Keynote Speaker
We are delighted that our keynote speakers have confirmed their attendance. The links below the photos will take you to the profile pages of the respective speaker.
Keynote I: Nikol Rummel
What it takes to shape the future of education: Reflections on a five year research program on co-orchestration between teachers and an AI system
Hopes are high that new technologies will open revolutionary new possibilities for learning and teaching. Often the term "Articificial Intelligence" (AI) is used in conjunction with these expectations. While I agree that there are exciting new opportunites for AI technologies to support learning and teaching, I also get the sense that it is often underestimated what it takes to make such changes happen. In my keynote, I will sketch the trajectory of a five-year research programm on the co-orchestration between teachers and an AI system, in order to shed a realistic light on current expectations towards technological advances to shape education.
Keynote II: Andrew C. Butler
An Interdisciplinary Approach to Investigating Self-Regulation of Learning
Understanding how students self-regulate their learning has been at the forefront of many empirical and theoretical advances in both cognitive and educational psychology. Yet, these two fields have traditionally investigated this multifaceted aspect of learning using different approaches, resulting in scientific knowledge that is siloed in separate literatures. I will share findings from my program of research, which attempts to bridge these two divergent yet complimentary perspectives. Along the way, I will argue that an integration of these perspectives is critical to developing a holistic understanding of self-regulation of learning that can inform educational practice.
Keynote III: Deborah Butler
Fostering SRL to Empower Learning: Promises, Pitfalls, and Future Directions
In her collaborative research with educators across the past three decades, Dr. Deborah Butler has studied how and why supporting self-regulated learning (SRL) is so key to empowering learning. Building on her own and others’ research, in this keynote, she will start by probing what it means and looks like to “empower” learning. Bridging from that vision, she will identify some particularly powerful approaches to empowering learning but also some persistent puzzles and pitfalls. She will also show how the same promising practices and pitfalls are relevant, not only when considering the learning of students in classrooms, but also the learning of educators immersed in professional development initiatives (e.g., in “collaborative inquiry for SRL”). To help in clarifying key themes, Dr. Butler will engage audience members in interpreting stories of (dis)empowerment generated through rigorous case study research that, in a holistic and multidimensional way, reveal how and why a focus SRL can (or might not) empower learning from the perspectives of both students and educators. Throughout the talk, she will suggest fruitful directions for research and practice.
Early Career Keynote: Katharina Reschke
Motivation within the Context of Self-Regulated Learning: Does Gender Play a Role?
Self-regulated learning is regarded as a key competence for achieving learning goals and learning throughout life. In the school context, motivation is important for students to set goals for different subjects and to evaluate their performance. Research findings have shown gender differences in students’ motivation: Boys have higher self-concepts, intrinsic motivation, academic buoyancy as well as a more functional attribution style in math compared to girls. However, girls have better motivational prerequisites in language subjects.
This keynote provides in-depth insights into existing gender disparities concerning motivational factors within the self-regulated learning process. The presented findings originate from a recent longitudinal project “UP2ME”, that followed students over a period of two years from 8th to 10th grade in Germany. Students as well as important socializers such as parents and teachers were surveyed. The presentation covers (a) gender differences in different motivational variables that are important for self-regulated learning, (b) longitudinal development of boys’ and girls’ motivational factors, and (c) gender differences in longitudinal effects of judgments from important socializers on students’ motivational factors.
