Invited Speaker_ICIET 2026
|
Prof. Wernhuar Tarng, National Tsing Hua University, Hsinchu, Taiwan Professor Wernhuar Tarng received his MS and PhD degrees in electrical and computer engineering from the State University of New York at Buffalo in 1987 and 1992, respectively. He is currently a professor in the Graduate Institute of Learning Sciences and Technologies at National Tsing Hua University, Taiwan, where he has made significant contributions to both research and teaching. His research focuses on the integration of virtual reality, augmented reality, and artificial intelligence in educational applications, particularly for teaching complex subjects such as nanotechnology, robotics, and semiconductor manufacturing processes. |
|
Dr Fai-hang LO, The Chinese University of Hong Kong， Hong Kong Dr FH Lo is currently a Lecturer in the School of Life Sciences at the Chinese University of Hong Kong (CUHK). Since 2009, he has been teaching undergraduate and postgraduate biochemistry courses at CUHK, as well as general education courses offered by the University and Colleges. In addition to his regular teaching duties, Dr Lo serves as an instructor for the Faculty of Science and the Faculty of Education at CUHK. He is are interested in pedagogical research and innovation. In recent years, he actively participates in public service and academic meeting both locally and internationally, and is committed to promoting gifted education and science education. Speech Title: Artificial intelligence facilitated learning analytics study to enhance transferable skill development Abstract: Biochemistry education faces escalating challenges in developing students’ transferable skills
essential for modern workplace success. This study exemplified the integration of artificial
intelligence (AI) and learning analytics for systematic identification of skill deficiencies among the
students that inform relevant pedagogical interventions to enhance their career development. Our longitudinal analysis of 13 years of official examination data (2009-2025) revealed critical gaps
in core transferable skills: 1) scientific communication, 2) data visualization, 3) critical thinking, and
4) problem-solving abilities. Learning analytics identified that about half of students failed to
construct proper graphs, ~75% demonstrated inadequate scientific writing skills, and ~60%
struggled to apply knowledge to real-life scenarios. Performance declined by 16% over the past
eight years, with persistent bipolar distributions indicating ineffective support for diverse learners
from different academic backgrounds. |
|
Assoc. Prof. John Blake, University of Aizu, Japan Dr John Blake is a multidisciplinary scholar whose expertise spans applied linguistics, education, computer science, mathematics education, and business administration. He began his career teaching English in Hong Kong, Thailand, and Japan before moving into teacher training, assessment, and materials development. His professional journey—grounded in applied linguistics and evolving through computational design—has culminated in a distinctive research focus that bridges language, logic, and technology. At the University of Aizu, he teaches and supervises across both the Center for Language Research and the Graduate School of Computer Science and Engineering. His courses reflect his dual disciplinary grounding, ranging from authorship analysis using Python and expert systems to information ethics and thesis writing. As an educator, he integrates corpus linguistics, computational analysis, and AI-driven methods to create research-informed, technology-enhanced learning experiences that are both rigorous and engaging. A self-described corpus-computational linguist, he leads interdisciplinary teams in developing bespoke tools for language analysis and learning. His research centres on forensic authorship analysis and the development of explainable, AI-supported systems for identifying distinctive stylistic and linguistic signatures in texts. His projects combine corpus-based precision with computational modelling to advance methods that are transparent, interpretable, and defensible in forensic contexts. His work has contributed to the growing intersection between forensic linguistics and artificial intelligence, exploring how stylometric features, language models, and statistical profiling can throw light on the hidden patterns of authorship. His ongoing research pushes toward explainable AI systems that balance linguistic theory, computational robustness, and forensic validity. |
|
Asst. Prof. Osman SELVİ, Fenerbahce University, Istanbul, Turkey Dr. Osman Selvi is an Assistant Professor in the Department of Computer Engineering at Fenerbahçe University, Istanbul, Türkiye. He holds two bachelor’s degrees — in Computer Systems Education from Gazi University and in Computer Engineering from Kocaeli University — and a Ph.D. in Computer Engineering from Istanbul Aydın University. His primary research focuses on Blockchain Technologies, particularly on positioning blockchain as a complementary and supportive layer to centralized systems. His work explores the use of blockchain for auditing and verification mechanisms, aiming to enhance transparency, reliability, and interoperability in digital ecosystems. He has coordinated the formation of a multidisciplinary consortium and submitted a COST Action proposal titled “Blockchain-Based Academic Credential Verification for Enhanced Trust and Transparency (BACVET)” (Proposal Reference: OC-2025-1-29022), which is currently under evaluation by the European Union. The initiative seeks to address the international challenge of academic credential verification through secure, GDPR-compliant blockchain frameworks. Prior to his current academic role, he served as a Technical Teacher at the Turkish Ministry of National Education (2007–2022) and as a lecturer at Marmara University and Fenerbahçe University. He has been a full-time faculty member at Fenerbahçe University since 2022. Speech Title (English): The Global Credential Verification Crisis: Leveraging Blockchain's Auditability to Solve Fraud, Mobility, and the GDPR Paradox Speech Abstract: Academic credential verification is experiencing a global crisis as traditional paper-based systems struggle to cope with increasing international student mobility and sophisticated fraud schemes. With over 4.6 million international students enrolled in OECD countries, verification demands now exceed national capacities, creating significant risks across critical sectors including healthcare and education. This presentation examines the multifaceted nature of this crisis, exploring the tensions between technological solutions and regulatory frameworks across different jurisdictions. While blockchain technology offers promising features for enhancing security and auditability, its implementation faces substantial challenges regarding data protection regulations, interoperability, and institutional adoption. The discussion emphasizes the necessity of a multidisciplinary approach that integrates perspectives from information engineering, legal studies, educational sciences, and economics. Current initiatives across various regions demonstrate diverse strategies for addressing these challenges, yet a cohesive global framework remains elusive. Drawing from international research collaborations and stakeholder engagement, the presentation identifies key barriers to effective credential verification and highlights emerging pathways for cross-border cooperation. Particular attention is given to the role of educational institutions in navigating the complex landscape of digital credentialing while maintaining academic integrity and supporting student mobility. The analysis concludes by outlining critical research directions and policy considerations for developing sustainable, inclusive, and effective verification systems that can support the evolving needs of global education while addressing security concerns and regulatory requirements. |