CALL FOR PAPERS BigScholar 2017 The 4th WWW Workshop on Big Scholarly Data: Towards the Web of Scholars http://thealphalab.org/bigscholar/A workshop of WWW 2017 (The 26th International World Wide Web Conference) Perth, Australia, April 3-7, 2017 Resear…
***Call for papers*** 6th Workshop on Awareness and Reflection in Technology Enhanced Learning (ARTEL 2016) to be held in the context of the EC-TEL 2016, Lyon, France: 13 September 2016 (Tuesday). Workshop webpage: http://teleurope.eu/artel16 Twitter hashtag: #artel16 *Rationale* Awareness and reflection are viewed differently across the disciplines informing Technology-Enhanced Learning (CSCW, psychology, educational sciences, computer […]
Call for Papers Connecting Learning Analytics and Learning Design (CLAD 2016) Workshop @ EC-TEL http://clad2016.ld-grid.org/ #clad16 In conjunction with EC-TEL 2016 at Lyon (France) | September 13-16, 2016 http://www.ec-tel.eu *Important Dates* ————————————– 10 May 2016: Start open submission 15 June 2016: End open submission 30 June 2016: Peer review submission deadline 15 July 2016: Notification […]
15th International Conference on Web-Based Learning (ICWL 2016)26-29 October 2016, Rome, Italy http://icwl2016.dis.uniroma1.itICWL is an annual international conference on Web-based learning, founded by the Hong Kong Web Society. The first IC…
ITS 2016: The 13th International Conference on Intelligent Tutoring SystemsJune 6-10, 2016 Zagreb, Croatiahttp://its2016.its-conferences.comWe invite submissions of:Full Papers (10 pages)Young Researchers Track Papers (3 pages)Workshop ProposalsTutoria…
L@S 2016, the Third Annual Meeting of the
The conference is at the intersection of computer science and the learning sciences, seeking to improve practice and theories of learning at scale. Strong submissions typically build on relevant research and frameworks beyond a single home discipline. The program committee is multidisciplinary and will expect that contributions expand what is known when the state of the art of several relevant source literatures is considered.
Full papers due: Oct 18, 2015 Notifications of acceptance of Full Papers: Dec 14, 2015
Work-in-progress (WiP) and Demonstration papers due: Jan 3, 2016
Full Papers camera-ready copy due: Jan 14, 2016
Notifications of acceptance of WiP and Demonstration papers: Jan 31, 2016
WiP, Demonstrations camera-ready copy due: Feb 14, 2016
L@S 2016 Conference: Apr 25, 26, 2016
No extensions will be given.
We solicit paper submissions reporting on rigorous research on methodologies, studies, analyses, tools, or technologies for learning at
scale. Learning at Scale includes MOOCs, games (including massively
multiplayer online games), citizen science communities, and other types of
learning environments which (a) provide learning experiences to large
number of learners and/or (b) produce detailed, high volume data about the
learning process. Papers that tackle specific aspects of scale are
particularly encouraged, for example, papers that deal with learning or
educational phenomena that can only occur, be supported, or be observed
with very large numbers of students, or in which the system improves after
being exposed to data from previous use by many students.
Example topics include but are not limited to:
* Usability studies and effectiveness studies of design elements for
students or instructors, including:
* Status indicators of student progress
* Status indicators of instructor effectiveness
* Tools and pedagogy to promote community, support learning, or
increase retention in at-scale environments
* Log analysis of student behavior, e.g.:
* Assessing reasons for student outcome as determined by modifying
* Modeling students based on responses to variations in tool design
* Evaluation strategies such as quiz or discussion forum design
* Instrumenting systems and data representation to capture relevant
indicators of learning.
* Personalization and adaptation, based on log data, user modeling, or
* Studies of applications of existing learning theories to the MOOC
context (peer learning, project based learning, etc.).
* Informing theories of learning at scale.
* Large online learning in the developing world
* New tools and techniques for learning at scale, including:
* Games for learning at scale
* Automated feedback tools (for essay writing, programming, etc)
* Automated grading tools
* Tools for interactive tutoring
* Tools for learner modeling
* Interfaces for harnessing learning data at scale
* Innovations in platforms for supporting learning at scale
* Tools to support for capturing, managing learning data
* Tools and techniques for managing privacy of learning data
* Investigation of observable student behaviors and their correlation if
any with learning, e.g.:
* What do more successful learners do more of?
* What do more successful instructors do more of?
* Self- and co-regulation of learning at scale
* Collaborative learning in courses that have scale
* Depth and retention of learning and understanding
* Improvements to learning, community, and pedagogy in large-scale
in-person and blended online and in-person courses
* Instructional principles for learning at scale
* Facilitation of informal subcommunities
We invite full paper, shorter papers reporting on work-in-progress, and demonstrations.
### Full Papers
Full papers must not exceed 10 pages (shorter is fine) and must use the
ACM CHI Archive Format, available in latex and Word. Submissions
must be in PDF format, written in English, contain original work and not
be under review for any other venue while under review for this
conference. All papers should be submitted through the EasyChair.
In order to increase high quality papers and independent merit, the
evaluation process will be double blind. The papers submitted for review
MUST NOT contain the authors’ names, affiliations, or any information that
may disclose the authors’ identity (this information is to be restored in
the camera-ready version upon acceptance). Please replace author names and
affiliations with Xs on submitted papers. In particular, in the version
submitted for review please avoid explicit auto-references, such as “in
 we show” — consider “in  it is shown”. I.e., you should cite your
own relevant previous work, so that a reviewer can access it and see the
new contributions, but yet the text should be written so that it does not
state that the cited work belongs to the authors.
A Work-in-Progress (WiP) is a concise report of recent findings or other
types of innovative or thought-provoking work that has not yet reached a
level of completion that would warrant submission of a full paper. Topics
are the same as those listed for full papers.
At the conference, all accepted WiP submissions will be presented in
poster form. Selected WiPs may be invited for oral presentation during the
conference. Rejected full-papers can be resubmitted as WiP and will be
Formatting: Work-in-Progress submissions 4 pages or fewer in length in the
Extended Abstracts Format and submitted as a PDF file. Due to the very
rapid selection process we cannot offer any extensions to the deadline.
WiP submissions are not anonymous and should therefore include all author
names, affiliations and contact information. If accepted, you should
expect to prepare a poster to present at the conference venue. WiP
submissions should be submitted through the EasyChair.
Demonstrations show aspects of learning at scale in an interactive
hands-on form. A live demonstration is a great opportunity to communicate
ideas and concepts in a powerful way that a regular presentation cannot.
We invite demonstrations of learning and analytical environments and other
systems that have direct relevance to learning at scale. We especially
encourage authors of accepted papers and industrial partners to showcase
their technologies using this format. Demonstration submissions are 2
pages or fewer in length in the Extended Abstracts Format and submitted
as a PDF file. A demonstration proposal should address two components:
* The merit and nature of the demonstrated technology. If the proposed
demonstration is associated with a Full Paper or a WiP submission, please
point to the title of the submission instead of repeating the information
* Details of how the demo will be executed in practice, and how visitors
will interact with it during the conference.
Proposals for demonstrations should be submitted through the EasyChair.
### Archival Proceedings
Full papers will appear in the conference proceedings published by the ACM
Press in the ACM Digital Library. Work-in-Progress and Demonstration
papers will appear in a separate part of the conference proceedings. The
status of Work-in-Progress paper will be akin to what CHI describes as
“semi-archival”, meaning the results reported in the WIP must be original,
but copyright is retained by the authors and the material can be used as
the basis for future publications in ACM venues as long as there are
significant revisions from the original.
### Submission Instructions
Full Papers and Work in Progress should be submitted at EasyChair
Please direct all inquiries to: firstname.lastname@example.org
Conference Chair: Jeff Haywood, the University of Edinburgh, UK
Vincent Aleven, Carnegie Mellon University, USA
Judy Kay, University of Sydney, Australia
Ido Roll, University of British Columbia, Canada
Local Organization Chair:
Dragan Gasevic, the University of Edinburgh, UK
Tiffany Barnes, North Carolina State University, USA
Marie Bienkowski, SRI International, USA
Gautam Biswas, Vanderbilt University, USA
Ulrike Cress, Knowledge Media Research Center, Germany
Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne, Switzerland
Douglas Fisher Vanderbilt University, USA
Armando Fox, University of California at Berkeley, USA
Dragan Gasevic, University of Edinburgh, UK
Art Graesser, University of Memphis, USA
Philip Guo, University of Rochester, USA
Marti Hearst, University of California at Berkeley, USA
Daniel Hickey, Indiana University, USA
Ulrich Hoppe, University of Duisburg-Essen, Germany
Juho Kim, Massachusetts Institute of Technology, USA
Kenneth Koedinger, Carnegie Mellon University, USA
Chinmay Kulkarni, Carnegie Mellon University, USA
Marcia Linn, University of California at Berkeley, USA
Marsha Lovett, Carnegie Mellon University, USA
Rose Luckin, The London Knowledge Lab, UK
Robert Miller, Massachusetts Institute of Technology, USA
John Mitchell, Stanford University, USA
Antonija Mitrović, University of Canterbury, New Zealand
Zachary Pardos, University of California at Berkeley, USA
Beverly Park Woolf, University of Massachusetts, USA
Jeremy Roschelle, SRI International, USA
Carolyn Rose, Carnegie Mellon University, USA
Daniel Russell, Google, USA
Mehran Sahami, Stanford University, USA
Eileen Scanlon, Open University, UK
Daniel Seaton, Massachusetts Institute of Technology, USA
Karen Swan, Univ of Illinois, Springfield, USA
Candace Thille, Stanford University, USA
Astrid Wichmann, Ruhr-University Bochum, Germany
Special Issue on Immersive Environments: Challenges, Research and New Developments – EAI Endorsed Transactions on Future Intelligent Educational Environments
EAI Endorsed Transactions on Future Intelligent Educational Environments
Special Issue on Immersive Environments: Challenges, Research and New Developments
• Manuscript submission deadline: 1st November, 2015
• Notification of acceptance: 15th January, 2016
• Submission of final revised paper: 1st March, 2016
• Final acceptance notifications: 1st April, 2016
• Publication of special issue: Summer 2016
Effective immersive learning experiences are created within multiple media using myriad techniques and employing a wealth of knowledge that spans many disciplines. This includes but is not limited to computer science, user experience and media design, the learning sciences, architecture, game development, artificial intelligence, biology, medicine, and the thousands of disciplinary and occupational content areas wherein immersive learning and training may be relevant.
The Immersive Learning Research Network (iLRN) is an international organization of developers, educators, and research professionals collaborating to develop a scientific, technical, and applied potential of immersive learning. The vision of the immersive Learning Research Network (iLRN) is to develop a comprehensive research and outreach agenda that encompasses the breadth and scope of learning potentialities, affordances and challenges of immersive learning environments. The first international conference iLRN 2015 held in Prague has attracted 22 high-quality full papers from the iLRN main stream but also from the special tracks. As a follow-up, this special issue is organized as an open call to seek a wider set of contributions from the research community and also the authors of the best papers from iLRN 2015 will be invited to submit extended versions of their papers.
Thus, we are pleased to invite authors to submit their original work to a special issue of the Journal on Transactions on Future Intelligent Educational Environments (http://icst.org/future-intelligent-educational-environments/). For authors to submit extended version of their conference papers, a signification extension of at least 30% must be considered.
This special issue welcomes submissions on (but not limited to) the following topics:
• Immersive Technologies, Systems and Devices
• Immersive Environments and Multidimensional Spaces
• Immersive Data Visualizations
• Wearable Technology
• Virtual and mixed-reality for education
• Collaboration and Social Computing in Education
• Context-aware Computing in Immersive Spaces
• Adaptive Recommender Learning Technology
• Assessment and Learning Analytics in High-tech Environments
• Multi-modal Learning Environments
• Cognitive and Pedagogical Analysis
• Learning and Training Applications
• Non-leisure Games and Gamification
• A Glance into the Future: Innovations, Challenges and Applications
How to Submit
Please see the instructions for authors on the EAI Endorsed Transactions on Future Intelligent Educational Environments, http://eai.eu/transaction/future-intelligent-educational-environments.
When the paper is ready for submission, authors should go to http://escripts.eai.eu/manage/lists, select “EAI Endorsed Transactions on Future Intelligent Educational Environments”, find their special issue and upload their manuscript, or visit the link: http://escripts.eai.eu/publication/cfp/special-issue-immersive-environments-challenges-research-and-new-developments.
• Anasol Peña-Rios, University of Essex, UK
• Johanna Pirker, Graz University of Technology, Austria
• Michael Gardner, University of Essex, UK
• Christian Gütl, Graz University of Technology, Austria
The vision of the immersive Learning Research Network (iLRN) is to develop a comprehensive research and outreach agenda that encompasses the breadth and scope of learning potentialities, affordances and challenges of immersive learning environments. To achieve this, the iLRN mission is to invite and organize scientists, practitioners, organizations, and innovators across the disciplines to explore, describe, and apply the optimal use of immersive worlds and environments for educational purposes. Further the conference, meetings, and virtual symposia aim to build capacity to explain and demonstrate how these immersive learning environments best work using a variety of rigorous, systematic, and meaningful research methods and outreach strategies.
On September 10th, 2015, the BOOST project organizes its final conference called Supporting Learning in SME. The event will take place in Schloss Birlinghoven (near Bonn), Germany. Representatives of small enterprises, their VET providers, but also their employees are cordially invited to attend. More details and a preliminary program can be found at http://www.boost-project.eu/boost-conference-supporting-learning-in-sme/.
Four days of very interesting presentations and workshops on different topics related to Technology-Enhanced Learning. The European Conference on Technology Enhanced Learning (EC-TEL) is a unique opportunity for researchers, practitioners, educational developers, and policy makers to address current challenges and advances in the field. The theme of EC-TEL 2015 is Design for Teaching and Learning in […]