One of the truly international e-learning conferences that crosses the boundaries between continents is the International Conference on Web-based Learning. This year, the ICWL takes place in Taiwan on 6-9 October 2013. In 2009 it took place in Germany, where my paper won the best-paper award. This year again, I'm serving as part of the International Program Committee (IPC) which gives me a privileged access to review the papers!
Abstract submission deadline: April 8, 2013
Showing posts with label conferences. Show all posts
Showing posts with label conferences. Show all posts
Monday, January 21, 2013
Personal Learning Environments (PLE): Learning and Diversity in the Cities of the Future
The annual conference on Personal Learning Environments (PLEs) has a great focus this year: learning and diversity in cities of the future. I love the step out from the formal context of learning (i.e. schools, university) and the fact that we now start thinking of the whole city as a learning environment. This allows asking the following type of research questions, for which the call for papers has now been set-up (deadline 4 March 2013)
In general, PLEs are an approach to Technology- Enhanced Learning based on the principles of learner autonomy and empowerment. PLEs include methods, tools, communities, and services constituting individual learning infrastructures or ecosystems which learners use to direct their own learning and pursue their educational goals.
This year, I'm honored to serve as part of the Scientific Committee. In 2011, I was one of the (un)keynote speakers.
What shapes can Personal Learning Environments take to support diversity, cross-boundary learning and interdisciplinary transformation of urban spaces? How can we design and implement Personal Learning Environments as part of highly interconnected social and technological infrastructures of smart cities? What technology-enhanced scenarios can be envisaged to enhance learning and diversity in cities of the future?
In general, PLEs are an approach to Technology- Enhanced Learning based on the principles of learner autonomy and empowerment. PLEs include methods, tools, communities, and services constituting individual learning infrastructures or ecosystems which learners use to direct their own learning and pursue their educational goals.
This year, I'm honored to serve as part of the Scientific Committee. In 2011, I was one of the (un)keynote speakers.
Thursday, January 05, 2012
Open and Social Technologies for Networked Learning (OST '12)
30.July – 3.August 2012
Tallinn University, Tallinn, Estonia
Read more: http://ifip-ost12.tlu.ee
In 2011, Tallinn (Estonia) is the European Cultural Capital. In 2012, Tallinn will host an IFIP open conference on “Open and Social Technologies for Networked Learning”. Sponsored by IFIP Working Group 3.4 (Professional Education), the conference is jointly organized by Tallinn University and University of Tampere (Finland).
Open and Social Technologies play an increasingly important role in many educational settings. Social technologies are naturally entering primary, secondary and higher education where they blur the boundaries between formal and informal learning. Social technologies also enter
the workplaces where they connect learners and bridge the boundaries between individual learning and organizational knowledge processes.
Not only do these technologies connect learners independent of place and time, they have also been found to exert emergent properties. For example, wikis or social tagging environments are increasingly used for collaborative knowledge construction where new knowledge emerges
from a large scale interaction of individuals. These properties and their impact on individual, group and organizational learning have only started to be researched.
Open Source Software (OSS) and Technologies have received extensive
research attention due to some favorable properties contrasting with a
traditional understanding of software development and the use of those
systems. Many OSS issues are motivations for OSS developers and
licensing bodies. However, important research areas in OSS are product
and implementation success and the use of OSS in different educational
and enterprise settings. OSS can also serve as a platform for
providing services to user communities. Especially in developing
countries, OSS provides an attractive opportunity.
We invite Contributions for the following topics
Revised full and short papers will be published in the Conference Book
to be published by Springer Publishers as a special volume in
accordance with the high standards associated with IFIP publications.
Important dates
15 January 2012: Submission of long (8 pages) and short (4 pages)
papers, submission of symposia (2 page description)
28 February 2012: Notification of acceptance for long and short papers
and for symposia
15 March 2012: Submissions for Doctoral Consortium, Posters, Demos,
Discussion Groups
15 April 2012: Submission of Revised Camera Ready long and short
papers, Notification of acceptance Doctoral Consortium, Posters,
Demos, Discussion Groups
29 July 2012: Meeting of the Doctoral Consortium
30 July - 03 August 2012: Conference at Tallinn University
Conference Chairs
* Tobias Ley, Tallinn University, Estonia
* Mikko Ruohonen, University of Tampere, Finland
Local Organisation Chair
* Mart Laanpere, Tallinn University, Estonia
Chair of the Editorial Board
* Arthur Tatnall, Victoria University, Melbourne, Australia
Tallinn University, Tallinn, Estonia
Read more: http://ifip-ost12.tlu.ee
In 2011, Tallinn (Estonia) is the European Cultural Capital. In 2012, Tallinn will host an IFIP open conference on “Open and Social Technologies for Networked Learning”. Sponsored by IFIP Working Group 3.4 (Professional Education), the conference is jointly organized by Tallinn University and University of Tampere (Finland).
Open and Social Technologies play an increasingly important role in many educational settings. Social technologies are naturally entering primary, secondary and higher education where they blur the boundaries between formal and informal learning. Social technologies also enter
the workplaces where they connect learners and bridge the boundaries between individual learning and organizational knowledge processes.
Not only do these technologies connect learners independent of place and time, they have also been found to exert emergent properties. For example, wikis or social tagging environments are increasingly used for collaborative knowledge construction where new knowledge emerges
from a large scale interaction of individuals. These properties and their impact on individual, group and organizational learning have only started to be researched.
Open Source Software (OSS) and Technologies have received extensive
research attention due to some favorable properties contrasting with a
traditional understanding of software development and the use of those
systems. Many OSS issues are motivations for OSS developers and
licensing bodies. However, important research areas in OSS are product
and implementation success and the use of OSS in different educational
and enterprise settings. OSS can also serve as a platform for
providing services to user communities. Especially in developing
countries, OSS provides an attractive opportunity.
We invite Contributions for the following topics
- Social Technologies in Education (Weblogs, Tagging, Wikis, Microblogging, Social Networking)
- Open Technologies in Education (Open Source Software, Standards, Licensing, Linked open Data)
- Technologies for networked learning (Personal Learning environments, Virtual Learning environments, Mobile Learning)
- Collaborative and networked learning (Collaborative Knowledge Building, Community-based Learning)
- Socio-Technical Systems and Digital Ecosystems in Education,
- Models and Networks (Learning Analytics and User Modelling, Emergent Properties, Social Network Analysis, Educational uses of data mining)
- Design, Development and Evaluation Methodologies for Open and Social Systems
- Application of Technologies in Educational Settings (Pre-School, Primary and Secondary Schools, Higher Education)
- Application of Technologies in Professional Education and the Workplace (Workplace Learning, Learning in Business Networks and Alliances, Learning and Knowledge Management, Learning and Innovation)
Revised full and short papers will be published in the Conference Book
to be published by Springer Publishers as a special volume in
accordance with the high standards associated with IFIP publications.
Important dates
15 January 2012: Submission of long (8 pages) and short (4 pages)
papers, submission of symposia (2 page description)
28 February 2012: Notification of acceptance for long and short papers
and for symposia
15 March 2012: Submissions for Doctoral Consortium, Posters, Demos,
Discussion Groups
15 April 2012: Submission of Revised Camera Ready long and short
papers, Notification of acceptance Doctoral Consortium, Posters,
Demos, Discussion Groups
29 July 2012: Meeting of the Doctoral Consortium
30 July - 03 August 2012: Conference at Tallinn University
Conference Chairs
* Tobias Ley, Tallinn University, Estonia
* Mikko Ruohonen, University of Tampere, Finland
Local Organisation Chair
* Mart Laanpere, Tallinn University, Estonia
Chair of the Editorial Board
* Arthur Tatnall, Victoria University, Melbourne, Australia
Workshop on Learning Technology for Education in Cloud (LTEC'12)
In conjunction with KMO'12 Conference
11th -13th July, 2012
Salamanca, Spain
Read the full call: http://ltec.usal.es/
The use of technology for learning has grown tremendously in the last decade. The need for continuous just-in-time training has made learning technology an indispensible part of life for workers. Learning technology is a type of system that provides educational services to students. Cloud Computing is perfectly placed to enable the learning technology providers to have an infrastructure that enables growth and at the same time save them considerable cost. Furthermore, it allows providers to deliver affordable solutions to universities along with the tools students require to maximise their time and their employability. Nowadays, we are living in a world of increased mobility where proliferation of mobile technologies is creating a host of new anytime and anywhere contexts. The emerging social media of Web 2.0 are more flexible, sociable and more visually attractive. We live and learn in a connected world. Schools, colleges and universities must change to adapt to these new needs and expectations. This highlights the need for innovative solutions in education and learning.
11th -13th July, 2012
Salamanca, Spain
Read the full call: http://ltec.usal.es/
The use of technology for learning has grown tremendously in the last decade. The need for continuous just-in-time training has made learning technology an indispensible part of life for workers. Learning technology is a type of system that provides educational services to students. Cloud Computing is perfectly placed to enable the learning technology providers to have an infrastructure that enables growth and at the same time save them considerable cost. Furthermore, it allows providers to deliver affordable solutions to universities along with the tools students require to maximise their time and their employability. Nowadays, we are living in a world of increased mobility where proliferation of mobile technologies is creating a host of new anytime and anywhere contexts. The emerging social media of Web 2.0 are more flexible, sociable and more visually attractive. We live and learn in a connected world. Schools, colleges and universities must change to adapt to these new needs and expectations. This highlights the need for innovative solutions in education and learning.
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