Invited Speakers

Prof. Mohan Lal Kolhe, University of Agder, Norway

 

Prof. Dr. Mohan Lal Kolhe is a full professor in smart grid and renewable energy at the Faculty of Engineering and Science of the University of Agder (Norway). He is a leading renewable energy technologist with three decades of academic experience at the international level and previously held academic positions at the world's prestigious universities, e.g., University College London (UK / Australia), University of Dundee (UK); University of Jyvaskyla (Finland); Hydrogen Research Institute, QC (Canada); etc. In addition, he was a member of the Government of South Australia’s first Renewable Energy Board (2009-2011) and worked on developing renewable energy policies. Due to his enormous academic contributions to sustainable energy systems, he has been offered the posts of Vice-Chancellor of Homi Bhabha State University Mumbai (Cluster University of Maharashtra Government, India), full professorship(s) / chair(s) in 'sustainable engineering technologies/systems' and 'smart grid' from the Teesside University (UK) and Norwegian University of Science and Technology (NTNU) respectively.
Professor Kolhe is an expert evaluator of many prestigious international research councils (e.g., European Commission: Erasmus+ Higher Education – International Capacity Building, Royal Society London (UK), Engineering and Physical Sciences Research Council (EPSRC UK), etc.). In addition, many international organizations have invited him to deliver keynote addresses, expert lectures, workshops, etc. He has also been a member of many academic promotional committees.
Professor Kolhe has successfully won competitive research funding from the prestigious research councils (e.g., Norwegian Research Council, EU, EPSRC, BBSRC, NRP, etc.) for his work on sustainable energy systems. His research works in energy systems have been recognized within the top 2% of scientists globally by Stanford University’s 2020, 2021 matrices. He is an internationally recognized pioneer in his field, whose top 10 published works have an average of over 175 citations each.

 

 

Prof. Ngai Cheong, Macao Polytechnic University, China

 

CHEONG Ngai, Phillip, born 1963, received his bachelor’s and master’s degrees in the Electronics Engineering, South China University of Science, China and Master of Electronics Engineering, South China Normal University, China in 1986 and 1989, respectively. He received his doctor degree in Electrical and Electronics Engineering, University of Macau. He is currently working as a full professor of the Computer Studies Program, Macao Polytechnic University, Macao, China. His research interests include Knowledge-based Recommender System, Computer Aided Design, Theory of E-Government He is a senior member of IEEE (Institute of Electrical and Electronics Engineers), member of IET (Institution of Engineering and Technology) and member of MAPST (Macao Association for Promotion of Science and Technology).

 

Title:Enhancing Teaching on Engineering and Science Areas, by Integrating Practice and Theory

Abstract: The professional degree programs on the areas of engineering and science are charged with multiple responsibilities in the classroom and in practice settings, namely memory, understanding, application, analysis, evaluation, and creation. The creation is the highest level of education goals. The innovative educational practices have become obligatory because it forms the foundation that prospers the growth of students belonging to the science domain.
The paper discusses that how to improve the practice section in the whole academic curriculum, through observing our students engaging in learning experiences in the classroom; and we share with our students the knowledge we’ve gained from our experiences. Moreover, we want our students to also benefit from the practice active learning processes, when we can accomplish all these goals over an entire curriculum.

 

 

 Assoc. Prof. Kheng Lim Goh, Newcastle University in Singapore, Singapore

 

Kheng Lim Goh is a Fellow of the Institute of Mechanical Engineers (UK), Chartered Engineer and Chartered Physicist with the Institute of Mechanical Engineers (UK) and Institute of Physics (UK) respectively. His research interest lies in reinforced composite materials and their applications in aerospace, automotive, marine, and biomedical engineering, with implications for sustainability, i.e. repairing and recycling of these materials. He holds the position of Associate Professor (Reader in Mechanics of Composite Materials) at Newcastle Research and Innovation Institute (NewRIIS) and the Newcastle University in Singapore, and is affiliated to the Faculty of Science, Agriculture & Engineering, Newcastle University (UK). At Newcastle University, he teaches materials and sustainability in the area of Mechanical Engineering. He also leads the Advanced Composites Research (ACR) Group at NewRIIS. He has authored and co-authored over 90 papers in peer-reviewed journals, books and conferences that cover a wide range of composite materials, together with international collaborators from Argentina, Canada, India, Malaysia, Singapore, Sri Lanka and UK. He is the author of an authoritative book on 'Discontinuous-fibre reinforced composites: fundamentals of stress transfer and fracture mechanics' published by Springer.

 

Title:  Materials for Sustainable Design and Manufacturing: Post-COP26

Abstract: Since the beginning of human civilisation, humans, in particular human activities, have created some impact on the environment. In the past, the environment has the capacity to absorb the impact without appreciable damage. But in recent decades, it is clear that human activities exceed this threshold with increasing frequency, diminishing the quality of the world, and threatening the well- being of future generations. In particular, one of the major concern is materials consumption, which is estimated to exceed 10 tonnes per person per year. The materials (and the energy needed to make them) are drawn from natural resources. In the past, the natural resources seemed infinitesimal. However, in recent decades, as the rate of materials consumption (and waste) increases rapidly, and coupled with climate change, this perception of an infinitesimal amount of natural resources has changed.
Recently, the mechanical engineering degree programme at my school has revamped several modules to meet the sustainability issue. Here I shall talk about a materials science and engineering module that we have revamped. The overall goal is to ensure that the student will learn about how the UN sustainable development goals (SDGs) impact on sustainable consumption and production and infrastructure and industrialization, and how materials could be utilised for sustainable design and manufacturing, that align with the UN SDGs and COP26 goals.

 

 Assoc. Prof. Hongfeng Zhang, Macao Polytechnic University, China

 

Hongfeng Zhang is an Associate Professor of School of Humanities and Social Sciences at Macao Polytechnic University. He is an expert on higher education studies and behavior management. He has had a long-standing interest in understanding higher education development and behavior management strategy from game theory perspective – its causes, how it is experienced, and potential solutions. His program of research has been conducting rigorous scholarly research that contributes to our knowledge base on higher education studies in Macau and is mobilized so that it has an impact on policy, practice and public opinion. Dr. Zhang has published international and domestic core journal papers extensively on the subject of higher education studies and related research, and his research on the impact of the characteristics of micro-society on higher education in Macau, online students’ learning perceives and models of behavioral interaction have contributed to the change in how we respond to the development of higher education in Macau. In 2011, he has been awarded “Excellent doctoral dissertation of higher Education study” by Chinese Association of Higher Education, and in 2019 he has also won the third prize in the Humanities and Social Sciences field in Macau and related Economic Award in 2016, etc.

As an expert in the area of higher education, Dr. Zhang has published several works, including "Game Analysis in University Organizational Change —— Payoffs, Choice of Strategy and Equilibrium " and " Micro-society and Research on the Development of Higher Education in Macau", etc. He has made efforts to bring together researchers, practitioners, students and people with lived experience of higher education to participate in an agenda of community engaged scholarship and knowledge creation designed to contribute to solutions to higher education issues.  His current research revolves around students' experiences and assessment of learning online during the COVID-19 pandemic. 

 

Title: New Features and Changes of Online Assessment in Macao Higher Learning Institutions During the COVID-19 Pandemic — A phenomenological Analysis

Abstract: As the COVID-19 Pandemic continues to recur, online learning for students has become the new normal, and the traditional assessment system of examination that’s commonly used has been suspended or postponed. In the midst of the paradigm shift, college instructors and students have also been navigating and continuously seeking a balance between learning and assessment in order to bring about better learning outcomes for students. Often, online assessments are understood as the mirror to face-to-face learning assessments. In fact, online assessment should start from the premise that all interactive learning strategies are assessment strategies, and as such should be considered for their value in measuring the experiences of students and instructors. This study used the phenomenological method of qualitative research through in-depth interviews with 14 college students and 6 instructors. Based on this, it explored the perception of online assessment in Macao higher learning institutions from the complementary perspectives of college students and instructors, and constructed a theoretical model. The main research findings are that after the assessment shifted from offline to online, some new features appeared, and corresponding changes in form and function occurred. Formally, online assessment is manifested as single subjectivity and flexible diversity, which leads to the assessment dilemma of lack of constructive alignment. At the same time, the functions of assessment have also been extended and even alienated. So the effect of online assessment is not satisfactory. The recommendations for the development of the technological environment and the changes of formative and summative assessment are also discussed in this paper. Overall, this study provides a more comprehensive understanding of online learning and assessment from the analysis of phenomenology, which could contribute to further studies in this field.