special issue

Joint Special Issue of IEEE TETC and TLT on "Innovation in Technologies for Educational Computing"

*** Call for Papers ***
Joint Special Issue of IEEE TETC and TLT on “Innovation in Technologies for
Educational Computing”

IEEE Transactions on Emerging Topics in Computing (TETC) IEEE Transactions
on Learning Technologies (TLT)

Link: https://www.computer.org/cms/transactions/cfps/cfp_tetcsi_itec.pdf

*** Guest Editors ***

Fabrizio Lamberti, Politecnico di Torino, Italy Gwo-Jen Hwang, National
Taiwan University of Science and Technology, Taiwan Baltasar Fernández,
Universidad Complutense de Madrid, Spain Wenping Wang, The University of
Hong Kong, Hong Kong

*** Topics of interest ***

The goal of this joint Special Issue is to provide an overview of most
recent emerging and “fringe” learning technologies. Sample topics of
interest include:

1. Virtual, augmented and mixed reality: game-based learning, edutainment,
gamification, intrinsic integration of game mechanics, virtual worlds and
communities for education and training, digital humans and avatars in
education, work-based and augmented learning

2. Learning at Scale: service-oriented architectures for learning, MOOCs,
interoperability of learning systems, standards for knowledge sharing, open
educational resources, linked open data, ontologies and reasoning

3. Ubiquitous and wearable computing: educational applications of
sensor-based learning, smart watches and activity trackers, body sensor
networks, ego-vision devices and life-logging equipment, Internet of Things,
smart environments, context-aware services and tools

4. Social computing: educational data mining and filtering on social
networks, social media for e-learning and e-assessment, social learning at
scale, informal learning in social communities, peer review and assessment,
trust and reputation in social communities

5. Big Data and data analytics: modeling of learners and learning processes,
learning analytics, educational data mining, student profiling, behavioral
and emotional analytics, learning data visualization, quantified self

6. Intelligent systems: adaptive learning, recommender systems, tools for
smart tutoring and training, pedagogical agents and assistants, course and
material personalization

7. Learning in the making: 3D printers and computer-controlled fabrication
devices, open micro-controller, sensor and actuator technologies, smart
programming environments, robotics

8. Human-computer interaction: natural and multi-modal interfaces,
conversational agents, affective computing, interactive tabletops and
surfaces, innovative interaction devices and techniques

*** Submission instructions ***

This partial list is not exclusive and does not cover all novel learning
technologies. As a part of the submission letter the authors are requested
to argue why the technology presented in the submission should be counted as
“emergent” and “cutting edge”.

Submitted papers must describe original research which is not published nor
currently under review by other journals or conferences. Authors are
responsible for understanding and adhering to submission guidelines
published on the IEEE Computer Society website (http://www.computer.org).

Authors are invited to submit manuscripts focused on odd labeled topics
directly to Transactions on Emerging Topics in Computing (TETC) at
https://mc.manuscriptcentral.com/tetc-cs and papers focused on even labeled
topics directly to Transactions on Learning Technologies (TLT) at
https://mc.manuscriptcentral.com/tlt-cs.

In special cases, authors are welcome to submit to the journal of their
choice. Although with the above choice the authors are indicating which
Transaction represents the primary target of their submission, they should
be aware that papers may be published in TETC or TLT depending on the
availability of space with the final allocation at the discretion of the
Editor-in-Chief of the respective Transactions.

Correspondence should be addressed to: InnoTechEduComp-SI@polito.it

*** Important dates ***

– Submission Deadline: December 1, 2016
– Reviews Completed: March 1, 2017
– Major Revisions Due (if Needed): April 1, 2017
– Reviews of Revisions Completed (if Needed): May 1, 2017
– Minor Revisions Due (if Needed): June 1, 2017
– Notification of Final Acceptance: July 1, 2017
– Publication Materials for Final Manuscripts Due: August 1, 2017
– Publication date: October-December Issues of 2017

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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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Special Issue on Immersive Environments: Challenges, Research and New Developments – EAI Endorsed Transactions on Future Intelligent Educational Environments

Call for Papers
EAI Endorsed Transactions on Future Intelligent Educational Environments
Special Issue on Immersive Environments: Challenges, Research and New Developments
http://immersivelrn.org/cfp-special-issue-on-immersive-environments/

Important Dates
• 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.

Guest Editors
• 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

Download the full Call for Papers EAI Endorsed Transactions CFP – TOFIEE Special Issue on Immersive Environments (PDF).

About iLRN
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.

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Best IxD&A (paper) of the year – 2014

Interaction Design and Architecture(s) Journal (IxD&A) (ISSN 1826-9745, eISSN 2283-2998) It is now time to vote for the Best IxD&A (paper) of the year – 2014 The title of Best IxD&A (paper) of the year 2014 will be assigned on the basis of the your votes (50% weight assigned to votes given by the IxD&A […]

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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
———————————————————–

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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