eMOOCs2015 conference
Deadline for submissions: 12 January 2015
Location of the conference: Mons, Belgium
Date of the conference: 18- 20 May 2015
Type of submissions: papers on MOOC experiences and research papers.
Information on the call can be found at http://www.emoocs2015.eu/call-moocs
Submit your papers here: https://easychair.org/account/signin.cgi?key=18800640.nAH0aIzfppFdI6fE
Guidelines for submissions can be found here: http://www.emoocs2015.eu/moocs_call_instructions
And layout instructions can be downloaded here: http://www.emoocs2015.eu/sites/default/files/guidelines_for_submissions.doc
Description of the conference:
Organised by the Université catholique de Louvain and P.A.U. Education, the event aims to be an opportunity to gather European actors involved in Massive Open Online Courses (MOOCs), from policy makers to practitioners to researchers. This conference is the follow-up of the EMOOCs 2014 Summit. The conference will be held in Mons, Belgium. Mons will be the European capital city of culture in 2015. “Where technology meets culture…” has been one of Mons 2015’s main investments. The conference will include four tracks: Institutions, Experience, Research, Worldwide, and for the first time a preconference MOOC will be organised. The conference website can be found here.
Paper publications for special issue, MOOC old and new focus issue from IRRODL.
A special issue is being gathered for IRRODL which is entitled: Towards a European Perspective on Massive Open Online Courses (MOOCs): The Past, the Present and the Future
Information on this special issue can be found here: http://www.irrodl.org/index.php/irrodl/announcement/view/10
Guidelines for authors here: http://www.irrodl.org/index.php/irrodl/information/authors
Description:
Over the last months, the massive open online course (MOOC) debate has finally come of age, especially after Sebastian Thrun publicly announced that “we have a lousy product” (Chafkin, 2013), and a series of backlashes have led to the conclusion that MOOCs mostly benefit those learners with a lot of cultural capital. Before this turning point, MOOCs were portrayed as a completely new educational innovation, and its conceptual ancestors such as distance education were ignored. Furthermore, other types of MOOCS, such as the those based on the notion of connectivism, advocated by scholars such as Stephen Downes, George Siemens and Rita Kop, as well as the work around open content (Wiley & Gurrell, 2009), have been squeezed out of the collective memory.
However, these approaches are located within a certain culture that frames our thinking and acting about pedagogy. More precisely, the open education paradigm (for an overview, Deimann & Sloep, 2013) has been dominated by Anglo-American actors such as the Massachusetts Institute of Technology which started the global open educational resource (OER) movement a decade ago by opening up their teaching materials to the general public. Meanwhile, a world-wide MOOC industry emerged and challenged many of higher education’s traditions.
To this end, we are inviting contributions that deal with the following aspects:
- Papers introducing theoretical/conceptual models from the area of open distance education (ODL) that inform the current MOOC debate (e.g., lessons learned);
- Papers aimed at connecting academic traditions and cultures from European and other regions (e.g. aca- demic charisma) to prevalent issues of the MOOC debate (e.g., drop-out, business model);
- Empirical (re)analysis of MOOC studies against the background of previous knowledge from the ODL field;
- Vision papers focusing on emerging trends such as social production of knowledge or “digital solidarity” (Stalder, 2013) that can expand the focus of the current discourse.
Timeline
Deadline for paper submission - January 20, 2015
Acceptance of papers for peer review - January 30, 2015
Final editorial decision based on peer review - April 20, 2015
Projected publication date - July 20, 2015
Acceptance of papers for peer review - January 30, 2015
Final editorial decision based on peer review - April 20, 2015
Projected publication date - July 20, 2015
Ec-TEL conference
Deadline for submission of abstracts: 16 March 2015
25 March 2015 - Submission of full version27 May 2015 - Notification of acceptance
Submissions through easychair: https://www.easychair.org/conferences/?conf=ectel2015
Author guidelines here: http://www.springer.com/computer/lncs?SGWID=0-164-6-793341-0
Location: Toledo, Spain.
Dates of conference: 15 - 17 September 2015
The European Conference on Technology Enhanced Learning (EC-TEL) is a unique opportunity for researchers, practitioners, educational developers, and policy makers to address current challenges and advances in the field. Through EC-TEL, established and emerging researchers as well as practitioners, entrepreneurs, and technology developers explore new collaborations, strengthen networks, and complement their core expertise.
Developments in information and communication technology, for example new communication patterns like in social applications, mobile devices and ubiquitous network access, together with social and economical changes lead to a networked world. The increasing networking in different scales from global to local is having a profound effect on learning and teaching. It makes new forms of collaborative and personalized learning experiences reality. Learners shift between formal, non-formal and informal learning. They come together in different social settings and communities. Teachers roles are also subject to change.
There is a pressing need to shape learning arrangements in such a way that they exploit the potentials and meet the requirements of a networked world. To address these challenges the theme of EC-TEL 2015 is Design for Teaching and Learning in a Networked World.
Developments in information and communication technology, for example new communication patterns like in social applications, mobile devices and ubiquitous network access, together with social and economical changes lead to a networked world. The increasing networking in different scales from global to local is having a profound effect on learning and teaching. It makes new forms of collaborative and personalized learning experiences reality. Learners shift between formal, non-formal and informal learning. They come together in different social settings and communities. Teachers roles are also subject to change.
There is a pressing need to shape learning arrangements in such a way that they exploit the potentials and meet the requirements of a networked world. To address these challenges the theme of EC-TEL 2015 is Design for Teaching and Learning in a Networked World.
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