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Keynote Speech

Dr. Josh H. C. Chao


Computer Center
Ministry of Education, Taipei



Dr. Chao received his MS and Ph.D. degrees in Electrical Engineering from Purdue University in 1989 and 1993 respectively.  Dr. Chao has received many research awards, including Purdue University SRC awards, and NSC research awards (National Science Council of Taiwan).  He is a jointly appointed professor of the Department of Electronic Engineering and Institute of Computer Science & Information Engineering of National Ilan University (NIU) in I-Lan, Taiwan.  He is also serving as the Dean of the College of Electrical Engineering & Computer Science for NIU, and Director of Computer Center for Ministry of Education (appointed since September 2009).  Dr Chao is also holding the joint professorship of the Department of Electrical Engineering of National Dong Hwa University in Hualien, Taiwan, and the honorary adjunct professorship of the Beijing Jiaotong University in China.

His research interests include High Speed Networks, Wireless Networks, IPv6 based Networks, Digital Creative Arts and Digital Divide.

Dr. Chao is the editor-in-chief of the Journal of Internet Technology (SCIE), International Journal of Internet Protocol Technology (EI), International Journal of Ad Hoc and Ubiquitous Computing (SCIE) and IET Communications Journal (SCIE).

He is an IEEE senior member, a Fellow of the Institution of Engineering and Technology (FIET), and Chartered Fellow of British Computer Society (FBCS).

Development and Future Prospects of the Tertiary Education E-Learning Program in Taiwan


In the trend of global ICT application, the implementation of e-Learning has become one of the main policies of developed countries. The government of Taiwan implemented Plan for Distance Learning in 1996 as pioneer in Taiwan’s e-Learning. Nowadays, e-Learning became the most important national technology program in Taiwan. With promotion of Ministry of Education, grows fast and possesses rich achievement.

This discussion will introduce implementation strategies and current status of the higher education e-Learning program adopted in Taiwan, including e-Learning accreditation, e-Learning talents cultivation, development of e-Learning courses, and collaboration between national universities.


Speaker Information

Mr. Alberto L. BUENVIAJE

Ateneo Graduate School of Business

Mr. Buenviaje is a Strategic Management Consultant, Chairman of AAK Developers Inc., a member of the Board of The New Medical City Hospital (Professional Services, Inc.), Medical Arts Tower Inc., AMA Group of Companies, PICAR Development Corporation, First Municipal Development Corporation and other institutions in various industries. In the academe, he is the Dean of the Ateneo Graduate School of Business and Executive Director of the Ateneo-Regis MBA Program.  He is also a Professor of Strategic Management and Economics at the Ateneo Graduate School of Business and a Trustee of AMA University.  He is likewise a member of the Academic Advisory Board of the League of Corporate Foundations' CSR Institute.

He has facilitated more than thirty (30) Strategic Management Workshops for private and public institutions. These institutions include The New Medical City, Matsushita Electric Corporation (National Panasonic), Philippine Stock Exchange, Philippine Central Depository, Sterling Tobacco, St. Peter Life Plan, Bombo Radyo, Tulay ng Kabataan Foundation, National Electrification Administration, Bengzon Law Firm, a national political party, three of the top five unibanks in the country and others. Mr. Buenviaje has advised more than 500 MBA students in the preparation of Strategic Plans for their different institutions in practically all industries.

He was formerly Chairman of the Executive Committee of the publicly listed Dizon Copper Mines and was CEO of Ventures Bank. From 1980 to 1984, he worked for the Philippine government in a concurrent capacity as Chairman and President of its housing bank (Maunlad Savings Bank), Program Director of the Land Investment Trust Program and Senior Vice President of Home Financing Corporation.

Mr. Buenviaje is an A.B. Economics (Dean’s List) and MBA graduate of Ateneo De Manila University. He attended an intensive course in Strategic Thinking for the New Economy at the University of Chicago’s Graduate School of Business. He has taken postgraduate studies at the European Center for Strategic Management.

Searching For the Appropriate Globalization Model: The Ateneo Graduate School of Business Experience.

One of the important characteristics of the Ateneo Graduate School of Business (AGSB) MBA Program is its emphasis on building strategic reasoning and competitive management skills in both domestic and global settings.  More than just integrating  global business  best practices and globalization issues in the curriculum, schools like the AGSB must find ways to ensure that the learning environment of students is conducive to the practical application and integration of these topics in the curriculum.  It is for this reason that appropriate globalization models should be considered as part of the overall strategy to simulate the global business experience.  The AGSB has found the following models appropriate and practical given the fact that its 1,500 MBA student population consist of workplace-based and experience-driven students:

1.    The Import Model
2.    Experience-driven Model (Faculty and Students)
3.    International Partnership Model  and the
4.    On-line Model

No model or set of models fits all institutions.  Each  must be in constant search of a globalization model(s) that fits the peculiar circumstance of one’s institution.  Educational institutions can, however, learn from each other’s experiences.

Dr. Miin Shyan Bair

Director of Computer Centre
Associate Professor
Electronics Engineering Department
I-Shou University

Dr. Bair received his MS in Electrical Engineering from North Dakota State University 1985 and Ph.D. degrees in Electrical Engineering from University of Manchester 1994. Dr. Bair was associate professor in the Chinese Naval Academic Electrical Engineering Department since 1994.  Dr. Bair joined Electronic Engineering Department, I-Shou University 1998.  He was the chief of general services section in computer center and became the Director of Computer center in2009.

The Aspects for Establish E-learning System at I-Shou University

Dr. Bair responded to establish E-learning environments in I-Shou University since he has joined the computer center. The synchronies and asynchronies teaching systems have been installed and working properly. I-Shou University is encouraging all the teachers to design their own teaching material and courses in order to be granted the certificate for e-learning teaching material and courses.



Department of Government & International Studies
Hong Kong Baptist University
Hong Kong

Dr. Tushar Chaudhuri earned his M.Phil. degree from the Jawaharlal Nehru University in New Delhi. He then went on to do a Ph.D. in foreign language teaching and learning from the University of Giessen, Germany. In 2005 he joined the Hong Kong Baptist University as Lecturer in the European Studies Program at the Department of Government & International Studies. He has since then taught courses in language as well as scientific writing and is currently co-teaching a course in German-Chinese trade relationships.  Dr. Chaudhuri also runs an intercultural e-exchange project between the students of the University of Giessen and the students of the European Studies Program using Web2.0 tools which aims to enhance the language learning experience of students by enabling them to interact with target language speakers at an early stage of the language acquisition process.

The Scope of E-Learning Systems in the alignment of Teaching & Learning Activities to Intended Learning Outcomes – The European Studies Program of the Hong Kong Baptist University

The concept of Blended-Learning is not new anymore. Many teachers, lecturers, instructors and professors are increasingly looking at methods to blend in e-Learning components into their day to day teaching activities. Universities have made available e-Learning platforms to facilitate Blended-Learning at the institutional level and offer active technical and pedagogical support to encourage those of us who do not have any technical or programming background. The European Studies Program of the Hong Kong Baptist University started looking into ways of teaching and learning enhancement using e-Learning concepts as far back as 1995 and has since then continuously developed its e-Learning systems to integrate a wide spectrum of subjects and student requirements.  The presentation will showcase some of these systems which are based on the basic principles of Blended-Learning scenarios but will go beyond individual courses. It will take a practical look at how teaching and learning activities (TLAs) of an entire program are networked via e-Learning systems to achieve its intended learning outcomes (ILOs). After an introduction to the program and its ILOs the presentation will introduce various TLAs of different courses as well as some extra-curricular activities (ECAs) sustained via social networking sites. It is proposed that although at first sight the different TLAs and ECAs seem to cater to their own individual goals and outcomes, they are essentially parts of a networked whole leading up to the intended profile of a European Studies graduate.


Dr. Joseph Paul Cevetello

Director of Learning Environments
Information Technology Services
University of Southern California
U. S. A.


Dr. Cevetello is Director of Learning Environments, Information Technology Services at the University of Southern California. In this role, he directs strategy, vision, and operations for USC’s Centralized Learning Environments and provides leadership toward fulfilling the strategic goals for educational technology set forth in USC’s academic plan. He has primary responsibility for a new initiative to build and support physical and virtual learning spaces to enhance learning, teaching, research, and outreach on campus, in the community, and at a distance.

Before joining USC, Dr. Cevetello consulted with KPMG for the King Abdullah University of Science and Technology (KAUST) in Jeddah, Saudi Arabia. As Engagement Manager and Lead Consultant, he designed and documented the information technology strategy for this landmark undertaking; the largest university project in the 21st century (Cost $8 billon). Upon opening in September 2009, KAUST became the second largest endowed university in the world ($20 Billion) and is targeted to be amongst the top five universities for science and technology in five to ten years.

From 2005-2009, Dr. Cevetello was Senior Director of Information Technology and Director of Academic Technology at Loyola Marymount University. In this role he provided strategic leadership and vision in support of online learning infrastructure, policy and faculty integration of technology in their teaching and research. Prior to joining LMU, Dr. Cevetello was a consultant to a number of higher-education institutions and organizations including the University of Chicago, Harvard University, The Massachusetts Institute of Technology, The Austrian National Bank, and the World Bank.  Dr. Cevetello received his masters and his doctorate from the Graduate School of Education at Harvard University. His research and teaching interests encompass how online learning technologies affect adult learner and teacher interaction/collaboration, how media influence student and faculty perspectives of learning and their roles, and how the use of technology impacts organizational effectiveness, communication, and change. At Harvard and MIT he instructed courses on Adult Development, Educational Philosophy, Education for Social Change, and the History of Education Technology.

Forward Through A Rearview Mirror

For over one hundred years, the desire to deliver education with technology has remained a consistent aspiration of educators; yet, the impact of the vast majority of these technologies has been marginal at best. In reality, the use and application of technology in education has been a history of robust and great promise with little real impact. Educational technology proponents rarely reference this past, and this lack of historical context handicaps meaningful discourse about educational technology use and impairs us from coming to a meaningful understanding of how to use technology correctly and effectively in educational contexts.
This presentation will consider how the past can inform the present. Will current technologies and claims about how they will improve learning environments in higher education be more successful than the past? How can we avoid the pitfalls and disappointment of previous proponents and the technology they supported? Why is it different today?

Associate Professor Ninia I. CALACA & Dr. Jocelyn QUE

Educational Technology Center
University of Santo Tomas, Manila

Center for Pain Medicine
University of Santo Tomas, Manila



Assoc. Prof. Ninia Calaca is the Director of the Educational Technology Center of the University of Santo Tomas.  She leads the technology center that is responsible in developing and transforming teaching and learning processes such as the production and use of online learning, and cable tv and e-radio broadcast learning as an innovative and effective medium of instruction for both university faculties and students. She is responsible for the development of the university–wide e-Learning Access Program (e-LeAP) that provides not only web-enhanced courses and fully online courses, but also online election, online office management (OMNI), online student organizations management (SOW), online reservation of university-wide venues and some evaluation processes through online survey.

Dr. Jocelyn Que is an Associate Professor in the University of Santo Tomas Faculty of Medicine & Surgery (UST-FMS), Manila, Philippines.  She had her residency training in Anesthesiology at the University of Santo Tomas Hospital.  She pursued her clinical fellowship training in Pain Management at the Pain Management Research Institute, Royal North Shore Hospital, Sydney, Australia and obtained the degree of Master of Medicine in Pain Management from the Pain Management Research Institute, University of Sydney.  She is a Fellow of the Faculty of Pain Medicine, Australian and New Zealand College of Anaesthetists (FFPMANZCA) and a Fellow of the Interventional Pain Practice (FIPP), World Institute of Pain (2006).

Dr. Que established the first distance education program in Southeast Asia for the Graduate Studies in Pain Medicine in 2008 under the University of Santo Tomas Faculty of Medicine and Surgery. This innovative program is offered through a collaborative partnership with the University of Sydney for all Southeast physicians. Dr. Que serves as the Director of the UST-FMS Center for Pain Medicine and is presently the Head of the Pain Management Unit of the University of Santo Tomas Hospital.  She has served as a Director of the Philippine Society of Anesthesiologists (19999-2001), and Honorable Secretary of the Asian Society of Paediatric Anaesthetists (2001-2003).  She is the recipient of the 2006 International Association for the Study of Pain (IASP) Initiative for Improving Pain Education Grant to support the introduction of a postgraduate degree course in Pain Management for healthcare professionals in Southeast Asia.  In September 2010, Dr. Que and her pain education team will be awarded the 2010 IASP Award for Excellence in Pain Research and Management- Basic Science category in recognition of their contribution to pain education and patient care in Southeast Asia.


Facilitating Access to Postgraduate Pain Education in Southeast Asia Through e-learning


Vice President
Global Education

Gordon Freedman, Blackboard’s vice president global education strategy, heads the Blackboard Institute,, and represents the company in terms of thought leadership, strategic vision and the integration of technology, policy and planning.   His efforts are focused internally and externally on education to meet global economic demands and the learning styles of today’s students, including adult learners.  Freedman has an extensive background in both K-12 and higher education and their cross-over in the various K-20 efforts underway at the state level in the U.S.  

Freedman’s background in education includes employment at the California State University Monterey Bay start-up and running his own consulting firm, Knowledge Base, LLC, which had among its clients the University of California (virtual school and extension services), The George Washington University (managing the learning management system Prometheus), Michigan State University (, Capella University (program development), as well as learning management systems WebCT and eCollege.  Freedman has worked closely with textbook and journal publishers, as well as with a number of science museums. 

In K-12, Freedman was a co-founder and long-time board member of the International School of Monterey, a K-8 California charter school, and he was among the founding group of, the International Association for K-12 Online Learning.

In his work for the Blackboard Institute and in his non-profit board service, Freedman has been an advocate for improving K-20 student progression.  In this regard, Freedman serves on the boards of Innovate-Educate New Mexico ( and the California K20 Education Technology Collaborative ( 

Internationally, Freedman has represented Blackboard at numerous education forums sponsored by the Organisation for Economic and Cooperative Development (OECD), the European Union, the Universities UK (UUK), the Association for Commonwealth Universities (ACU), the Chinese, Singapore and Korean Ministries of Education, the International Council for Open and Distance Education (ICDE), the Consortium for the North American Higher Education Collaboration (CONAHEC), the National Training Service (SENA) in Colombia and the Higher Education Policy Institute (HEPI) in the UK. 

Freedman and his family live in Northern California.  Prior to entering education, Freedman worked in government, media and was a film and television producer.


The Future Has Arrived – Who Will be the First Movers?

As Blackboard’s Vice President Global Education Strategy, heading up the Blackboard Institute, Gordon Freedman, has a unique insight into educational trends globally. The Institute is focused on leveraging Blackboard’s education experience and the broader network of education’s leaders across the globe to partner in driving the future of education. Today he will present on some of these trends, aligned to the conference themes of competition and globalization, standards and accreditation and K-20 learning, using real-life examples of interesting and innovative approaches from around the world.

Dr. Carmel HEAH

Language and Communication Centre
Nanyang Technological University

Dr Carmel Heah holds a PhD in Applied Linguistics from the University of Edinburgh in Britain. She teaches and coordinates language and communication skills at the Language and Communication Centre, Nanyang Technological University.  She is a writing specialist and teaches academic writing, dissertation writing, technical writing, and business writing. Dr Heah has more than 20 years’ teaching experience and has taught at universities in Malaysia, Canada, and Singapore.

Dr Heah has shared her experience on blended learning at several conferences, the most recent being Teaching Academic Writing in the Digital Age at the 44th Regional Language Centre (RELC) International Seminar in 2009. She has also published her research on utilizing online tools for teaching communication skills in challenging settings, the latest being Integrating Product, Process and Team Teaching in Writing Instruction in The Asian ESP Journal, Spring 2010 (forthcoming).

Managing Diversity, Maximizing Potential: Solving Logistics Problems and Enhancing Learning in a Project-Based Academic Writing Course

This presentation focuses on the challenge of teaching writing to large classes comprising students from diverse language backgrounds and varying levels of language proficiency without compromising pedagogical theory and principles. The academic writing course discussed is based on Vygotsky’s theory of learning and adopts a project-based learning approach which incorporates process writing. Project-based writing requires regular and ongoing monitoring of projects by the writing tutor. Process writing calls for multiple drafts for which feedback is needed in revising the drafts. These two requirements, regular feedback on multiple drafts and monitoring of group writing projects, are difficult for instructors teaching large classes to meet. It was found that certain Web 2.0 tools could be utilized not only for solving the logistics problems relating to teaching large classes but also for supporting Vygotsky’s principles of learning, in particular, his view of learning as a social act and his advocacy of a scaffolded learning approach. The tools which make it possible to meet these needs are described, in particular, the weblog. The use of this Web 2.0 technology in writing instruction highlights the significant role of social networking in education for the “Millennial” generation (defined as those born in the 1980s who came of age with the new century and are now between 18 and 28). Incorporating weblogs and other forms of Web 2.0 technology not only motivates students as it locates writing tasks in an environment familiar to the Millennials, but it also leverages on the technical skills of this IT-savvy generation. The paper concludes by proposing a model for decision-making when exploring the use of technology in writing courses.


Director and Associate Professor
Teaching and Learning Centre Lingnan University
Hong Kong

David M. Kennedy is Associate Professor and Director of the Teaching and Learning Centre at Lingnan University in Hong Kong. He has over 30 years of teaching experience and published widely on the use of learning technologies in education including pedagogical frameworks to support their use, problem-based learning, visual and information literacies, and evaluation of curriculum innovations in a diverse number of academic domains. His activities include research, consultations, professional development and seminars related to eLearning and mLearning, curriculum design, information literacy, using free and open source software, and outcomes-based approaches to teaching and learning in Australia, Canada, Finland, Hong Kong, Malaysia, Mauritius, Russia, South Africa, the UK and Vietnam. He is also a member of the Editorial Boards of the 'Journal of Multimedia and Hypermedia', the 'International Journal of Teaching and Learning in Higher Education (IJTLHE)', and the Journal 'Education as Change'.

mLearning: Is 2010 the year are we really ready?

Numerous commentators have claimed that 2010 is the year that mobile learning will finally become mainstream, moving from the fringes of higher education to the center of a personalized, student-centred and controlled learning experience that incorporates how students engage with their physical and virtual worlds. However, is reality keeping up with the hype and expectations? What or who are the drivers for change? Educators would claim ‘it’s the pedagogy that will drive the change’, while technologists might talk about the opportunities for rich media, social networking (think Facebook and Twitter) and personalizable learning—making students themselves the drivers. The administrators will then ask, who is going to pay for this brave new mWorld, and how will it fit into our existing infrastructure? This presentation will examine this complex web of interaction and intersection, drawing on the broader literature, and research undertaken in higher education and schools in an effort to provide some clarity on how notions of mobility and mobile devices might contribute to the student learning experience in the coming decade.

Professor Annie KOH

Dean, Office of Executive & Professional Education

Associate Dean, Lee Kong Chian School of Business

Academic Director, International Trading Institute

Singapore Management University

Annie Koh is Associate Professor of Finance and Dean of Office of Executive and Professional Education at the Singapore Management University. She also holds the positions of Associate Dean of the Lee Kong Chian School of Business and Academic Director, International Trading Institute@SMU. She received her PhD in International Finance from New York University (Stern School of Business) in 1988 where she was a Fulbright scholar. A frequently sought after conference speaker, panel moderator and expert commentator, Annie’s research interests are in Family Office and Family Business Research, Investor Behaviour, Alternative Investments, and Enterprise Risk Management. She has extensive experience in consulting and executive education for the corporate and public sectors, training professionals in leadership, management, directorship and private banking.

Instrumental in bridging academia and the industry, Annie has spearheaded many major partnerships between SMU and the business world such as the setting up the Human Capital Leadership Institute, the International Trading Institute for commodities research, the Financial Training Institute for competency training, the BNP Paribas Hedge Fund Centre and the UOB-SMU Entrepreneurship Alliance. Annie was also behind the successful Business Advisors Programme where PMETs are matched with small local enterprises for short-term consultancy stints as well as the Foundation Training Programme to prepare fresh graduates for career in local enterprises, a testament to her sharp pulse on the needs of the economy.

She played major contributing roles to several academic programmes in SMU such as the MBA, the upcoming EMBA, the Master of Science in Applied Finance and the Master of Science in Wealth Management. Annie sits on a number of advisory boards, governing councils and steering committees in SMU as well as the financial services and government sectors. Her articles have been published in The Review of Future Markets, SIMEX Papers, Pulses, and she authored International Enterprise Singapore’s book on Financing Internationalisation – Growth Strategies for Successful Companies.

The International trading track case study - a public- private partnership

In the year 2007,IE Singapore (International Enterprise Singapore) undertook a survey amongst global trading companies on what are some of their challenges siting their trading headquarters in Singapore.

 From the feedback, the Singapore government found that one of the key challenges was that many of the university graduates were attracted to the finance and banking sector on graduation and there were insufficient quality talent entering into the commodities trading business.

So SMU and Prof Annie Koh saw an opportunity to differentiate our curriculum to prepare our students for this niche area and also working closely with the trading partners (Shell, BP, ConocoPhillips, Olam, Louis Dreyfus,etc) both in curriculum design and internships to ensure that our trading track graduates have a head start over the competition in their knowledge of international trading.

As luck would have it - the commodities markets boomed during 2008 to 2009 and the ITT students all had jobs upon graduation and when the credit crisis took place last year - the track graduated 100 ITT students with 100 percent employment, during the times when finance and banking were retrenching staff.

Prof Koh will share with the audience the design of the track, both credit and non-credit courses, the industry study missions and the internships with various trading firms within and outside of Singapore. The track led to the set up of the International Trading Institute in 2008  whereby research, professional training and outreach in the areas related to international trading and globalization are undertaken and offered.

 ITI@SMU is currently looking for global university partnerships to share their learning and hosting of students interested in this area of commodities trading.

Mr. Jerome LO

Head, Education Technology
Raffles Institution
One Raffles Institution Lane

Jerome Lo has been in the training and education industry since 1997. He has been a marketing and economics lecturer at IHL instituations. Jerome chanced into education consultancy work in year 1999 with Silicon Graphics Inc. (North America) and it fueled his passion to channel all his effort towards innovative education technologies to augment the classroom instruction. His educational excellence and leadership track records resulted him with the Apple Distinguished Educator (ADE) appointment in 2005 where he filled the role as an advisor, advocate, author and ambassador in integrating technology into curricula at all school levels. In 2007, he began a new chapter at Singapore’s prestigious Raffles Institution as an Education Technology Specialist. After much success with the pilot programme, he currently heads a team of highly motivated individuals to support teachers in producing blended learning content to enhance the education in the A-Level certification and supporting students with digital creative expression skills.

Content is King…. Really?


Founded in 1823, Raffles Institution is Singapore's oldest and largest independent secondary and pre-university school. Currently catering to 4,500 elite students, it is well reputed to be the "gateway to the ivy league".

Although the General Certificate of Education Advanced Level (GCE 'A' Levels) is especially designed to measure the academic competencies/abilities of a student, the Raffles education is prized for the holistic learning environment it provides. Making use of education technologies to support teaching deliveries, Raffles has successfully brought learning beyond the textbook and outside the classrooms.  Traditional schools often ask:

  • When to adopt technology?
  • How to repurpose and reuse your crowned content?
  • What technologies and environment outlays are needed to support classroom delivery?
  • What are the skills and experience needed to support the school?
  • Do teachers have the resources and time to become media producers, authors and designers?
  • What measurements should be used to measure your E-learning investments?

Raffles Institution embarked on a risky pilot programme in 2007 that led to the creation of a new academic support team known as the Education Technology Department (ETD). Today, the ETD is the sole provider of the advanced E-learning environment at Raffles Institution and the founder of the “360 degrees” in-house publishing solution that nurtures the top 3% of the Singapore student population.

In the backdrop setting of traditional classroom instruction and the GCE A-level’s assessment criteria, Mr. Jerome Lo will share in this session when and how “content is king” in the ideal conditions of infrastructure and human resource at the K-12 level.


Director & Professor of Learning Enhancement
Centre for Learning Enhancement And Research
The Chinese University of Hong Kong
Hong Kong

Dr. McNaught joined The Chinese University of Hong Kong in January 2002. She was formerly Head of Professional Development in Learning Technology Services at RMIT University, Melbourne, Australia. Carmel has had over three decades of experience in teaching and research in higher education in Australasia, southern Africa and Britain. She has worked in the discipline areas of chemistry, science education, second language learning, eLearning, and higher education curriculum and policy matters. She is an accreditor for the Hong Kong Nursing Council (has accredited programmes at The University of Hong Kong and the Hong Kong Polytechnic University) and an auditor for the Hong Kong Quality Assurance Council.

Institutional Strategies for Embedding Blended Learning in a Research-intensive University

This presentation, set in the context of The Chinese University of Hong Kong (CUHK), demonstrates how systems-level thinking can allow universities to gain maximum benefits from the investment (time and money) that is put into eLearning. A model of drivers that influence the growth of blended learning at CUHK is presented and mapped to a number of strategies used by the University's eLearning Service - namely: 1) revamp of the University's eLearning platforms, 2) a range of support services, 3) seminars and workshops, 4) support for courseware development, 5) promotion of eLearning, and 6) research on new strategies and technologies. Strategic planning involving reflection on all the strategies together has allowed the University to move forward in promoting blended learning and ensuring increasing quality of students' eLearning environments and experience.

Ms. Hye Ok Park

Director of eLearning, California State Polytechnic University, Pomona

Ms. Park currently serves as the Director of eLearning and directs a team of instructional designers, information technology specialists, multi-media developers, and streaming engineers to provide support for all eLearning efforts at California State Polytechnic University, Pomona.  Prior to Cal Poly Pomona she served as the Executive Director of Digital Campus and a Library Faculty at California State University, Fresno, directing campus-wide eLearning operations and academic technology projects.  Ms. Park has worked in the fields of instructional and information technology over 25 years in higher educational institutions in various regions of the U.S.  She holds a Master’s degree in Library and Information Science from Texas A & M University - Commerce and a Certificate from the Harvard Leadership Institute.

Online/Hybrid Teaching in the Days of Budget Cuts

This session will describe how one American state-supported university copes with budget cuts and threats of pandemic campus closure to sustain and enhance student learning opportunities by increasing the number of online and hybrid courses.  With the University’s mission to advance learning and knowledge by linking theory and practice in all disciplines the principles of “Learn by Doing” must be applied in all teaching.  Moreover, the University is situated in the greater metropolitan area of Los Angeles, CA, and serves a large student population of non-native English speakers in diverse ethnicity.  An alternative means of learning and completing college education without having to drive to campus for every class time is in great demand by the student population largely with jobs and families to support.  How faculty support for transforming traditional classroom lectures to online or hybrid format with interactive, engaging lecture materials with digital learning objects is provided through intensive week-long Summer/Winter Institutes will be presented.  The resulting dramatic increase in online/hybrid course offerings by 300 percent and student responses to the changing instructional delivery method will also be presented.

Mr. Steve RYAN

Director Centre for Learning Technology
The London School of Economics and Political Science
United Kingdom

Association for Learning Technology
United Kingdom

Steve is the Director of the Centre for Learning Technology at the London School of Economics and Political Science where he leads a team of learning technologists supporting E-learning developments across the School. Steve has worked widely in education and has led or contributed to a number of national and international projects in the field of learning technology. Steve has also undertaken consultancies in the health sector, the community and criminal Justice sector, on behalf of the Home Office and for major corporations on a range of topics relating to online and distance learning. His research interests currently focus around the impact of ICT on campus-based teaching and issues relating to reuse, repurposing, and learning design. He is also the President of the Association for Learning Technology (, a professional association for Learning Technologists in the UK."

Building on success: using e-learning to enhance the student experience.

The world of higher education is becoming increasingly competitive. New universities are emerging of the highest quality, challenging the world’s elite institutions. Student demands and expectations are changing and emerging technologies offer the potential to enhance and extend e-learning to achieve some of the goals that educationalists have been striving for.

At the same time we do need to recognise the continuing strengths of traditional research-based universities.

Drawing upon a number of examples particularly from London School of Economics, this presentation will examine how one institution while retaining traditional campus-based teaching has developed a range of approaches using e-learning technologies to enhance the student learning experience. These include re-examining course design, redesigning the physical environment, enhancing lectures, piloting new forms of assessment and feedback and exploring the potential of social software. 

The presentation argues for the continuing role of the traditional research-based, campus university but one that embraces the potential of e-learning to respond to the challenges ahead.

Alexander Roche


Alexander is currently developing a Master in Educational Technology in partnership with the Australia Council of Private and Higher Education. His curriculum and teaching contribution to the degree include Educational Technology Systems Architecture, systems integration and specialist SCORM elements, all being areas he currently teaches.

Alexander is a specialist in Educational Technology at Androgogic with experience in online learning dating back to the early 1990s. He combines a background in Science and Technology with adult education expertise and has worked in both curriculum design and systems implementation fields in the Education sector.

Achieving an integrated Educational Technology architecture in support of the business of teaching and learning in the 21st century

This discussion will explore an approach to defining and implementing a best-practice Educational Technology systems architecture in support of the business of teaching and leaning for an Educational institution. It will examine the challenges institutions face in welding disparate and often highly commoditised software applications into a unified whole capable of effectively serving the requirements of stakeholders across the business of education from student acquisition, to student records management, to teaching/learning facilitation, to compliance/quality and content management.

As an architectural exemplar, the discussion will look closely at how a digital repository can be used as a content management hub to 'switch-board' content from different sources directly into the core business of the delivering high quality teaching-learning in an increasingly online world.

Professor Thomas K. S. WONG

Vice President (Management),
Chair Professor of School of Nursing
The Hong Kong Polytechnic University
Hong Kong

Prof. Wong is Vice President (Management) and Chair Professor of Nursing of The Hong Kong Polytechnic University.

He is a senior member of many international health bodies, namely the WHO/PEPFAR Expert Group on Scaling-up of Medical and Nursing Education, Telenursing Network Advisory Group of the International Council of Nurses and Nursing Knowledge International’s Board of Directors of Sigma Theta Tau International Honor Society of Nursing. He is also a prominent member of several organizations in Hong Kong, such as the Food and Health Bureau’s Health and Medical Development Advisory Committee and Research Council, Hospital Authority’s Human Resources Committee and Staff Appeals Committee, and Hong Kong Red Cross’ Paramedical Training Advisory Committee. Prof. Wong is also Vice-Chairman of the Department of Health’s Human Organ Transplant Board and Chairman of the Nursing Council of Hong Kong.

He is a pioneer in the development of information technology for nursing education, research and practice, and was instrumental in harnessing computerized simulations, virtual reality and Web-based learning for the University’s health programmes at both the undergraduate and postgraduate levels. He and his team at the University’s School of Nursing created the city’s first telehealth and telecare system, which has been adopted by the University’s on-campus Integrative Health Clinic and a community health centre in the United Kingdom. The Telehealth System won the Pinnacle Award and the Information Technology Award for Clinical Nursing Applications from Sigma Theta Tau International in 2002, and the Best of Health category at the 2002.

Prof. Wong and his team have garnered many other major awards and patents for their inventions. Since 2002, they have received three commendatory awards, nine gold medals, one silver medal, and two bronze medals in international and local competitions.

Prof. Wong has published widely in international research journals, and has served on the editorial or advisory boards of several renowned journals. He has a distinguished record of service to the University, as reflected in his winning of the President’s Award for Excellent Performance/Achievement (Services) and the Faculty Award for Outstanding Performance/Achievement in 2003, and the Faculty Award for Outstanding Performance/Achievement (Team) in 2005.

Prof. Wong has also been honoured for his significant contributions to Hong Kong society and nursing. He was chosen as one of Hong Kong’s “Ten Outstanding Young Persons” in 1991 and was made a Justice of the Peace in 2007.

A Robust Platform for Global Expansion of Medical and Nursing Education

The global shortage of doctors and nurses is putting millions of lives in jeopardy.  Despite universal agreement on the extent of the workforce crisis, we are still unable to prepare enough new graduates especially in some developing countries.  Preparation means resources, both human and materials.  While there is always an outcry for more opportunities, the need for more creative and innovative approaches is crucial, given that resource it often limited.  This is particularly so when global shortage of medical and nursing teachers is imminent.  With the advanced development of web technology, a robust e-learning platform could be a solution.  Learning in a seamless environment would prepare global citizens in general and healthcare workers in specific.  If we can pool all expertise together, the dream of learning without boundaries will come true.

Professor WONG Yue Kee

Practice Associate Professor
Singapore Management University

Practice Associate Professor WONG Yue Kee is a faculty with the Singapore Management University’s School of Information Systems. He is an avid user of course management software, and has used Blackboard’s Learning System for the last 10 years at SMU. He has also served as Director for Teaching and Learning at SMU for the last six years, where he has been instrumental in the management and development of IT infrastructure for teaching.  Presently, he teaches a core course on Business Modeling with IT tools where he does most of his listening.

Students Learning – Are We Listening?

At Singapore Management University, courses are organized as seminar (as opposed to lecture) style classes with average sizes of around 40 students per class. We value engagement in classes and we encourage an interactive learning environment. While these are not particularly big classes, it can become increasingly difficult for instructors to “keep track” of student learning as the pressure for increasing class size mounts. Furthermore, it is equally difficult for instructors to “listen” to the students given the limited class exposure time. Without “listening” how are we to know that students are learning?
In this session, Prof Wong will share with the audience his experiences with using Blackboard tools to “listen” to his students, and to encourage more interaction and engagement in the classroom. In particular, he will extol the virtues of “listening” using student journaling and peer evaluation as examples.

The presenter believes that while continuous assessment and summative evaluations may indicate the successful transfer of knowledge for the learning outcomes, it misses out on the learning processes taking place as the course progresses. This feedback is important in shaping students’ perception of the class and is the key to a positive classroom learning environment.

Dr. Guodong ZHAO

Deputy Director and Associate Professor
Department of Educational Technology
Graduate School of Education
Peking University
China, P.R.C.

Dr. Zhao Guodong is deputy director and associate professor of Department of Educational Technology, Graduate School of Education, at Peking University.  Dr. Zhao also serves as the associate director of Modern Educational Technology Center (METC), and is responsible for the development of PKU Academic Online and faculty ICT training at Peking university, which are e-learning environments supported by Blackboard technologies. Dr. Zhao is also the General Secretary of Committee Educational Technology in Arts & Science of China Higher Education Institutions, which is a branch of the Chinese Education Technology Association.  Dr. Zhao served as a member of Appraisement Committee of Multimedia Courseware, Ministry of Education, China, from 2004-2009.

Amongst the many awards and recognitions received by Dr. Zhao, he was a recipient of the Excellent Teacher Awards, Peking University, in 2008; and Beijing Education Science Research Award in 2006.

Key Factors of Effecting Blended Learning Satisfaction:A Study on Peking University Students

Blended/hybrid learning is a new learning environment that combines face-to-face teaching with technology-mediated instruction. With the development of E-campus, blended learning has become an important ICT use in universities and colleges all over the world. Based on blended learning practice in Peking University in recent years, this report mainly discusses the factors that effecting student`s satisfaction in blended learning environment, and proposes an analytical model of evaluating student satisfaction in blended learning situation, which includes four dimensions: learner characteristics, instructor characteristics, course characteristics, and system characteristics. According to the model, the researchers design a questionnaire to research the PKU students` attitudes on blended learning. The statistics results shows that e-learning adaptability, perceived usefulness, in time of teacher`s response, perceived ease of use (use conveniently) and course applicability are the important factors that can affect the learners` satisfaction in using blended learning. Finally, the report also proposes some suggestions to promote the use of blended learning in PKU.

Mr. XUE Dongming

Director of Information Centre, CEIBS
China Europe International Business School
China, P.R.C.

Mr. Xue Dongming is the director of Information Center at China Europe International Business School (CEIBS). He has over 25 years of information technology management experience. Before 2001, he worked for several Fortune 500 companies about the implementation of ERP system and the management of information system in over ten countries. He accumulated rich experience in planning, implementing and operating information system. He joined CEIBS from 2001, and has led the implementation of IT system platform which includes Oracle CRM and Blackboard. In recent years, he is bringing his attention to the implementation and development of information platform in China education industry. And he is always trying to share other industries’ successful experience to the developing and promoting CEIBS information platform.

The Practice of E-learning Platform in CEIBS EMBA Program


China Europe International Business School (CEIBS) has the which has ranked within the Top 30 EMBA program by the Financial Times in the recent three years. The two-year EMBA program is opened in Shanghai, Beijing and Shenzhen together. Each course is taught lasting four days of every month. So it is a short time for the communication between students or between students and faculty. This study mode is a great challenge of ensuring the teaching quality and study efficacy.
CEIBS analyzed and investigated our students, faculty and courses to meet the challenge with the support of E-learning platform and its extension. We have the following practice.

  1. Realize the sufficient communication between the students or between the students and faculty. Arrange study groups intellectualized on the basis of students background, which supports the case study well. So the teaching quality and students’ satisfaction are better than before.
  2. Quantify the teaching on and optimize the course arrangement. It is objective, efficient and integrated to evaluate the course through e-learning platform.  The twice 360° survey of the students’ management ability shows the students themselves and the whole study efficacy directly, which provides the objective evidence to optimize and improve the course quality, even change the course content.
  3. Improve the standardization and elaboration of course management in Shanghai, Beijing and Shenzhen. So the course quality is better than before. It also resolved the problems resulting from staff turnover. And it is more convenient for students to change the course in Shanghai, Beijing and Shenzhen with very short notice.
  4. The student web community is built by e-learning platform. It is the best communication platform for CEIBS and students, and shortened the distance between CEIBS and students. So the students have more sense of belonging.  

In conclusion, e-learning platform has become one of the most important parts in the learning procedure of EMBA students. CEIBS takes the advantage of e-learning platform creatively to improve the study efficacy, which supports the development of CEIBS greatly. We believe that with the development of new technology, e-learning platform will has more advantages for us to realize.

** Listed by alphabetical order

  Designed by Chang, Jih-Sheng