2021 Virtual Conference Europe/Africa Zone Programme

11:30 – 15:00 (Note all times are GMT)
EDT = UTC -4

Theme: Designing for this day and age

11:30 – 12:00    ISDDE introduction to the Society, the conference and special presentation to ISDDE prize winner, Joseph Krajcik of Michigan State University who will provide insight into his work in designing for effective learning in science education.

12:00 – 12:50   Keynote presentation
Curriculum design for this day and age

This session will include an opportunity to discuss design issues with Colin and other participants.

Profile photo of Dr. Colin FosterDr. Colin Foster
Colin @colinfoster77 is a Reader in Mathematics Education in the Mathematics Education Centre at Loughborough University. His research interests focus on the learning and teaching of mathematics in ways that support students’ conceptual understanding. He is particularly interested in the design of classroom tasks that enable students to develop the necessary fluency in mathematical processes that will support them in solving mathematical problems.

Designing a completely free, fully-resourced, coherent, research-informed school mathematics curriculum
I will outline the early stages in the design work that we are doing now in the Mathematics Education Centre at Loughborough University to try to envisage how we might design a completely free, fully-resourced curriculum for lower-secondary school mathematics. I will explain the contextual features of school mathematics resourcing in England which lead us to think that this is a timely and important thing to do, and share the design principles we have arrived at from the research literature. I will also share our emerging attempts to map out a way forward.

13:00 – 13:50   “Meet the designer” interviews.
This session provides an opportunity to watch interviews with three designers who consider designing for this day and age from three different perspectives.
Dr. Nellie Mbano, University of Malawi, Malawi –  Science Education
Professor Zsolt Lavicza, Johannes Kepler University Linz , Austria and Geogebra developer – Mathematics Education
Professor Rupert Wegerif, Cambridge University, UK,  – provides insights into design vision in relation to his work as Director of  the newly launched Digital Education Futures Initiative

Profile photo of Dr. Nellie MbanoDr. Nellie Mbano
Nellie is a senior lecturer in the Department of Curriculum and Teaching Studies, Faculty of Education, Chancellor College, University of Malawi. She has a PhD in Science Education and teaches biology education. Her research interests include teaching thinking skills, gender and science education and building communities of practice in science education. She has coauthored secondary school biology textbooks. 

Profile photo of Professor Zsolt LaviczaProfessor Zsolt Lavicza
Zsolt  has worked on several research projects examining technology and mathematics teaching in classroom environments in Michigan and Cambridge. In addition, Zsolt has contributed greatly to the development of the GeoGebra community and participated in developing research projects on GeoGebra and related technologies worldwide. Currently, he is Professor in STEM Education Research Methods at Johannes Kepler University’s Linz School of Education where he works on numerous research projects worldwide related to technology integration in schools. Zsolt  leads the doctoral programme in STEM Education; teaches educational research methods worldwide; and coordinates research projects within the International GeoGebra Institute.

Profile photo of Professor Rupert WegerifProfessor Rupert Wegerif
Rupert is Professor of Education at the University of Cambridge and director of the Digital Education Futures Initiative at Hughes Hall, Cambridge. His research focuses on designing education for dialogue in the context of the Internet Age. He researches dialogic theory in education and ways of teaching through dialogue and teaching for dialogue in classrooms with technology. He is  co-lead with Sara Hennessy of the Cambridge Educational Dialogue Research group (CEDiR) and co-convenor of the argumentation, reason and dialogue Special Interest Group (SIG) of the European Association of Research on Learning and Instruction (EARLI).

14:00 – 14:50   Panel and discussion
Panelists will give brief thought-provoking insight into “Designing for a (more) equitable future”.
The session will include an opportunity to discuss with colleagues in breakout groups and with the presenter and other participants in joint session.
Dr. Marta Romero Ariza, Universidad de Jaén, Spain – Science Education
Faith Moynihan, designer, Desmos – teaching and learning mathematics digital platform. USA
Dr. James Calleja, University of Malta, Malta – Mathematics Education
Dr. Lynn Bowie, Visiting Associate, Wits University, South Africa

Profile photo of Dr. Marta Romero ArizaDr. Marta Romero Ariza
Marta Romero Ariza is Associate Professor at the Department of Didactics of Sciences in the University of Jaen, passionate about science and education. She accompanies teachers in the process of improving STEM teaching and learning through design-based research.
Designing for meaningful participation in today’s society
What does a person need to appreciate, learn and being able to do in relation to science and mathematics to fully participate in today’s societies? Does a unique design meet everyone’s needs and capacities? Are we working on an equitable future for all? How could we bring authenticity and relevance into STEM educational design? Is there space for co-design and co-creation?

Profile photo of Faith MoynihanFaith Moynihan
In her career as a math teacher, Faith has taught in a diverse set of schools. In each of her classrooms Desmos has been the equalizer that helped ignite curiosity and spark rich, mathematical conversations. At Desmos Faith brings her passions to life by creating delightful lessons for students and teachers to use math to explore and represent the world around them.
Technology and curriculum design for equitable classroom experiences. 
How do we create an equitable learning culture where all students see themselves as powerful and valuable learners? Faith will explore ways technology and curriculum design can help us elicit, celebrate, and build on student thinking to foster more equitable classrooms.

Profile photo of Dr. James CallejaDr. James Calleja
James Calleja PhD (Nottingham, UK) is a lecturer at the Faculty of Education, University of Malta. He leads the Collaborative Lesson Study Malta (www.clestum.eu) project and his research interests include mathematics education, teacher learning, lesson study and the design of continuing professional development.
Designing professional development for just-in-time learning
The concept of just-in-time learning (JITL) involves providing support that is responsive and applicable to the needs of educators. In this presentation, JITL and its application to professional development (PD) programmes is discussed, and suggestions for PD designers to give explicit attention to JITL will be offered.

Profile photo of Dr. LynBowieDr. Lyn Bowie
Lynn Bowie is a Visiting Associate at the University of Witwatersrand and the mathematics coordinator at OLICO Mathematics Education, an NGO supporting learners in South African schools in mathematics. She holds a PhD in Mathematics Education and has taught mathematics at all levels from primary school through to university mathematics.
Designing against disadvantage
In South Africa the poorest 60% of students are estimated to be about 4 years behind their expected grade level in Mathematics by the time they enter high school. In combination with this schools are bound to follow a prescriptive national curriculum (both in scope and sequencing) which means these learners often face content they do not have the prerequisite knowledge to deal with. Lynn will discuss the design of a learning programme aimed at supporting learners to succeed in high school Mathematics that navigates the tensions imposed by these competing demands.

14:50 – 15:00   Wrap-up

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