Keynote Speakers


Prof. Luiz Moutinho

University of Suffolk, England

Professor Luiz Moutinho (BA, MA, PhD, FCIM),, is Visiting Professor of Marketing at Suffolk Business School, Faculty of Arts, Business and Applied Social Science, University of Suffolk, Ipswich, England, and at the  Universidade Europeia and the Marketing School,  Portugal. He is Adjunct Professor at the Graduate School of Business, University of the South Pacific, Fiji. During 2015 - 2017 he was professor of BioMarketing and Futures Research at the DCU Business School, Dublin City University, Ireland. This was the first Chair in the world on both domains - BioMarketing and Futures Research. Previously, and for 20 years, he had been appointed as the Foundation Chair of Marketing at the Adam Smith Business School, University of Glasgow, Scotland. In 2017 Luiz Moutinho received a degree of Professor Honoris Causa from the University of Tourism and Management Skopje, North  Macedonia. His areas of research interest encompass bio-marketing, neuroscience in marketing, algorithmic self, EmoWear - a wearable tech device that detects human emotions, evolutionary algorithms, human-computer interaction, the use of artificial neural networks in marketing, modelling consumer behaviour, futures research, marketing futurecast and tourism and marketing. Professor Moutinho has over 150 articles published in refereed academic journals, 34 books and more than 12,000 academic citations, the h-index of 51 and the i10-index of 178 (February, 2019).

Speech Title: Sensing the Future - The Intertwining of Big Data and the Future of Universities
The presentation starts by reflecting on the Big Data Society and the future data tsunami. Data marketplaces, relevance and insights are concepts tackled then. Machine, deep and self-learning are then covered. The new concepts of data lakes, data agility, data craft, body data and data philanthropy are also presented. Going on then to discuss the disruption in academia, many considerations will be made about the university of the future. Scenarios involving the concepts of the satellite university and university brainchip will be dissected as well as the non-linear education paths encountered in the horizon. Alternative credentials and nanodegrees are also introduced. The latter part of the presentation will deal with the impact of technology shaping the university of the future… virtual education, eye tracking, holographic teaching and robotics in the classroom.

Prof. Joy Kutaka-Kennedy

National University, USA

Before entering higher education Dr. Joy Kutaka-Kennedy spent over twenty years teaching students from pre-school through high school in regular education, gifted education, at-risk education, and special education. She has taught over fifteen years at the university level emphasizing special education teacher preparation in academic course work and clinical practice supervision. Early in her career she won two competitive federal grants totaling almost $2M for teacher preparation in special education. Having extensive experience with online education, course development and program evaluation, she won Quality Matters recognition for innovative course design and student engagement. She has given numerous national and international presentations on creativity and collaboration in the online venue; individual accountability in online group work; emerging technological trends in higher education; and implications of generational differences and technological innovation in higher education. Currently Dr. Kutaka-Kennedy is examining the use of virtual and augmented reality in education along with the implications of the rapidly evolving future of artificial intelligence, machine learning and deep learning. She participates in a consortium led by the University of Kansas to research differences in perception of online visual elements among culturally diverse groups. Her faculty responsibilities include course design and oversight, field work supervision, and mentoring new faculty in higher education. Dr. Joy Kutaka-Kennedy serves as an officer of the California Association of Professors of Special Education, mentors prospective grant writers, completes program reviews for state and national accreditation, and performs editorial reviews for professional publications. She currently is working on designing new programs and curricula to align with new state credentialing standards.

Speech Title: Riding the Wave of Big Data to Our Future with AI, ML and DL

Abstract: Humans have come a long way from hunter-gatherer societies of 70,000 thousand years ago. We have journeyed through various epochs of technological innovation, each building upon its predecessor to bring us to the brave new data-driven world we now inhabit. In this time of rapid change, we have seen major disruptions to the status quo with machine labor replacing humans while also creating new jobs. In the last 2 years we have produced over 90% of the data ever created. Every day we encounter new emerging technology to make our lives better, simpler, easier, more efficient, and more fun. Many recent innovations have reaped commercial success and social benefits.

Machines have continuously expanded our capabilities, and today many can exceed human capacities in playing games like Go or chess, diagnosing illness, buying stocks, and performing a myriad of other skills. With these impending changes driven by big data and AI, how will we manage to stay on top of our technology, safeguard against being eclipsed or superseded, and address other concerns about our future? Especially in light of self-teaching algorithms achieving exceptional supra-human outcomes as demonstrated by AlphaGo Zero, how can we address fears of being made obsolete by our inventions? Examining fictional scenarios of a future with robots provides clues to where we might end up. One arena likely to produce innovations is the field of biometrics which offers the promise of improved health, healing and repair of injuries with the possibility of considering expanded lifespans.


Dr. Peter Tong

Concordia International School Shanghai, China

Peter pioneered the Big Data Analytics program for K-12 education where neither curriculum nor standards exist. His passion in data analytics is evident in his teachings and research work. He shares his data analytics passion with his students by supervising practical data analytics projects in his Big Data Analytics course. Both his and his students' work have been presented regularly at several international big data analytics conferences. Peter began his career as an aerospace engineer in the preliminary design of a supersonic Mach 2+ Unmanned Aerial Vehicle (UAV) for the Department of National Defence, Canada. He later found his calling to be a teacher. With a background in Electrical Engr. (B.Sc.), Mechanical Engr. (M.Sc.), Aerospace Engr. (Ph.D.) and Dip. Ed. Peter readily integrates practical real life engineering experience into the classroom. He also developed an Aerospace Engineering course for high school. He is a member of the program committee for the International Big Data and Analytics Educational Conference, Watson Analytics Global Academics Network (WAGAN) and is on the Ad-Hoc IBM Academic Advisory Board. He has taught in Australia, Canada, Indonesia, Malaysia, Singapore and is currently teaching in China.

Speech Title: Big Data Analytics - An Essential Entity in K-12 Education

Abstract: Big Data Analytics and Data Science are growing at an exponential rate and in an effort to keep up with the mountains and oceans of data, education institutions are offering a massive selection of analytics courses to meet this ever-rising demand. Over the last 5 years, higher education has increased their course offerings in data analytics, data science and computer science. Massive Open Online Courses (MOOG) have also attempted to fill this void. Recently, K-12 institutions have taken notice of this phenomena.

This presentation will focus on the importance of K-12 Big Data Analytics for both administrators and students, who's understanding will impact the operation of the school and better prepare students for an increasingly data driven job market. 

For the administrator, there is a colossal amount of untapped student data available for K-12 administrators that can enhance the quality of education and support improved student outcomes. Major areas of focus include: effective strategies administrators can use to drill deeper into the available data; productive ways administrators can act on the findings; the core knowledge of analytics administrator’s need for proper analytics interpretation; and curricular insights into developing a K-12 program. The pioneering of Big Data Analytics at Concordia Shanghai confirms the stimulating and encouraging need for the specific development of Big Data in K-12 programs.

For the K-12 student, awareness of Big Data Analytics has never been more important. The K-12 student needs to be exposed to a Big Data Analytics program to enable and prepare them to be highly adaptive to the future job market, and to better address the needs of society. While universities have started offering undergraduate courses in Big Data alongside existing graduate courses, there is still a vast shortage of data scientists in comparison to the high demand of the current job market. The inability to meet this demand lies in the lack of a structured K-12 Big Data program that is fully able to prepare students with the proper set of critical thinking, inductive reasoning and analytical skills required to form a conceptual understanding of Big Data and its applications in STEM and liberal arts fields. Students who are astute to Big Data Analytic build these skills, become independent and adaptive learners, and develop a confidence and ability to research and teach themselves through independent data projects. Due to the accessible nature of Big Data in today’s learning environment, where new subject matter and information are constantly evolving, the pedagogical value of Big Data provides an opportunity for a paradigm shift in learning - coined by Alison King - where students are empowered and the teachers’ role is transformed from a “sage on the stage” to “guide on the side.”



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