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  27-28 June, Cape Town, South Africa
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CALL FOR PAPERS, Case Studies, Work in Progress/Posters, PhD Research, Round Table Proposals, non-academic Contributions and Product Demonstrations - 8th International Conference on e-Learning ICEL-2013


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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 that have been presented at the Conference will be considered for publication in the Electronic Journal of e-Learning (ISSN: 1479-4403) 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 the following mini track:


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 on Context-based Leadership and Management of e-Learning    Click the icon to download a .pdf

Mini Track Chair: Khalid Alshahrani, King Fahad Naval Academy, Saudi Arabia

Khalid Alshahrani


With e-Learning is becoming more popular in educational institutions in many parts of the world, teaching practices and institutional structures are inclined to be disrupted during the process. Teaching and management approaches in the West are not necessarily effective in other parts of the world, for example in Africa or parts of Asia. Hence, the need for holistic and context-sensitive e-Learning leadership and management is becoming increasingly significant for effective and sustainable e-Learning practices.

Papers are welcome on the following topics

  • Context-based management and leadership styles in e-Learning
  • Change management in eLearning
  • Managing and encouraging innovative e-Learning practices
  • Leadership and knowledge-intensive industries
  • The role of ‘individuals’ in e-Learning leadership
  • Culture and e-Learning leadership
  • Government policies and institutional policies
  • Other related topics


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

Mini Track Call for Papers on Emerging technologies for teaching and learning: Creating innovative learning spaces    Click the icon to download a .pdf

Mini Track Co-Chairs: Dr Eunice Ivala, Cape Peninsula University of Technology, Cape Town, South Africa and Dr Maruff Akinwale Oladejo, Department of Educational Administration, University of Lagos, Nigeria

Eunice Ivala

Maruff Akinwale Oladejo

Globally, evidence shows that the application of technology in teaching and learning in higher education has generally not led to transformative teaching and learning, but rather has supported the transmission method.  Emerging technologies, including social media such as Facebook, Twitter, etc., are defined as technologies that are gaining momentum in higher education, but are not yet fully understood and researched. However, these technologies have the potential to create transformative learning spaces for students. This track seeks papers that demonstrate innovative use and management of emerging technologies in teaching and learning.


Possible topics for this track will include, but are not limited to:

  • The use  of emerging technologies (such as social media) for teaching and learning
  • The implementation and use of the inverted classroom and its impact on students’ learning
  • Institutional governance and the management of social media for teaching and learning


  • Open scholarship - open educational resources and open educational practices
  • Learning analytics for student success
  • The use and implications of hyper learning (massive open online courses) on the future of higher education



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

Mini Track Call for Papers on Appropriate Technologies for Challenging Contexts    Click the icon to download a .pdf

Mini Track Chair: Dr Susan Crichton, University of British ColumbiaOkanagan, 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 excluding 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. Challenging contexts may include situations in which there is limited or no bandwidth, high poverty, low literacy, cultural concerns, and other non-traditional settings / concerns.


Possible topics for this track will include, but are not limited to:

  • Definitions / descriptions of challenging contexts and the issues appropriate technologies attempt to address
  • Promising and emerging appropriate technologies within the African context
  • Promising and emerging appropriate technologies within the global context
  • Best practices using appropriate technologies
  • Emerging and innovative pedagogies and instructional strategies for appropriate technologies, especially within challenging contexts
  • Other related topics


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

Mini Track Call for Papers on Enhancing Teaching and Learning with Mobile Devices    Click the icon to download a .pdf

Mini Track Chair: Dr Khitam Shraim, Ministry of Education, Palestine

Khitam Shraim


Mobile devices are ubiquitous among educators and students. The proliferation of mobile devices in the evolutionary digital environment represents an opportunity to explore the potential of mobile Learning – learning on the move facilitated by mobile technologies – to enhance the practice of teaching and learning. Education has become more learner-centric and 21st century learners value, and increasingly expect anytime, anywhere, and on-demand flexible learning through the use of ubiquitous mobile technologies such as smart phones, tablets, laptops, MP3 players and more. Thus, this track focuses on looking at research into how teaching and learning can be enhanced through the use of mobile devices.


This track invites contributions from academics, researchers, and practitioners on both theoretical and practical topics describing how to leverage mobile technologies for learning. We welcome research papers and case studies addressing different facets of m-learning including, but not limited to:

  • m-Learning theory and pedagogy.
  • Emerging mobile technologies, applications and uses.
  • Instructional design and development of course content for m-Learning.
  • Assessment and quality issues of m-Learning.
  • Teachers’ professional development on m-Learning.
  • Socio-cultural context and implications of m-Learning.
  • National and international projects, strategies, and policies on m-Learning
  • M-Learning in authentic contexts
  • Future trends in m-Learning.


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

Mini Track Call for Papers on E-learning as a tool for enhancing equality in education and subsequent graduate employability    Click the icon to download a .pdf

Mini Track Chair: Christina Dinsmore, Southampton Business School (SBS), Southampton Solent University (SSU), Southampton, UK

Christina Dinsmore


The use of digital technologies can provide the opportunity for improved teaching & learning, both in terms of an enhanced student study experience, as well as delivering the resource efficiencies & flexible teaching increasingly being sought by educational institutions.  As a result, with more and more universities offering both ‘on campus’ and ‘online’ degree opportunities, how do students make the right choice?  Does this greater choice mean greater inclusion and is there a potential ‘cost’ in the overall learning experience when achieved via e-learning?

More importantly, what value will employers put on degrees offered via e-learning methods?  The perception of the ‘value’ to a business when degrees are achieved via e-learning is clearly one that must be considered by students and educational institutions alike.  How is e-learning perceived by corporations and how will the overall value of a degree to a company be ‘determined’?  Indeed, does the actual mode of delivery play a role when companies hire graduates?

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 employer perspective in the areas identified above.  As such, this stream will be of interest to academics, teaching practitioners, HR/Employee Development professionals, learning/IT technologists and students. Possible topics include but are not limited to:


·         Does e-learning encourage greater inclusion and enhanced equality?

·         Is there a potential 'cost' in the overall learning experience when achieved via e-learning?

  • Does the use of digital technologies provide the opportunity for an enhanced teaching & learning experience? 

·         How do students make the right choice (with more and more universities offering both 'on campus' and 'online' degree opportunities)?

·         Do employers have a 'perception' of the value of a degree when obtained via e-learning?

  • Does e-learning have an impact on graduate employability?


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




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 6 December 2012. (Extended until 20 December 2012) Please read the online guidelines.




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 24 January 2013. 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 23 May 2013 and there are special discounts available for earlybird registration and group bookings, including a special reduced rate for supervisors and students attending together.


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 23 May 2013.
  • 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:

6 December 2012

  Extended until 20 December 2012

Notification of abstract acceptance:

13 December 2012


Full paper due for review:

24 January 2013


Notification of paper acceptance (with any requested changes):

4 April 2013


Earlybird registration closes:

18 April 2013

  Now closed

Final paper due: (with requested changes):

2 May 2013


Final author registration date:

23 May 2013



This page was last updated on the 31 May 2013









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