Professor of UNESCO Learning Technologies
Topic: “Learning by Heart: Towards Creative Problem Solving for 21st Century Skills“
Dr. Piet Kommers is an early pioneer in media for cognitive- and social support. His doctoral research explored methods for hypertext and concept mapping in learning. Since 1982 he developed educational technology fir teacher training. His main thesis is that technology is catalytic for human ambition and awareness. His main function is associate professor in the University in Twente, The Netherlands and adjunct/visiting professor in various countries. He taught more than fifteen bachelor-, master- and PhD courses and supervised more than 30 PhD students.
He instigated and coordinated the NATO Advanced Research Workshop on Cognitive Technologies in 1990 and a large series of Joint European Research Projects in: authoring multimedia, web-based learning, teacher education, virtual 3d worlds, constructivist learning, social media, web-based communities and international student exchange.
UNESCO awarded his work in ICT for Education in Eastern Europe with the title of Honorary Professor. The Capital Normal University in Beijing awarded his work with the title of Honorary Doctor. He is member of advisory boards in ministries of education and academia of sciences in Singapore, Finland and Russia.
Conference Scientific Committee
- Prof. Adem Kilicman, Universiti Putra Malaysia | UPM, Malaysia
- Lect. Joseph Bawa Yaro, Nasarawa State University Keffi, Nasarawa State, Nigeria
- Assoc. Prof. Dr Anas Hidayat, Islamic University of Indonesia, Indonesia
- Dr. Muafi S.E., M.Si, Universitas Islam Indonesia, Indonesia
- Dr. Kiddinapillai Sanmuganathan, University of Jaffna, Sri Lanka, Sri Lanka
- Dr. Hinneh Kusi, University of Education, Winneba, Ghana
- Prof. Heba Mansour, Sultan Qaboos University, Oman
- Assoc. Prof. Madona Mikeladze, Batumi Shota Rustaveli State University, Georgia
- Dr. Chew Fong Peng, University of Malaya, Malaysia
- Asst. Prof. Moaz Nagib Gharib, Dhofar University Oman, Oman
- Professor Robyn Gillies, School of Education, The University of Queensland, Australia