Prof. Dr. Kinshuk: Professor, School of Computing and Information Systems, Athabasca University; Associate Dean, Faculty of Science and Technology, Athabasca University; NSERC Industrial Research Chair (Adaptivity and Personalization), School of Computing and Information Systems, Athabasca University (Part One)

Author(s): Scott Douglas Jacobsen

Publication (Outlet/Website): In-Sight: Independent Interview-Based Journal

Publication Date (yyyy/mm/dd): 2016/05/08

Abstract

Interview with Dr. Kinshuk. Professor in the School of Computing and Information Systems at Athabasca University, Associate Dean in the Faculty of Science and Technology at Athabasca University, and NSERC Industrial Research Chair (Adaptivity and Personalization) in the School of Computing and Information Systems at Athabasca University. He discusses: geographic, cultural and linguistic background; responsibilities with exposure; relation between informatics  and educational technology; electronic exposure and its influence on interactions; stations from the past to the present; research interests and their motivations; instigation for area of teaching; power and responsibility that comes with the associate dean position; Canada Research Chair developments; future research from 2015-202 for the Canada Research Chair position; biggest personal dream for Athabasca University.

Keywords: Athabasca University, Canada Research Chair, Educational Technology, Informatics, Professor Kinshuk.

Prof. Dr. Kinshuk: Professor, School of Computing and Information Systems, Athabasca University; Associate Dean, Faculty of Science and Technology, Athabasca University; NSERC Industrial Research Chair (Adaptivity and Personalization), School of Computing and Information Systems, Athabasca University^{[1],[2],[3],[4]}

*Please see the footnotes, bibliography, and citation style listing after the interview.*

1. In terms of geography, culture, and language, where does family background reside?^{[5],[6],[7],[8]}

I was born in west-north part of India and grew up in a Hindi speaking family. I come from a middle income family, and that is perhaps why I always look for the value of the money and the need in everything I do, particularly research. My focus on applied research has a lot of influence from by background.

2. You have representation in numerous publications and online resources – countless.^{[9],[10],[11],[12],[13],[14],[15],[16],[17],[18],[19],[20],[21],[22],[23],[24],[25],[26],[27],[28],[29],[30],[31],[32],[33],[34],[35],[36],[37],[38],[39],[40],[41],[42],[43],[44],[45],[46],[47],[48],[49],[50],[51],[52],[53],[54],[55]} Most refer to conferences, papers, and personal profiles. What responsibilities come with this exposure?

I see myself very fortunate to have opportunities where I could contribute, even in small way. None of those would have been possible if I did not have the help, support and guidance of my colleagues, partners and collaborators, including students. So, I see my responsibility as to make sure my research and other activities reflect the confidence everyone has given to me.

3. What core relation exists between informatics and educational technology?

While informatics is critical component of educational technology, it is very important to realize at the outset that technology is to support education. Education is first and foremost. However, informatics provides educational technology many tools that make it possible to provide educational affordances that were very difficult if not impossible before. Being able to use the global content through the medium of Internet is perhaps the biggest example where informatics has benefited educational technology, but recent advances in informatics such as learning analytics allow us to understand the learning process better, identify evidences of learning, and make use of the data available from the learners’ context to provide better support in the learning process. Context-aware systems, another example, allow the level of adaptivity and personalization that has potential to transform the education.

4. How does this electronic exposure influence interactions with the public and private sectors of Athabasca, Alberta, neighbouring provinces, territory, and country, Canada as a whole, and abroad in the globe?^{[56],[57],[58]}

Electronic exposure has indeed provided the opportunity to showcase the work we are doing within our team and with our partners and collaborators. The outreach through the electronic exposure is something that is beyond what could be achieved otherwise. The interactions as a result have been extremely positive with various stakeholders within the university as well as externally, with communities, government, industry, and other research and academic organizations. It is interesting to observe that such electronic exposure is very much inline with the online nature of Athabasca University. So, the credibility that goes with it also helps the interactions.

5. Let’s time travel from the present into the past: you worked as the vice president for the International Association of Smart Learning Environments (January, 2013-present), editor-in-chief of the Journal of Educational Technology & Society, (October, 1998-present), editor-in-chief of the Smart Learning Environments Journal (January, 2014-present), co-ordinator for the International Forum of Educational Technology & Society (January, 1998), chair of the IEEE Technical Committee on Learning Technology (January, 2003-December, 2007), president of the Distance Education Association of New Zealand (January, 2005-December, 2006), executive committee member of the Asia Pacific Society for Computers in Education (January, 2009), and chair of the New Zealand Chapter of the ACM SIGCHI (January, 1999-December, 2004), and functioned in numerous other capacities.^{[59],[60],[61]} What duties to the public came/come with these stations?

Once again, credit for all of this really goes to the people around me. It is simply a task too daunting for a person. I am fortunate to have the confidence and support of so many people, who trusted me with these activities. Indeed, these responsibilities have given me so many opportunities to learn. That is where I saw the origin of my duties. Being able to provide my efforts that make these activities useful and meaningful for others, so that these activities serve the purpose of wider community, is the aim I have always strived for. With those responsibilities given to me, I considered achieving the highest quality of the outcomes that serve the target audience as the topmost priority.

6. Your research interests lie in adaptive and personalized learning, smart learning environments, learning analytics, learning technologies mobile, ubiquitous and location aware learning systems, cognitive profiling, and interactive technologies.^{[62],[63],[64],[65]} What motivates these research interests for you?^{[66],[67],[68],[69]}

I have always been intrigued by use of technology to improve learning. During my PhD studies, I looked at creating intelligent tutoring tools that could help individual learners in learning subject concepts and practical associated skills. Soon after, I realized that the technology is to support learning process and the dimension of adaptive learning systems has significant potential. With wide availability of mobile devices, my research group started to explore how new avenues of learning can be tapped that could take learning outside of classroom. Still there were limitations, since mobile devices had limited functionality and limited availability of bandwidth. However, more recent advances in sensor technology, drop in the cost of mobile data, and wider availability of wireless connectivity now allows us to not only provide online support to the learners but also help them engage in authentic hands-on experience by interacting with physical objects. Better connectivity also means we have possibility for teachers to provide much-needed real-time interventions remotely. These opportunities have tremendous potential for improvement in education. This prospect has kept me motivated over the years.

7. You work as a professor in the school of computing and information systems at Athabasca University.^{[70],[71],[72],[73]} What instigated this area of teaching?^{[74],[75],[76],[77]}

My interest in improving learning is again the reason why I am in academia. I teach research methods course, where students learn how to do research, wo that they can go on a systematic path for innovation. While creativity plays a critical role in innovation, research methods allow students to ensure that they have explored various possible venues for the data, have identified what has been done previously so as not to reinvent the wheel, and to validate their findings properly, so that their results can be used by other with confidence.

8. You remain associate dean in the faculty of science and technology at Athabasca University.^{[78],[79],[80],[81]} What power and responsibility comes with this station?^{[82],[83],[84],[85]}

My portfolio as associate dean includes research leadership, overseeing graduate programs, and looking after course development and revision process for the faculty. Identifying networking opportunities for faculty, providing support as well as faculty level endorsement for individual faculty research applications is part of the research portfolio. Ascertaining demands for new programs, analyzing currency of existing programs and courses, and helping faculty to provide the best student experience to our graduate students is part of my graduate programs portfolio. Finally, overseeing the course development and revision process starting from an idea of a new course or revision of a course by a faculty member, to ensuring learning design support, editing, production and visual design, copyright processes, materials management, and other aspects, to ensure smooth operations at every stage, is part of my third portfolio.

9. You have association with the NSERC/CNRL/Xerox/McGraw Hill Industrial Research Chair in Adaptivity and Personalization in Informatics.^{[86],[87],[88],[89]} What major developments have come from this Canada Research Chair position?

The extremely rapid growth of wireless and sensor technologies in recent years and the increasing availability of high bandwidth network infrastructures, have opened up new accessibility opportunities for education. In this context, the Chair research program has focused on understanding mobile and online learning environments that overcome the restrictions of classroom or workplace-restricted learning and extend e-learning by bringing the concepts of anytime and anywhere to reality, aiming at providing people with better educational experiences in their daily living environments. The primary goal of the research is to explore and develop different applications and content delivery systems, extending our understanding of mobile learning to provide rich learning experiences in order to not only improve the existing educational environment but also to widen access to education for the disadvantaged, particularly those living in remote and rural communities, who generally do not have access to learning opportunities, and to the disabled, who need specialized devices and applications for learning. Various investigations have taken place to exploit the benefits of location, environment, device and learner modeling, and combine them with mobile technology to achieve personalized delivery of multimedia-rich learning objects. The architecture designed in the research has resulted in a technical infrastructure that is built around a Personalized Adaptive Learning Dashboard (PALD) which provides students and teachers with access to various other components of the system through the student portal and instructor portal. Various software modules have been designed and developed to implement the architecture of multi-agent, multi-platform compatible and distribution systems.

10. What future research will occur 2015-2020 for this Canada Research Chair position?

The Chair research program is now in its second five-year term where the research is moving from mobile and online environments towards investigations of ubiquitous learning environments that have started to emerge with potential to support life-long learning and as a response to the limitations of traditional classroom-based learning that is characterized as not only rigid and artificial but also out-of-context, making it very restricted in fulfilling the demands of real-life experiences and authentic learning needs of today’s society.

The aim is to create an infrastructure that enables teachers and trainers to provide effective instruction and training in the environments where students/trainees undertake learning/training in authentic on-site situations outside of the classroom. This infrastructure will provide teachers and trainers with appropriate technologies to investigate and analyze students/trainees’ learning/training progress and intervene once difficulties in the learning/training process are identified.

Research in this phase will aim at mining relevant information about learners/trainees from various sources and aggregating that information for “ubiquitous learning analytics” in order to provide teachers and trainers with real-time recommendations to improve the learning/training flow of individual and group of learners/trainees.

11. What is the biggest personal dream for Athabasca University for you – its possibilities and promises in Canada?^[90]

My biggest dream is to make learning process of Athabasca University students so personalized, meaningful and contextual that each student can relate what they are learning immediately to their work and living environment. The learning could happen in such a way that the distinction between learning and rest of the life is as little or as much as an individual student desires. While doing so, the evidence of learning remains so clear that for every achievement, it should be possible to clearly identify the knowledge and skills levels, and the evidence of that achievement, so that it can be used unequivocally by the student for any formal assessment or for any career opportunities.

Appendix I: Footnotes

[1] Professor, School of Computing and Information Systems, Athabasca University; Associate Dean, Faculty of Science and Technology, Athabasca University; NSERC Industrial Research Chair (Adaptvity and Personalization), School of Computing and Information Systems, Athabasca University; Research Fellow (10/96 – 06/99), GMD – German National Research Center for Information Technology, Human Computer Interactions Institute, St. Augustin, Germany (Performance Award: August 1998); Senior Lecturer (06/99-07/01), Information System Department, Massey University, New Zealand; Associate Professor (08/01 – 08/06), Information System Department, Massey University, New Zealand; Director (07/03 – 08/06), Advanced Learning Technologies Research Centre, Massey University, New Zealand (Founding Director); Director (08/06 – 10/10), School of Computing and Information Systems, Athabasca University, Canada; Professor (Since 08/06), School of Computing and Information Systems, Athabasca University, Canada; NSERC Industrial Research Chair (Adaptivity & Personalization, Since 04/10), Athabasca University, Canada; Associate Dean (Research and Graduate Programs, Since 11/10), Faculty of Science and Technology, Athabasca University, Canada.

[2] Individual Publication Date: May 8, 2016 at www.in-sightjournal.com/prof-dr-kinshuk-professor-school-of-computing-and-information-systems-athabasca-university-associate-dean-faculty-of-science-and-technology-athabasca-university-nserc-industrial-research-chair-adaptiv; Full Issue Publication Date: September 1, 2016 at https://in-sightjournal.com/insight-issues/.

[3] Bachelor of Engineering (Mechanical) (Honors) (1987-1992), Rajasthan University; Master of Science Mechanical Computer Aided Eng. (1992-1993), Strathclyde University; Doctor of Philosophy (1993-1996), De Montfort University, (Thesis: Computer Aided Learning for Entry Level Accountancy Students).

[4] Photographs courtesy of Dr. Kinshuk.

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[61] In About the author (2015), it, in full, states:

The author of this blog, Dr. Kinshuk is a leading expert in improving student learning through adaptivity and personalization of different learning activities, and through comprehensive analysis of the learning process using innovative technique known as Learning Analytics. He is Full Professor in the School of Computing and Information Systems and Associate Dean of the Faculty of Science and Technology, at Athabasca University, Canada. He holds the NSERC/CNRL/Xerox/McGraw Hill Industrial Research Chair for Adaptivity and Personalization in Informatics, funded by the Federal government of Canada, Provincial government of Alberta, and by national and international industries. Kinshuk also serves as the President of the Board of Directors for Smart Informatics Ltd, a recently evolved start-up with focus on improving student learning through innovative fusion of pedagogy and technology. After completing first degree from India, he earned his Masters’ degree from Strathclyde University (Glasgow) and PhD from De Montfort University (Leicester), United Kingdom. His work has been dedicated to advancing research on the innovative paradigms, architectures and implementations of online and distance learning systems for individualized and adaptive learning. He is particularly interested in advancing research in learning analytics; mobile, ubiquitous and location aware learning systems; cognitive profiling; and, authentic learning.

With more than 400 research publications in refereed journals, international refereed conferences and book chapters, he is frequently invited as keynote or principal speaker in international conferences and visiting professor around the world. He has been twice awarded the prestigious fellowship of Japan Society for the Promotion of Science (2008 and 2013). He has served as guest editor for numerous prestigious international journals, and continues to serve on a large number of editorial boards of high-impact journals and program committees of international conferences. He receives frequent invitations to serve on grant review panels for the governmental funding agencies of various countries, including the European Commission, Austria, Canada, Hong Kong, Israel, Italy, the Netherlands, Qatar, Taiwan and the United States. He also has a successful record of procuring external funding over 13 million Canadian dollars as principal and co-principal investigator.

In his on-going sustained professional activities, he has initiated several professional movements at international and national levels. At the international level, he is Founding Chair of IEEE Technical Committee on Learning Technologies, and Founding Editor of the Journal of Educational Technology & Society (SSCI indexed and in top three international journals as per Google matrices in educational technology category). At the national level, he is Founding Chair of the New Zealand Chapter of ACM SIG on Computer-Human Interaction, and Past President of the Distance Education Association of New Zealand.

Recently Dr Kinshuk has been instrumental in founding the International Association for Smart Learning Environments and Springer’s open access Smart Learning Environments journal. He has also initiated the new Springer book series Lecture Notes in Educational Technology, which aims at disseminating research advances in the form of books, proceedings and e-books.

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