Learning and Teaching Expo 2019 學與教博覽2019

This session reviews what leadership in education really is, and how it works. It examines what makes leadership in education different from other fields, and explorers how teachers and teacher leaders can develop healthy, prosperous and fun learning environments, where teachers are motivated, and students are happy.

The crux of this lies in mutual respect, collegiality and empowerment, and this is why educational leadership is often different from other forms of leadership.

This session aims to address the main threats that face education in the global market place, and how teachers and teacher leaders can work together to build strong communities, and thrive.

Finally, this session will look at how knowledge is the key to success, and how to empower teachers and students by realising how our thinking defines our actions, and our future.

此節研討會將會探討領導能力在教育中的重要性及其獨特之處；教師和學校領導層如何建立健康、多元化及有趣的學習環境，從而提升教師和學生的積極性及投入程度。

對教育界而言，領導的成效關鍵在於同工之間的互相尊重、協作及工作自主，因此教育領導與其他界別的領導並不能同日而語。

此外，講者亦會指出在全球教育市場正面對甚麼威脅，以及教師和學校領導層如何攜手建立及發展不同的強大社群，以把握機遇和克服挑戰。

最後，講者會闡述為何知識是成功的關鍵，以及如何協助教師及學生理解他們的想法對其現在的行為和未來發展的影響。

Lauri is a workplace learning technologist and strategist, working with different organizations on unlocking the value of learning technologies and using them in a meaningful manner. In his day-to-day, Lauri sees learner-centricity and experience design as pathways towards making corporate learning more impactful and value-adding.
In his talk, Lauri will be sharing experiences and thoughts on designing workplace learning, the importance of learner experiences and how both design and technology contribute to the whole.

A self-learning organization facilitates individual and collective learning. It actually understands and gets to learn how to learn by arranging the learning process and environment of each and every structure, from human beings to machines. It builds on research, digital opportunities and opens up to innovations from all countries, cultures and disciplines.

A vast program that often comes up against the realities and constraints that organizations impose themselves! In particular, managers are asked to be personally involved in their own learning and that of their teams, but do they have the time? Do they really have the opportunity to develop the forms of reflexivity necessary for learning in a work environment?

If the original intention of corporate universities is the creation of places and practices that promote lifelong learning and the development of employability, it must be noted that few of them have had a lasting impact on cultural norms and to be part of the managerial practices of the organizations they support.
So shall we terminate corporate universities? Or shall we instead build a new place, pervasive and rooted in the daily lives of managers?

Come help us find the answer by delving into typical cases as well as exploring the latest innovations related to lifelong learning at Learning and Teaching Expo!

About SBT Human(s) Matter : Human beings have never been as knowledgeable, curious and skilled as they are today. Human beings have never been as augmented as they are today thanks to new usages coming from innovative digital technologies. Human beings have never been as understood as they are today thanks to recent discoveries from cognitive sciences.

Human fulfillment is becoming the key to social organisations’ vitality.

We are a unique gathering of expertise, know-how, and skills united around one objective: reinvent the way we work, the way we learn, the way we develop ourselves and the way we take care of people.
We design and craft innovative experiences for work & life fulfillment.
We bring back vitality to social organisations.

Technology evolves at a fast pace, and AI and robots are increasingly prevalent across society. Studies suggest that new technologies will dramatically impact industry and jobs. This trend is already well underway: even today, nearly half of all jobs are at risk from automation.

As seasoned professionals, it is our duty to prepare the next generation for the future - and our future will be (inevitably) dominated by tech. We can prepare young people by promoting their empathy, creativity, and divergent thinking - 21st century skills that are unique to humans (and not found in robots and AI). We have to remain keenly aware that advances in technology mean that young people today are growing up in an environment that is radically different from ours. Additionally, the ways that young people interact with technology are substantially different from the experience of previous generations, leading us to express concerns about safety, health, developmental issues, and a lack of understanding/rapport between generations. We need to be engaged in the activities of the young people from an early age, and take the opportunity to learn and explore technology together in a safe and positive manner.

科技發展日新月異，人工智能與機器人技術日趨盛行。有研究指出，新科技將會對未來的行業和工種帶來巨大的影響，而事實上，現今已開始發展了一種趨勢：現有的職業中，約有一半正面臨被人工智能或機器所取締的威脅。

作為富經驗的專業人士，我們有責任裝備新一代的年輕人，讓他們迎接未來 - 一個無可避免地由科技主導的未來。要達到此目標，我們需要培訓他們的同理心、創意和擴散性思考。這些「21世紀技能」是人類獨有，在人工智能與機器人之中是不可能找到的。我們同時需要敏銳地意識到，科技的進步代表著年輕人正在一個與他們截然不同的環境成長。他們與科技互動的方式也與舊時相距甚遠，難免令我們擔心他們的安全、健康、成長，以及兩代之間缺乏了解或默契的問題。所以，在他們還年幼時，我們就需要主動參與他們的活動，爭取機會去和他們在一個安全環境中，以正面的態度共同發掘和學習新科技。

This panel discussion will bring together 4 experts from different fields to discuss the impact of the physical environment on the changing nature of work and education.

Mr Tam Man Lik Owen - Head Librarian of the Open University of Hong Kong. Owen has served several committees under the Joint University Librarians Advisory Committee, and as Council Member and Vice President of the Hong Kong Library Association. He has also been active in professional research and has published and presented over 30 papers in professional journals and local and international conferences. His research interests are mainly in the areas of the evolving role of academic libraries in the digital and Internet era, and interinstitutional collaboration among university libraries.

Mr John Mortensen – Regional Director for greater China, Education and Healthcare. In this roll John is charged with delivering full estate services to a range of Education clients including, Duke University, The Julliard School, NYU and the Stamford American School. Working with New and Established Schools and Universities across Greater China, John has a wealth of experience helping to create and develop world leading education institutions.

Mr Dwayne Serjeant - Executive Director experience design at EY. An experienced creative director, Dwayne is currently director in the innovative EY Wave space. Part of a global network of innovative spaces designed to align teams working to find answers and disrupt the status quo. Dwayne represents the next generation of work aligning new technology with new working methods all geared towards “Building a better world”

Mr Owen Pescod – Market Manager: Steelcase Education. Owen is part of a dynamic global team focusing on creating inspiring learning environments for Schools and Universities. Combining insight led design within the framework of the world’s premier furniture manufacturer, Owen’s focus is to develop active and engaging learning environments.

Most of us have heard about the growth and fixed mindset. We might be less aware that L&D departments in leading organisations are increasingly talking about how employees seem to lose the growth mindset and become fixed once they hit a certain age. They no longer seem to want to learn or be capable of learning.

How true is this?

Grounded in developmental psychology, personality psychology, leadership studies and sociology, this talk examines and explains the reasons for this supposed phenomenon. It examines:

• Fluid v Crystallized Intelligence: Why over-emphasising the role of the former prevents us from understanding the learning motivations and value of older generations
• Technical v Adaptive Work: Why nobody is learning about the latter (and how dangerous that is for organisations and societies)
• Impression Management: How we have created organisational environments in which it might be dangerous for older employees to learn
• Complexity & Content: Why thinking about short-form learning content is flawed and what we need to do to develop the higher-level thinking necessary for future leadership

Drawing from the experience of teaching MBA students from developed and developing countries, and an example of how disruptive learning practice is beginning to impact leadership development programs, this talk will help participants understand the challenges of engaging experienced employees in learning programs, scaffold the leadership learning of less experienced employees, and develop and deliver content that engages people at the appropriate level for their lower, middle and higher-order thinking patterns.

現時，在職場學習範疇中，員工的「成長思維」和「固定思維」常被熱議；很多頂尖機構的員工培訓部門，均積極探討當員工達至一定歲數時，他們的「成長思維」便會漸漸被「固定思維」取代，導致員工的學習動力和能力大大降低。

以上的說法是否正確？

在本節研討會中，講者會以發展心理學、個性心理學、領導力研究以及社會學知識作為論據，分析導致上述現象的主因，當中會集中討論：

• 「流體智力」與「晶體智力」：過度重視前人的經驗如何阻礙我們了解未來世代的學習動機及價值。
• 「技術性」與「調適性」工作：為何人們會輕視「調適性」工作？這現象會對不同機構及社會帶來甚麼危機？
• 印象管理：我們如何締造了一個會對較年長員工構成學習阻礙的工作環境？
• 複雜程度和內容：為何簡短的學習內容並不合適？我們應如何發展高階思維，以應付將來晉升至領導層時的工作需要？

講者亦會分享他歷年來教授商業管理碩士課程的經驗，並剖析創新的學習模式如何影響領導力發展的課程，從而協助參加者了解及應對在職場學習範疇中的各種挑戰，包括：提升資深員工的學習投入度、提升年輕員工的領導力發展，以及針對不同程度員工的思考模式，為他們提供適切並具吸引力的學習內容。

In this session, the speaker will explain the definition of negotiation and illustrate the common dirty tricks in negotiation.

Negotiation can be hazardous. There are dozens of underhand tactics out there designed to wrest control and push you from the negotiating table empty-handed. Hard to detect, these dirty tricks can be ruthlessly effective. They can catch you off-guard and force you to concede again and again.

Identifying and side-stepping these threats will help you keep control and secure a better deal.
Base on Scotwork’s over 40 years of experience and 1,000,000 hours of observation in negotiation, the speaker will share insights on how to neutralise these tricks and put you back in the driving seat in the negotiation process.

於本節研討會，講者將解釋談判的定義；他亦會剖析一些常見的狡猾談判手段。談判可能有很多陷阱。有數十種手法可以讓你在談判桌上失衡並最終空手而出。這些技倆往往很隱蔽很難發現，一旦得逞則非常致命。

使詭計者很可能會打你個出其不意並自此迫使不斷讓步。識破並規避這些陷阱將有助於你維持控制權並獲得更好的交易條件。

基於Scotwork 超過40年的經驗和超過1,000,000小時對談判過程的觀察，講者會分享應對這些技倆的方法讓你重掌控制權！

The speaker will introduce a communication skills training solution gweek and explain how to empower both students and teachers as agile, adaptive and authentic speech communicators. gweek is able to uplift the skills base of all its learners and in all environments.

gweek is a timely departure from the traditional restrictions and superficial nature of presentation skills and public speaking. Instead, gweek uses behavioural mapping to model and understand how humans communicate at their natural best, regardless of language or culture. We are all capable of speaking clearly, confidently, yet authentically. We are all Speech Intelligent. Yet we need to be shown how to harness the mechanics of natural interaction and extend these into more daunting environments, from difficult conversations to job interviews to large audiences.

gweek is not just a behavioural model. It is also Artificial Intelligence. Via app-based technology, a learner is invited to speak and receive real-time, automated guidance on how to express themselves clearly and communicate confidently.

gweek has enjoyed significant adoption within International Schools in Hong Kong and Singapore. gweek enables communication skills teaching in the classroom, with an advanced pedagogy that can be learned by teachers, supported by self-directed, tech-based analytics. gweek is partnered with KGV, English Schools Foundation, which is the local ‘gweek school’ in Hong Kong, and also present within Chinese University Hong Kong.

gweek is a multiple award for Innovation in Artificial Intelligence, and a ‘Evidence-Aware’ Research Award winner from Institute of Education, University College London (UCL).

講者將會透過介紹一套溝通技巧訓練資源gweek，解釋學生及教師如何能夠成為靈活、高適應力和可靠的溝通者。不論是學生還是老師，gweek都能夠幫助他們提升基本的溝通技巧，以應付不同場合的需要。

gweek的配套有別於傳統的溝通技巧訓練，著重利用行為比對去形象化及了解人與人之間，在不受語言及文化差異條件下的自然交流方式；雖然我們每一個人都能夠清晰、自信及真切地用言語表達自己，但我們仍有需要掌握該種方式，然後應用到不同的極端情況，例如複雜的對話、工作面試及大型演講等。

gweek亦會透過人工智能，以流動應用程式的方式，為用家在學習的過程中自動提供即時指導，協助用家改善表達的清晰度和自信。

gweek已被香港及新加坡的國際學校廣泛使用，讓教師掌握高階的教學法，並通過科技分析的協助，自主地在課堂中向學生教授溝通技巧。

gweek與KGV及英基學校協會合作，英基是香港的「gweek學校」；gweek亦被香港中文大學採用。

gweek曾獲得「創新人工智能」大獎；倫敦大學學院（UCL）教育學院亦曾向gweek頒發研究獎項。