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  ibrahim

Emeritus Professor Dato’ Dr. Ibrahim Ahmad Bajunid

Professor Emeritus Dato’ Dr. Ibrahim Ahmad Bajunid is the President of the Malaysian Association for Education (MAE) and Director of IAB Global (Inspiring Authentic Benevolence).  He was the Vice Chancellor INTI-Laureate International Universities and Professor of Management, Education and the Social Sciences. He is also the President of the Malaysian Society for Educational Administration and Management (MSEAM). Dr. Ibrahim was Director of the Regional Centre for Educational Planning, United Arab Emirates, Professor of Management, Leadership and Policy Studies and the Founding Dean, Faculty of Humanities and Social Sciences at University Tun Abdul Razak (UNITAR) and former Director of Institut Aminuddin Baki (IAB) – The National Institute of Educational Management and Leadership. He is Distinguished Fellow Institute of Strategic and International Studies, Distinguished Associate of the Institute of Educational Leadership, Consultant, Centre for Civilizational Dialogue, University of Malaya and Senior Fellow, Universiti Islam Malaysia. For more than three decades, he has been the key figure in the Field of Educational Management and Leadership in Malaysia.

He has supervised Masters and Doctoral Degree Students and has written several hundred academic and general articles. He is the recipient of the National Educational Leadership Award, the highest Educational Leadership Award in Malaysia awarded only to a few individuals who have demonstrated distinguished and exemplary leadership across institutional, national and international contexts. Also, for his leadership and contributions in academia, he was awarded the Honorary Doctorates by the Education University of Malaysia and by the University of Malaya.

 

 
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Professor Pradeep Khanna

Professor Pradeep Khanna is CEO of Sydney based consulting company Global Mindset focused on leveraging globalization, digitization & virtualization for Living, Learning & Working. He is Sydney Chapter President & Global Co-Chair Education for the global Virtual Reality Augmented Reality Association. Pradeep is also founding member of IEEE ICICLE X-Reality for Learning and Performance Augmentation SIG

He has 30+ years of executive experience. Pradeep has been a leader for IBM GBS Australia/NZ leveraging India, China, Philippines, Vietnam, Egypt, Romania, Brazil & Argentina.

He is Adjunct Professor in Australia, Singapore & India. Pradeep is speaker at international conferences including Kuala Lumpur, Singapore, San Diego, Beijing, Melbourne & New Delhi.

Pradeep is Advisory Boards of number of companies. He has MBA from AGSM, MSc (Computer Science) from UTS &  B Tech from IIT Delhi

 
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Professor Glenda Crosling

Monash University, Australia, originally an applied linguist, has engaged in a profession of enhancing academic quality in higher education. Professor Crosling has held positions as member of the Australian Register of Experts for TEQSA, and as honorary auditor for AUQA. She has been invited to sit on quality assurance and policy panels in numerous countries. She has also held positions as Visiting Professor at universities in Thailand and China, and currently Malaysia. She serves on international editorial boards, and is an invited member of the College of Experts.

Sub Theme 1:
Best Practices in Teaching and Learning
Title of Presentation:
Enhancing Teaching and Learning in Higher Education: Preparing students for the Future
Presenter:
Professor Glenda Crosling, Head, Centre for Higher Education Research, Sunway University, Malaysia


Abstract:
An essential aspect of best practices in teaching and learning in higher education is that the educational programmes offered to students must be relevant to not only the needs of the students, but also to the needs of the world of the future, so that students are prepared for their lives on graduation. Placing emphasis on ensuring that students' have mastered the key concepts and understandings that are foundational to study in their disciplines is important and prepares students technically for their professional lives on graduation. But this emphasis on its own is limited in effectiveness.  The current world of the rapid expansion of knowledge and the increasing automation of many of the tasks and processes that were previously done manually impacts heavily on not only the nature of the world, but in terms of graduates, the world of work.  It means that graduates need to be equipped with skills and understandings that will position them to face and work successfully in the context of the yet unknown challenges as they arise.
This presentation will discuss the importance of students developing through their higher education studies aspects such as flexibility in thinking, interacting collaboratively, critical thinking, problem solving and, significantly, the capacity for creative thinking. Examples will be provided of ways that the curriculum and teaching and learning in higher education can be shaped to assist students to develop these capacities. 

 

 
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Assoc. Prof. Dr. Maitree Inprasitha

Dean of Faculty of Education and Director of Center for Research in Mathematics Education, Khon Kaen University. He is currently chair of an International Program Committee of EARCOME6. In the 12th ICME to be held in Seoul in 2012, he is invited as a regular lecture. He has been managing five international projects by Asian-Pacific Economic Cooperation (APEC HRD 03/2006, HRD 02/2007, HRD 02/2008 and HRD 01/2010s and HRD 01/2011s). In these projects, he made a great contribution in implementing Lesson Study in APEC member economies. He also contributes to teacher education program and teacher professional development in Thailand and Mekong sub-region. During 2006-2009, he has conducted a professional development program supported by the Ministry of Education, implementing two innovations – Lesson Study and Open Approach – among 4 project schools and now Lesson Study has been expanded to cover 22 schools in northeast and north parts of Thailand.

 

 
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Assoc. Prof. Jonathan Newton

Jonathan Newton has worked in language teaching and language teacher education for more than thirty years in both New Zealand and China where he began his teaching career. From 2002 to 2016 he was Programme Director for the BEd(TESOL) twinning programme at Victoria University, a role that involved working closely with Malaysian student teachers and Malaysian teacher training institutions. He is currently Programme Director for the MA Programme in TESOL, Applied Linguistics, and Second Language Learning and Teaching.

Jonathan's research focuses on the following main areas: language teaching methodology and task-based language teaching (TBLT) teacher cognition and professional learning for language teachers the interface of culture and language in language teaching and learning language/communication training and materials design for the multicultural workplace. He has published in a range of books, and in journals including: Second Language Research, The Journal of Second Language Writing, Annual Review of Applied Linguistics, System, Language Teaching Research, Journal of Pragmatics, English Language Teaching Journal, Modern English Teacher, and Language Learning. He has co-authored two books, one with Prof. Paul Nation, Teaching ESL/EFL Listening and Speaking (2009), and a second with Nicky Riddiford, Workplace Talk in Action: An ESOL Resource(2010). He is currently working on a new co-authored book, Teaching English Language Learners in Colleges and Universities: Reading, Writing, Speaking, Listening, due for publication through Routledge in 2017. He is involved in research projects on teacher cognition in the areas of second language vocabulary teaching and TBLT, and on motivations and disincentives for studying Asia-Pacific languages in New Zealand.

Sub Theme 1: 'Enhancing Teacher Quality for Better Education'
Title of Presentation: Where is the teacher in learner-centered education?: Raising the bar and rethinking roles
Presenter: Jonathan Newton Victoria University of Wellington


Abstract
Traditional conceptions of teachers and teaching need to be continually rethought if education is to maximize its transformative potential in the 21st century. While forms of learner-centered education have been with us since at least the formative work of John Dewey (1859-1952), the implications of such ways of viewing learning for teaching and teacher roles have often been misunderstood. Not least among these misunderstandings is that the role of the teacher is diminished when the role of the learner is foregrounded. But nothing could be further from the truth. More than ever, learner-centered education for the 21st Century relies on teachers who are highly skilled in the art of structuring effective learning experiences, motivating learners, and shaping learning. In this talk I present three case studies of EFL teachers in action in Malaysia, China and Vietnam, and for each, I explore the lessons we can learn from these teachers about (1) effective teaching for learning and (2) enhancing the way we educate teachers in the future.