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ICEL 2012
21-22 June, Hong Kong, China
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CALL FOR PAPERS, Case Studies, Work in Progress/Posters, PhD Research, Round Table Proposals, non-academic Contributions and Product Demonstrations

 




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submission guidelines

















 

The International Conference on e-Learning (ICEL) brings together academic research and practical applications of e-Learning from all areas. ICEL brings together varied groups of people with different perspectives, seeking to bring top research and proven best practices together into one location, for the purposes of helping practitioners find ways to put research into practice, and for researchers to gain an understanding of additional real-world problems.


Publication Opportunity

Papers presented at the conference will be published in the conference proceedings, subject to author registration and payment. The proceedings have an ISBN and ICEL proceedings are listed and/or rated by multiple organisations worldwide. Selected papers presented at the Conference will be considered for publication in the Electronic Journal of e-Learning  (the latest issue is now available online)


The advisory group for the conference invites submissions of both academic and practitioner papers on a wide range of topics and a wide range of scholarly approaches including theoretical and empirical papers employing qualitative, quantitative and critical methods. Academic research papers, case studies and work-in-progress/posters are welcomed approaches. PhD Research, proposals for roundtable discussions, non-academic contributions and product demonstrations based on the main themes are also invited. You can find full details in the submission types document (.pdf format).


In addition to the main conference topics, the advisory group invites submissions to six mini tracks: Mobile learning – impact and its effectiveness for teaching/learning chaired by Dick Ng’ambi University of Cape Town, South Africa:  Application of e-Learning in Science & Mathematics Education chaired by Chee-Keong Chong, Universiti Tunku Abdul Rahman (UTAR), Malaysia;  Appropriate Technologies for Challenging Contexts chaired by Susan Crichton, University of British Columbia, Canada; Web 2.0 technologies for Social and collaborative Learning chaired by Khitam Shraim, An-Najah National University, Palestine; Blended learning in today’s environment: the impact on the student experience chaired by Christina Dinsmore, Southampton Solent University, UK and Learning Models behind Virtual Learning Environments chaired by Robert J. Wierzbicki, University of Applied Sciences, Mittweida, Germany

Submission details are given below. Topics for submissions may include, but are not limited to:

 

§         Integrated learning and educational environments

§         Simulations and virtual learning environments

§         Asynchronous interaction

§         Structural representations of e-Lessons

§         Course development strategies

§         Uses of multimedia

§         Blended learning approaches

§         e-Learning portals

§         Web 2.0 technologies and the classroom

§         Open Education

§         Open Access

§         Open Content

§         Open Source

§         e-Learning industry and University programs

§         Adoption of e-Learning by academic and industry staff

§         Tutoring e-Learning applications and services

§         Cost models for e-learning

§         Human resource development using e-Learning at the company

§         Faculty development and e-Learning

§         Universities the Internet and society

§         Inter-institutional education program cooperation

§         New partnerships to deliver e-Learning

§         Satellite campus issues

§         Management using ICT

§         e-Universities and business

§         Remote and wireless teaching technologies

§         Anytime/anywhere e-Learning and wearable network devices

§         Satellite technologies for e-Learning

§         Mobile learning

§         Distributed e-learning environments

§         The Learning Commons

§         Social and collaborative e-Learning

§         Groupware

§         Use of social networks

§         e-Learning to support communities and individuals

§         e-Learning and social justice

§         Societal and cultural issues in e-Learning

§         Communities of practice

§         Pedagogy for e-Learning teachers

§         Application of instructional design theories

§         Learner characteristics

§         e-Learning adoption

§         e-Learning implementation and cognitive styles

§         Online and computer aided assessments

§         Support for lifelong learning

§         e-Learning design, usability, evaluation

§         Evaluation of Learning technologies

§         Issues in e-Learning Research

§         e-books

§         Advanced use of multimedia

§         Knowledge management

§         Content Management

§         Marketing and promoting e-Learning

§         National and international projects on e-Learning

§         Adaptive e-Learning and intelligent apps & tools

§         Practical uses of authoring tools

§         Content Development

§         Applications of metadata and virtual reality

§         Learning Content Management Systems & Learning Management Systems

§         Life long e-Learning

§         The future of e-Learning

§         Other/specialist e-Learning topics

Participants will be asked to vote for the best poster and a prize will be given for the poster receiving the highest number of votes. Additionally a prize will be awarded to the best PhD paper presented at the conference.

 

 

Mini Track Call for Papers: Mobile learning – impact and its effectiveness for teaching/learning

Mini Track Chair: Dick Ng’ambi University of Cape Town, South Africa



Dick Ng’ambi

As mobile technologies become a household name among both students and educators, the questions about mobile learning are shifting from a common-sense rationale of every student having a mobile device to whether mobile learning enhances or improves learning, and if so, at what and whose cost. Proponents of mobile learning argue that handheld devices enable learners to learn anywhere and anytime. However, anecdotal evidence shows that using handheld devices anywhere, anytime does not necessarily translate into students learning anywhere and anytime, and if they do learn, little is known about what type of learning happens and how to evaluate the qualitative value of such learning.  This mini-track invites papers that focus on demonstrating the educational value of mobile learning on academic performance of learners, enhancement of learning, or cost-effective approaches to learning/teaching using mobile devices. It is envisaged that papers submitted to this track will be evidence-based, have a specific focus on a mobile learning intervention or critical review of a mobile learning intervention that exemplify effectiveness of, or contributes to understanding impact of using handheld devices for teaching and learning. Thus, papers are being solicited from a wide range of contexts, not limited to higher education, training colleges, and high schools; and could involve use of ubiquitous handheld devices.

Topics of interest for this mini track include but are not limited too:

 

§       Mobile devices in large classes

§          Mobile devices for underprepared learners

§       Mobile devices in resource constrained environments

§          Impact of mobile learning on pedagogy

§       Impact of mobile learning on curriculum design

§          Addressing distance, time and space challenges

§       Enhancing learner / educator interaction

§          Using mobile devices for user generated content

 

Submissions can be made on-line directly on the Abstract submission page.

Mini Track Call for Papers: Application of e-Learning in Science & Mathematics Education

Mini Track Chair: Chee-Keong Chong, Universiti Tunku Abdul Rahman (UTAR), Malaysia



Chee-Keong Chong



Many students and teachers consider Science & Mathematics as difficult subjects in school and there a number of ways and means to overcome these difficulties. For some time now there have been a range of teaching and learning aids, including computer programmes available. However, now, in the 21st century, e-Learning can be considered as an effective solution to this problem. This mini track seeks to explore how e-Learning solutions can be used as an effective tool to overcome teaching & learning difficulties in Science & Mathematics. Papers are welcome on all aspects of e-Learning in mathematics and science.

 

Topics of interest for this mini track include but are not limited too:

§           E-learning in Mathematics education

§          E-learning in Science education

§           Simulations in Science & Mathematics teaching & learning

§          Visualization in Science & Mathematics teaching & learning

§           Virtual lab for teaching & learning Science

§          Assessment of Science & Mathematics using e-learning solution

 

Submissions can be made on-line directly on the Abstract submission page.

Mini Track Call for Papers: Appropriate Technologies for Challenging Contexts

Mini Track Chair: Susan Crichton, University of British Columbia, Canada


Susan Crichton

Emerging technologies offer potential and promise yet all too often they tend to widen the already too wide digital divide, typically including the very people they claim to serve.  Appropriate technologies are the right tools for the right tasks.  They are simple technologies – elegantly designed and often powered by renewal, alternative sources.  Inherent in their design and deployment is a change in mind set concerning hardware and software options, content development strategies, and media development tools and processes.  This track will explore the use of simple devices and approaches in challenging contexts.  These challenges may include limited or no bandwidth, in high poverty settings, low literacy, cultural concerns, and other non-traditional settings / concerns.


Topics of interest for this mini track include but are not limited too:

§          Formal / informal learning

§         Media development using simple technologies

§          Formal / informal learning

§         Handheld / tablet devices

§          Alternative energy

§         Other related topics

 

Submissions can be made on-line directly on the Abstract submission page.

Mini Track Call for Papers: Web 2.0 technologies for Social and collaborative Learning

Mini Track Chair: Dr. Khitam Shraim, An-Najah National University, Palestine



Khitam Shraim

The emerging uses of Web 2.0  technologies to support social networking and collaborative learning are gaining increased attention for shaping the new learning landscape, which is called Pedagogy 2.0. Web 2.0 tools have the potential to meet the needs of the 21st  century learner generation, who seek greater autonomy as well as collaborative networks and interactive learning styles.


It is widely believed that integrating Pedagogy 2.0 with Web 2.0 technologies, inspired and underpinned by the knowledge-creation metaphor of learning and the social constructivist learning theory, signals a movement away from a teacher-cantered paradigm to a more learner-cantered paradigm.


We invite scholars and researchers who are engaged in managing educational changes, innovation, and excellence in e-learning to share their experiences and practices by submitting research papers and case studies. Suggested areas of interest include, but are not limited to:

 

§       Web 2.0 tools in the Classroom (Blogs, Wikis, Podcasts, MySpace, YouTube, Google Apps …..).

§       The role of Social Networking tools in Learning: From e-learning to Social and Collaborative Learning.

§       Web 2.0 applications to foster creative learning and innovation teaching

§           Web 2.0 and Social Networking and Learning Environments.

§           Web 2.0 tools for Assessment and e-Portfolios.

§           Web 2.0 and Web 3.0 (Semantic Web)

 

Submissions can be made on-line directly on the Abstract submission page.

Mini Track Call for Papers: Blended learning in today’s environment: the impact on the student experience

Mini Track Chair: Christina Dinsmore, Southampton Solent University, UK



Christina Dinsmore

Blended Learning (BL) is the ‘thoughtful fusion of face-to-face and online learning experiences…it is a fundamental redesign that transforms the structure of, and approach to, teaching and learning’ (Almpanis et al, 2010, p1).  However, practically speaking, blended learning and the experience of blended learning, can mean different things to different people.


The impact that BL can have on the student experience can be multi-faceted; technology, teaching frameworks, staffing expertise, support systems etc all play a key role.  The focus of discussion within this mini track will be two-fold: from both the academic and student viewpoints.  Issues surrounding the development of a cohesive learning experience, along with illumination of the student experience itself, will be explored.


This mini track invites papers from interested parties from a wide range of contexts and backgrounds.  Preference will be given to evidence-based papers that focus on either the student and/or the academic experience. As such, this stream will be of interest to academics, teaching practitioners, learning technologists, IT specialists and students.


Topics of interest for this mini track include but are not limited too:

 

§       Implementing a curriculum in a BL environment

§       Evaluating BL curricula:  does it ‘work’?

§       ‘Toolkits’ for successful BL delivery (what students and tutors alike need to know!)

§       Listening to the voice of the BL student

§       Innovation in a BL environment

§       The impact & role that technology can play in BL

 

Submissions can be made on-line directly on the Abstract submission page.

Mini Track Call for Papers: Learning Models behind Virtual Learning Environments  Click the icon to download the .PDF version

Mini Track Chair: Prof. Dr.-Ing. Robert J. Wierzbicki, University of Applied Sciences, Mittweida, Germany



Robert J. Wierzbicki

New research findings in the neuroscience field and an ever improving understanding of the mechanisms of human perception and learning have opened up new possibilities for the development of reliable theoretical models and effective teaching methods in education. Rapid advances in technologies and artificial intelligence as well as the emergence of new convergent media formats make it easier to create sophisticated virtual learning environments that take into consideration individual cognitive styles of learning through computer-based instruction.


This mini track will explore the design and use of virtual learning platforms in the theoretical context of cognitive sciences and modern teaching pedagogy. The focus will be on new approaches to online learning and teaching using virtual platforms and on the invention of teaching methods and programmed instruction based on recent research and practice.


Topics can include:

 

§           Online-learning platforms and virtual universities

§           Cognitive neuroscience – understanding the neurobiological mechanisms of learning, the mind and its functioning

§           Modern approaches and activities included in virtual teaching and online pedagogy

§           Theoretical frameworks for contemporary models of the human brain, memory and cognitive behavior.

§           Current research, projects, results and case studies of eLearning projects that promote/ implement modern virtual learning.

§           Evaluation of strategies to achieve/deliver online learning.

 

 

 

 

Submission details:

Abstract details:

In the first instance ALL submission types require an abstract. The Abstract should be a minimum of 300 and no more than 500 words including up to five keywords and keyphrases to be received by 2 December 2011. Please read the online guidelines.

 

 

Submission:

Submissions should be made via the online form. Please ensure that all required fields are completed. Abstracts must include the proposed title for the submission, the full names (first name and surname, not initials); postal addresses and email addresses of all authors and a telephone number for at least one contact author. Please indicate clearly if the contact author is not the lead author and select the appropriate submission track.

 

 

Full paper:

Only required when the abstract has been selected and not to be more than 5,000 words including abstract, keywords and references (the Harvard referencing rules need to be followed). Submission date will be no later than 20 January 2012. Authors are advised that this is a final date. Earlier submission of the full paper helps us to manage the review process in a timely manner. Papers should be submitted as .doc or .rtf file attachments by email to  Carol Sheasby with the paper submission checklist and copyright form.


Due to the large number of papers expected for this conference, the committee prefers that an author presents only one paper. However, if multiple papers are accepted for publication and presentation, each paper requires a separate registration fee.
Author registration and payment must be completed by 18 May 2012 and there are special discounts available for earlybird registration and group bookings, including a special reduced rate for supervisors and students attending together.



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Important information:

  • The selection panel of the conference committee will consider all abstracts received by the submission deadline to ensure that the proposed paper is relevant to the Conference.
  • The authors of abstracts that describe a relevant paper will receive a notification of abstract selection.
  • All full papers will be double-blind reviewed by members of the conference committee to ensure an adequate standard, that the proposed subject of their abstract has been followed, that the paper is of a suitable length, the standard of English is adequate and the paper is appropriately referenced.
  • For authors whose first language is not English we request that you have your work proof read prior to submission by a native English speaker (or at least a fluent English speaker). Papers can be rejected due to a poor standard of English. We do offer proof-reading services.
  • Papers that are accepted will be published in the conference proceedings providing at least one author registers and presents the work at the Conference (see the registration section of the conference website for more information about registration). Author registration must be completed by 18 May 2012.
  • Due to the large number of papers expected for this conference, the committee only allows an author to present one paper. However, if multiple papers are accepted for publication and presentation, each paper requires a separate registration fee.

 

Important Dates

Abstract submission deadline:

2 December 2011

  Now Closed

Notification of abstract acceptance:

9 December 2011

  Completed

Full paper due for review:

20 January 2012

  Completed

Notification of paper acceptance (with any requested changes):

30 March 2012

  Completed

Earlybird registration closes

13 April 2012

  Now Closed

Final paper due: (with requested changes)

27 April 2012

  Completed

Final author registration date

18 May 2012

  Completed

 

Updated 31 May 2012

 

 

 

 

 

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