Speech Title: Learning in postgraduate studies in times of a pandemic: a reflection from the Theory of Subjectivity.


Psychology Professor and Researcher of Department Developmental and Scholar Psychology in Institute of Psychology, University of Brasília, Brazil

Member of Program of Master and Doctorate Degree in Developmental and Scholar Psychology of University of Brasília – UnB – Brazil

Member of Group of Studies in Theory of Subjectivity and Qualitative Epistemology https://www.fernandogonzalezrey.com/grupos-e-redes/grupos-e-estudo-e-pesquisa-nacionais

Visiting Professor of Faculty of Psychology in University of Barcelona – 2022/2023.

Dra. Wilsa Maria Ramos has more than 17 years of experience as a high school teacher with PhD in Developmental Psychology in the Faculty of Psychology, University of Brasília.  Has developed national projects for Ministry of Education to prepare teachers for elementary school using ICT. And worked also do Work and Economic Ministry to development one Virtual School for workers in Brazil, like a MOOC. She develops research and consultancies in the interface of the areas of Psychology and Learning mediated by technologies, with emphasis on the following topics: design of methodologies for the implementation of online programs, processes of development and learning mediated by ICT. She is one of the coordinators of the Tordesilhas International Doutoral Collaboration Agreement between the PGPDE and the Faculty of Psychology of the University of Barcelona. Researched mainly on the following topics: subjectivity and production of subjective meanings to online students; life trajectories of learning, teaching and learning in times of pandemic. Author of articles and chapters on these themes. The last 10 years she worked as a partner as Interuniversity Postgraduate Degree in Educational Psychology – Master of Educational Psychology, MIPE and the Interuniversity Doctorate of Educational Psychology, DIPE, Barcelona – Spain, ​​where she is currently a visiting professor. In 2022, she is developing a research about the implications of the pandemic in the learning of post-graduation students from the Theory of Subjectivity.



Assoc. Prof. Matthew Farber, Ed.D.
Assoc. Prof. Matthew Farber, Ed.D.

Educational Technology
Co-director, Gaming SEL Lab
Coordinator, K12 & Secondary Teacher Education Program
University of Northern Colorado
United States


Matthew Farber, Ed.D., is an Associate Professor at the University of Northern Colorado, where he founded the Gaming SEL Lab. He has been invited to the White House, authored several books and papers, and is a frequent collaborator with UNESCO MGIEP and Games for Change. His most recent book is “Gaming SEL: Games as Transformational to Social and Emotional Learning.” His research focuses on gaming as a form of multimodal literacy and how meaning-making during gameplay can cultivate social and emotional learning (SEL) skills. Games are practice spaces to play with social emotions. In some games, players collaborate to solve mutual goals. Many other games engage players in perspective-taking, where they may develop virtual empathy through taking agency of digital avatars.

Much of his work includes multiple collaborations with the United Nations Educational, Scientific and Cultural Organization (UNESCO) Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), a category one research institute headquartered in New Delhi, India. Its mission—which aligns with his research agenda—is to achieve the United Nations’ Sustainable Development Goal (SDG) 4.7: “Education for building peaceful and sustainable societies across the world by developing programs that promote social and emotional learning with innovative digital pedagogies that empower youth.”

Assoc. Prof. Matthew Farber, Ed.D.

Department of Computing
Faculty of Arts, Computing and Creative Industry
Universiti Pendidikan Sultan Idris



Dr. Chee Ken Nee has more than 12 years of experience as a high school teacher with PhD in Educational Technology in the Faculty of Education, Universiti Teknologi Malaysia, Johor, Malaysia. He was Top 30 Microsoft Innovative Educator Expert in Malaysia in 2020. Previously, he worked at a high performing secondary school as a teacher and then was promoted previously as Assistant Director at Educational Technology and Resources Division, Ministry of Education, Malaysia. Hence, Know a lot of the issues in the educational industry. Currently, he is a senior lecturer in Universiti Pendidikan Sultan Idris. He is also a registered professional Technologist under Malaysian Board of Technologist with title Ts. Apart from that, he is a senior member of Institute of Electrical and Electronics Engineers (IEEE). He has experience as a part-time lecturer in Universiti Malaya as well. He has published 10 quality journal papers with ISI-indexed and scopus-indexed. His research interest focuses on mobile learning, educational technology, and computer-based learning as well as design and develops mobile learning environments and applications. He would also like to examine how it can affect the student in many ways. Innovation in teaching and learning also became his interest recently especially in this pandemic era. His research H-index is 6 with 310 citations in just 6 years. With humble, he was one of the winners of the Global Teacher Award 2020. He is a reviewer for many ISI and Scopus indexed journals. He was also a jury for many prestigious innovation competitions at international and national level such as United Kingdom. Previously, he had been a speaker in virtual international conference in United States of America, and as keynote speaker in Sri Lanka, Tunisia and Austria.

Prof. Corey Pierce
Prof. Corey Pierce

Associate Dean
College of Education and Behavioral Sciences
University of Northern Colorado
United States


Response to Intervention

’Information and training related to gaining knowledge about the basic components of Response to Intervention. ’Information and training related to effective implementation of Response to Intervention at the elementary, middle and high school levels.

Early Intervention

’Information and training related to gaining knowledge about the basic components of Response to Intervention. ’Information and training related to effective implementation of Response to Intervention at the elementary, middle and high school levels.


’ Curriculum-Based Assessment ’ Progress Monitoring ’ Evaluation for Special Education Eligibility ’ Report writing


Specializing in response to intervention implementation training, including intervention development, and effective, efficient use of accurate assessment techniques that inform instruction. Co-editor of Fall 2018 magazine issue on teacher shortages. 

Prof. Dr.-Ing. Marius Brade

Professor for Media Computer Science
New Work Design Lab
Fachhochschule Dresden (FHD) University of Applied Sciences, Dresden


Since joining Fachhochschule Dresden, Marius has been involved in research and teaching regarding user experience design, human computer interaction, game-based-learning and cognition. Based on understanding human factors regarding knowledge representation and creation processes, he applied these domains especially to the development of tools and methods for knowledge work. As head of the New Work Design Lab his interest lies in creating and researching tools for empowerment of humans regard New Work https://newworkdesignlab.org/