journal

Special Issue on "Algorithms for Psycho-Motor Training using Wearable Technologies"

Call for PapersSpecial Issue of Algorithms (ISSN 1999-4893) on “Algorithms for Psycho-Motor Training and Performance Using Wearable Technologies” Deadline: October 31, 2015 More info: http://www.mdpi.com/journal/algorithms/special_issues/Psycho_Motor_T…

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Special Theme on Serious Games and Gamification for Technology Enhanced Learning in the Bulletin of the Technical Committee on Learning Technology

Call For Articles – BULLETIN OF THE TECHNICAL COMMITTEE ON LEARNING TECHNOLOGY (ISSN 2306-0212) http://www.ieeetclt.org/content/bulletinpublication of IEEE Computer Society Technical Committee on Learning Technology (TCLT) * Special Theme: Serious Game…

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IEEE TLT Special Issue on Wearable Technology and the Internet of Things in Education/Training

Dear colleagues, Manuscript proposals are being solicited for a special issue of IEEE Transactions on Learning Technologies (Impact Factor: 1.22) on “Wearable Technologies and the Internet of Things in Education and Training”. The deadline for the submission of proposals (500-word extended abstracts plus 8-10 key references in IEEE format) is June 15, 2015. The authors […]

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Special issue on AI-supported Education in Computer Science – IJAIED

International Artificial Intelligence in Education Journal

Special issue on AI-supported Education in Computer Science

Topics of Interest

The scope includes (but is not limited to) the topics:

·       Individualized support for (Computer Science) CS education, including both cognitive and metacognitive 

·       Affect modeling in CS education

·       Adaptation and personalization in CS learning environments

·       Intelligent support for CS problem solving

·       Intelligent methods for assessment of CS literacy and/or computational thinking

·       Discourse and dialogue research related to classroom, online, collaborative, or one-on-one learning of CS

·       Authoring tools for CS education

·       Teaching and learning approaches for CS using AI-supported tools

·       Methods for peer review and support

·       Support for learning CS at scale

·       Online learning environments for CS

Special Issue Associate Editors

·       Nguyen-Thinh Le, Humboldt Universität zu Berlin, Germany (nguyen-thinh.le@hu-berlin.de)
·       Kristy Boyer, North Carolina State University, USA (keboyer@ncsu.edu)

·       Sharon I-Han Hsiao, Arizona State University, USA (Sharon.Hsiao@asu.edu)

·       Sergey Sosnovsky, German Research Center for Artificial Intelligence (DFKI), Saarbrücken, Germany (sergey.sosnovsky@dfki.de)

·       Tiffany Barnes, North Carolina State University, USA (Tiffany.Barnes@gmail.com)

Important Dates

Submission of Complete Manuscripts
April 26, 2015
Notification of Acceptance
June 8, 2015
Camera-ready version
June 29, 2015
Publication of Special Issue
Each paper will appear on the Online First as soon as it has been accepted and processed.
The full Special Issue will be assembled in the third quarter of 2015

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Special issue on "Technology-enhanced assessment: Agency change in the educational eco-system" – IxD&A Journal

Special Issue on “Technology-enhanced assessment: Agency change in the educational eco-system”

to be published at the
Interaction Design and Architecture(s) Journal (IxD&A)
(ISSN 1826-9745, eISSN 2283-2998)

Guest Editors:
———————————————————
€ Marco Kalz, Open University of the Netherlands, The Netherlands
€ Eric Ras, Luxembourg Institute of Science and Technology, Luxembourg
€ Denise Whitelock. The Open University, UK

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Important dates:
———————————————————-
*** Deadline: 15 May, 2015 ***
———————————————————-
Other important dates:
€ Notification to the authors: 20 June, 2015
€ Deadline for submission of the final camera ready version of accepted
papers: 20 July, 2015
€ Publication of the special issue: end of August 2015

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Overview
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Today, learning often occurs collaboratively in learner networks, formal
learning
is combined with informal learning, and learners use, for example,
personalised
and personal learning environments adapted to their needs and preferences.
While our learning environments have progressed with the help of
technology,
assessment practices are often reproducing traditional power relations and
do not provide more control for the learner enabling self-directed
learning.
While in the literature often an Œagency change¹ in the educational
eco-system
is proposed, in practice this agency change is often not happening.
While many e-assessment technologies are still rooted in an old testing
paradigm
triggered by the institution or the teacher, new approaches need to strife
for an
agency change towards the learners as the trigger of feedback and
assessment processes
need to enable self-regulated learning.
Modern and innovative technologies for technology-enhanced assessment show
one or more
of the following aspects:

1. Flexible timing: Future assessment and feedback needs to be available
when needed
by the learner and must avoid disturbing the learner in the learning
process.
Furthermore, timing depends on the learner¹s characteristics (e.g.,
performance level,
goal orientation level) and the complexity of the task.

2. Automation: To avoid an overload of teachers and learners automation is
important.
Automation can happen at design time of the assessment, during run-time
(i.e., solving the test item including feedback mechanism, during scoring,
or even after the feedback has been provided. Scoring is meant to be the
evaluation
of the student¹s answer to an assessment item whereas the last category of
automation
refer to identifying the utilisation of feedback.

3. Adaptivity/Adaptability: Assessment and feedback needs to be adaptive
towards
the individual and his state of knowledge and other preferences.
Adaptability means that the personalisation are controlled and steered by
the user (i.e., user-driven).
Adaptivity means that the system controls the personalisation (i.e.,
system-driven).

4. Data triangulation: Scoring and rich feedback need to combine data from
different sources.

5. Continuity and dialogue: Feedback and assessment needs to be a
continuous process
and not restricted to ongoing courses or the schedule of the study year.
A continuous dialogue between teachers, learner, peers and systems is
essential.

This special issue will focus on innovative technologies with the
potential to contribute
to the agency change in the educational eco-system. The issue will bring
together contributions
in TEL that deal with approaches and innovative assessment technologies
that support the transition
from current assessment scenarios towards the development of novel forms
of e-assessment through
which different types of knowledge and skills are evaluated, continuous
feedback is provided,
and students are more engaged in the learning process. Contributions are
expected in the area of TEL
from different fields (technology-based assessment, educational
measurement, IT&TEL, pedagogy,
teacher education, educational psychology, etc.), which provide insights
into how future assessment
could enhance motivation and learning in TEL environments.

———————
Topics of Interests
———————

Include but are not limited to the following topics:

€ formative assessment in adaptive systems
€ formative assessment for users with special needs
€ formative assessment for 21st Century skills
€ mobile assessment
€ feedback technologies
€ integrated e-assessment, embedded assessment
€ location-based/context aware educational feedback
€ (automated) item design and generation
€ automated analysis of open answers
€ alignment of formative and summative feedback
€ peer-assessment
€ learning analytics for assessment purposes
€ standard-conform e-assessment, flexible e-assessment, interoperable
e-assessment
€ e-assessment in complex learning – i.e. collaborative learning, serious
games, 3D worlds and digital stories, discussion forums
€ learning analytics and assessment
€ assessment rubrics
€ new interaction modalities for assessment and feedback

The target audience for this special issue is broad and includes
educational researchers,
psychometricians, computer scientists but also experts from other domains
that
focus on technology-enhanced assessment.

KEYWORDS:
Formative assessment, eAssessment, technology-enhanced assessment,
feedback loops,
self-directed learning, agency change.

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Submission procedure
———————————————————-
The manuscripts should be submitted either in .doc or in .rtf format.

All papers will be blindly peer-reviewed by at least two reviewers.
Authors are invited to submit a 8-14 pages paper
(including authors’ information, abstract, all tables, figures,
references, etc.).
The paper should be written according to the IxD&A authors’ guidelines
-> http://www.mifav.uniroma2.it/inevent/events/idea2010/index.php

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Authors’ guidelines
———————————————————-
Link to the paper submission page:
http://www.mifav.uniroma2.it/idea2010/login.php (when submitting the
paper please choose Domain Subjects under: “IxD&A special issue:
‘Technology Enhanced Assessment’)

More information on the submission procedure and on the characteristics
of the paper format can be found on the website of the IxD&A Journal
where information on the copyright policy and responsibility of authors,
publication ethics and malpractice are published.

For scientific advices and for any query please contact the guest-editors:

€ marco[dot]kalz [at] ou [dot] nl
€ eric[dot]ras[at] list [dot] lu
€ denise[dot]whitelock [at] open [dot] ac [dot] uk

marking the subject as: “‘ IxD&A special issue on: ‘Technology Enhanced
Assessment’ ”

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Focus section on "Innovative Designs with Social, Mobile and Wearable Technologies for Creative Teaching and Learning" – IxD&A Journal

Focus section on “Innovative Designs with Social, Mobile and Wearable Technologies for Creative Teaching and Learning”
to be published at the
Interaction Design and Architecture(s) Journal (IxD&A)
(ISSN 1826-9745, eISSN 2283-2998)

Guest Editors:
• Ilona Buchem, Beuth University of Applied Sciences Berlin, Germany• Isa Jahnke, Umeå University, Sweden
• Yishay Mor, P.A.U. Education, Spain
• Dimitris Apostolou, University of Piraeus, Greece

Important dates:• Abstract submission: 31 January 2015• Deadline: 28 February 2015
 

Other important dates:• Notification to the authors: 30 March 2015
• Camera ready paper: 20 April 2015
• Publication of the focus section: May 2015

Theme and Aims of the Focus Section

The focus section is devoted to the innovative uses of social, mobile and wearable technologies for teaching and learning. Specifically, this special issue will explore designs for teaching and designs for learning aiming at enhancing creative teaching and learning with social, mobile and wearable technologies. Creative teaching and learning in this context means teaching and learning how to be creative as well as teaching and learning through creative practice. In other words, we are interested both in the advancement of teaching practice that promote learners’ creativity, and design practices that promote teachers’ creativity. The aim of this focus section is to review and critique examples of current innovative designs, discuss emerging principles and theoretical frameworks which are reflected in these examples, and identify opportunities for future innovations for creative teaching and learning with social, mobile and wearable technologies.
The emphasis on creative teaching and learning results from the observation that fostering creativity is still a underexposed aspect when it comes to designing technology-enhanced learning – TEL. While a great number of TEL designs focus on enhancing efficiency, mastery, reflection or even social interaction, there are yet few examples of TEL designs explicitly addressing creative teaching and learning. This special issue aims at encouraging researchers, designers and educators to reflect on how their designs may already enhance creativity as well as to give creativity a more prominent role when designing, implementing and evaluating technology-enhanced learning in the future. Specifically in context of this special issue, the focus is in exploring the possibilities of social, mobile and wearable technologies for fostering creative teaching and learning.
The understanding of creativity underlying this special issue is based on the socio-cultural concept of creativity, which shifts the attention from unique, great creators and revolutionary creations to ordinary creators and creativity of everyday life. This concept of creativity includes such notions as “connective, social activity”, “collaborative creativity”, “making something new, something valuable or useful for a particular group”, “making something novel in a given context”, or as “connecting with others, sharing and putting together ideas and artifacts to create something novel from the creator’s perspective in a particular context”. These approaches emphasize the importance of creativity for the engagement with social and physical environment, active and meaningful participation. We acknowledge the affinity of this conceptualisation of creativity to notions of design and learning design and welcome submissions that explore this connection.
Social, Mobile and wearable technologies (and particularly the link between them) offer new opportunities for innovative technology-enhanced teaching and learning practice, including connective, social and collaborative forms of creativity in specific contexts. However, there may be a gap between technological and pedagogical innovation. As innovative uses of emerging technologies, including social, mobile and wearable technologies, results from creative process, taking place in communities, embedded in networks of social relations, we believe that there is a need to discuss how pedagogical innovation can be achieved by designs for teaching and designs for learning supported by social, mobile and wearable technologies. Innovation may be considered in terms of the transformation of the existing (educational) practice. The aim of this focus section is to discuss if and how innovation, not per se but in view of specific needs of diverse learner groups, may be supported the application of social, mobile and wearable technologies for creative teaching and learning.

———————
Topics of Interests
———————

We invite different types of contributions including empirical research, conceptual models, theory building, innovative methodologies and applications, design narratives, patterns and scenarios and position papers. Topics to be discussed include (but are not limited to) the following:

• Theoretical frameworks and approaches to enhancing creative teaching and learning with social, mobile and wearable technologies
• Instructional designs for teaching and learning with social, mobile and wearable technologies
• Methodologies for designing and evaluating creative teaching and learning with social, mobile and wearable technologies
• Innovative applications of social, mobile and wearable technologies in practice for fostering creative teaching and learning
• Innovative social, mobile and wearable user interfaces for creativity including concepts and products
• Design narratives, patterns, principles and scenarios of creative teaching and learning with social, mobile and wearable technologies
• Future visions for creative teaching and learning with social, mobile and wearable technologies including frameworks and methodologies.

All submitted abstracts and papers should include a framework that is helpful to reflect both designs for teaching and designs for learning. Specifically, submission for the special issue should include insights into:
• Theoretical perspective on the creativity concept and definition of creativity, including the understanding of creative teaching and learning;
• Theoretical perspective on the innovation concept and definition of innovation, including different dimensions of innovation in technology-enhanced learning;
• Theoretical underpinnings of learning, including definition and context of your contribution (e.g. higher education, schools, workplace learning, informal learning);
• The discussion about the role of the social, mobile and wearable technologies in supporting creative teaching and learning as well its links to innovation in TEL.

==========================================================
Submission procedure
———————————————————-
The manuscripts should be submitted either in .doc or in .rtf format.

All papers will be blindly peer-reviewed by at least two reviewers.
Authors are invited to submit a 8-14 pages paper
(including authors’ information, abstract, all tables, figures,
references, etc.).
The paper should be written according to the IxD&A authors’ guidelines
->http://www.mifav.uniroma2.it/inevent/events/idea2010/index.php

Authors’ guidelines

 
Link to the paper submission page:http://www.mifav.uniroma2.it/idea2010/login.php (when submitting the
paper please choose Domain Subjects under: “IxD&A special issue:
‘Peer-to-Peer Exchange and the Sharing Economy’)

More information on the submission procedure and on the characteristics
of the paper format can be found on the website of the IxD&A Journal
where information on the copyright policy and responsibility of authors,
publication ethics and malpractice are published.

For scientific advices and for any query please contact the guest-editors:

• buchem[at]beuth-hochschule.de

marking the subject as: IxD&A focus section on: ‘Innovative Designs with Social, Mobile and Wearable Technologies for Creative Teaching and Learning’.

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Special Issue on ELearning Software Architectures – Science of Computer Programming

Science of Computer Programming
Special Issue on ELearning Software Architectures

Purpose
In the last decade, eLearning systems have become a standard tool in training both in academia (universities, schools…) and in the business (employee training programs, lifelong learning…). Currently, it is possible to observe a constant growth in the technological complexity of such systems in order to maximize the pedagogical utility of each new advance in technology. In this way, technological trends like recommender systems, augmented reality, situated and context-aware systems, mobile systems, Web 2.0 systems, videogame and entertainment technology, cloud computing, semantic technologies for e-learning, etc. find a direct application in the current e-learning arena. Thus, in order to face this complexity the development of eLearning software could greatly benefit from the adoption of well-established and domain-specific software architectures. Indeed, these architectures could constitute clear guidelines describing the decomposition of complex eLearning solutions into manageable components as well asthe interplaying of these components to yield meaningful learning technological ecosystems.
The aim of this special issue is to collect high-quality, original research results concerning software architecture in the eLearning application domain. Contributions should address one or several software architectural concerns, by exhaustively detailing these concepts, by clearly describing how these architectural concerns can be actually exploited during the organization of complex eLearning solutions, and by illustrating these architectural concerns in the context of real-world working eLearning solutions.  In addition, empirical evaluations supporting the proposed solutions might be strongly encouraged (these evaluations should be focused on development aspects –e.g., estimated development effort of systems conforming a given software architecture-, instead on pedagogical / educational ones). Major topics of interest include but are not limited to:

* Conventional Software Architectures applied to eLearning
* Software Architectures specific to the eLearning domain
* Service-oriented Architectures in eLearning
* Model-driven Architecture for e-Learning
* Architectural Issues of e-Learning Development Systems and Tools
* Formal concerns in eLearning Software Architectures
* Design Patterns for eLearning Systems
* Application Frameworks for eLearning Solutions

Thus, this special issue, which was conceived in the context of the 2014 International Simposium on Computers in Education (SIIE’14),  shares the goals of the previous SCP special issue on “software development concerns in the e-Learning domain” (http://www.sciencedirect.com/science/journal/01676423/88/supp/C) but this time more focused on architectural concerns of eLearning systems.

Submission Format and Guidelines
Submissions must be written in English and present original work, not published by or currently under review for any other journal or conference. See the “Guide to Authors” at
http://www.elsevier.com/wps/find/journaldescription.cws_home/622893/authorinstructions.

Manuscripts should be submitted through Elsevier Editorial System (EES). The EES website is located at: http://ees.elsevier.com/scico/. Important: For submitting to this special issue, the authors must select “ELearning Architecture” as the “Article Type” (otherwise, it will be treated as a regular submission).

Requests for additional information should be addressed to the guest editor (José-Luis Sierra: jlsierra@fdi.ucm.es)

Guest Editor
José-Luis Sierra-Rodríguez
Fac. Informática, Universidad Complutense de Madrid, C/ Prof. José García Santesmases s/n, 28040 Madrid (Spain)
e-mail: jlsierra@fdi.ucm.es

Important Dates    
* Paper submission: May 1, 2015
* Review process: May 1, 2015 – January 31, 2016 (it could involve several review rounds)
* Acceptance notification:    January 31, 2016
* Final papers: February 28, 2016

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Social Behaviors and Learning in Smart Communities – IxD&A

—————————————————————————– International Journal on Interaction Design & Architecture(s) – IxD&A —————————————————————————– N. 22 special issue on: “Social Behaviors and Learning in Smart Communities” (guest editors: Mihai Dascalu, Philippe Dessus, Nicolae Nistor, Stefan Trausan-Matu) is now available for free downloading: http://www.mifav.uniroma2.it/inevent/events/idea2010/index.php?s=10&a=11&link=ToC_22_P see “ToC” below. —————————————————————————— IxD&A implements the Gold Open Access road to its contents with […]

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Special Issue on Social Media for Ubiquitous Learning and Adaptive Tutoring – IEEE Multimedia

CALL FOR PAPERS Special Issue of IEEE Multimedia Social Media for Ubiquitous Learning and Adaptive Tutoring http://www.computer.org/portal/web/computingnow/mmcfp1AIMS The rapid growth of social media has led to an increasing number of social media serv…

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Special Issue on eLearning and Linked Open Data – Extended Deadline

Call For Articles:
Special Issue of the Bulletin of the Technical Committee on Learning Technology

“eLearning and Linked Open Data”

Guest Editors:

Salvador Sanchez-Alonso and Enayat Rajabi Information Engineering research unit University of Alcalá, Spain {salvador.sanchez, enayat.rajabi}@uah.es

With the proliferation of e-learning resources on the Web, exposing, and sharing educational resources in digital form has become an important issue. Many of these resources are implicitly related to each other or to the interest, cultural and technical environment of learners. Connecting different kinds of learning objects promotes a new scenario where currently isolated data repositories would progress towards an open discovery space including resources independent of their geographic and system boundaries. Finding links  is also very useful for enriching educational materials and provides the added benefit of giving access to richer contents to both educators and learners.
The Linked Data approach, as a de facto standard for interlinking data on the Web, includes a set of successful principles which facilitate sharing and reusing data on the Web and lead to vast amounts of publicly available datasets. Using Linked Data, the repository owners can publish structured data and establish typed links among them from various sources. This approach enables enriching existing resources, enhances casual discovery, and improves resource discovery. However, applying the Linked Data in eLearning contexts needs more research attention and many aspects remain largely unexplored.

This special issue discusses how the Linked Data approach can be applied for sharing, reusing and enriching the eLearning resources on the Web and what advantages it can bring to the eLearning stakeholders.

The Bulletin of the Technical Committee on Learning Technology publishes articles, project reports, and case studies which may be of interest to academics, researchers, and professionals involved in the field of existing and emerging learning technologies.

This special issue will be published in Volume 16, No 4 (October, 2014).

Submission procedure
******************
• Articles, case studies and project reports can be submitted to this special issue. Manuscripts are limited to 4 pages. Use the IEEE template for preparing your manuscript and follow the IEEE guidelines. The IEEE template is available online at: http://www.ieeetclt.org/content/authors-guidelines manuscripts should be either in Word or in RTF format, with any figures embedded in the text at appropriate places. In addition, figures used in the contributions should be provided in separate graphics files (gif, bmp, or jpeg files).
• Please send the manuscripts and all relevant material by email as an attachment to salvador.sanchez@uah.es and enayat.rajabi@uah.es (Please user subject line: IEEE-TCLT Bulletin Submission).
• In the email, please state clearly that the manuscript is original material that has not been published, and is not being considered for publication elsewhere.

Important Dates
**************
Deadline for submission of articles: December 15, 2014.

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