This paper investigates the concept of online learning community (OLC) to address the issues of teacher professional development practice in twenty-first-century Indonesia. Teachers in Indonesia are trained in a \u27conventional way\u27, hence, not ready to prepare the younger generations for entrance into the twenty-first-century complex life and work environment. The pedagogical transformation of a teacher can be facilitated through teacher professional development. Recent studies show that OLC holds great promise in improving teachers\u27 professional practice. This paper presents key results of the introduction and trialling of OLC with Indonesian teachers and teacher educators between 2009 and 2010 and aims to explore the feasibility of this model to support professional development of teachers in this era. The social learning interactions among community members were examined using Scardamalia\u27s Twelve Socio-Cognitive Determinants of Knowledge Building and Hoftsede\u27s Cultural Dimension Review for Indonesia

The shift of creating valuable products, from only aesthetically pleasing, usable, or loveable products, has required adjustment of skills to create value as well as a mindset change. Instead of spending weeks and months to design a product, a rapid validation process takes place to explore how a product should be transformed into a valuable one. This course will teach the participants several key Design Sprint techniques in a nutshell (80 minutes). Google Ventures initially introduced Design Sprint to tackle critical business problems and come up with viable solutions within five days. Open to anyone who is involved in product and service design, the course aims to teach Design Sprint key techniques to create meaningful insights and hands-on experience for the participants. At the conclusion of the course, the participants are expected to envision how the lessons learned from the course can be applied in either academia or industry.

The emergence of Internet of Things, social media, mobile, ubiquitous, and wearable computing has brought human-computer interaction (HCI) body of knowledge to the fore and has rooted it as an established field of teaching and research. Due to its unique and diverse characteristics, there is a lack of awareness and understanding on the importance of HCI education. The unique characteristics, interdisciplinary nature and rapid evolution of HCI bring not only challenges but also innovations in teaching and designing HCI curriculum in this region. In this paper, we present the key findings from our first attempt to bring together HCI educators in Asia-Pacific and sharing the experiences and challenges in HCI Education.

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