call for chapters

Jun
20

Perspectives on Wearable Enhanced Learning: Current Trends, Research and Practice – Call for Chapters

Perspectives on Wearable Enhanced Learning: Current Trends, Research and Practice An edited volume by Ilona Buchem Ralf Klamma Fridolin Wild to be published by Springer, New York Springer website: http://www.springer.com Dedicated website: http://ea-tel.eu/special-interest-groups/well EasyChair submission: https://easychair.org/conferences/?conf=wellspringer2018   Deadline for chapters extended: 31 August, 2018 Introduction Wearable technologies – such as smart glasses, smart watches, smart […]

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Call for Contribution for Book Chapters on Gamification, Wiley-IEEE

Gamification and Games, Enabling Technologies, and Applications Editor: Dr. Zongwei Luo, SUSTC, China
Publication date: 2016/2017
Publisher: Wiley-IEEE

Introduction:
Gamification uses game elements and game techniques in non-game context,
e.g., to encourage engagement with a product or service. In recent years,
gamification has become one of the major trends in information systems.
Its market is growing with presence penetrating various vertical sectors
such as Entertainment, Healthcare, Retail, Education, Tourism, and IT
enterprises. This book, dedicated to cover various topics of gamification
technologies and applications in various industry sectors, methodologies
of developing such applications, and development trend, will provide
readers a comprehensive introduction of gamification, its techniques,
technologies and various applications.

Book content:
This book is intended to serve as the instruction materials to students in
gamification relevant courses with invited contributions from known
experts in the field and contributions from who would respond to this
call. It can also be interesting to other casual audiences who are curious
about gamification and those serious audiences who need a reference on
gamification. Thus, a tentative table of content is provided as follows.
Interested authors are advised to contribute to one or more of the
following chapters. However, you can also suggest new chapters in each of
these sections.
Section 1: Introduction ¨C provides overview of gamification
Chapter 01: Introduction
Chapter 02: Game elements
Chapter 03: Game design techniques
Section 2: Gamification
Chapter 04: Game mechanics
Chapter 05: Motivation analysis
Chapter 06: Design processes
Chapter 07: Virtual economy
Chapter 08: Translational gamification
Chapter 09: Gamification measurement and analytics
Section 3: Enabling Technologies
Chapter 10: Wearable devices and systems
Chapter 11: Emotion detection
Chapter 12: Virtual and augmented reality
Chapter 13: Virtual currencies
Chapter 14: Big data intelligence and AI for gamification
Chapter 15: Cloud computing for gamification
Section 4: Applications
Chapter 16: Gamification in entertainment
Chapter 17: Gamification in healthcare
Chapter 18: Gamification in retails/tourisms
Chapter 19: Gamification in education
Chapter 20: Gamification in software development
Chapter 21: Gamification in science
Section 5: Future of gamification
Chapter 22: Future of gamification: business perspective
Chapter 23: Future of gamification: technology perspective

Call for contribution:
Interested authors for one or more chapters are encouraged to contact the
book editor Zongwei Luo via email(lzwqhk AT 163.com) at your earliest
convenience. The book’s targeted publication schedule is estimated to be
within 2016/2017.

Development schedule:
Oct 15, 2015 Letter of Intend
Dec 31, 2015 First Draft due
Feb 28, 2016 Review notification
Apr 30, 2016 Second Draft due
Jun 30, 2016 Final review notification
Aug 31, 2016 Final chapter due

Contact:
Dr. Zongwei Luo
Email: lzwqhk AT 163.com
SUSTC, Shenzhen, China

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Springer book in Mobile, Ubiquitous, and Pervasive Learning – Call for Chapters

Call for Chapters Springer book in Mobile, Ubiquitous, and Pervasive Learning

Mobile computing, ubiquitous computing and pervasive computing are now synonymous for many, and represent a new model of computing in which computation is everywhere and computer functions are integrated into everything. Everyday objects will be places for sensing, input, processing along with user output. In practice, this means the mobile, ubiquitous, and pervasive availability of many computing devices that are carried or embedded in homes, cars, offices, in walls and tables, or worn as part of smart clothing.

Mobile learning

The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning. Mobile learning can take place in any location, at any time, including traditional learning environments such as classrooms as well as in workplaces, at home, community locations and in transit (MoLeNET, 2014). Recommended topics include, but are not limited to, the following subjects:

– Lifelong learning and self-learning

– Mobile and blended learning

– Learning analytics and mobile learning

– Pedagogical approaches, models and theories for m-Learning

– Evaluation and assessment of m-Learning

– Mobile learning modelling

– M-learning theories, principles and methods

Ubiquitous learning

Hwang et al. (2008) express that: One view of the term ubiquitous learning is “anywhere and anytime learning”. Considering the broad sense of the definition they state: Any learning environment that allows students to access learning content in any location at any time can be called a ubiquitous learning environment, no matter whether wireless communications or mobile devices are employed or not. On the other hand, the authors identified a second definition called context-aware ubiquitous learning, which refers to learning with mobile devices, wireless communications, and sensor technologies. Thus, the learning systems are able to understand the learners’ behavior and real world parameters (e.g. time and location).

Yahya, Ahmad, and Jalil (2010) propose the following definition of u-learning: Ubiquitous learning is a learning paradigm which takes place in a ubiquitous computing environment that enables learning the right thing at the right place and time in the right way. They argument that: the definition facilitates to researchers the understanding of the concept and assists them in further exploration of the area. The authors also avoid using “anything, anywhere and anytime” in contrast, the purpose being to help out learners to get the exact information at the moment they need. Recommended topics include, but are not limited to, the following subjects:

– Context Dependent Learning

– Game-based learning with ubiquitous technologies

– Adaptive and adaptable learning environments using mobile and ubiquitous devices

– Cloud-based Learning and Assessment

– Smart Devices as Collaborative Learning Tools

– Navigations spaces and learning paths

– Ubiquitous learning modelling

– U-learning theories, principles and methods

Pervasive learning

As stated by Jones and Jo (2004), a pervasive learning environment is a situation or setting of pervasive education. Education is happening all around the student but the student may not even be conscious of the learning process. Pervasive computing takes part in an experience of immersion as a mediator between the learner’s mental (e.g., needs, preferences, prior knowledge), physical (e.g., objects, other learners close by) and virtual (e.g., content accessible with mobile devices, artefacts) contexts. Recommended topics include, but are not limited to, the following subjects:

– Techniques for cooperative learning or working

– Pervasive gaming for learning

– Realization of pervasive eLearning scenarios

– Internet of things

– Adaptive, autonomic and context-aware

– Pervasive modelling

– P-learning theories, principles and methods

The edition of the chapter proposal should take into account the following guide:

1) Title of chapter, authors (names, affiliations, address, eMail),

2) Abstract: 400 words

3) Description of the work: 3.1) nature; 3.2) application field; 3.3) problem to be tackled; 3.4) hypothesis; 3.5) solution to be carried out; 3.5) research method; 3.6) main contributions of the work and its relevance to enhance the M-U-P learning field

4) Content structure of the chapter

5) References (include citations preferably in the next order: journals, books, chapter books, and proceedings whose year from 2010 to date)

6) The chapter proposal must be edited according to the guidelines and template available at the hyperlink

Information for Authors at http://www.springer.com/series/11156

7) Average length of the chapter proposal is three pages

8) Submit the proposal to the Guest-Editor eMail: mup.learning@gmail.com

9) All chapter proposals will be reviewed to determine the quality: originality, structure, relevance, and contributions of the work.

Once the chapter proposal is approved, you will submit the draft full chapter according to the next guide;

1) The chapter must be edited according to the guidelines and template available at the hyperlink

Information for Authors at http://www.springer.com/series/11156

2) The manuscript average length is 25 pages (from 20 up to 30 pages).

3) Submit the chapter to the Guest-Editor

Professor, Dr. Alejandro Peña-Ayala

WOLNM & IPN, México

4) All chapters will be rigorously peer-reviewed to evaluate the quality: originality, relevance, and contributions of the work, as well as the organization, clarity of writing, support provided for assertions, and attractiveness to readers.

The time schedule is the following:

1) Call for chapters due December 31, 2014

2) Chapter proposal due:  January 15, 2015

3) Chapter proposal evaluation and notification due February 15, 2015

4) Full chapter submission due:  April 30

5) Chapter evaluation and notification: May 31

6) Modified chapter submission: June 30

7) Final decision and notification: July 15

8) Draft book compilation and submission to Springer: July 31

9) Tentative book publication date: October 31, 2015

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Communities of Practice – Facilitating Social Learning in Higher Education

Call for Book Chapters

Title of Book: Communities of Practice – Facilitating Social Learning in Higher Education

Editors: Assoc Prof Jacquelin McDonald & Prof Aileen Cater-Steel, University of Southern Queensland, Australia.

Publisher

The book will be published by Springer in the Higher Education Dynamics Series.

Theme

Many people are familiar with the concept of Communities of Practice (CoPs) however, investigation reveals they are not well established in most institutes of higher education. This book seeks to increase the implementation of higher education CoPs by presenting a range of international accounts of CoPs. The book contents will show how practitioners initiated CoPs to create connections and share practice within common fields of interest, such as first year course leadership, research supervision, internationalisation, student, cultural and equity issues.

Research demonstrates that CoPs build professional and personal links both within, and across faculty, student services, administrative and support units. CoP members may be physically co-located or how social media is used to connect members across geographically diverse locations.

The implementation of a CoP approach, based on theory and examples of proven practice to the higher education context, is embraced by dreamers, who seek to realise the potential of CoPs to connect colleagues in powerful learning communities. Dreamers strive to build CoPs within a professional context that is often isolated, and even competitive.  However, as well as the dreamers, pragmatic schemers are needed to overcome challenges around creating and sustaining CoPs within established disciplines and hierarchical management structures.

This work positions higher education CoPs within the broader CoP and social learning literature, articulates the importance of CoP leadership roles, and the growing focus on the use of social media for CoP implementation.

International authors implement the core CoP approach of sharing practice as they share their reflections on their experience of taking a CoP vision from dream to reality. Their stories articulate the dream, the passion, and the challenges of working within and/or changing existing institutional culture and practice. Readers will find strategies that worked and reflections on lessons learnt that will inform future dreamers and schemers as they seek to establish their own communities. These multiple perspectives provided in the case studies will assist higher education leaders, as well as academic and professional staff, to establish, or reflect on existing, CoPs, by sharing insights and critical reflection on their implementation strategies, practical guidelines and ideas on how CoP theoretical underpinnings can be tailored to the higher education context.

Overall Objectives of the book:

To provide informative case studies, with critical reflection on practice, articulating the application of Communities of Practice (CoP) theory to the international higher education context;

·         Address the emerging field of social learning leadership within CoPs and digital communities;

·         Include practical guidance on establishing and sustaining higher education CoPs, as well as detailed case studies by experienced and successful CoP facilitators;

·         Provide a rigorous theoretical framework to inform readers about implementation and sustainability of CoPs in higher education;

·         Address the Higher Education gap in the CoP literature, including the increasing emphasis on social learning and the unique leadership role of CoP facilitators.

Possible topics are (but are not limited to):

·         Communities of Practice theoretical underpinnings, theory, application and evidence of impact in the higher education context

·         Leadership of CoPs in higher education

·         Profiles of Higher Education Communities of Practice: Case studies and engaging stories from the coalface include practical examples of implementation processes and critical reflection to inform readers:

  • Academic CoPs; Professional staff CoPs; Blended CoPs – academic and professional staff; Student CoPs; Faculty learning communities (USA approach)

o   Across discipline; Academic/research student/industry practitioners/government collaborative CoPs

Target audience

The target audience includes Higher Education staff, including leaders, management, academic and professional staff, researchers, Human Resources and policy makers.

Submission Deadlines

Researchers and practitioners are invited to submit on or before October 15, 2014, a 1-2 page manuscript proposal clearly explaining the focus of the proposed chapter, chapter title and author/s’ contact information. Authors of accepted proposals will be notified by December 24, 2014 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by March 1, 2015. All submitted chapters will be reviewed on a double-blind review basis. Final chapters are due by June 2015. The book is scheduled to be published in 2016 by Springer in the Higher Education Dynamics series.

For enquiries and submissions, please email Jacquelin McDonald (mcdonalj@usq.edu.au) or Aileen Cater-Steel (caterst@usq.edu.au).

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