Call for Participants 13th Joint European Summer School on Technology Enhanced Learning October 9-13, 2017 Aveiro, Portugal http://www.prolearn-academy.org/Events/summer-school-2017/ Join the vibrant network of Technology Enhanced Learning experts, junior researchers and PhD students across Europe and the World in a fantastic town of Aveiro on the Atlantic coast of Portugal! Since 2005, the JTEL summer […]
The European Association of Technology EnhancedLearning (EATEL) is deeply grieved to announce that its Vice-President, Prof. Dr. Martin Wolpers, passed away suddenly and unexpectedly on February 25, 2016. Martin is survived by his wife and his two children. Many of us remember Martin not only as the Vice-President of our association but also […]
Joint European Summer School for Technology Enhanced Learning 2016 June 18 – 25, 2016 in Tallinn, Estonia (http://jtelsummerschool.eu/) Call for Participation (lectures, workshops, applications) We are pleased to announce the 12th Joint European Summer School on Technology Enhanced Learning, to take place from Monday, June 20th to Friday, June 24th, 2016 in Estonia. Pre-summer school activities […]
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.
EATEL is among eight learning sciences associations that will be joining forces to discuss Grand Challenges in Technology Enhanced Learning at the upcoming CSCL conference in June (http://www.isls.org/cscl2015/). Members of the associations are invited to participate in an online pre-session brainstorming activity. A Google Form has been prepared for this purpose and it would be […]
Call for Papers
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. Through EC-TEL, established and emerging researchers as well as practitioners, entrepreneurs, and technology developers explore new collaborations, strengthen networks, and complement their core expertise.
Developments in information and communication technology, for example new communication patterns like in social applications, mobile devices and ubiquitous network access, together with social and economical changes lead to a networked world. The increasing networking in different scales from global to local is having a profound effect on learning and teaching. It makes new forms of collaborative and personalized learning experiences reality. Learners shift between formal, non-formal and informal learning. They come together in different social settings and communities. Teachers roles are also subject to change.
There is a pressing need to shape learning arrangements in such a way that they exploit the potentials and meet the requirements of a networked world. To address these challenges the theme of EC-TEL 2015 is Design for Teaching and Learning in a Networked World.
Papers, Short Papers, Posters & Demonstrations:
16 March 2015 – Mandatory submission of an abstract
25 March 2015 – Submission of full version
27 May 2015 – Notification of acceptance
21 June 2015 – Camera-ready versions
25 March 2015 – Submission of workshop proposal (Abstract not needed)
30 April 2015 – Workshop notification
15 and 18 September – Workshops
19 June 2015 – Room reservation for project meetings
14, 15 and 18 September 2015 – Project Meetings
24 July 2015 – Early-bird registration ends
16-17 September 2015 – Main conference
23 May 2015 – Doctoral Consortium application submission
20 June 2015 – Doctoral Consortium application notification
30 July 2015 – Doctoral Consortium reviews
29 August 2015 – Doctoral Consortium camera-ready versions
15 September 2015 – Doctoral Consortium
From both research and innovative practice perspectives the following topics of interest to the conference include, but are not limited to:
Large-scale sharing and interoperability
Personalization, user modelling and adaptation
Recommender systems for TEL
Adapted learning flow, content and monitoring process
Serious games and 3D virtual worlds
Social computing and social media
Natural language processing and latent semantic analysis
Mobile technologies (tablets & smartphones)
Network infrastructures and architectures for TEL
Sensors and sensor networks
Roomware, ambient displays and wearable devices
Cloud Computing in TEL
eLearning specifications and standards
Interoperability of devices, tools and architectures
Problem- and project-based learning / Inquiry based learning
Computer-supported collaborative learning
Collaborative knowledge building
Game-based and simulation-based learning
Story-telling and reflection-based learning
Learning design and design approaches
Communities of learners and communities of practice
Teaching techniques and strategies for online learning
Learner motivation and engagement
Evaluation methods for TEL
Individual, social & organizational learning processes
Cognitive mechanisms in knowledge acquisition and construction
Self-regulated and self-directed learning
Social processes in teams and communities
Learning group formation
Trust and reputation in TEL
Knowledge management and organizational learning
Learning communities and contexts
Schools and universitues of the future
Applications of TEL in various domains
Formal education: initial (K-12, higher education), post-initial (continuing education)
Global learning communities
Open Learning Arrangements
Massive Open Online Courses (MOOC)
Open educational resources (OER)
Bring your own Device (BYOD)
Orchestration of learning activities
Learning ecologies, learning ecosystems, fitness and evolvability of learning environments
Business models for TEL
TEL in developing countries and for users with special needs
ICT Inclusion for learning
Digital divide and learning
Generation divide and learning
Promoting learning and employability within disadvantaged groups and communities
Accessible learning for all
Visual, hearing and physical impairments
Psycho-pedagogic support for users
Standards about accessibility and learning
Submissions will be handled through EasyChair (https://www.easychair.org/conferences/?conf=ectel2015). All papers will be reviewed through a non-blind review process. Accepted papers will be published in the conference proceedings. “As every year, we will publish proceedings within Springer “Lecture Notes in Computer Science” (LNCS) Series which is ranked in the ISI Web of Knowledge. The use of supplied template is mandatory: http://www.springer.com/computer/lncs?SGWID=0-164-7-72376-0
Full Papers: max. 14 pages, published in proceedings
Short Papers: max. 6 pages, published in proceeding
Demonstration Papers: max. 4 pages (published in proceedings) plus max. 2 additionals pages describing the demo (not published in proceedings)
Poster Papers: max. 4 pages (published in proceedings)
Workshop proposals: max. 4 pages, not published in proceedings.
The EC-TEL Demonstration session is your chance to fully engage EC-TEL attendees at a personal level by letting them see, touch, squeeze, or hear your visions for the future of TEL, or demonstrate highly interactive ‘TEL in Action’ (e.g. through videos, implemented tools, or real-time learning experiences). We expect that your Demonstration will be a reliably running prototype of your vision that is ready to be tried out, questioned and interacted with.
You need to submit a concise scientific description of your research prototype, clearly showing how your technological innovation realises a clear learning innovation. This needs to be in a paper that is a maximum 4 pages long including references that will be published in the EC-TEL 2015 proceedings if accepted. In addition describe on maximum 2 pages how your prototype presented at the conference booth will look like.
At the conference, all accepted demonstrations will be invited to participate in the EC-TEL 2015 Demo-Shootout session. The participants of the EC-TEL Demo-Shootout session will vote for the best EC-TEL prototype in this session and the winner will be awarded.
In particular, we encourage Demonstration submissions that complement an EC-TEL Paper submission, so that attendees can get a direct experience of your work in addition to the scientific presentation.
Posters report on significant work in progress. We are planning a poster session in which you can present your work and elicit feedback from EC-TEL participants. Please submit a paper up to a maximum of 4 pages long including references describing your work and the results that you plan to achieve until September 2015. It will be published in the EC-TEL 2015 proceedings if accepted.
EC-TEL 2015 offers the opportunity to host several workshops. Workshop organizers interested to coordinate a workshop are requested to submit a proposal of maximum 4 pages. A proposal shall include 1) the theme of the workshop, 2) workshop format, 3) expected participants, 4) domains addressed, 5) dissemination activities, 6) workshop organizing committee, 7) plans for publishing workshop papers, and 8) organizational requirements. 8) Please also include whether your workshop is planned as full-day or half-day workshop and what day you prefer for the workshop (a day or half day on 15 Sept or 18 Sept (There is no guarantee that we can arrange your preference due to space restrictions.)). 9) Please also outline the workshop timeline, especially, submission date, which should be around mid of June, and notification date, mid of July (not later than 15 July 2015), since the early-bird registration for participants of EC-TEL ends 24 July 2015. We plan to add this timeline as information about the workshops on the EC-TEL Website, together with links to the workshops individual websites. Note that we expect the accepted workshop websites to be online by 8 May 2015. Workshop proposals should be submitted via the EasyChair system of EC-TEL due to 25 March 2015.
Workshop organizers are encouraged to propose innovative and interactive formats, which will be given priority in the selection process. The workshop selection will be handled competitively: proposals will be ranked according to their fit with EC-TEL’s topics, innovativeness, extent of interaction, overall quality, and comprehensiveness of planning.
Identification of workshop participants, solicitation of workshop contributions and publication of workshop outcomes will be handled by the workshop organizers themselves. In publishing the workshop contributions, workshop organizers are encouraged to target high-quality publication outlets (international impact-rated journals, including special issues in these).
In addition to the regular sessions and workshops, EC-TEL offers a unique opportunity for European Projects in TEL to hold face-to-face meetings. Please contact the local organization chair at your earliest convenience to book meeting rooms.
The EC-TEL Doctoral Consortium brings together Ph.D. students working on topics related to Technology Enhanced Learning providing them an exceptional opportunity to present, discuss, and receive feedback on their research in an interdisciplinary and international atmosphere. Prominent professors and researchers in the field of Technology Enhanced Learning will provide formative feedback to the selected papers through the review process and contribute actively to discussions at the workshop. The Doctoral Consortium will take place immediately before the EC-TEL 2015 conference.
The intention of this doctoral consortium is to support and inspire Ph.D. students during their ongoing research efforts. Therefore, it is necessary that authors will have neither achieved their Ph.D. degree nor officially submitted their thesis before the doctoral consortium (September 2015). To enforce this rule we require authors to disclose their expected graduation date and their advisor’s name when submitting.
Information aboutDoctoral Consortium Eligibility, Application Process, Submission and Review Dates can be found at the Doctoral Consortium section.
Christoph Rensing, Technische Universität Darmstadt, Germany
Grainne Conole, University Leicester, UK
Tomaž Klobuzar, Jozef Stefan Institute, Slovenia
Isa Jahnke, Umeå University, Sweden
Poster and Demonstration Chairs:
Élise Lavoué, Université Jean Moulin Lyon 3, France
Johannes Konert, Technische Universität Darmstadt, Germany
Doctoral Consortium Chairs:
Katherine Maillet, Institut Mines-Télécom, Télécom Ecole de Management, France
Ulrike Lucke, Universität Potsdam, Germany
Carlos Alario-Hoyos, Universidad Carlos III de Madrid, Spain
Pedro J. Muñoz-Merino, Universidad Carlos III de Madrid, Spain
Michael Amigot, IBL Studios New York, US
Local Organization Chair:
Carlos Delgado Kloos, Universidad Carlos III de Madrid, Spain
Special issue publication date: April 2016
Technology is playing an increasingly crucial role in the delivery of
education, which in turn is driving research into finding ever better
technological solutions. Traditional Intelligent Tutoring Systems (ITS)
are able to support and control student’s learning on several levels but
doesn’t provide space for student-driven learning and knowledge
acquisition. From this perspective, Intelligent Learning Environments and
similar tutoring systems have emerged as a kind of intelligent educational
system which combines the features of traditional ITS and learning
environments. This kind of educational system can be very helpful in
supporting human learning by using Artificial Intelligent (AI) techniques,
transforming information into knowledge, using it for tailoring many
aspects of the educational process to the particular needs of each actor,
and timely providing useful suggestions and recommendations. Intelligent
Learning Environments have been successfully used and applied i!
n different fields of knowledge like medicine, Electronic, Computer
Programming, military training to mention but a few.
In recent years, ITS have incorporated the ability to recognize the
student’s affective state, in addition to traditional cognitive state
identification. These tutoring systems can detect affect and engagement by
using different types of data sources like dialogs, speech, physiology,
and facial expressions. Moreover, these tutoring systems seek to change in
students, negative emotional states (e.g. confused) into positive states
(e.g. committed) in order to facilitate an appropriate emotional state for
learning. Affective Tutoring Systems identify confusion, frustration,
boredom, engagement, and other emotions prominent during learning
activities. Students’ affect recognition can be implemented by different
machine learning techniques like Bayesian Networks, Hidden-Markov Models,
or Neural Networks. Although many works and studies have considered the
development of affective tutoring systems, there is no research works yet
especially in Intelligent and Affective Learning Env!
ironments, where all the involved components of the environment (the
learning environment, the intelligent tutoring system, and/or the adaptive
system) support the learning process. Taking this into account, there is a
need to propose new approaches, techniques, methods, and processes in the
field of Intelligent and Affective Learning Environments, with the purpose
of considering cognitive and affective aspects in the teaching-learning
and decision-taking processes.
The aim of this special issue is to collect innovative theoretical work
and original applications on the field of Intelligent and Affective
Learning Environments that recognize and respond to student emotions
combining software and hardware methods. This special issue wants to focus
on original scientific contributions in the form of theoretical,
experimental research and case studies applying new perspectives on affect
and learning or theories that integrate cognition with affect during
learning. We also want to bring research on novel technologies that
Topics of interests include, but are not limited to:
[*]Modeling, Enactment and Intelligent Use of Emotion and Affect
[*]Affect Detection ,Response, and Generation on learning
[*]Affect Models and Theory
[*]Affective Computing in Education
[*]Affective Tutoring Systems
[*]Affective learning Companions (Emotive Agents)
[*]Student and Domain Models with Affect
[*]Sentiment Analysis on Education Applications
[*]Software Architectures for Affective Learning Systems
[*]Intelligent Learning Management Systems
[*]Affect in Game-Based Learning Environments
[*]Mobile and Emotional Learning Applications
[*]Affect-Aware Learning Technologies
[*]Authoring tools and Affect
[*]Interaction Based-Affect Detection in Educational Software
Submission Guidelines and Other considerations
This special issue will only publish regular research papers (up to 7000
words). Papers submitted must not have been published previously or under
consideration for publication, though they may represent significant
extensions of prior work. All submitted papers will go through a rigorous
double-blind peer-review process (with at least three reviewers). The
acceptance process will focus on those papers that address original
scientific contributions in the form of theoretical and experimental
research and case studies applying new perspectives on Intelligent and
Affective Learning Environments.
An abstract submission is mandatory to allow editors a better assignment
of reviewers. For this reason, authors which intent to submit a paper to
this special issue should send an email with title and abstract to the
Lead Guest Editor.
Before submission authors should carefully read over the journal’s Author
Guidelines, which are located at http://www.ifets.info/guide.php.
Prospective authors should submit an electronic copy of their complete
manuscript using EasyChair system at:
Abstract submission: April 6, 2015
Manuscript submission deadline: May 1, 2015
First Review to be completed (includes author notification): July 10, 2015
Deadline for receipt of revisions: August 15, 2015
Second review to be completed (includes author notification): September
Final version: October 10, 2015
Publication: April, 2016
Lead Guest Editor
Ramón Zatarain Cabada Ph.D., Division of Research and Postgraduate
Studies, Instituto Tecnológico de Culiacán, Juan de Dios Bátiz, 310 Pte.
CP 80220, Culiacán, Sinaloa, México. Email: email@example.com
Giner Alor Hernández Ph.D., Division of Research and Postgraduate Studies,
Instituto Tecnológico de Orizaba, Oriente 9 #82 Emiliano Zapata, CP.
94320, Orizaba, Veracruz, México. Email: firstname.lastname@example.org
María Lucía Barrón Estrada Ph.D., Division of Research and Postgraduate
Studies, Instituto Tecnológico de Culiacán, Juan de Dios Bátiz, 310 Pte.
CP 80220, Culiacán, Sinaloa, México. Email: email@example.com
Ricardo Colomo-Palacios Ph.D., Full Professor at the Computer Science
Department of the Østfold University College, Norway. Email:
Hao-Chiang Koong Lin Ph.D., Dean, College of Innovative and Management,
National Taipei University of Business, Dept. of Information and Learning
Technologies, National University of Tainan. Email: firstname.lastname@example.org
Following on from the First International Conference on Smart Technology-based Education and Training 2014 (STET-14), SEEL-15 is a major international forum for the presentation of innovative ideas, approaches, technologies, systems, findings and outcomes of research and design and development projects in the emerging area of smart technology and its applications in education and training.
The SEEL-15 conference serves as a new and innovative incubator for smart technology, smart systems, smart education/training.
The conference will be focused on the rapidly growing fusion of three areas:-
– smart technology, intelligent systems, computer science and computer engineering.
– engineering of advanced educational software and hardware systems.
– technology-based teaching and learning strategies and methodologies.
SEEL-15 will provide an excellent opportunity for research scientists, academics, engineers and practitioners to meet well-known experts from all over the world and to discuss innovative ideas and approaches, advances in smart technology and intelligent systems, state-of-the-art software and hardware systems, research findings and outcomes, best practices and case studies, national and international projects, institutional standards and policies, and many other topics related to smart education and E-Learning.
Smart Education and E-Learning will be co-located under the KES Smart Digital Futures umbrella with our other conferences: IIMSS, AMSTA and IDT. Registration gives access to all of these conferences, together with a paper published in one set of proceedings.
http://smartfutures.kesinternational.org for more information.
The conference proceedings will be published by Springer as book chapters in a volume of the KES Smart Innovation Systems and Technologies series, submitted for indexing in Scopus and Thomson-Reuters Conference Proceedings Citation Index (CPCI) and the Web of Science. Please see the Smart Digital Futures website:
Main groups of conference topics include but are not limited to:-
1. Smart technology and intelligent systems’ educational applications area:
Educational applications of smart technology and intelligent systems
Smart technology-based educational software and hardware systems
Fusion of smart technology and serious gaming (gamification)
Fusion of smart technology and rich multimedia technology
Fusion of smart technology and mobile technology
2. Smart classroom area:
Smart classroom (features, characteristics, infrastructure, etc.)
Smart technology-based pedagogy
Innovative smart technology-based teaching and learning strategies
Smart technology-based assessment systems
Smart technology and intelligent systems for student/learner modeling
3. Smart university, smart education and smart corporate training area:
Smart academic/corporate university (concepts, features, infrastructure)
Smart e-learning and smart e-universities
Smart technology-based curriculum and courseware
University-wide smart systems for teaching, learning, research, collaboration, communication, management, security
Faculty development and instructor’s skills for smart education/training
Best practices and case studies on smart education/training
National and international projects on smart education/training
Smart technology-based blended, distance, online and open education
Standards and policies in smart technology-based education/training
4. Smart educational society area:
Smart educational society (concepts, features, infrastructure, etc.)
>From smart technology to smart education and smart society
An invited session consists of a presentation session of 6 to 12 or more papers on a specific conference topic, organised as half or full day mini-conference. We invite senior scientists who have a special interest in a specific conference topic to take
responsibility for an invited session, gathering papers from a range of research expertise around the world. If you would like to submit a proposal for an Invited Session, please contact: email@example.com
Here is a list of the approved sessions so far:
IS01: Teachersâ€™ readiness evaluation & their training for professional activities using information and communication technologies
IS02: E-Âlearning in Medical Education: New Systems and Applications
For more details on these sessions please visit:
Dates and Deadlines
General Track Papers
Submission of Papers: 5 January 2015
Notification of Acceptance: 16 February 2015
Upload of Final Publication Files: 2 March 2015
Invited Session and Workshops
Submission of Invited Session Proposals: 1 December 2014
Submission of Papers: Session Chair Sets Deadline
Notification of Acceptance: Session Chair Sets Deadline
Upload of Final Publication Files: 2 March 2015
(Publication files are the wordprocessor source in MS Word or LaTeX together with a final PDF.)
Early Registration Deadline: 2 March 2015
Every paper for inclusion in the published proceedings must have at least one author who has registered for the conference with payment by: 2 March 2015
Please note that the above deadlines are provisional and subject to change.
For further information on all the above, please visit the conference website at the top of the page. For general enquiries about the conference, please contact: firstname.lastname@example.org
For registration enquiries, please contact: email@example.com
You can follow us for updates on:
Twitter: @KESIntl and @KESIntsys
Special Issue on User modeling to Support Personalization in Enhanced Educational SettingsInternational Journal of Artificial Intelligence in EducationISSN: 1560-4306Published by SpringerSubmission deadline (for abstracts): October 31st, 2014Details: h…
Special Issue on Technology support for fostering life-long learning of learners with disabilities – Journal of Educational Technology & Society
Call for Papers
Special Issue on
Technology support for fostering life-long learning of learners with disabilities in
Journal of Educational Technology & Society (SSCI indexed)
Special issue publication date: January 2016
Full papers due : 15 March 2015
Feedback to authors: 1 July 2015
Revised papers due: 5 September 2015
Special issue publication: January 2016
Technology support for learning and its societal impact have great
potential to offer a wide range of opportunities and equality for
learners with disabilities. Technology-enhanced learning environments
provide opportunities for diffusion of knowledge anywhere and anytime,
and hence are excellent vehicles for facilitating construction of
knowledge within the frame of lifelong learning to foster transferable
skills for all learners, including disabled learners.
Existing research suggests that instructional design and learning
procedures need to adapt to learnersâ™ characteristics and
expectations to reach successful learning outcomes. This is
particularly critical in life-long learning situations where the
learning process primarily relies on the actions and motivation of the
learners. Novel approaches are needed to be designed and developed to
support learners with disabilities in such situations.
Technology-enhanced learning environments therefore need to cater to
different types of learner disabilities.
This special issue aims to offer insights into research directions
related to pedagogy, technology, social impact and other related
aspects of technology-enhanced learning environments in lifelong
learning for learners with disabilities. Contributions are invited in,
but are not limited to, the following topics:
-Technology support for learners with disabilities in social life
-Technology-enhanced learning environments for learners with disabilities
-Social networking tools as learning platform for learners with
-E-learning strategies as learning and teaching in education of
learners with disabilities
-Using unobstructed information technology in education of learners
Interested authors are invited to submit full manuscripts by 15 March
2015 using EasyChair system at:
The papers should be no more than 7000 words each and should be
formatted as per the author guidelines available at the ETS website:
Manuscripts should be original, unpublished, and not being considered
for publication elsewhere at the time of submission to Journal of
Educational Technology & Society or during the review process.
Dr. Kursat Cagiltay, Middle East Technical University, Ankara
Dr. Fahriye Altnay, Near East University, Nicosia
Dr. Zehra Altnay, Near East University, Nicosia
Dr. Mohamed Jemni, ALECSO, Tunis