7 - 9 June 2017 University of Glasgow, Scotland

keynote speakers...

Scott Keir, Head of Education and Stastical Literacy, Royal Statistical Society

'Why statistical literacy matters'

One of the Royal Statistical Society's key strategic goals is for society to be
more statistically literate, so that people’s understanding of data, risk and
probability can inform their daily decision making - leading to better
outcomes. The Society's Data Manifesto champions the need for statistical
literacy skills to be an integral part of the taught curriculum. Many
organisations are calling for these quantitative skills to be improved across
society, reflecting the world full of data in which we find ourselves. What is
statistical literacy and why does it matter? In this presentation, Scott Keir will
outline the key concepts of statistical literacy, and illustrate why ensuring
students are statistically literate - regardless of the educational paths they
choose - will benefit them in their careers and in their engagement in society.


Scott Keir joined the Royal Statistical Society in October 2013, to oversee the Society’s work on education and statistical literacy. Everyone needs to be able to handle and interpret data to benefit their studies, to engage in democracy, and to make decisions at work and at home. Key areas of our work include Parliament, the civil service, the media, the legal profession and the education system. Scott also leads the Society’s careers promotion work. He is the staff lead for the Society’s diversity, equality and inclusion programme. Previously he worked for the Royal Society, the Research and Development Society, Copus, and Maths Year 2000 Scotland.

Annemie Desoete, Ghent University and Artevelde University College

'Barriers and Enablers to Learning Maths, even more important in the case of maths learning difficulties'

The presentation is introducted by a review of the definition and
assessment of mathematical learning difficulties/disabilities. This is followed
by the discussion of groundbreaking research on the impact of important
psychological factors on typical and atypical learners. These factors include
motivation with a focus on self-determination, temperament and
personality, wellbeing and communication and transactional processes. The
opportunity propensity model will be used to analyze relationships and
develop a framework for a Universal Design for Learning (UDL).

Peter Bryant, Head of Innovation, LSE

'A design for learning: Re-imagining maths learning, teaching and assessment for a digital age'

It is not a simple thing really; making good education happen in a post-digital
world. How do we design for learning in this environment? Do we assume
that nothing has changed, and the computers, devices and Pokémon Go are
a distraction from the august and Socratic process of education? Do we seek
to embed in concrete the processes and practices of higher education and
see them as immutable laws that will never change? Or do we think critically
about how all of this is not the same as it was before, mixed up, shaken out,
broken down and reinvented. This keynote will look at how learning has
changed and how we need to change the way we design learning in the
modern university through and with technology.

I will propose a new design process that will challenge academics, learning
technologists, and educational developers to stop arguing about the efficacy
or relevance of old and new technology. It is an argument with no winners.
It sets up the easy farce of techno-solutionism vs defending the norm. It
creates entrenched positions of defense and attack, where one ‘side’ is seen as wanting to tear the other down. But perhaps worse, talking about the technology is stopping us talking about what is more important, which is the difference between old and new learning, because it is this that is already transforming disciplines five and six times whilst we argue about our VLE.

I will explore the idea of learning experiences in teaching quantitative subjects. We learn through experience; the abstract can only take us so far. Whether it is environmental, tactile, mental, affective, emotional or physical, learning experiences are the context in which learning and knowledge come together. Learning experiences are the art and design component of curriculum development. They are intrinsic and personal.

This keynote will look at how teachers and students can design experience to shape the way they learn, what they learn, why they are learning it and most importantly understand how to share that learning with others.


Peter Bryant is the Head of Learning Technology and Innovation at the London School of Economics and Political Science. He leads programmes and initiatives to transform the educational experience at the LSE through the innovative use of technology and digital pedagogies. He was previously a Principal Lecturer in Educational Technology at the University of Greenwich where he led on the innovative Greenwich Connect project. He is a creative technology and education leader, with a clear vision for enhancing the student experience. His team has recently been named the Association for Learning Technology Team of the Year, as well as being awarded a Campus Technology Magazine award for Learning and Teaching Innovation. He is an active researcher in both educational technology and pedagogy, with research interests including digital identity and social media, the emergence of digital pedagogies, institutional resistance to technology and digital citizenship.

Professor Jeremy Hodgen, University of Nottingham

Dr. Ingvar Stahl, University of Helsinki

'Why inerdisciplinary math is not fun but interesting indeed?'

Scott Keir - RSS - 750kb
peter bryant 2

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