Invited Speakers

 

 

Assoc. Prof. Teoh Ai Ping, Universiti Sains Malaysia, Malaysia

 

Ts. Dr. Teoh Ai Ping is the Doctor of Business Administration Programme Manager and an Associate Professor in the Graduate School of Business, Universiti Sains Malaysia. Dr. Teoh carries the qualifications of Doctor of Business Administration, Master of Science (Information Technology) and Bachelor of Accountancy (Hons.) and has a total of 22 years of industry and academic experience to date. Before embarking on a career in education, she worked in multinational corporations and consulting firms in Enterprise Resources Planning Systems and Enterprise Risk Management. She has published research articles, books, open-distance learning courses and conference proceedings. She has contributed as a visiting lecturer and invited speaker to universities in China, Taiwan, Hong Kong, South Korea and Indonesia. She is a Certified Risk and Compliance Management Professional and a Professional Technologist (Cyber Security Technologies). She possesses a Certification in Training and conducts consultancy and training for corporate clients. Her areas of specialization include Enterprise Systems, Digital Leadership, Cyber Security, Online Education and Enterprise Risk Management. She is a member of professional bodies such as Institute of Electrical and Electronics Engineers, Association for Computing Machinery, Malaysian Institute of Accountants, Malaysian Board of Technologists, and Institute of Internal Auditors Malaysia.

 

Title: Digital Leadership in Higher Education Institutions: The Roles of Digital Citizenship and Innovation

Abstract: In today's digital age, higher education institutions are challenged with technological developments that demand a fundamental change in leadership strategies. The swift integration of technology into pillars of academia (such as teaching and learning, research, and administration) requires leaders who can navigate this landscape competently. Digital leadership goes beyond technical expertise in crafting a digital culture that fosters innovation and agility in responding to the changing needs of students, faculty, the industry and community at large. Grounded by an integrated view of leadership and innovation theories while addressing gaps in the current literature, this study aims to examine key determinants of digital leadership in the context of education organizations. Empirical data obtained from questionnaires survey was analyzed using SmartPLS 4 to test the hypotheses. Results indicate that digital citizenship and innovation have positive significant impact on digital leadership in Malaysian higher education institutions. Findings from this study contributes to the body of knowledge in the field of management innovation. Practically, this study highlighted the crucial roles of digital citizenship and innovation in developing digital leadership that drives education institutions effectually through the digital era.

 

 

Lecturer Dr. Nashwa Ismail, Liverpool University, UK

 

Dr. Ismail has MSc and a PhD in Digital Education from the University of Southampton, and she is a Fellow (FHEA) in Advance HE. Her current role is as a lecturer in the Centre for Professional Development (CEDS) at the University of Liverpool, where she serves as a digital advisor across the university. In research, she has taken on various roles in Technology-Enhanced Learning (TEL)-related projects abroad, mainly Continuing Professional Development (CPD) and Games-Based Learning (GBL). Research projects includ countries such as Indonesia, Kenya, Malaysia, the Middle East (Egypt, Saudi Arabia), Myanmar, Thailand, and the USA. In Kenya, she worked with Health Professionals (HPs) to utilize low-technology communication methods in rural areas. In Thailand, she was involved in the development of digital games to integrate technology into the sex education curriculum. Enterprise, she took part in developing and commercializing Child Witness Interview Simulation (CWIS) across police forces in the UK. Furthermore, she is a qualitative researcher and teaches qualitative research methods including Systematic Reviews and the phenomenological approaches and their applications using Qualitative Data Analysis Software (QDAS) such as NVivo and Atlas.ti. Additionally, she has a parallel technical curriculum as a Microsoft Certified Trainer (MCT), Microsoft Certified Educator (MCE), and is a qualified Training Assessor in Assessment and Quality Assurance (TAQA).

 

Title: Transformative Teaching: Navigating New Norms After COVID-19

 

Abstract: The COVID-19 pandemic has transformed university teachers' job descriptions bynecessitating proficiency in online teaching, technology integration, and adaptability to hybrid learning models.Teachers perceive this transformation as both a challenge and an opportunity, highlighting the need for ongoing professional development and the recognition of the value of blended learning approaches. This study investigates the transformative journey of higher education in developing countries after the pandemic-driven transition from entirely face-to-face instruction to online learning, followed by a return to in-person and/or hybrid teaching. The primary focus of this empirical research centres on the roles, methodologies, and perspectives of educators within this context. The study results underscore the critical importance of adequately preparing educators for digital transformation, encompassing the development of essential skills and the provision of adequate training and support. Additionally, the study emphasizes the significance of robust infrastructure, encompassing both technological and human elements, in enabling effective online and in-person teaching and learning experiences. 

 

 

 

Senior Lecturer Dr. Kew Si Na, Universiti Teknologi Malaysia, Malaysia

Dr. Kew Si Na is a senior lecturer at Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, and doing her postdoctoral program at NIE, Nanyang Technological University, Singapore. She was the former coordinator of the Ph.D. and Master Full Research TESL Programme, FSSH, UTM. Her research interests are educational technology, online teaching and learning, learning analytics (LA), teaching English as a second language (TESL), technology-enhanced language learning (TELL), computer-assisted language learning (CALL), etc. Besides that, she actively involves in research and publication. She is joining the Technology and Language Education (TLE) research group. She is also currently one of the members of the Young Scientist Network Academy of Sciences Malaysia (YSN-ASM) and the Chair of the Science Leadership Working Group, and a member of the Golden Key Honor International Society. She is also an editor of the Innovative Teaching and Learning Journal and a reviewer for different journals. She has published several articles in peer-reviewed journals and received different awards in exhibitions and competitions, the best presenters, the chancellor award, and the indexed journal publication award. She was also the National Winner of Generation Impact Fellowship 2020. Her existing research grants focus on learning analytics in online learning.

 

Title: Learning Analytics and Student Engagement in Online Learning

 

Abstract: Learning analytics is useful in the education field, as it helps teachers gain a better understanding of the student’s learning progress and performance from data extraction and analysis. In particular, different stakeholders such as researchers, educators, and practitioners have increasingly concentrated on the issue of student engagement in online learning. Hence, in order to better understand learning analytics and student engagement in online learning, this study has reviewed relevant articles to shed light on the various types of student engagement, the objectives, and the effects of using learning analytics in online learning.

 

 

 

 

Lecturer Dr. Alex W. C. TSE, The University of Hong Kong, China

 

Dr. Alex W. C. TSE is currently a Lecturer at Teacher Education and Learning Leadership, Faculty of Education, The University of Hong Kong, mainly responsible for teaching, research and projects of STEM education, information technology in education, critical thinking, assessment for learning, inquiry-based learning assessment and small class teaching etc. He has been serving as a project member of PISA 2025 (Learning in the Digital World) and a member of programme committee for Master of Science in Information Technology in Education. Dr. Tse is a reviewer of manuscripts in various academic journals. He also has been acting as a programme committee chair/member/reviewer/invited speakers in more than 30 academic conferences in IT in Education or/and STEM education, serving as (permanent) Council Member (previously Secretary-General) of the Chinese Society for Inquiry Learning since 2009. He has published more than 40 items, including book chapters, journal papers, research reports and peer-reviewed conference papers.

 

Title: Teacher assessment literacy frameworks: Implications of teacher professional development and improving student learning

 

Abstract: Assessment literacy originally refers to a basic understanding of educational assessment and related skills to apply such knowledge to various measures of student achievement. Aligning with emergent needs of education nowadays (e.g. assessment for learning becomes more prevalent), the scope and importance of assessment literacy for teachers have been evolving recently. To equip teachers with up-to-date knowledge and skills of assessment literacy, policymakers of education, educators and school leaders are steering various related teacher professional development activities. In this invited speech, various recently developed frameworks of teacher assessment literacy are discussed, especially in terms of their implications of teacher professional development and improving student learning, providing guiding principles for planning and designing related teacher professional development activities in order to fill the existing knowledge gaps of teachers about assessment literacy.