(free) book Assessment strategies for online learning #education #assessment #eLearning #instructionaldesign

Assessing online learning has many challenges, but with this new book written by experts Dianne Conrad and Jason Openo, a lot of solutions can be found. The book, entitled Assessment Strategies for Online Learning - Engagement and Authenticity, can be bought for 32,99 dollars  here (if you have a budget this is the way to go as you support author and initiative), or you can have a look at the free pdf here. This book is a must read for those using assessment, as it not only gives traditional assessment, but also dives into evaluations that are linked to open learning, journals, portfolios, etc. Great and interesting read.

If you want to check out what Dianne Conrad has in mind while talking about assessment, or if you have some questions, you can join the free online CIDER session on 10th October 2018

When: Wednesday, October 10, 2018 - 11am to 12noon Mountain Time (Canada)

Where: Online through Adobe Connect at:
https://athabascau.adobeconnect.com/cider

Registration is not required; all are welcome. CIDER Sessions are recorded and archived for later viewing through the CIDER website. For more information on CIDER and our Sessions, please visit us at: http://cider.athabascau.ca
(from the book description):

For many learners, assessment conjures up visions of red pens scrawling percentages in the top right-hand corner of exams and feelings of stress, inadequacy, and failure. Although learners sometimes respond negatively to evaluation, assessments have provided educational institutions with important information about learning outcomes and the quality of education for many decades. But how accurate are these data and have they informed practice or been fully incorporated into the learning cycle? Conrad and Openo argue that the potential inherent in online learning environments to alter and improve assessment and evaluation has yet to be explored by educators and learners.
In their investigation of assessment methods and learning approaches, Conrad and Openo explore assessment that engages and authentically evaluates learning. They insist that online and distance learning environments afford educators new opportunities to embrace only the most effective face-to-face assessment methods and to realize the potential of engaged learning in the digital age. In this volume, practitioners will find not only an indispensable introduction to new forms of assessment but also a number of best practices as described by experienced educators.

1. The Big Picture: A Framework for Assessment in Online Learning

2. The Contribution of Adult Education Principles to Online Learning and Assessment

3. What Do You Believe? The Importance of Beliefs about Teaching and Learning in Online Assessment

4. Authenticity and Engagement: The Question of Quality in Assessment

5. Assessment Using E-Portfolios, Journals, Projects, and Group Work

6. The Age of “Open”: Alternative Assessments, Flexible Learning, Badges, and Accreditation

7. Planning an Assessment and Evaluation Strategy—Authentically

8. Flexible, Flipped, and Blended: Technology and New Possibilities in Learning and Assessment

9. A Few Words on Self-Assessment

10. Summing Up

Appendix • Other Voices: Reflections from the Field

This work is licensed under a Creative Commons License (CC BY-NC-ND 4.0). It may be reproduced for non-commercial purposes, provided that the original author is credited.

Assessing online learning is mostly part of formal education, but can be used to provide a formal status to self-directed learning which the learner wants to show to the public. 

Machine learning benefits and risks by expert Stella Lee #AI #data #learning

Machine learning has moved from a mere rave into a real strong, acknowledged learning power (not only in the news, but also on the stock market of AI, e.g. STOXX AI global indices - I was quite surprised to see this). Machine learning has the power to support personalized learning, as well as adaptive learning, which allows an instructional designer to engage learners in such a way that learning outcomes can be reached in more than one way (always a benefit!). Machine learning allows the content or information that is provided for training/learning to be delivered in such a way that it fits the learner, and that it reacts to the learner feedback (answers, speed of response, etc). To be able to tailor a fixed set of learning objectives into flexible training demands some technological options: data, algorithms that can interpret the data, access to some sort of connectivity (e.g. it might be ad hoc with a wifi and an information hub, or it might be via cloud and the internet), and money to program, iterate and optimize the learning options continuously.

This (data, interpretation, choices made by machines - algorithms) means that machine learning combines so many learning tools, data and computing power, that it inevitably comes with a high sense of philosophical and ethical decisions: what is the real learning outcome we want to achieve, what are the interpretations of our algorithms, what is the difference between manipulation towards a something people must learn and learning that still offers a critically based outcome for the learner?

Stella Lee offers a great overview of what it means to use machine learning (e.g. for personalized learning paths, for chatbox that deliver tech or coaching support, for performance enhancement). This talk is worth a look or listen. Stella Lee is one of those people who inspire me through their love for technology, by being thorough, thoughtful, and being able to turn complex learning issues into feasable learning opportunities you want to try out. She gave a talk to Google Cambridge on the subject of machine learning and AI and ... she inspired her tech-savvy audience.

In her talk she also goes deeper into the subject of 'explainable AI' which offers AI that can be interpreted easily by people (including relative laymen, which is the case for most learners). Explainable AI is an alternative to the more common black box of AI (useful article), where the data interpretation is left to a select few. Stella Lee's solution for increasing explainable AI is granularity. This simple concept of granularity, or considering what data or indicators to show, and which to keep behind the curtains enables a quicker interpretation of the data by the learner or other stakeholders. Of course this does not solve all transparency, but it enables a path towards interpretation or description towards explainable AI. That way you show the willingness to enter into dialogue with the learners, and to consider their feedback on the machine learning processes. As always engaging the learners is key for trust, advancement and clear interpretation (Stella says it way better than my brief statement here!).

Have a look at her talk on machine learning bias, risks and mitigation below (30 minute talk followed by a 15 min Q&A), or take a quick look at the accompanying article here.

One of the main risks is of course some sort of censorship, or interpretation done by the machine which results in an unbalanced, sometimes discriminatory result. In January I organised some thoughts on AI and education in another blogpost here. And I also gave a talk on the benefits and risks of AI last year, where I argued for increased ethics in AI for education (slides here).

Machine learning is a complex type of learning, it involves a lot of data interpretation, algorithms to get meaningful reactions coming from the data, and of course feedback loops to provide adaptive, personal learning tracks to a number of learners.
Situating it, I would call it costly, useful rather for formal than informal learning (at this point in time), and somewhere between individual and social learning, as the data comes from the many, but the adapted use is for the one. It does not leave much room for self-directed learning,  unless this is built into the machine learning algorithms (first ask learner for learning outcomes, then make choices based on data). 

Hearables for learning combining #language, #AI & internet #edtech #informal learning

Hearables are clearly on the rise. After the screens (read & write web), learning on the go (mobile learning), the eyes (all sorts of augmented glasses), some kinetic learning (various motion controllers), other wearables (e.g. smart clothing) ... the next sense that is now ready to inspire new learning is: hearing (HLearning). "Hearables are wireless smart micro-computers with artificial intelligence that incorporate both speakers and microphones. They fit in the ears and can connect to the Internet and to other devices; they are designed to be worn daily. One form of specialised hearables are the earphone language translators that offer potential in language teaching." (thank you Rory McGreal for this wonderful description).

Learning with hearables is linked to other, more experienced forms of technology based learning: it is mobile (it is a wearable), it can be used in-context (e.g. in a refugee camp enabling dialogue), it can be implemented within informal learning (using it to increase language skills, or simply to move around in a country where you do not speak the language), hence it helps self-directed learning as you can use the hearables in contexts that you find interesting, and it augments the current information you have, by being able to provide audio feedback or information on a personal level by whispering it into your ear to augment the real world around and within you (wifi and sensor enabled). This puts hearables amidst the already complex learning supported by technology.

Rory McGreal has just given a great overview of hearables for learning, in his most recent CIDER conference. You can download his slides here and listen to his talk here. Or look around on the CIDER page which is packed with EdTech and distance learning talks:

https://landing.athabascau.ca/groups/profile/289790/cider/tab/359765/sessions 

Hearables will be quite a leap forward in translation and language learning (if seamless learning becomes feasable). And for those of us who like spy movies... yep, it has that special agent ring to it as well! 

My colleague Agnes Kukulska-Hulme recently pointed me to the Babel Fish option (referring to the ever inspiring The Hitchhikers Guide to the Galaxy), that specific hearable called the Pilot, and build by Waverly labs. This particular device - the Pilot - supports 15 languages (a.o. English, Arabic, Mandarin, Russian, Hindi, Spanish, Japanese...), with male and female voices that translate the audio which is recorded by the microphone through a cloud-based translation engine. They even claim to have a low latency (which is kind of nice when you want to match what is said to body language). 

While in-ear translations are a straight forward implementation of augmented and language learning, the processing and AI behind is will also allow increased hearing range, audio information of any kind you choose (biometrics, recognizing a bird in the wild, communication between fish, use it as a recognising machine to get names right of those people you meet, look like a secret agent on top of whatever information which makes you look cool, ...). Of course, the usual considerations can be made: hearables will listen in on what you do and where you go, hearables are not yet a seamless learning aid (the name Pilot is clearly well chosen), battery life (as with all things mobile), connectivity can vary while mobile, and it risks to be another addition to distraction by tech. Nevertheless, this is cool and worth looking into. 

3 Call for speakers/papers and Digital Learning Innovation Award (10.000$ faculty award!)

Learning Solutions conference organised by the ELearning Guild

Conference dates: 26 - 28 March 2019

deadline call for speakers: 27 July 2018

Submission portal: https://www.elearningguild.com/content/5527/learning-solutions-2019-conference--expo--call-for-proposals-form/ 

Venue: Orlando, Florida, USA

Learning Solutions 2018 is for training and learning professionals focused on the design, development, management, and/or distribution of technology-based learning, performance support, or blended solutions incorporating traditional training. The program supports the entire learning team, so regardless of your specific role, you’ll find the tools, technologies, ideas, strategies, and best practices for success. This event attracts people from around the world who want to keep up with the evolving needs of their learners.

Learning Solutions’ dedication to sharing proven examples in learning could help your team gain a stronger sense of what’s available and how you can put these tools and techniques into practice.
The Learning Solutions program is created by learning professionals. The program team comes from the fields of instructional design, eLearning development, and L&D leadership. They pride themselves on staying current with what matters most.
Experts will discuss the strategies and tools currently working in learning, and how they could impact your organization.
The practical, focused sessions will show you how to solve your team’s challenges and use today’s technology for new possibilities.

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Future of Information and Communication Conference (FICC) 2019

Conference dates: 14-15 March 2019, San Francisco, USA
Deadline: 15 July 2018

Technically co-sponsored by IEEE
Please consider to submit your papers/posters/demo proposals for the Future of Information and Communication Conference (FICC) 2019 to be held from 14-15 March 2019 in San Francisco, United States.

FICC 2019 aims to provide a forum for researchers from both academia and industry to share their latest research contributions and exchange knowledge with the common goal of shaping the future of Information and Communication.
The conference programme will include paper presentations, poster sessions and project demonstrations, along with prominent keynote speakers and industrial workshops.

Important Dates
Paper Submission Due : 15 July 2018
Acceptance Notification : 01 August 2018
Author Registration : 15 August 2018
Camera Ready Submission : 15 September 2018
Conference Dates : 14-15 March 2019

Complete details are available on the conference website : http://saiconference.com/FICC

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Online Learning Consortium: Digital Learning Innovation Award (DLIAward) 

The portal is open for submissions until 31 July 2018.

The DLIAward  program recognizes faculty-led teams and institutions for advancing undergraduate student success through the adoption of digital courseware. OLC is calling for submissions from accredited U.S.-based institutions in two categories:

• Institutional Award – $100,000 (up to three awarded)
• Faculty-led Team Award – $10,000 (up to 10 awarded)

We ask that only those who are serious about truly being innovative, creative, and dedicated to changing the world of digital learning apply for this award. Missed the information session? You can register to watch the archive.

All applications must be submitted through the online submission portal. Winners will be announced at the OLC Accelerate conference, Nov. 14-16 in Orlando, Florida.

Visit the website for full details regarding the award competition.

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9TH INTERNATIONAL CONFERENCE ON LEARNING ANALYTICS & KNOWLEDGE - LAK

Learning Analytics to Promote Inclusion and Success

4-8 March 2019, Tempe, Arizona

Deadline for submissions: 1 October 2018

Visit the conference website for more information and submission details.

https://lak19.solaresearch.org | #LAK19

The 2019 edition of the international conference on Learning Analytics & Knowledge will take place in Tempe, Arizona, USA. LAK19 is organised by the Society for Learning Analytics Research (SoLAR) and hosted by Arizona State University.

We take learning analytics to be the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs. We extend invitations to researchers, practitioners, educators, leaders, administrators, government and industry professionals interested in the field of learning analytics and related disciplines.

LAK19 will place particular emphasis on exploring ways in which institutions around the globe are advancing the state of learning analytics in order to promote inclusion and success. Arizona State University, the host institution for LAK19, proclaims in its charter that ASU is ‘measured not by whom it excludes, but by whom it includes and how they succeed’.  Learning analytics play a significant role at many institutions in helping to promote these values. 

Thus the special theme of this edition of the conference will be on ways in which learning analytics can be used to promote inclusion and success. We define inclusion broadly and this definition may cover the engagement of marginalised groups, groups who have not been as successful as others at achieving educational success, learners who find their current curriculum either too challenging or not sufficiently demanding, or other forms of inclusive inquiry. It may also address issues of accessibility in terms of educational opportunities and learning analytics. Success is also defined broadly and may be viewed from the perspective of learners, educators, institutions or society more broadly.

We welcome theoretical, methodological, empirical and technical contributions to all fields related to learning analytics. Related to our special theme the following topics are of particular interest:

• Universal design for learning promotes an inclusive approach to the curriculum – how can learning analytics support curriculum design and revision from this perspective?
• How can analytics be applied in ways that support inclusion and success?
• How can the training of data scientists be made more inclusive?
• What does educational success look like, and how can it be supported?
• How can systematic biases (e.g. related to diversity) in our analytics algorithms be identified, reflected, and possibly avoided?

LAK19 will use a double-blind peer review process for the submissions. It is a LAK policy that submissions will only be considered for the category that they were originally submitted to, and there is no downgrading of papers. However, our timeline allows for rejected papers to be resubmitted in revised form as posters, demos, or individual workshop contributions. Accepted full and short research papers will be included in the ACM proceedings, as in previous years. Other accepted submissions will be published in the open access Companion Proceedings, archived on the SoLAR website.

Important Dates

All deadlines are 23:59 GMT-11

Submission deadline for main track categories (Research, Practitioners, Workshops, Tutorials and Doctoral Consortium)	1 October 2018
Notification of acceptance for Workshops and Tutorials	15 October 2018
Workshop Calls for Participation	29 October 2018
Notification of acceptance for Research, Practitioners, Doctoral Consortium	19 November 2018
Submission deadline for Posters/Demos and Workshop Papers	3 December 2018
Camera-ready papers for ACM Proceedings: Full Research Papers and Short Research Papers	17 December 2018
Notification of Acceptance for Posters/Demos and Workshop Papers	4 January 2019
Early-bird registration closes	8 January 2019
LAK19, Tempe, Arizona	4-8 March 2019

Redirect FB algorithms now and 4 lessons from #CambridgeAnalytica #digitalcitizens

Anyone interested in data and ethics has been reading a gazillion of articles the last week. So, time to recap the big results coming out of the Cambridge Analytica files: correlations have their scientific merits (argh!), humans can be profiled in just 12 likes (honestly, this is how diverse we all are?!), anything measured can be used against us (a Cobra), and teachers around the globe seem more ethical than scientists (my partner says it’s true, I say it isn’t). Well... manipulation is part of history, I guess... but still!

First of all, a nice MIT research project on “How to manipulate Facebook andTwitter instead of letting them manipulate you’ (yes, it is a timely title 😊 ) mentioned in MIT’s Technology Review. The project let’s you – the user – manipulate algorithms emphorced on you by Twitter and Facebook (I like it, activism from within the system). This initiative is called GOBO (if you want to jump right in, you can login for this project here) and it is a prject from researchers at the MIT Media Lab’s Center for CivicMedia. It has an interesting parallel referring to Cambridge Analytica approach, BUT in this case it is truly scientific, and they ensure deleting ANY and EVERY data collected once they have results on how you would like to see algorithms adjusted. So take back the algorithms of Twitter and Facebook with GOBO.

I am just resurfacing after the Cambridge Analytica fraud (I call it fraud as they have been anything but ethical in their so called scientific data gathering: no informed consent, data gathered and not anonymised before using it for 3 parties, data not deleted after a project was finished….).

Correlations are used successfully? Argh!! For years, many educationalists and researchers emphasize that correlation is no replacement for causality. Causality is the basis of all strong research. It is clear that education and correlation aren’t a love story. We- as educators and researchers - know and understand the importance of context, of language use, of how personal each of our learning journeys takes form. In a sense, we should know better then to construct a test that puts everyone in the same batch, and then believe in it to state those things that we think sound nice (however tempting that type of action is... I mean, saves time on reflecting, nuancing, evaluating... and all these time-staking stuff) … but Cambridge Analytica got away with it. PISA was/is another such example. It even manages to enter the OECD report (https://www.oecd.org/education/) as core element of proof leading to rigorous outcomes. PISA test is an in correlation resulting test. A nice list of educationalists that argued against using PISA here. With the Cambridge Analytica files, the correlation monster pops up once again … AND it is now used ‘successfully’ to blind-side people and to get them to doubt their political choices just enough to swing their vote. So, correlations can be used quite viciously for some of the time.  

Forget complex human traits: humans can be profiled in just 12 likes! And all of this comes from research (great paper on how it was set up here, Schwartz , Eichstaedt, Kern, Durzynski, Ramones, Agrawal, Shah, Kosinski,Stillwell, Seligman and Ungar (2013) . Well… how difficult is becomes to state (and belief) that humanity is truly diverse! Admittedly, the Big Five Traits also distil human diversity into just 5 personality traits, but still… being profiled on 12 likes… How individual are we, if that is all it takes to cast each one of us in a box that subsequently can be manipulated from that moment onward? It becomes quite difficult to see humans as complex beings when I take that into account… but we are social, at least that is now proven once again.

Anything measured can be used against us. One of the most interesting blogposts I have read, is an older one from MikeTaylor, stating that as soon as you try to measure how well people are doing, they will switch to optimising for whatever you’re measuring, rather than putting their best efforts into actually doing good work, and this optimising is always at risk of being distorted, even corrupted (Mike refers to Goodhart’s law, Campbell’s law and the Cobra effect – great read).

And teachers around the world have more ethical sense than scientists that do not teach… well it is a discussion, my partner says that fact is well known, I say scientists who do not teach can be ethical as well…. Those darn Cambridge Analytical (and derivates) people! (good example of this is Autumm Caines , she wrote on Platform literacy refering to her encounter with Cambridge Analytica to get all her data from them all the way back in February 2017 (which was a hastle!). Yes, she got active one year before this whole event blew up into an international scandal. Autumm keeps ethics high!   

Call for proposals: 8 conferences and workshop #CfP #elearning #mlearning

This is a Call for Papers delight! It seems that an array of inspiring conferences is open for proposals, workshops, doctoral consortium options. Listed below are one workshop on Artificial Intelligence and Ethics, six academic conferences (mLearn conference in Chicago, , the ECTEL conference in Leeds, UK, the Australian International Education Conference (AIEC) in Sydney, Australia, IAU global university partnerships, Kuala Lumpur, Malaysia, EdMedia in Amsterdam, Netherlands, the Alt-C conference in Manchester, UK) and two grand elearning conferences (mixing academia, policy and corporate): DevLearn in Las Vegas, USA and Online Educa Berlin (OEB) in Berlin Germany.

mLearn2018 – International Mobile Learning conference

Where: Concordia University, Chicago, USA

When: 11 – 14 November 2018

Deadline for proposals: 30 April 2018

More info: http://iamlearn.org/mlearn/

Call for papers: http://iamlearn.org/mlearn/call-for-papers/

General theme and description

Mobilized Learning: Pedagogical and Technological Innovation for Teaching & Learning

mLearn is the leading international conference on mobile and contextual learning and attracts participants annually from more than 60 countries. mLearn 2018 provides a forum for researchers, policy makers, professionals and educators from higher education, school education and vocational education, government departments, industries and international organisations as well as IT developers and solutions providers to share knowledge, research and practices and debate critical issues pertaining to sustainable futures for mobilized learning.

EC-TEL – European Conference on Technology Enhanced Learning

Where: University of Leeds, UK

When: 3 – 6 September 2018

Deadline for abstracts: 15 April 2018 (with statement of Open Science!)

More info: http://www.ec-tel.eu/index.php?id=805

Call for papers: http://www.ec-tel.eu/index.php?id=791

General theme and description

‘Lifelong technology enhanced learning: Dealing with the complexity of 21st century challenges’.

We live in an increasingly digital and globalized world that offers great opportunities for information sharing and the generation of new knowledge. This reality has enabled us to move forward rapidly as a society in many respects, but has also led us to complex, diverse and interdisciplinary challenges that affect all areas of knowledge such as health, demographic change and wellbeing; food security and bio-economy; secure and clean energy; smart and green energy; or climate action and environment - to name just a few that are emphasized by the European Union.

Australian International Education Conference (AIEC)

Where: Sydney Conference Centre, Sydney, Australia

When: 9 – 12 October 2018

Deadline for proposals:9 – 12 October 2018

More info: http://www.ec-tel.eu/index.php?id=805

Call for papers: http://aiec.idp.com/call-for-proposals

General theme and description

The theme is 'empowering a new generation' and the program will feature world leading experts, unique social events and an exhibition, all hosted in and around the new Sydney Convention Centre, ICC Sydney.

With over 1300 attendees, AIEC 2018 will once again be the leading event on the international education calendar in Australia.

Higher Ed Partnerships for Social impact - IAU International Conference

Where: Kuala Lumpur, Malaysia

When: 13 – 15 Nobember 2018

Deadline for proposals: 3 April 2018

More info: https://iau-aiu.net/IAU-Global-events

Call for cases: https://etouches-appfiles.s3.amazonaws.com/html_file_uploads/359a2a74df239ceb38058b89d2a040c5_Callforcasestudies.pdf?response-content-disposition=inline%3Bfilename%3D%22casestudies2018%22&response-content-type=application%2Fpdf&AWSAccessKeyId=AKIAJC6CRYNXDRDHQCUQ&Expires=1519126805&Signature=z%2F34LHX4LaVnayZo7CpkoKNo3TY%3D

General theme and description

The conference will address the theme ‘Higher education partnerships for societal impact’.
IAU believes that higher education institutions (HEIs) play an important role in the development of societies. Higher education institutions engage with society in a variety of ways. Partnerships with civil society, the private sector, the local authorities and decision-makers or between HEIs take on numerous forms and shapes. IAU invites its Members, the global higher education communities, and their partners to reflect on and discuss their mandate and social responsibility, while presenting different forms of partnerships adopted around the world and for what societal impact. The conference will also be a venue to discuss the challenges and obstacles related to this mission.

Call for case studies

Several breakout sessions will show-case examples of partnerships from around the world between higher education institutions and different partners (civil society, the private sector, local authorities etc.). If your institution is pursuing partnerships for societal impact and you wish to show-case your experience during the conference, please send a short description of the partnership and its purpose to IAU.

EdMedia

Where: Amsterdam, Netherlands

When: 25 – 29 June 2018

Deadline for proposals: 9 April 2018

More info: http://www.aace.org/conf/edmedia/about/

Call for papers: http://www.aace.org/conf/edmedia/call/

General theme and description

Innovation and Education

EdMedia + Innovate Learning, the premier international conference in the field since 1987, spans all disciplines and levels of education attracting researchers and practitioners in the field from 70+ countries.

This annual conference offers a forum for the discussion and exchange of research, development, and applications on all topics related to Innovation and Education.

EdMedia + Innovate Learning is an international conference organized by the Association for the Advancement of Computing in Education (AACE)

Alt-C

Where: Manchester, UK

When: 11 – 13 September 2018

Deadline for proposals: 8 March 2018

More info: https://altc.alt.ac.uk/2018/

Call for papers: https://altc.alt.ac.uk/2018/call-for-proposals/

General theme and description

Will you be a part of it?

For ALT’s 25th Annual Conference we will bring together different critical perspectives in Learning Technology from across our community that will examine the challenges ahead and question the shape of things to come. Will you be a part of it? This is your invitation to make your contribution to our 25th year as the UK’s leading professional body in Learning Technology

Workshop Ethics for Artificial Intelligence

Where: University College London, UK

When: 30 June 2018

Deadline for proposals: 30 April 2018

More info: https://aiedethics.wordpress.com/organisers/

Call for abstracts (sending via email): https://aiedethics.wordpress.com/join-us-get-involved/

General theme and description

Ethics in AIED

The field of AIED raises far-reaching ethical questions with important implications for students and educators. However, most AIED research, development, and deployment have taken place in what is essentially a moral vacuum (for example, what happens if a child is subjected to a biased set of algorithms that impact negatively and incorrectly on their school progress?).

OEB – Online Educa Berlin

Where: Berlin, Germany

When: 5 – 7 December 2018

Deadline for proposals: 30 April 2018

More info: https://oeb.global/

Call for papers: https://oeb.global/programme#submit-a-proposal

General theme and description:
Learning to Love Learning!
OEB, incorporating Learning Technologies Germany, is the global, cross-sector conference on technology supported learning and training. Shape the agenda of the 24th edition of OEB by proposing a topic, talk or session under the overall theme “Learning to Love Learning”: Technology is changing society. The way we live and the jobs we do will never be the same again. In twenty years, the world of work will be unlike anything we have ever known. The development of artificial intelligence will allow machines to replace workers in many industries on an unprecedented scale. Humankind will face some fundamental, existential questions. Why are we here? What are we doing? How are we different from the machines? Education will shape our response to the immense challenge of this new age. But education and training will have to change too. So will the nature of employment. Learning will no longer be a brief phase in life. It will become a central part of our existence. In an era of constant and increasing change, we will discover a new appreciation of learning and an understanding of its place in the future. We will learn to love learning. At its 100+ sessions and at the exhibition, the conference will bring you to the forefront of learning and technology developments, give you new insights on opportunities and challenges that are changing the world of learning, show you the latest best practice from leading organisations and allow you to meet, discuss and network with more than 2,000+ international learning professionals from the workplace learning, education and public service sectors.

DevLearn

Where: Las Vegas, USA

When: 24 – 26 October 2018

Deadline for proposals: 9 March 2018

More info: https://www.elearningguild.com/devlearn/content/5230/devlearn-2018-conference--expo--home/

Call for papers: https://www.elearningguild.com/devlearn/content/5227/devlearn-2018-conference--expo--call-for-speakers

General theme and description

Developing Learning

DevLearn Conference & Expo, North America’s leading event focused on learning technologies, is where the entire industry gathers to share and learn about innovative thinking and emerging technologies, explore the possibilities they present, and define how they can drive innovation within our industry … our organizations … and our learning. It is the place where you can meet with industry thought leaders, share strategies with colleagues, discover best practices, and learn about the hottest topics and ideas for learning. Join the community of industry pioneers that is defining the future of training and performance!