Biography: Dr. Shuo Zhao is the distinguished professor in School of Foreign Studies in Xi’an University which lies in Xi’an, Shaanxi province of China. He acquired his two Ph.D in Shanghai International Studies University and Northwestern Polytechnical University. He did his Postdoctoral Research both in Fudan University, Shanghai of China and Universitat of Barcelona, Barcelona of Spain.Professor Shuo Zhao ever presides over National Social Science Fund in China, China Postdoctoral Science Fund, Humanities and Social Science Fund of Chinese Ministry of Education, National Education Science Program, Social Science Fund of Shaanxi Province and Research Project on Major Theoretical and Practical Problems in Shaanxi Province, etc. At the same he publishes one hundred academic articles approximately. He is awarded as International Humanity Scholar by American Common Ground Publishing and CEU of Spain in 2014. In addition he is awarded as Emerging Humanity Scholar by American Common Ground Publishing and Imperial College London in 2017. Recently he is awarded as Emerging Scholar by University of Pennsylvania in 2018.
Topic: European Bilingual Education Policy and Model in Bologna Process
Abstract: First it will introduce CLIL education policy in EU (Content and Language Integrated Learning). Then development of bilingual education in EU will be discussed. Based on bilingual education model curriculum design of bilingual education in European Union is expounded with case analysis of bilingual education in Luxemburg and France. Evaluation on bilingual education will be put forward at last.
Biography: Dr. Syh-Jong Jang is a professor at the Center for General Education, Asia University, in Taiwan. He received his PhD in Science Education from the University of Texas at Austin. His research expertise is information technologies and TPACK from elementary to college level. He has published a lot of research papers (SSCI) which focus on technology and innovative teaching in all levels. He grants many research projects from MOST, Taiwan.
Topic: Flipped Classrooms, SRL and TPACK
Abstract: Flipped classrooms are a major innovation in universities. Flipped learning has been in the spotlight in college education for a few years. The concept of flipped classrooms is also referred to as the flipped instruction, flipped learning, inverted classroom, reversed instruction, or blended learning. Self-regulated learning (SRL) is defined as “an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their coalitions, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment” (Pintrich, 2000, p. 453). Mishera and Koehler (2006) and their colleagues built the Technological Pedagogical and Content Knowledge (TPACK) framework on Shulman’s PCK to include technological knowledge, as situated within content and pedagogical knowledge in specific contexts (Jang, Tsai & Chen, 2013; Schmidt, et al., 2009). Most flipped classroom studies focus on students’ active learning and performance. Few studies concern university instructors’ professional development, particularly in terms of TPACK.
This study was to determine how flipped classrooms promotes university students’ self-regulated learning, and affects university students’ perceptions of teachers’ TPACK. This study uses a mixed method design that incorporates both quantitative and qualitative techniques. Two instructors and 126 university students participated in this study. In SRL, the results showed there was a significant difference in Judy’s class, whereas, there was no significant difference in Tom’s class. It also showed that both university teachers used information technology in daily examples, in order to engage students’ interest, and used different assessment methods to measure student’s learning outcomes. Flipped classrooms are beneficial for the two university teachers’ TPACK. In essence, university instructors are the authority in the traditional classroom and can easily have self-centered thinking. The use of survey helped us understand the overall teaching performance of the instructors from students' points of view and provided the instructors materials for teaching reflection (Chang, Jang & Chen, 2015). In other words, the research design allows for reflective thinking as well as timely modifications. The research implications and limitations of this study are detailed, along with suggestions.