UNESCO Mobile Learning 2015-Building Network Connections
Submitted by Dr. Helen Crompton
Patience Stephens, UN Women representative opened the
conference with a dynamic keynote. She focused on strategies for empowerment
of women and girls worldwide. She described her experiences with the
contradiction of schools with high enrollment female student numbers on paper
but very low numbers of these students in the actual classrooms. Ms. Stephens
explained that many young women are pulled from school to help support their
families. She "dared" conference attendees to make
education equally available to men and women by applying the following acronym
to all we do
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| Dr. Helen Crompton Connects With Colleagues |
DARE
Development
Access – affordable
Resources – distribution
Enabling environment
Morning Workshop
Findings of international technology for education landscape
reviews, and moving the field forward for collecting evidence of “what works.”
This sessions was organized by USAID.
The main focus was on considerations for how to determine if
a project had been successful or not.
Key considerations
How do we pair projects with educational outcomes
When making investments in technologies for education policy
makers need to know where to spend the money.
Have an evidence trail to look at smart investments in technology
to move the evidence agenda forward
We went into groups to look at Impact evaluations (IE)
Evaluation continuum and attribution: Study design and
evidence strength. We recognized that these may not be the best way to go about
evaluating, but it is one way.
As we conduct the evaluation we need to consider how to
collect before and after data on intervention group and another group –
counterfactual. Consider what would happen in the absence of the program?
To look at the impact they take the difference pre/post of
the intervention group and the non-intervention group. They then look at the
difference.
The breakout group was followed by descriptions of studies
from organizations such as giz. Where they conducted a synthesis of studies in
mobile learning in mathematics.
Afternoon
Planning, implementing and evaluating the use of mobile
devices through learning expeditions and scenarios.
With Bachmair, Palsher, Kairamo, Laakso, Seipold, Strasser,
and Gonzalez –Sancho.
Definitions of mobile and learning
Talking about we.learn.it: Everyone can be an explorer
Key points
Technology cannot be split from the environment so you have
to think about how students learn and then how technology can support that.
Think about how technology can bring more content into the
hands of the learners.
Slides provide the details
Before you consider implementing a strategy consider what
information you are wanting to gain and how you are going to get that
information.
Showed a fun video about Tolastrofi which is a video for
students about statistics and why it is important to get data on what is
happening in schools which can then be used to make school life
better. Sounds just like problem-based learning although the
emphasis was made on collecting statistics to make things better.
Procedure (what to have the students do)
Choose what to research
Collect the data
Visualize and publish
Ben Bachmair covering collaborative knowledge building and
context-aware learning.
Described a rap workshop on a war project on creative
writing.
Mlearning can be thought of as communication in context.
Judith Seipold and she spoke about The network of mobile
learning scenarios:A network of developing and distributing mobile learning practice.
Thomas Strasser Presented via a video lecture.
Presenting the idea of a new type of teacher training that
it now has to be different than in past years with the new technologies.
Pre-service teachers should be gaining expertise in using
devices with young students.
· Considering
that mobile learners can be:
· more
self-organized,
· curators
of knowledge/artifacts, open for peer-feedback,
· open
for collaborative/constructivist scenarios,
· producing,
not only receptive
Explained how they used -Matrix of learning spaces
Day 3 - Symposium
Keynote
Barefoot College India presentation by Meagan Fallone, Chief
Executive Offices, Barefoot College
Everyone is a learner and a teacher.
Students consist of rural, poor, children and women.
Teach at a time when the girls can attend at 6:30 in the
evening for 4 days a week and there is a 95% attendance rate.
Women train to be mechanics etc.
Women transform communities with the skills they gain from
the college
Giving them control of their financial situation is key.
Every skill comes with the central idea that no skill is
beyond anybody.
Women rely on technology to shift their life to the
positive.
A woman learning how to turn a candle flame into an solar
light, this is true emPOWERment and enLIGHTenment.
One of the big things that women say as they start using
technology is “how do I teach others to use this”. Confidence builds as they
learn, grow, and pass on that task.
Literacy Panel
The panel shared stories of their experiences of how women
and girls had been empowered with technology.
· We
need to pay attention to the distance between the digitally connected and the
unconnected.
· Not
designing technology thinking that as learners use digital devices that they
retain information a different way.
· Trust
is key to sustainability.
· We
need to challenge patriarchy.
Breakout session
A Digital Story Telling session was presented by Christine
McCaleb and she described how story telling and mobile journalism was used to
empower women and girls and to build skills. Specifically, these areas were
highlighted as positives provided by digital storytelling:
· Technical
skills
· Empowering
their own voice
· Empowering
the voice of his/her peers
· Smarter
producers of information
· Empathy
leading to supportive and understanding communities
· Social
change
Breakout session
Adele Botha shared about the development of rural women in
education: A success story in ICT4RED. She described how the teachers earned
badges for technology tasks and when they received all the badges the teacher
was allowed to keep the tablet that they were using. Schools were also able to
gain extra technologies. ICT4RED.blogspot.com for more information.
Breakout session
Helen Crompton presenting on Promoting Literacy and Human
Rights for Women and Girls through Mobile Learning. On behalf of myself and
Judith Dunkerly-Bean I shared a review of the literature that had been written
as a book chapter for the Handbook of Research on the Societal Impact of
Digital Media. As part of this presentation I described how three themes had
emerged from a review of studies supporting women and girls; health, financial,
and general education (mathematics and literacy). Examples of studies that fit
into these categories were provided.
Fiona Morrell described various projects that they are
involved in
· Theatre
for Change: Interactive Theatre
· Girls’
Education Challenge – UK aid. Worked with 9,000 girls in Malawi to improve
sexual and reproductive health, self-confidence, literacy and numeracy.
· Keeping
teachers supported. Have a Facebook group, a SMART phone for each teacher with
a 3.3Euro bundle a month. They used the WhatsApp to also connect the teachers.
· Tisinthe
initiative which has 10 minute radio plays. This was interesting as the play
went on, when the participants felt that they could help the story to make it
better they would shout “Tisinthe” and have a chance to change the story.
Stories are about topics such as sexual health.
Thursday – Policy Forum
The Policy Forum was a closed door event and was just held
in the afternoon. The session was opened by Irina Bokova, the Director General
of UNESCO and Houlin Zhao, the Secretary General of ITU. There were two panels
leading the discussions for the afternoon.
Friday
In my opinion, the research seminar was the highlight of the
week. It was full of what I would call “the meat”. The initial keynote and the
panels provided a wealth of information. The keynote was provided by Andreas
Schleicher, the Director for Education and Skills, and Special Advisor on
Education Policy at the Organization of Economic Cooperation and Development
(OECD). This presentation was jam packed with important data connected to women
and girls and STEM jobs, opportunities, and perceptions of capabilities related
to abilities. This keynote was more broad than the literacy focus of the
conference but it helped better understand the overall differences in how males
and females are treated and perceived differently.
The panel presentations were very informative as they
centered discussion on topics such as The complexity of the gender gap: A
moving target understanding the value proposition: preparing girls and women
for life and knowing whether ICT is worth the investment, and the post-2015
development agenda: Leveraging technology for the next generation
Mobile Games For Learning:
A Pattern Based Approach 2015
Reported by Dr. Birgit Schmitz
Promoter:
Prof. dr. Marcus M. Specht (Open Universiteit), Co-Promoter: Prof. dr. Roland
Klemke (Open Universiteit)
Board of Reviewers: Prof.
dr. Paul M.E. de Bra (Technische Universiteit Eindhoven), Prof. dr. John Cook
(University of the West of England), Prof. dr. Ulrik Schroeder (Center
for Innovative Learning Technologies RWTH Aachen), Prof. dr. Liesbeth
Kester (Open Universiteit), Prof. dr. Peter B. Sloep (Open
Universiteit)
Institution: Welten Institute - Research
Centre for Learning, Teaching and Technology
Open Universiteit in the Netherlands
Valkenburgerweg 177
6419 AT Heerlen (NL)
SIKS Dissertation Series No. 2014-45
|
Abstract
Today, pupils
at the age of 15 have spent their entire life surrounded by and interacting
with diverse forms of computers. It is a routine part of their day-to-day life
and by now computer-literacy is common at very early age. Over the past five
years, technology for teens has become predominantly mobile and ubiquitous
within every aspect of their lives. To them, being online is an implicitness.
In Germany, 88% of youth aged between 12-19 years own a smartphone and about
20% use the Internet via tablets. Meanwhile, more and more young learners bring
their devices into the classroom and pupils increasingly demand for innovative
and motivating learning scenarios that strongly respond to their habits of
using media. With this development, a shift of paradigm is slowly under way
with regard to the use of mobile technology in education. By now, a large body
of literature exists, that reports concepts, use-cases and practical studies
for effectively using technology in education. Within this field, a steadily
growing body of research has developed that especially examines the use of
digital games as instructional strategy.
The core
concern of this thesis is the design of mobile games for learning. The
conditions and requirements that are vital in order to make mobile games
suitable and effective for learning environments are investigated. The base for
exploration is the pattern approach as an established form of templates that
provide solutions for recurrent problems. Building on this acknowledged form of
exchanging and re-using knowledge, patterns for game design are used to
classify the many gameplay rules and mechanisms in existence. This research
draws upon pattern descriptions to analyze learning game concepts and to
abstract possible relationships between gameplay patterns and learning
outcomes. The linkages that surface are the starting bases for a series of game
design concepts and their implementations are subsequently evaluated with
regard to learning outcomes. The findings and resulting knowledge from this
research is made accessible by way of implications and recommendations for
future design decisions.
Mobile Learning Resources
Mobile pedagogy for
English language teaching: A guide for teachers
Agnes Kukulska-Hulme, Lucy Norris and Jim
Donohue
Access the guide with this link:
We hope the Guide will be adopted widely across the world and look forward
to your feedback!
Prof Agnes Kukulska-Hulme
Institute of Educational Technology
The Open University
2015: Worldwide Mobile Learning Conferences
1st International Workshop on Mobile Learning (WmL'15)
WmL’15 is organized within a
framework of the FedCSIS Multiconference - a yearly international
multi-conference organized by the Polish Information Processing Society (PTI)
in technical cooperation with the IEEE Region 8, ACM Special Interest Group on
Applied Computing, European Alliance for Innovation, Lodz ACM Chapter, Eastern
Cluster ICT Poland, Mazovia Cluster ICT. The International Workshop on Mobile
Learning focuses on the development of m-learning theory and practice as well
as mobile technologies and solutions which enable learning with
portable/wearable devices both in the academic and workplace contexts. The
workshop provides a unique forum for knowledge sharing and dialogue amongst
scholars, enterprise learning practitioners, developers, industry, government,
and international organizations.
Mobile learning, training, and
technology experts are cordially invited to present the latest m-learning
solutions as well as to discuss and exchange the latest findings and new ideas
based on the ongoing research, practice, and experience. We would like to
invite contributions from across the globe, from all educational sectors
and a broad variety of industries.
We are inviting submissions of
high-quality original research and technology papers that have not been
previously published and are not under review for any other conference or
journal. Submissions will be reviewed by at least two referees on the basis of
the originality of the work, the validity of the results, chosen methodology,
writing quality and the overall contribution to the field of m-learning.
TOPICS
● Pedagogical
approaches, models and theories for m-learning
● m-learning
in and across formal and informal settings
● Strategies
and challenges for integrating m-learning in broader educational scenarios
● Context-based
m-learning
● Blended
learning
● Evaluation
and assessment of m-learning
● Research
methods, ethics and implementation of m-learning
● Learning
analytics and mobile learning
● Mobile
social media and user-generated content
● Cloud
computing and mobile learning
● User
studies in m-learning
● Life-long
and informal learning using mobile devices
● Learner
mobility and transitions afforded by m-learning
● m-learning
strategies in educational institutions, corporations and government
organizations
● Workplace-based
mobile learning
● Socio-cultural
context and implications of m-learning (Theory and Practice)
● Enabling
m-learning technologies, applications and uses
● Innovative
m-learning approaches
● Tools,
technologies and platforms for m-learning
● m-Learning
Management Systems (mLMS)
● Future
of m-learning: trends, emerging mobile technologies, hardware and software
applications
IMPORTANT DATES
● Paper
submission: April 24, 2015
● Position
paper submission: June 1, 2015
● Acceptance
decision: June 15, 2015
● Final
version of paper submission: July 1, 2015
● Final
deadline for discounted fee: July 1, 2015
● Conference
dates: September 13-16, 2015
PAPER SUBMISSION AND PUBLICATION
Papers should be submitted by April
24, 2015. Preprints will be published on a USB memory stick provided to
the FedCSIS participants. Only papers
presented during the conference will be submitted to the IEEE for inclusion in
the Xplore Digital Library. Furthermore, proceedings, published in a volume
with ISBN and ISSN numbers will posted at the conference WWW site.
Moreover, most Events' organizers
arrange quality journals, edited volumes, etc. and may invite selected extended
and revised papers for post-conference publications (information can be found
at the websites of individual events).
Formats:
● Full
paper - up to 12 pages; published in Conference Proceedings with ISBN and
ISSN numbers; submitted to IEEE Digital Library
● Short
paper - up to 6 pages, published in Conference Proceedings with ISBN and
ISSN numbers; submitted to IEEE Digital Library
● Position
paper - up to 8 pages; published in Position Papers volume with ISBN and
ISSN numbers
ORGANIZERS
Dr Agnieszka Palalas, Athabasca
University, AB, Canada
email: agapalalas@athabascau.ca
Dr Elzbieta Gajek, Warsaw
University, Poland
email: e.gajek@uw.edu.pl
Mgr Inz. Przemyslaw Pawluk, George
Brown College, Toronto ON Canada,
email: ppawluk@georgebrown.ca
PROGRAM COMMITTEE
The full list of the International
Program Committee is published on the event’s website
Science and Mathematics Education-a Workshop for Researchers
November 3-6, 2015
Cancun, Mexico
Workshop characteristics:
1. The workshop’s objective is developing the capacity to investigate in Mathematics and Science Education through the exchange of investigations and findings between the participants in Mexico and UK. The development of investigation capacities will be specifically approached in the subjects of Mathematics and Science Education through the development of the investigators’ ability to do critical analysis, make propositions and have an international vision. It seeks to promote investigation, innovation and networking as it looks for integrated investigation and publication opportunities.
2. Position papers setting out projects, ideas, concepts, experience and theories are now welcome. The workshop agenda includes the following topics:
a) Particular characteristics of the investigation of the Mathematics and Science Education compared to other educational areas
b) STEM learning with mobiles
c) The importance of discussion in STEM and digitally mediated learning
d) Citizen science with mobiles
e) Mobile science teacher training
f) A comparison of education in Mexico compared to the United Kingdom
c) The use of technology to promote learning in Science and Mathematics
d) The importance of context in the academic performance of students taking Science and Mathematics courses
e) Use of technological tools for investigation purposes.
f) The institutional design of Science and Mathematics courses
3. The results expected from this workshop are:
a) Creation of a joint investigating network in Science and Mathematics between the United Kingdom and Mexico.
b) An e-book containing the collaboration of participating student and teacher investigators.
c) Investigators formed in the use of technological resources for their jobs.
d) Investigators formed in the promotion of mathematics and science learning.
The Call Basis:
1. The applicants should be studying a Doctorate in Education and be interested in doing their doctoral thesis on a subject related to Science or Mathematics Education.
2. The applicants should be available to travel on the dates in which the workshop will be taught. Dates will be mentioned further in this document.
3. Mexican applicants should have an English level equivalent to 550 points in TOEFL.
a) A curriculum that contains: not only education and professional experience, but also address, telephone number e- mail, detailed information of the program and University where they are studying. It should be between two and three pages and written in English.
b) A research investigation, not published, about a subject related to the workshop. For example, the instructional design
of formational experiences, use of educational technology, interaction between education and the context in which it takes place, etc., all of which should be in the framework of the education in mathematics and science. The proposal should indicate in which way it is related to the workshop inserted in the proposal. Extension: 8 to 10 pages.
c) Copy of IFE o INE for Mexicans or copy of passport for English.
d) Mexicans: a copy of their TOEFL exam.
5. The deadline for receiving proposals is May 15th 2015.
6. The documents handed in will be evaluated by a selection committee. 15 Mexican participants and 15 participants from the United Kingdom will be chosen to attend the workshop.
7. A notification will be sent on June 15th 2015 to the applicant’s e-mail address.
8. The applicants should be available to create a commitment that will publish an investigation report in an eBook which will be edited as a result of this workshop with the required quality standards. The final report shall be handed in no later than November 10th 2015.
9. The workshop will be offered during four days, 3rd November to 6th November 2015. Applicants need to be available to travel one day before and one day after the workshop.
10. The workshop will be taught in Cancun, Quintana Roo, Mexico. The hotel venue is yet to be determined.
11. Travel expenses, room and board will be covered by the workshop organizers.
Calendar:
Deadline to receive documents
|
May 15th 2015
|
Notifications
|
June 15th 2015
|
Notification confirmation (participants)
|
From July 1st to 15th 2015
|
Logistics coordination (flight tickets)
|
From July 16th to 30th 2015
|
Previous work (revision of materials)
|
From July 15th to September 30th 2015
|
Workshop
|
From 3rd to 6th November 2015
|
Final report deadline
|
November 10th 2015
|
For more information or questions please contact the workshop organizers:
2015: Calls for Papers
Special Issue
On: Mobile Learning in Teacher EducationSubmission Due
Date
6/30/2015
Guest Editors
Tony Hall, School of Education, National University of Ireland, Galway
Seán Ó Grádaigh, School of Education, National University of Ireland, Galway
Sinéad Nà Ghuidhir, School of Education, National University of Ireland, Galway
Veronica McCauley, School of Education, National University of Ireland, Galway
Introduction
The growing ubiquity of mobile and portable technologies in education and
schools presents both challenges and opportunities for learning and teaching
(Naismith et al., 2004; Arnedillo-Sánchez, 2014).
A new and emerging
context for the design and deployment of mobile learning apps, infrastructures
and solutions is teacher education (Ó Grádaigh, Nà Ghuidhir & Hall, 2015).
The integration of ICT within teacher education remains a highly significant,
critically important dimension to the wider, successful deployment of
educational technology in schools (Rizza, 2011). However, there is a dearth of
a unified research literature exploring and analysing the design, deployment
and evaluation of mobile learning specifically within teacher education.
Objective
This special issue of the International Journal of Mobile and Blended Learning
aims to collect and publish empirical and evaluative research, (rigorously
informed by relevant theories of technology-enhanced learning), in the novel,
frontier domain of mobile learning within teacher education. The special issue
will present papers - both conceptual and empirical - addressing foundational
aspects of the design, deployment and evaluation of mobile learning along
different stages of the continuum of teacher professional formation. This will
encompass pre-service and initial teacher education; induction and early career
teaching; and longer-term, in-service development of teachers.
Conceptual papers will
draw on, and synthesise, extant research literature to examine critically and
theorise about mobile learning and its application and development in teacher
education. Empirical papers will present exemplars of the deployment of mobile
applications and technologies, both early-stage/exploratory, and longitudinal, systematic
examination of the integration of mobile learning within teacher education.
Accepted papers will
be theoretically rigorous, drawing on contemporary, relevant research,
situating findings and reflections critically within the extant, wider educational
technology research literature. The special issue will examine the manifold
aspects that constitute the complex socio-technical ecosystem of mobile
learning deployment within teacher education, including: apps, devices,
multimodal and multi-touch interfaces, and interoperability infrastructures. A
key focus of the special issue is to present a comprehensive, critical insight
into affordances and impacts of mobile learning within teacher education.
Further, papers will provide frameworks and models that can be adopted and
adapted into a range of teacher education contexts, to enhance learning and
teaching through the appropriation of mobile learning apps, devices and
systems.
Recommended Topics
Topics to be discussed in this special issue include (but are not limited to)
the following:
· The
design, deployment and evaluation of mobile and portable applications and
technologies within pre- or in-service teacher education
· Implementations
of mobile learning in teacher education, informed by extant, relevant
conceptual frameworks for educational technology, e.g. technology-mediated
mobile learning (Sharples, Taylor & Vavoula, 2010) and TPACK (Koehler &
Mishra, 2009)
· Situated
ontological innovations (diSessa & Cobb, 2004) for the use and evaluation
of mobile learning applications and devices within the field of teacher
professional education
· Conceptualisation
and theorisation of the design and deployment of mobile learning in teacher
education: pre-service, early career or longer horizon, teacher continuing
professional development
· Mobile
learning to support innovation within subject teaching methodologies and
classroom instructional practice
· The
development and use of mobile learning to support and augment teachers'
learning and development as reflective practitioners
· School-wide,
1:1 deployments of mobile learning apps and solutions, with a particular focus
on affordances for teachers' professional development
· Exploratory
educational design research in mobile learning within teacher education
· The
use and evaluation of virtualised, Cloud infrastructures to support and augment
mobile learning in teacher education
References
Arnedillo-Sánchez, I. (ed.) (2014). 'Mobile Learning 2014'. International
Journal of Mobile and Blended Learning, 6(2), 2-74.
diSessa, A., &
Cobb, P. (2004). 'Ontological Innovation and the Role of Theory in Design
Experiments', Journal of the Learning Sciences, 13(1), 77-103.
Koehler, M. J., &
Mishra, P. (2009). 'What is technological pedagogical content knowledge?',
Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Naismith, L.,
Lonsdale, P., Vavoula, G., & Sharples, M. (2004). ‘Mobile technologies and
learning’, Futurelab Literature Review Series, Report No. 11. Available at:
http://www.futurelab.org.uk/resources/publications-reports-articles/literature-reviews/Literature-Review203.
Date last accessed: 10th February 2015.
Ó Grádaigh, S., NÃ
Ghuidhir, S., & Hall, T. (eds.) (2015). Proceedings of MiTE 2015: The First
International Conference on Mobile Learning in Teacher Education, (in press).
Rizza, C. (2011). ICT
and Initial Teacher Education: National Policies. Paris: OECD Directorate for
Education.
Sharples, M., Taylor,
J., & Vavoula, G. (2010). 'A Theory of Learning for the Mobile Age'. In
Bachmair, B. (ed.), Medienbildung in neuen Kulturräumen, Germany: Springer.
Submission Procedure
Researchers and practitioners are invited to submit papers for this special
theme issue on Mobile Learning in Teacher Education on or before 30th June
2015. All submissions must be original and may not be under review by another
publication. INTERESTED AUTHORS SHOULD CONSULT THE JOURNAL’S GUIDELINES FOR
MANUSCRIPT SUBMISSIONS at http://www.igi-global.com/journals/guidelines-for-submission.aspx
Be sure to select the
International Journal of Mobile and Blended Learning and the special issue on
Mobile Leaning in Teacher Education. All submitted papers will be reviewed on a
double-blind, peer review basis. Papers must follow APA style for reference
citations.
All submissions and inquiries should be directed to the attention of:
Dr Tony Hall, School of Education, National University of Ireland, Galway
Seán Ó Grádaigh, School of Education, National University of Ireland, Galway
Sinéad Nà Ghuidhir, School of Education, National University of Ireland, Galway
Veronica McCauley, School of Education, National University of Ireland, Galway
Email: tony.hall@nuigalway.ie
Special
Issue On: Student-Generated Multimedia: A Shift in the Educational Paradigm for
the 21st CenturySubmission
Due Date
8/15/2015
Guest Editors
Dr Laurel Evelyn Dyson, University of Technology, Sydney, Australia
Dr Hardy Ernst, The University of Queensland, Australia
Introduction
From the Information Superhighway of the 1990s to Web 2.0 in the 21st
Century, there has been a major change from expert-generated content to
user-generated content. This paradigm shift has its parallel in education, with
students increasingly involved in student-generated multimedia projects in
which they produce photos, podcasts, videos, slowmations, screencasts, digital
games, etc., as a way of engaging with the curriculum and their peers.
Convergence, as exemplified by mobile technologies such as the smartphone and
iPad/tablet PC, has been a major enabler of this phenomenon. Student-generated
multimedia offer a path to educational reform, moving to a model in which
students are at the centre of learning.
Objective
This Special Issue aims to explore student-generated multimedia, its
benefits for learning and strategies and issues with its implementation. Based
on credible evidence, it intends to examine the multifaceted characteristics of
student-generated multimedia in which audio-visual elements, the construction
of artefacts, group processes, peer learning, and professional and field-based
learning contexts all contribute to rich learning and aid in sense-making for
the students and their student audience. This Special Issue also aims to
contribute to the current discussion about BYOD approaches in education, and
the roles different technologies may afford in student-generated multimedia.
Recommended Topics
Topics to be discussed
in this special issue include (but are not limited to) the following:
· Case
studies of student-generated multimedia projects and learning activities
· The
impact of student-generated multimedia on achieving rich learning outcomes
· Issues
with implementing student-generated multimedia projects and lessons learnt
· Student-generated
multimedia and its link to peer learning
· Designing,
implementing and evaluating student-generated multimedia initiatives in
different educational settings and at different levels of the education system
· Expert-generated
versus student-generated multimedia resources in flipped learning
· The
role of student-generated multimedia in distance education
· The
role of different technologies in student-generated multimedia, e.g.,
smartphones, iPads/tablet PCs, wearable and embedded technologies
· BYOD
and its role in student-generated multimedia
· Ethical
issues in student-generated multimedia
· Sustainability
and student-generated multimedia
· Theoretical
explorations of student-generated multimedia, including collection and
evaluation of credible evidence for a wide range of learning outcomes
Submission Procedure
Researchers and
practitioners are invited to submit papers for this special theme issue on
Student-Generated Multimedia: A Shift in the Educational Paradigm for the 21st
Century on or before 31st August 2015. All submissions must be original and may
not be under review by another publication. INTERESTED AUTHORS SHOULD CONSULT
THE JOURNAL’S GUIDELINES FOR MANUSCRIPT SUBMISSIONS at http://www.igi-global.com/Files/AuthorEditor/guidelinessubmission.pdf. All
submitted papers will be reviewed on a double-blind, peer review basis. Papers
must follow APA style for reference citations.
All manuscripts must
be submitted through the E Editorial DiscoveryTM
All submissions and inquiries should be directed to the attention of:
Dr Laurel Evelyn Dyson and Dr Hardy Ernst
Guest Editors
International Journal of Mobile and Blended Learning
E-mail:Laurel.E.Dyson@uts.edu.au and
h.ernst@uq.edu.au
CALL FOR EXPRESSIONS OF INTEREST TO HOST mLearn2016:THE 15th INTERNATIONAL CONFERENCE OF IAmLearn, TO BE HELD IN 2016
The International Association for Mobile Learning (IAmLearn) is seeking Expressions of Interest to host the mLearn conference in 2016. mLearn is the leading annual international conference for researchers, policy makers, educators, developers and solutions providers in the fields of mobile, ubiquitous and contextual learning and learning with emerging ambient technologies. It attracts participants from more than 60 countries.
The benefits of hosting an mLearn conference
• The hosting institution, or consortium, and the lead academic/s will benefit from the prestige attached to organising the premier international conference in an exciting and rapidly growing field.
• mLearn 2002 was the first international mobile learning conference and the series continues to provide the leading annual event with worldwide reach, attracting key players in the field and delivering high academic quality, whilst also being attractive to education and training practitioners and industry.
• mLearn is the only conference endorsed by the International Association for Mobile Learning (IAmLearn), a membership association which promotes excellence in research, development and application of mobile and contextual learning.
• The mLearn conference series has an established relationship with the official journal of IAmLearn, the International Journal of Mobile and Blended Learning (IJMBL). This is the leading journal in mobile learning, indexed in Scopus and PsycINFO and included in the ACM digital library. In line with established practice, organisers can anticipate a peer-reviewed Special Issue coming out of the conference, thus incentivising academic contributions.
• Income from the conference, after all costs including a contribution to IAmLearn have been covered, is retained by the hosting institution or consortium.
• mLearn offers unique opportunities for networking with key academic and commercial contacts.
The responsibilities
Working in cooperation with IAmLearn, the host organisation will take responsibility for the local administration and the academic quality of content. The host organisation will gain financial benefits from a successful conference and must be prepared to underwrite any financial losses.
Guidelines for Expressions of Interest
Expressions of interest should be submitted to IAmLearn Vice President Professor John Traxler by email at:
The Expression of Interest should briefly describe (3 pages maximum) each of the following:
• The envisaged scope and themes of the conference
• The rationale for hosting the conference in your country
• The organisation/s which will be responsible for the conference and their previous experience of organising international academic conferences (consortia should include at least one university)
• The conference chair and the leading academics to be involved and how academic quality will be ensured
• The venue and facilities available and the arrangements for publication of papers
• The envisaged budget, including a break-even analysis
• The envisaged sponsorships and companies that will be targeted for sponsorships
• Ideas for extending the reach of the conference, for example any fee-paying on-line access to the conference giving remote presenters presentation and publication opportunities
• The expected arrangements for conference management and organisation
• How delegates from around the world will be attracted, including delegates from the developer, practitioner,
commercial and policy communities, and details of any identified or potential sponsors or endorsements.
• The approximate dates on which you wish to host the conference (mLearn usually takes place in a date range between mid-October to mid-November each year)
• Any additional information of importance
The mLearn 2016 conference will add to the findings, knowledge sharing and community building of all the preceding conferences held in: Birmingham, London, Rome, Cape Town, Banff, Melbourne, Telford, Florida, Malta, Beijing,
Helsinki, Doha, Istanbul and the forthcoming conference in the Mediterranean (17-24 October 2015) - see
Interested parties are welcome to contact me by email for informal discussion in advance of submission and those
expressing an interest will receive detailed guidance prior to being asked to submit a full proposal.
Vice President, International Association for Mobile Learning
14th World
conference on mobile and contextual learning
The mLearn
2015 conference will be held on a cruise ship during
October/November2015. The theme of the conference suits the cruise theme
wonderfully, namely:
"The
mobile learning voyage: from small ripples to massive open waters.”
The
International Association for Mobile Learning (IAmLearn) (www.iamlearn.org)
is the custodian of the mLearn conference
series. mLearn is the leading annual international conference
for researchers, policy makers, educators, developers and solutions providers
in the fields of mobile, ubiquitous and contextual learning, and learning with
emerging ambient and wearable technologies, attracting participants from more
than 60 countries.
CONFERENCE DATE:
The mLearn 2015 international
mobile learning conference will take place from 17 to 24
October 2015, on a cruise ship departing from Venice, Italy.
Pre-conference Workshops will take place on 18 October 2015. This
fourteenth annual conference on mobile and contextual learning is the key
research and networking event for researchers, strategists, educators, technologists
and industry practitioners from all over the
world. mLearn attracts a large number of participants from more
than 60 countries representing all continents, and is, therefore, the world's
largest international conference on mLearning and emerging ambient
technologies.
CONFERENCE THEME:
The mobile learning voyage: from
small ripples to massive open waters
The conference will fulfil the
need for stimulating critical debate on and research into theories, approaches,
principles, applications and the implementation of mLearning. It
will provide an opportunity for professionals and practitioners to
share their knowledge, experience and research in the various areas
where mLearning is applied.
The conference programme will make
provision for leading, invited keynote speakers, pre-conference workshops, full
and short papers, poster presentations, roundtables and debates, special focus
sessions, and practical events including technology, product and service
demonstrations. The conference will also host an exhibition area, where
the latest trends and a series of vendor presentations and demonstrations will
be available.
The objectives for the conference
have been defined as follows:
- To promote the development
of mLearning, globally, but especially in developing countries.
- To stimulate critical debate on
and research into theories, approaches, principles and applications
of mLearning.
- To share local and
international developments, experiences and lessons learned.
- To promote networking and
business opportunity development.
- To encourage the study and
implementation of mobile applications in teaching and learning.
- To stimulate and assist
personal professional development and the development of new skills for
educators.
- To provide a forum for
education and knowledge transfer.
- To facilitate dialogue, sharing
and networking between diverse cultures with regard to the optimum use of
emerging technologies.
Topics of interest are:
· From
pilot projects to mainstream implementation: strategies for the large-scale
deployment of mLearning
· Mobile
technology to support open and distance learning (ODL)
· Mobile
technology for teaching and learning support
· Assessment
techniques and practices in mLearning
· Design
and development of learning material for mLearning
· Learning
objects and metadata for mLearning
· Informal
and lifelong learning with the aid of mobile technology
· Challenges
for mLearning in developing countries
· mLearning
as a tool for social change
· Building
and implementing mLearning strategies in educational institutions,
companies and public sector organisations
· mLearning
management systems (mLMSs)
· Creating
interactive and collaborative mLearning environments
· Future
trends in mLearning technology, including the impact of emerging
technologies
· Emerging
hardware and software for mLearning
· Location-aware
technologies
· Contextual
and situated learning
· Augmented
reality
· Serious
gaming and simulations
· Ambient
intelligence and ubiquitous learning
· Innovation
in learning theory and pedagogy
Who should attend?
This event brings together some of
the leading researchers and practitioners in the field of mLearning.
It also appeals to a wide range of audiences who are interested in enhancing
learning with designing content and developing systems for mobile devices and
wireless networks.
The list includes:
· higher
education institutions
· training
providers
· educators
and researchers from all sectors
· industry
practitioners
· commercial
companies and vendors
· mobile
device manufacturers and service providers
· hardware
and software developers
· community
and voluntary organisations
· content
developers
· learning
and skills councils
· education
authorities
· government
departments
· telecom
operators
· publishers
and all others with an interest in
mobile and ambient learning.
Some of the benefits of attending
the mLearn 2015 conference:
· mLearn 2015 will
provide researchers, academics, industry practitioners and commercial vendors
all the benefits of participating in one of the premier international
conferences and being exposed to the exciting and rapidly growing field of
mobile and contextual learning.
· mLearn offers
unrivalled opportunities for networking with key academic and commercial
contacts.
· mLearn is
the only conference endorsed by the International Association for Mobile
Learning (IAmLearn), a membership association which promotes excellence in
research, development and application of mobile and contextual learning.
· The mLearn conference
series has an established relationship with the official journal of IAmLearn,
the International Journal of Mobile and Blended Learning (IJMBL). This is the
leading journal in mobile learning, indexed in Scopus and PsycINFO and included
in the ACM digital library.
Abstract submission information:
Submissions may be made in the following participation/presentation categories:
Full papers, poster presentations, panels/roundtables, technical showcases,
product/service presentations and pre-conference workshops.
For further details regarding the
presentation categories, submission guidelines and more informationplease visit
the mLearn 2015 conference website at: http://www.mlearn2015.org
Important dates:
· Closing
date for the submission of abstracts – 17 April 2015.
· Last
date for early-bird registration – 1 July 2015
· Notification
of acceptance – 9 May 2015
· Full
paper submission – 1 August 2015
· Full
paper and/or slide show for Technology Showcases – 1 September 2015
Registration:
Information with regards to
registration categories and registration fees for
the mLearn 2015 conference is available online at: http://www.mlearn2015.org
Conference proceedings:
The Conference Proceedings will be
published by Springer. An edited peer-reviewed post-conference
publication, that will include a selection of the most relevant and influential
papers, will be published.
Venue:
Royal Caribbean Cruise Ship:
Splendour of the Seas
Departure (return): Venice, Italy
Steering Committee:
Prof Herman van der Merwe
(Conference Chair), mobile +27835550052
Prof Tom Brown (Programme Chair),
mobile +27828824669
Dr Johan Freysen (Operations Chair),
mobile +27828055330
IAmLearn Executive Committee
Programme Committee:
Prof Tom Brown (South Africa)
Prof Herman van der Merwe (South
Africa)
Dr Johan Freysen (South Africa)
Prof Marcus Specht (Netherlands)
Prof Mike Sharples (UK)
Prof Mohamed Ally (Canada)
Prof John Traxler (UK)
Prof Agnes Kukulska-Hulme (UK)
An International Review Panel
and Scientific Committee will assist the Programme Committee with the
double, blind, peer review process and selection of abstracts.
Enquiries:
If you have any further questions,
please contact the Conference Secretariat at:
‘Sea’ you on the cruise!
Moving Forward
As our journey into 2015 continues, we send
warm thanks and appreciation to all of our members who contribute to our
worldwide community. Please encourage fellow colleagues and business associates
to explore our resources at http://www.iamlearn.org/.
Our commitment to IAmlearn members worldwide includes
building and in turn extending our expertise to learning communities worldwide.
Please let us know how we can continue to improve and enrich this
resource.
We would like to invite you to contribute your
ideas, articles, resources, and other submissions you wish to share through
future issues of the IAmLearn newsletter. Email your submissions to Agnieszka
Palalas (agapalalas@athabascau.ca)
and copy Nicole Berezin (nberezin@unm.edu) and Dr. Birgit Schmitz (bsc@humance.de) Thank you.
