Educational Technology (Instructional Design & Technology) and Online Conferences

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.

August 2016

September 2016

October 2016

November 2016

December 2016

  • December 9-10, 2016 Institute of Electrical and Electronic Engineers (IEEE) International Conference on MOOCs, Innovation and Technology in Education, 4th. Thiagarajar College of Engineering, Madurai, India. http://www.mite2016.com/

January 2017

February 2017

March 2017

April 2017

May 2017

June 2017

  • June 12-15, 2017 Innovate Education Colorado, (InnEdCo, formerly Technology in Education), biennial. Keystone, Colorado, USA. http://tiecolorado.org/
  • June 18-22, 2017 International Conference on Computer Supported Collaborative Learning (CSCL): Making a Difference – Prioritizing Equity and Access in CSCL, 12th biennial. Philadelphia, Pennsylvania, USA. https://www.isls.org/news/entry/cscl-2017-philadelphia-june-18-22-2017
  • June ? 2017 International Conference on Communities and Technologies, 8th, biennial. Previously held June 27-30, 2015 in Limerick, Ireland. http://comtech.community/

July 2017

August 2017

September 2017

  • September 6-8, 2017 International Educational Technology Conference, 16th, International Teacher Education, and International Education Conference. Harvard University Faculty Club, Cambridge, Massachusetts, USA. http://www.ite-c.net/

October 2017

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Veletsianos Video Summary of Digital Learning Environments


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

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CALL FOR CHAPTERS: Mediating Misogyny: Gender, Technology, & Harassment

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 (jacqueline.vickery@unt.edu) and Dr. Tracy Everbach (tracy.everbach@unt.edu) 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.

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INFOGRAPHIC: State of Video in Education

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CALL FOR CHAPTERS: “Digital Affordances: Techno-Social and Critical Concerns”

*Call for Chapters*

“Digital Affordances: Techno-Social and Critical Concerns”

In the wake of numerous articles attempting to comprehend digital spaces
and their impact on social and cultural norms, the idea of “affordances”
has garnered much attention. But where do we go now? This edited book aims
to move beyond the observation of digital affordances’ existence to
investigate the many ways in which affordances have implications for the
creation, use, and impact of digital spaces.Chapter topics may include, but are not limited to:

Digital affordances and…

  • social network sites (Facebook, Twitter, Instagram, Snapchat, Tumblr,
    etc.)
  • Youtube
  • dating spaces (Match.com, Tinder, etc.)
  • personalized music services (Spotify, Pandora, etc.)
  • programming languages (critical code studies)
  • hardware
  • video games
  • mobile apps
  • rating apps (Yelp, etc.)
  • travel apps (Airbnb, Homeaway, Tripadvisor, etc.)
  • wearables (Apple watch, Oculus Rift, Fitbit, etc.)
  • sharing/gig economy apps (Uber, Lyft, etc.)
  • Google/Apple/Microsoft/web-based software platforms

Implications for…

  • race/ethnicity
  • gender
  • class
  • sexuality
  • age
  • religion
  • identification
  • power

Please send 500 word chapter abstracts and 100 word author bios to
cirucci@kutztown.edu and srauy@oakland.edu by September 1, 2016.


Angela M. Cirucci, PhD
Assistant Professor
Communication Studies
Kutztown University
610-68-31384

http://www.angelacirucci.com
@angelacirucci <http://www.twitter.com/angelacirucci>

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CALL FOR CHAPTER PROPOSALS: End-User Considerations in Educational Technology Design

CALL FOR CHAPTER PROPOSALS
Proposal Submission Deadline: July 15th, 2016
End-User Considerations in Educational Technology Design
Editors: Rod D. Roscoe, Scotty D. Craig, and Ian Douglas (Arizona State University)

Introduction
Educational technology development traditionally emphasizes strong pedagogical foundations and innovative applications from software engineering and learning analytics (e.g., intelligent tutoring via natural language). These dual approaches have resulted in an impressive landscape of technologies such asintelligent tutors, educational games, simulations, and automated writing evaluation. However, a third aspect of technology development—iterative usability testing and user-centered design—is often neglected (or at least not reported in the literature). Consequently, promising educational technologies may achieve lackluster results because intended users (e.g., students and teachers) cannot use the system… or do not want to.

Objective of the Book
A central premise of this volume is that the success of educational technologies depends upon attention to end-user considerations during design and development. This book aimsto present contemporary learning sciences perspectives on learning with technology along with overviews of best practices in user-centered design. Applications of these principles and methods will be highlighted in chapters wherein researchers, developers, and educators share their findings and lessons drawn from a variety of technologies and disciplines. We specifically solicit chapters that discuss how qualitative and/or quantitative findings from iterative usability, user experience, and design studies have contributed to educational technology efficacy.

Target Audience
The target audience of this book spans researchers, practitioners, developers, and professionals working in the field of educational technology. This multidisciplinary field synthesizes diverse contributions from education, psychology, learning science, computer science, software engineering, artificial intelligence, human factors, and user-experience design. This book seeks to provide theoretical and practical insights for how experts across disciplines can improve educational technologies by taking end-user considerations into account.

Recommended topics include, but are not limited to, the following
augmented/mixed reality
automated writing evaluation
blended learning and hybrid classrooms
educational games
e-learning and online learning
immersive virtual worlds
intelligent tutoring systems
multimedia learning
simulations and training
affect detection and sensors
human-computer interaction
human factors
human systems engineering
instructional design and pedagogy
software and interface design
TPACK and technology adoption
usability and user-centered design
user experience and attitudes

Submission Instructions
Authors are invited to submit, on or before July 15th, 2016, a chapter proposal of 1,000 to 2,000 words that clearly explains the mission, methods, and/or findings of their proposed chapter. Authors will be notified by July 31st, 2016 about the status of their proposals, and will be sent detailed guidelines for preparing and formatting their chapter submission.

Full chapters are expected to be submitted by October 15th, 2016, and all interested authors must consult the guidelines for manuscript submissions prior to submission (see link below). All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Guidelines: http://www.igi-global.com/publish/contributor-resources/before-you-write/

Submission Website: http://www.igi-global.com/publish/call-for-papers/call-details/2217

Please note that there are no submission or acceptance fees for manuscripts submitted to this book publication, End-User Considerations in Educational Technology Design. All manuscripts are accepted based on a double-blind peer review editorial process, and all proposals should be submitted through the E-Editorial DiscoveryTM online submission manager.

Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information about the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2017.

Important Dates

July 15, 2016: Proposal Submission Deadline
July 31, 2016: Notification of Acceptance
October 15, 2016: Full Chapter Submission
December 15, 2016: Review Results Returned
January 30, 2017: Revised Chapter Submission
February 28, 2017: Final Acceptance Notification
March 30, 2017: Final Chapter Submission

Editorial Advisory Board Members:

(forthcoming)

Inquiries can be forwarded to any of the editors

Rod D. Roscoe
Assistant Professor, Human Systems Engineering
Arizona State University
rod.roscoe@asu.edu

Scotty D. Craig
Assistant Professor, Human Systems Engineering
Arizona State University
scotty.craig@asu.edu

Ian Douglas
Executive Director, Research Professor, Institute for the Science and Teaching of Learning
Arizona State University
ian.douglas@asu.edu

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AECT 2016: STUDENT DESIGN CASE SLAM

International Journal of Designs for Learning

STUDENT DESIGN CASE SLAM

Are you a student of instructional design or learning sciences?

Have you designed an instructional project, in class or outside of class?

Share your design with other designers!

Sign up for the Student Design Case SLAM at AECT 2016 in Las Vegas. Bring your project and leave with a manuscript ready to submit to the journal.

The International Journal of Designs for Learning (IJDL), a peer-reviewed journal sponsored by AECT and Indiana University, publishes design cases – descriptions of designs for learning written by designers for other designers.  A design case focuses on helping the reader get a vicarious experience of the artifacts, environments or experiences you have created to support or enhance learning.

The Student Design Case SLAM, an AECT Workshop scheduled on October 17 at the 2016 convention, will take you from idea to draft manuscript in a single day!

Let us know what your project will be. Come on your own or sign up with one or more people who worked on this design with you. Write like crazy and submit your manuscript at the end of day. We will have five editors from the journal on hand to work with you throughout the day, and to ask you thought-provoking questions that will help you get at the heart of the ingenuity embodied in your design. A panel of readers will give you feedback and for fun we will award some prizes in the afternoon. Every submitted manuscript will be placed in the review process for IJDL.

Questions? Send them to Elizabeth Boling < eboling@indiana.edu >

We look forward to seeing you at the Student Design Case SLAM!

CLICK Here to register for the 2016 AECT Convention and choose the ‘Student Design Case Slam!’ workshop.


The Association for Educational Communications & Technology
320 W. 8th Street. Suite 101
Bloomington, Indiana 47404
Office: 812-335-7675
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Call for Presentations: Learning Analytics, Quantified Self, & Personalized/Personal Learning: Keeping up with big data

Call for Presentations

AECT-ICEM-USA Graduate Students Panel Presentations in Emerging Technologies: Learning Analytics, Quantified Self, & Personalized/Personal Learning: Keeping up with big data

 

An active professional community should observe and facilitate the contributions of graduate students.  ICEM-USA has long history of support for graduate students’ professional and personal growth. ICEM-USA is committed to build and support a learning community for ICEM graduate students.

Goals

  1. This panel discussion is a collaborative session that provides a forum for graduate students from all over the world to share their research and practices in emerging technologies at AECT 2016 conference, Las Vegas, U.S.A.
  2. Up to six panelists will be selected.  Each student would have 5-10 minutes (vary from the numbers of participants)  to present their current research or practices on the annual emerging technology theme.
  3. An ICEM-USA professional member will facilitate this panel discussion while ICEM-USA professional members will serve as commentators at the end of the discussions to support graduate students panelists to continue and improving their professional growth in the theme topics.

Theme for 2016: Learning Analytics, Quantified Self, & Personalized/Personal Learning: Keeping up with big data

  • Any topics in the annual theme
  • The topics can be research based, practices, technology demonstration, case study etc.

Eligibility:

  • Any graduate students who study anywhere on earth at the time of submitting the proposals.
  • If the proposal is accepted, the participants are required:
    • to agree to present at the AECT annual conference
    • to register for the AECT annual conference.
    • to join as an AECT student member
  • Because of budget concerns, ICEM, the sponsor to this session, will not be able to reimburse costs associated with this session.

Selection Criteria

Submission

  • Proposal Due Date: June 30, 2016
  • Author Notification: July 31, 2016
  • Proposal: One-page in length.  E-mail to Chih-Hsiung Tu at: Chih.Tu@nau.edu
  • Presentation date/time at the AECT conference: To be announced when the AECT conference program is published.
  • All student presenters are invited to attend ICEM-USA membership meeting. Date/Time to be announced

Please forward any correspondence to Chih-Hsiung Tu Ph.D., ICEM-U.S.A. Deputy, at Chih.Tu@Nau.edu.

 


The Association for Educational Communications & Technology
320 W. 8th Street. Suite 101
Bloomington, Indiana 47404
Office: 812-335-7675

 

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Call for Proposals: “Big data in higher education: Research methods and analytics supporting the learning journey” to be published in 2017

The Technology, Knowledge and Learning (TKNL) journal invites submissions for a special issue “Big data in higher education: Research methods and analytics supporting the learning journey” to be published in 2017.

One of the promises of big data in higher education is to enable a new level of evidence-based research into learning and instruction and make it possible to gain highly detailed insight into student performance and their learning trajectories as required for personalizing and adapting curriculum as well as assessment. In the new era of data-driven learning and teaching, researchers need to be equipped with an advanced set of competencies that encompass areas needed for computationally intensive research (e.g., data-management techniques for big data, working with interdisciplinary teams who understand programming languages as well as cognitive, behavioral, social and emotional perspectives on learning) and professional knowledge (including heuristics) that incline a researcher toward computational modeling when tackling complex research problems.

This special issue on data analytics focuses on the enabling computational approaches and challenges in research that support the journey of a learner from pre-university experiences, to marketing and recruitment, to personalized learning, adaptive curriculum and assessment resources, to effective teaching, to post-university life-long learning.

Authors are encouraged to submit any of the manuscript types outlined below, including Work-in-Progress reports which highlight implemented systems in higher education and Emerging Technology reports focusing on data analytics applications. Interested scholars should submit a 1-page proposal including a tentative title, information about contributing author(s), abstract, article type (see below), keywords, and key references to David Gibson (david.c.gibson@curtin.edu.au) by 15 July 2016 – early submissions are encouraged. All proposals will be reviewed by the special issue review board who will recommend full submissions from among the proposals. All full manuscript submissions will undergo rigorous double-blind peer review by at least three reviewers of the special issue review board and regular TKNL reviewers who will recommend revisions or acceptance.

Important dates and manuscript submission process
Proposal submission: 15 July 2016
Full manuscript invitation: 01 September 2016
Deadline for full manuscript submissions:  31 December 2016
Manuscripts returned to authors for revision:  01 March 2017
Final manuscripts due:  31 May 2017
Publication of the Special Issue (TKNL 22/3): 15 October 2017
Select “S.I.: Big Data in Higher Education” when submitting your full manuscript via the editorial portal:www.editorialmanager.com/tknl

Please see descriptions below for manuscript types and requirements to be accepted for this special section –http://www.springer.com/10758?detailsPage=societies

Original Research: Original research papers primarily report findings from original quantitative, qualitative, or mixed methods studies. The purpose of the reported study is expected to be theoretically well-ground, using a sound methodological approach, and providing a comprehensive source for practical implications. Original research manuscripts are expected to be between 4,500 and 8,000 words including references, tables, and figures.

Work-in-Progress Study: Work-in-progress studies provide early insights into leading research projects or document progressions of excellent on-going research. The idea of this article type is to showcase the progression of scholarly empirical work from the initial design and piloting of a research project to large-scale testing and implementation. This may include validity testing of instruments, revisions of learning environments, project snapshots and preliminary results, or replication of empirical studies. Work-in-progress study manuscripts are expected to be between 4,500 and 8,000 words including references, tables, and figures.

Integrative Review: An integrative review provides an overview and synthesizes relevant literature using an adequate method such as: Chronological (organized around a specific timeline), publication type (grouped by sources of research evidence), trends (identify different streams of the research over time), thematic (organized around topics or ideas), or methodological (grouped by research studies or projects). Integrative review manuscripts are expected to be between 4,000 and 8,000 words including references, tables, and figures.

Emerging Technology Report: An emerging technology reports reviews new developments in educational technology by assessing the potentials and key challenges for leading digital learning environments. Emerging technology report manuscripts are limited to 3,000 words including references, tables, and figures.

To learn more about the general scope of the journal, please visit the Springer website: www.springer.com/10758
We look forward to your manuscripts!
Lead Editor, Special Issue
Associate Professor David C. Gibson, Curtin University
Editor-in-Chief
Professor Dirk Ifenthaler
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Exciting Grant Opportunity for Online Learning Programs

The Foundation for Blended and Online Learning has established a grant program to assist K-12 schools in the United States who have state-approved blended or online learning programs.

The program is administered by Scholarship Management Services, a division of Scholarship America. Scholarship Management Services is the nation’s largest designer and manager of scholarship and tuition reimbursement programs for corporations, foundations, associations and individuals. Awards are granted without regard to race, color, creed, religion, sexual orientation, age, gender, disability or national origin.

Eligibility

Applicants to The Foundation for Blended and Online Learning Teacher Grant Program must:

  • Be a teacher or guidance counselor, grades K-12, who is employed by an accredited, state-approved blended or online learning program in the United States.
  • Propose an innovative project that relates specifically to one or more of the following areas:
    • Special education support using technology as a catalyst for individual growth
    • English Language Acquisition/English Language Learning (ELA/ELL)
    • Innovative math enhancement programs
    • Literacy/reading interventions

Proposals for robotics programs and engineering and engineering-related programs are not eligible.

Awards

One-time grants of up to $10,000 each will be awarded. Total distribution is up to $200,000. Grants are made payable to the school, specifically for use on the project.

Grant funds may be used for: technology (excluding smartboards), software, curriculum, classroom supplies and materials. Grants may not be used for facility costs or salary or payroll expenses.

Grantees are required to submit a grant accountability report including verification of funds used and measurable outcomes at the conclusion of the school year.

For the application process, see more here:

https://www.scholarsapply.org/fbol-teachergrant/

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