rs for Indigenous OERs in Practice<\/strong><\/div><\/div><\/div><\/div>
Many conversations around open education focus on a Eurocentric framework of copyright and intellectual property rights that are sometimes in tension with Indigenous knowledge systems. While Indigenous communities and scholars are interested in making access to Indigenous Knowledges a more integral part of a decolonized and Indigenized post-secondary landscape, this session will explore areas for concern around the intersections between Open Educational Resources (OERs) and Indigenous Knowledges. Using Lar-Son\u2019s (2022) 6Rs of Indigenous OERs framework for advancing Indigenous Knowledges through Open Education pedagogies and resources, this session will explore some of the principles and practices for engaging with Indigenous communities in the creation of OERs. Additionally, the session will discuss four different OER case studies featuring Indigenous perspective and Indigenous Knowledges from across Canada, including from an \u2018in the works\u2019 edited volume, that centre\u202fIndigenous ways of knowing, culture, experiences, and worldviews within the work of open education pedagogy and OER development.<\/div><\/div>\t\t<\/div>\n\t\n\t<\/div>\n\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"

OTESSA Conference May 27 – June 2, 2023 Call for Proposals Closed. Late submissions will be processed and accepted based on available room in the program. Soyez inspir\u00e9s… Joignez-vous \u00e0 nous pour \u00e9couter ces chercheurs et praticiens s’exprimer sur le th\u00e8me des Confronter le pass\u00e9, r\u00e9imaginer l’avenir\u00a0de notre conf\u00e9rence annuelle. S’inscrire Conf\u00e9rences principales Conf\u00e9renciers Nick […]<\/p>\n","protected":false},"author":116,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"_links":{"self":[{"href":"https:\/\/otessa.org\/otessa23-fr\/wp-json\/wp\/v2\/pages\/72"}],"collection":[{"href":"https:\/\/otessa.org\/otessa23-fr\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/otessa.org\/otessa23-fr\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/otessa.org\/otessa23-fr\/wp-json\/wp\/v2\/users\/116"}],"replies":[{"embeddable":true,"href":"https:\/\/otessa.org\/otessa23-fr\/wp-json\/wp\/v2\/comments?post=72"}],"version-history":[{"count":16,"href":"https:\/\/otessa.org\/otessa23-fr\/wp-json\/wp\/v2\/pages\/72\/revisions"}],"predecessor-version":[{"id":264,"href":"https:\/\/otessa.org\/otessa23-fr\/wp-json\/wp\/v2\/pages\/72\/revisions\/264"}],"wp:attachment":[{"href":"https:\/\/otessa.org\/otessa23-fr\/wp-json\/wp\/v2\/media?parent=72"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}