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You are invited to submit your ideas before June 1, 2023!

Human Skills Versus Automated Skills

AI is the technology of the age. With the introduction of ChatGPT, AI in its generative form has left many of us speechless. If machines replace what students are supposed to learn at university, what is the role of universities? If machines can do what white-collar workers in the knowledge, creative, and engineering industries are paid to do, what tasks are left for human workers? How can we shift curricula to match the demands of the new labour market with university graduates’ knowledge and competencies? Who will be in charge: a human or a machine? Will we even notice a difference?

Issues we’d like to discuss and questions we’d like to answer will include:

• Which jobs will still be exerted by humans?
• What is happening in the world of work and how will it affect learning and development?
• Is it still necessary for universities to try and overcome the skills gap?
• How can we equip learners with skills to operate in an AI environment?
• How do you use AI in your didactics, to build courses, to assess?
• How do you use AI in different disciplines (creative academia sector, engineering schools, psychology, HR, etc.)
• What about bias, the oldest critique against AI?

Contributions may also highlight the development of specific skills such as:

• Future-oriented, 21th century skills, transferable &  soft skills
• Digital, STEM, coding and machine learning skills
• Lifelong learning, language skills, entrepreneurship
• Multimedia, digital literacy, media literacy & literacy skills

Revisiting the Constellation and Impact of Learning Design

Post-pandemic, the demand for Learning Designers has exploded. But what exactly is Learning Design? What does a Learning Designer actually do and how does the role compare with the role of a Learning Technologist or a Learning Engineer? What does a well designed course look like? And how can we analyse the impact of a course in terms of the long-term growth of a course taker?

All the big topics for solid Learning Design will be covered in this track, including:

• Designing content, curricula and online degree programmes
• Deploying off the shelf courses
• Design thinking, (Learner-centric) user experience design, Learning loops, Learning Space design
• Co-created curriculum design, Cultural localisation, Participatory & Engagement techniques, Student well-being
• Quality assurance & benchmarking through standards, assessments & certification

This track will also cover different instructional methods and digital pedagogies that could be embedded in a well designed course or training program:

• Proven learning models, techniques & theories
• Research & science of learning
• Project & Problem based learning, Competence based learning, Experiential & Immersive learning
• Game-based learning, Gamification, Scenario & Story based learning
• Micro or bite-sized learning and In-demand, just-in-time & on demand learning
• Student-centric learning, self-paced, self-directed or learner-driven learning
• Social, collaborative & peer-to-peer learning, interaction & connections in communities of learning and Intercultural learning & mobility

Sustainable L&D and Digital Transformation for All

When digital learning becomes the norm, finding the right model to make it economically sustainable becomes a priority. How can we upskill our employees and align it with our business goals? How can we reskill the unemployed and create a lasting impact on our economy? How can universities best transition to e-learning to fulfil their mandate to equip students with future-ready skills? Who has done it with success and how easily can proven practice be adopted by others?

All the big topics for solid L&D and Digital Transformation will be covered in this track, including:

• L&D strategies and proven practices
• How can learning improve business agility and help individuals to adapt?
• Making a business case for L&D to demonstrate value, consulting more deeply with the business
• Upskilling and reskilling, performance support, skills-based talent management and productivity
• Digital transformation strategies & best practices, leadership & change management
• L&D Professional Development, Teacher Training & Faculty transformation
• Transformation and upgrading of digital infrastructure
• Overcoming defiance & distrust
• Policy Making
• Access and Open learning & teaching, Inclusiveness, Gender Equality, Special Needs & Accessibility

Harnessing Data to Unlock Learning

Data is becoming increasingly available, and at the same time it’s getting harder and harder for education professionals to master the art of learning analytics. How can we keep up with all the powerful technologies behind the data that have become more sophisticated in recent years? How can we better use data to track performance, provide feedback, make adjustments, evaluate, and show stakeholders the value of your work?

Contributions in this track may include but are not limited to:

• Learning Analytics
• Learning Record Stores
• Personalisation & Adaptive Delivery
• Data-supported decision making
• Foresight techniques, Predictive and People analytics
• Evidence-driven innovation: using data to shape learning innovation.
• Digital ethics & identity management: data ownership, privacy & security
• Open access, open data, open educational practices
• APIs and the future of Data Interoperability & Digital Convergence
• Big Data, The Internet of Things, The Cloud
• Datafying of learning materials

Redesigning Assessment and Credentials As We Know It

How do we mitigate the risk of cheating in online assessments? How can we develop new ways of assessment that can be scaled easily? What about new ways in which learners can show proof of their capabilities? How will blockchain technology increasingly allow students to control their academic records, to facilitate their global mobility and to certify any learning outcome, including extra-curricula 21st century skills and competencies acquired out of any institutions?

Topics under this subtheme might cover:

• New ways to Assess Student Success
• Real-time assessment and personalisation (in-person tests, oral examinations, one-time answers, portfolio development)
• Proctoring
• Unbundling & recognition of prior learning: microcredentials, nanodegrees & digital badges
• Distributed digital identity: e-portfolio with proof of capabilities, digital identifiers

Register Now

The OEB Global Conference and Exhibition brings together leading experts, innovators, and educators around the world to discuss the latest trends in learning and education. With more than 100 dynamic interactive sessions including keynote plenaries from renowned speakers, debates, panel discussions, and ample networking opportunities, this event provides a stimulating environment for exploring how to create a better digital learning experience.

Click here to register today

Unlocking Learning Potential with Strategic Cross-Over Collaborations

At this speed of change, the business, government and education sectors should move beyond running their learning programmes within silos. How can companies embed more university courses into their training programmes? What can universities learn from corporate learning organisations about responding more quickly to changes? How can both universities and businesses better help governments to upskill and reskill the workforce?

Contributions might include topics such as:

• Public-private partnerships between universities and business, between businesses and governments, between governments and universities
• Proven practices from corporate Learning Organisations
• Government programmes looking to partner with universities or corporate learning programmes
• Succesful initiatives of cross-sector partnerships such as e.g. immersive learning programmes from universities within companies

Exploring the Ever-Widening Landscape of Learning Technologies

The EdTech industry is booming with many new and very promising tools and solutions. How can learning professionals be guided in choosing the right tool for their needs? How can they discover and master the latest innovations? What about early-stage solutions and tools arising from public funding projects? How can we ensure they are visible and available to the appropriate learning contexts and professionals?

Contributions may include but are not limited to discussions around:

• Platforms: Learning Management Systems (LMS), Learning Experience Platforms  (LXP), Virtual Learning Environments (VLE)
• Digital tools & solutions: services & information systems for talent management, skills management, online student recruitment
• Digital Learning Content & Authoring tools
• Open Source tools & Open Educational Resources
• Robots, virtual tutors and chatbots
• Nascent technologies and latest or emerging trends

This track will also cover contributions around the different modalities of delivery and the technical tools that need to be in place:

• Flexible delivery: face-to-face, social or fully online
• Blended delivery: from flipped classrooms to blended courses
• Synchronous virtual delivery
• Hybrid delivery: synchronous on-campus & online
• Massive Open Online Courses (MOOCs)
• Video, audio & multimedia delivery
• VR, AR, Metaverse & wearables delivery
• Off-line Digital delivery

Learning Goes Green

What can the learning industry do to help stop climate change? How big is the ecological footprint not only of our physical learning spaces, but also and especially of our virtual learning spaces? And what about the content we deliver? Who specialises in designing courses that teach green skills? How can those working to preserve our climate leverage new forms of learning?

Contributions may include but are not limited to discussions around:

• What are the transformative changes needed in education and training for the green transition and for sustainable development?
• How can we equip both learners & learning professionals with the skills and attitudes needed for a greener economy and society?
• How can we integrate ecological sustainability across all aspects of teaching and learning?

Understanding the Impact of War and Crisis on Learning

War means displacement: How can distance learning help prevent refugee learning loss? Who does what in terms of quality, quantity and access (in different languages and environments)? And as living costs increase - what is the cost of learning? Who is losing customers and learners - and who is gaining - and why?

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You are invited to submit your ideas before June 1, 2023!