Keynote Speakers

Metaverse has been the trendy topics in global education since 2022. The Metaverse is considered the third wave of the Internet revolution, able to support persistent interconnected online 3D virtual environments (3DVE), and promising to bring new levels of social connection and collaboration. How to effectively design and use Metaverse in teaching and learning remains crucial for the development of effective learning experiences. Meanwhile, Generative AI such as ChatGPT entered the spotlight in 2023 and stirred conversations around the world on its usage and “threats” to teaching, learning and training.

Prof. Marquez-Barja will present an overview of the current technical approaches for remote laboratories that enhance engineering education by providing laboratory facilities to experiment remotely and new skills to learners. While many solutions enable remote laboratories, the engineering education community has identified the need to embrace an interoperable approach to homogenize how such laboratories may operate. To address such a need, the IEEE Education Society, through its Standardization Committee, has been sponsoring the development of standards that aim to homogenize such technical approaches for implementing and delivering remote laboratories in a secure and interoperable manner. In this Keynote, Prof. Marquez-Barja will also present the status of the already existing standards, such as the IEEE 1876-2019 Standard for Networked Smart Learning Objects for Online Laboratories, and ongoing efforts for new standards, such as IEEE P2834 – Standard for Secure and Trusted Learning Systems. Furthermore, the talk will present the remote laboratories approach that IMEC and the University of Antwerp have developed in Belgium utilizing high-performance testbeds, such as the Smart City and the Smart Highway located in Antwerp, to deliver remote laboratories in engineering education.

The scope of forced displacement of communities around the world is huge and growing. The massive amount of migration, whether in emergency or protracted settings, often demands complex solutions to meet crucial community needs. When technical issues arise – for instance, a refugee camp needing an immediate and consistent source of power – solutions are often brought in from an external donor or humanitarian assistance provider. However, displaced communities have a wealth of knowledge and skills, especially about their individual and community needs and the potential knowledges and histories they bring. In this talk, I describe an alternative, co-created approach to providing authentic engineering learning through a framework called Localized Engineering in Displacement. Grounded in principles of critical pedagogy and social justice, this framework is structured to integrate technical content, professional skills, and engineering design, all focused on needs identified by the local students themselves. I highlight the process and outcomes for our team, including the learners, teachers, and communities who share research, new teaching materials and approaches, and community solutions. 

The keynote talk will discuss the challenges faced by deans and department heads in evolving engineering curriculum to meet the ever-changing needs of industry and students.  It will showcase how MathWorks aligns as a university partner by developing teaching tools and resources that best help prepare students to seamlessly fit industry and research workflows. More specifically, the session will highlight MathWorks resources such as assignment auto-grading, online training courses, courseware, integrations with open-source software (OSS), student programs, and capstone projects, in a conversation about enabling educators to teach complex engineering concepts in an effective and engaging manner.