Opening Keynote
Anicia Peters, Namibia University of Science and Technology
HCI Education in the Fourth Industrial Revolution
Bio: Anicia Peters is a native of Namibia and the Executive Dean of the Faculty of Computing and Informatics at the Namibia University of Science and Technology. She obtained both her PhD and MSc degrees in Human Computer Interaction at Iowa State University. She completed her PhD under a Fulbright International Science and Technology Award and a Schlumberger Faculty for the Future Women in Science fellowship. She also received a Google Anita Borg Memorial Scholarship in 2012. Currently her research work focuses on social computing, gamification, and e- participation (gender and gender-based violence technologies, digital government, youth and marginalized groups). In Nambia, she started the Namibia Women in Computing initiative and three ACM chapters, including a SIGCHI and ACM_W chapter. She also initiated and co-chaired the inaugural Africa Human Computer Interaction Conference (AfriCHI) in Nairobi, Kenya in 2016. Besides 11 years of experience in academia, she also has 17 years of industry experience ranging from developing and deploying large scale systems for the Government of Namibia to interning at Intuit in Silicon Valley.
Closing Keynote
Colin M. Gray, Purdue University
Making the Case for HCI Education: Developing and Sustaining Competence in Global HCI Education
Bio: Colin M. Gray is an Assistant Professor at Purdue University in the Department of Computer Graphics Technology and Program Lead for an undergraduate program and graduate concentration in UX Design. He holds a PhD in Instructional Systems Technology from Indiana University Bloomington, a MEd in Educational Technology from University of South Carolina, and a MA in Graphic Design from Savannah College of Art & Design. He has worked as an art director, contract designer, and trainer, and his involvement in design work informs his research on design activity and how it is learned. His research focuses on the role of student experience in informing a critical design pedagogy, and the ways in which the pedagogy and underlying studio environment inform the development of design thinking, particularly in relation to critique and professional identity formation. His work crosses multiple disciplines, including engineering education, instructional design and technology, design theory and education, and human-computer interaction.