Focus section on
“Transforming books and the reading experience through interactive technologies”
to be published at the
Interaction Design and Architecture(s) Journal (IxD&A)
(ISSN 1826-9745, eISSN 2283-2998)
*** Since 2012 also in Scopus ***
*** Since 2015 also in Emerging Sources Citation Index and Web of Science ***
IxD&A implements the Gold Open Access (OA) road to its contents
with no charge to the authors (submission & paper processing)
If you wish to help us in improving the quality of the journal, please donate:
• Mohammad Obaid, Chalmers University of Technology, Sweden
• Ilgim Veryeri Alaca, Koç University, Turkey
• Pawel W. Wozniak, University of Stuttgart, Germany
• Lars Lischke, University of Stuttgart
• Mark Billinghurst, University of South Australia
• Deadline: January 31, 2017
• Notification to the authors: February 28, 2017
• Camera ready paper: March 15, 2017
• Publication of the special issue: end of March, 2017
Innovative systems in Human-Computer Interaction (HCI) alter the way we read and understand texts fundamentally. The novel reading experiences shifts our perception and deliver the visual, textual and sensory data in exploratory ways. HCI altered reading systems can take into account the needs and the preferences of the user and transform reading environments with design features. The aim of this focus section is to investigate emerging book formats and reading experiences supported by HCI that can have benefits in education, well-being, sustainability and creativity. Visionary and artistic work as well as research in connection to reading via emerging interactive technologies will be overviewed.
Focus Section in IxDxA Journal stems out of a NordiCHI 2016 Workshop entitled, “The Future of Books and Reading in HCI”. It builds on the exchanges through the workshop, and it aims to reflect on how book systems will be altered in the future in radical ways.
Topics of Interest
• HCI transformed reading experiences evaluation methods and instruments
• HCI transformed reading in education
• HCI transformed reading case studies
• HCI transformed reading and play
• Augmented reality & novel reading experiences
• Transformations in relation to the future of books and reading in HCI
• Visionary interactive book experiences and their benefits
• Sensory books, reading experiences supported with special materials
• Accessories and inserted gadgets, altered vision in books
• Interactive books that support reading in special needs
• Interactive books that support creative thinking, cognition and narrative development especially in children
• Spatial transformations during interactive reading experiences
• The pros and cons of various interactive books and methodologies used
• The influence of novel book representations on understanding and cognitive processes
• Evaluation methods and approaches for interactive books and reading experiences.
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 8-20 pages paper (including authors’ information, abstract, all tables, figures, references, etc.).
The paper should be written according to the IxD&A authors’ guidelines
Link to the paper submission page:
(when submitting the paper, please, choose Domain Subjects under:
“IxD&A focus section on: ‘Transforming books and the reading experience’)
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:
• mobaid (at) chalmers (dot) se
• ialaca(at) ku (dot) edu(dot) tr
• pawel (dot) wozniak(at) vis (dot) uni-stuttgart (dot) de
• lars.lischke (at) vis (dot) uni stuttgart (dot) de
• Mark (dot) Billinghurst (at) unisa (dot) edu (dot) au
marking the subject as: ‘IxD&A issue on: Transforming books and the reading experience”.
*** 2015: IxD&A in figures ***
• Spring 2017
includes also a special issue on
‘The Future of Human-Building Interaction: An HCI Perspective’
Guest Editors: Hamed S. Alavi, Denis Lalanne
• Summer 2017
‘Connecting Learning Design and Learning Analytics”
Guest Editors: Davinia Hernandez Leo, Yishay Mor, Maria Jesus-Triana, Paul Salvador
with a focus section on:
‘Temporalities of Engagement: challenges of co-design in public spaces’
Guest Editors: Alma Leora Culén, Dagny Stedahl
• Autumn 2017
‘Emerging Design: Transforming the STEAM Learning Landscape with the Support of Digital Technologies’
Guest Editors: Daniel Spikol, Jalal Nouri, Teresa Cerratto Pargman, Marcelo Milrad
• Winter 2017
‘Citizen, Territory and Technologies: Smart Learning Contexts and Practices’
Guest Editors: Óscar Mealha, Monica Divitini, Matthias Rehm
*** 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)
*** 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
*** Indexing ***
IEEE TETC has been selected for coverage by Thomson Reuters. TETC’s 2016 impact factor will be available in the 2017 Journal Citation Report and all articles dating back to the first 2013 issue will be indexed and abstracted in Science Citation Index Expanded and Journal Citation Reports. IEEE TLT’s impact factor is 1.129 (Thomson Reuters’ 2015 Journal Citation Report).
Submit your proposal for an edited volume on “Digital Workplace Learning – Bridging Formal and Informal Learning with Digital Technologies” to be published by Springer, New York (http://www.springer.com/us/
Interested scholars should submit a 1-page proposal to Dirk Ifenthaler (email@example.com) by 01 November 2016, including author’s name (co-authors are welcome), institution, tentative title, chapter outline (max. 300 words), and five keywords. Early submissions are encouraged. All submissions will undergo a rigorous double-blind peer review who will recommend full submissions from among the proposals. You may refer to the following website for more information: http://
Digital learning is defined as any set of technology-based methods that can be applied to support learning and instruction. Emerging opportunities for digital learning include game-based learning, simulations, Massive Open Online Courses, social networks, learning analytics, or mobile applications. For corporate organisations, digital technologies enable the implementation of customised learning environments even on small scale. Hence, access to digital technologies changes learning in the workplace through cost effective delivery modes, easy to access leaning resources, and flexible learning environments. Currently, digital workplace learning is mostly implemented as formal learning environments, for example in the form of cooperate open online courses (COOCs). Yet, the opportunity for digital technology in workplace learning is the support of informal learning and fostering enablers for lifelong learning.
The edited volume “Digital Workplace Learning” aims to provide insights into how digital technologies may bridge and enhance formal and informal workplace learning. It will feature four major themes:
Call for Proposals
Prospective authors (co-authors are welcome) are invited to submit a chapter proposal, including title, abstract (max. 300 words), five keywords, and the part of the book (see above) not later than 01 November 2016 to Dirk Ifenthaler (firstname.lastname@example.org).
The proposal should be a previously unpublished work. Upon acceptance of the chapter proposal, the final chapter should be completed not later than 01 May 2017. Contributions will be blind reviewed and returned with comments by 01 June 2017. Finalised chapters are due no later than 01 June 2017. The final contributions should not exceed 20 manuscript pages. Guidelines for preparing chapters will be sent to authors upon acceptance of the proposal.
The following represents a timeline for completing the edited volume:
Inquires and Submissions
The international journal of Technology, Instruction, Cognition and Learning is glad to announce a special issue on Digital Pedagogies and Theories of Learning & Instruction. This special issue is now seeking for submissions.
Digital learning environments may have the potential to dramatically change the ways students – and people, in general – learn, and the ways teachers and instructors teach. An iterative learning process occurs when new digital learning environments and pedagogical activities are designed and implemented: educators use what they already know about learning to informs their approach to using new digital technologies, and in turn their use of new digital technologies expands and refines their understanding of how people learn.
Technology, Instruction, Cognition and Learning (TICL) is a journal primarily interested in issues in the intersection point of these four disciplines; its vision is to improve interdisciplinary communication and to promote scientific dialogue on fundamental issues and technological developments having important implications for future advances.
An extraordinary amount of research has been conducted on the use of digital technologies to support learning, whether in formal or informal settings. The purpose of this issue is to promote a discussion of how digital learning environments have helped us better understand (or modify) theories of learning, how data from such environments illuminate “old” theories in a new light, and the main questions that digital learning platforms have raised regarding learning. We welcome manuscripts that present the need for newly developed learning theories (claiming the “old” ones might not be relevant to learning in the digital era) as well as papers that argue (and support their argument) that the very notion of learning has not been changed despite the wide presentation of digital technology. Ideally, papers submitted to this special issue will bridge between current trends in digital learning technologies and traditional, well-established learning theories, with the former strengthening our understanding of the latter.
This special issue seeks manuscripts that address the relationship between digital learning environments and learning theories across broad and diverse contexts. We welcome manuscripts focused on digital learning in any subject matter area, for any age group, and across learning settings (formal, informal, non-formal, lifelong learning).
October 1, 2016 – Submission of abstracts (up to 500 words)
November 1, 2016 – Authors’ notification (abstracts)
February 15, 2017 – Submission of full papers (see TICL submission guidelines for format)
April 15, 2017 – Authors’ notification (full papers)
August 2017 (expected) – Special issue publication
Please send all submissions and enqueries to the Guest Editor by e-mail.
As we begin our 2016/17 season of CIDER Sessions, we invite researchers working in distance, distributed, online, or blended education to present in our ongoing monthly seminar series.
The Canadian Initiative for Distance Education Research (CIDER) is a research initiative of the International Review of Research in Open and Distributed Learning (IRRODL) and the Centre for Distance Education (CDE), Canada’s largest graduate and professional distance education programming provider, at Athabasca University, Canada’s Open University.
The CIDER Sessions are an online, open and free seminar series where researchers or research groups can present their work to a broad audience of fellow researchers, practitioners, and students from across Canada and around the world. Sessions are typically held on the first Wednesday of each month from 11am-noon Mountain time, though some exceptions may be possible to accommodate the presenter’s time zone. Presented through Adobe Connect, they are one hour in length, including questions from the audience, and are recorded, archived, and distributed through the CIDER site, at:
A small number of spots may be available for students nearing completion of their dissertation or thesis. International presenters are welcome; all presentations are held in English.
If you have recent research for our CIDER audience and would like to present in this season’s series, please contact Dan Wilton email@example.com with a brief description of your research topic and approximate date when it will be available for presentation.
CIDER Sessions coordinator and host
The following list of conferences was adapted from Clayton R. Wright’s (June to December 2016, Edition #35) list Educational Technology and Education Conferences. I have simply highlighted conferences that have my interest (whether because of the organization, the alignment with my own research and interests, or location). Download Wright’s original list for more information and be sure to check with each organization to verify any details.
This is a video summary of: Veletsianos, G. (2016). Digital Learning Environments. In Rushby, N. & Surry D. (Eds) Handbook of Learning Technologies (pp. 242-260). Wiley. Download the paper from: http://www.veletsianos.com/wp-content/uploads/2011/07/digital_learninig_environments.pdf
CFP: Greetings, my colleague and I are currently soliciting submissions for an edited collection tentatively titled “Mediating Misogyny: Gender, Technology, & Harassment” that may be of interest to some in this group. Please consider submitting & circulate widely, thanks!
This proposed edited collection of interdisciplinary essays aims to critically analyze the ways the internet and digital technologies mediate misogyny, gender-based harassment, and assault. The online harassment of women has been gaining increasing visibility with contemporary incidents such as Gamergate, revenge porn sites, and the public misogynistic trolling campaigns directed at celebrities and journalists. In response, women are using the internet as a space for consciousness raising, feminist activism, collective storytelling, and resistance to gender-based harassment. This book will analyze how gender-based harassment is mediated and also uncover the ways women are using digital media technologies to fight back against harassment, trolls, and assault – both online and offline.
In an effort to propel the conversations forward and expand the discourse, we are particularly interested in chapters that not only document, critique, and analyze gender-based online harassment, but also put forward possible solutions that include a wide array of stakeholders and spheres including (but not limited to): activism, education, platform design, the law, social norms, workplace and platform policy, and the market.
We invite theoretical, qualitative, and quantitative approaches to the topic and welcome different disciplinary approaches including, but not limited to: cultural studies, media studies, critical race theory, gender studies, feminist approaches, communication, journalism, sociology, cultural anthropology, technology studies, and historiography.
Possible topics might include, but are not limited to:
– Feminism as related to safe (digital) spaces
– The public sphere and women’s participation in networked publics
– The relationship between platform design, policies, and online harassment
– The intersections of sexuality, race, ability, religion, age, class, and/or geography and the relationship to gender-based harassment
– Historical approaches to and contextualization of digital misogyny
– Case studies documenting, critiquing, and analyzing harassment via digital media
– The blurred boundaries of online and offline harassment
– Feminist anti-harassment activist campaigns
– Mediated representations of online harassment in news journalism and/or fictional narratives
– Harassment of women in the global south and other underrepresented online populations
– Professional women and harassment on the job
Please send complete chapters (max. 7,000 words w/ refs), a brief bio, and full CV to Dr. Jacqueline Vickery (firstname.lastname@example.org) and Dr. Tracy Everbach (email@example.com) by November 1, 2016. We will market the book for classroom adoption so take an undergraduate audience into consideration in your tone, scope, and approach. Routledge has indicated interest as part of the Gender & Sexuality series and we will continue to consider other reputable academic publishers. Please circulate the CFP widely with graduate students, faculty, and independent scholars who work on any aspect of (digital) media, gender, and harassment.