6th International Conference on
Higher Education Learning Methodologies and Technologies Online
25-26-27 September 2024
Centro Congressi Frentani, Rome
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Doctoral Consortium
The Doctoral Consortium on Higher Education Learning Methodologies and Technologies Online is intended to bring together Ph.D. students and candidates within the Education, Computer Science, Psychology, Data Science Technologies, Applications and Software Technologies field to discuss their research in an international forum.
Call for Hosting 2025
A new HELMeTO conference is coming!
Parties that are interested in organising the HELMeTO 2025 are invited to express their interest by filling a Letter of Intent (LoI) as a first step until 31th December 2024. If you have any questions concerning the call please do not hesitate to contact us at info@helmeto2024.it.
In your Letter of Intent, you should :
- Indicate the organization and place where you intend to organize HELMeTO 2025
- Demonstrate the capacity and experience of the local organisers to run a large international event, including arranging venues, helping develop the program, organising attractive social events and providing a sustainable hybrid mode conference (with participation both in-person and online).
- Describe the proposed conference facilities to show they are attractive and efficient for a conference of over 80 registrants (previous conferences have been attended by 80 to 200 participants).
About The Event
HELMeTO 2024 aims to bring together researchers and practitioners working in Higher Distance Education Institutions or studying Online Learning Methodologies to present and share their research in a multidisciplinary context. The conference is focused on all the relevant topics for online higher education and provides a forum for the discussion of new research directions and applications in these fields, where different disciplines could effectively meet.
Dates
25-27 September 2024
KEYNOTES
Prof. Ryan Baker - Large Language Models to Improve Feedback in Online Higher Education
Ryan Baker is Professor at the University of Pennsylvania, and Director of the Penn Center for Learning Analytics. Baker has developed models that can automatically detect student engagement in over a dozen online learning environments, and led the development of an observational protocol and app for field observation of student engagement that has been used by over 150 researchers in 7 countries. Predictive analytics models he helped develop have been used to benefit over two million students, over a hundred thousand people have taken MOOCs he ran, and he has coordinated longitudinal studies that spanned over a decade. Baker was the founding president of the International Educational Data Mining Society, is Associate Editor of the Journal of Educational Data Mining, was the first technical director of the Pittsburgh Science of Learning Center DataShop, and currently serves as Co-Director of the MOOC Replication Framework (MORF) and JeepyTA projects, and Faculty Director of Penn's Online Masters in Learning Analytics. Baker has co-authored published papers with over 500 colleagues and has been cited over 30,000 times.
Prof. Patrik K. Telléus - Ecco homo: when communication is not the answer, but the problem
After graduating from Copenhagen University with a degree in philosophy in 2003, Patrik K. Telléus (b. 1974), joined Aalborg University. Here he wrote his Ph.D.-thesis on conceptual deliberation based on Wittgenstein’s philosophy, using cases from the field of medical ethics and from higher education pedagogic. He spent 10 years at the Department of Learning and Philosophy, before joining the Medical Faculty, as part of Aalborg University’s establishment of a medical program. Patrik has continued to work on issues of medical ethics and research ethics but has steadily increased his participation in pedagogical research and faculty training. Here his focus is on problem-based learning primarily in medical education. In later years he has been interested in the digital turn in education, and currently runs several research projects in this area. He is a member of the Institute for Advanced Study in PBL and is the editor-in-chief of the international peer-reviewed Journal of Problem-based Learning in Higher Education.