| Mini Tracks – Calls for Papers
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Rozhan M Idrus
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| Personalising Learning Objects and Learner Directory via Technogogy E-learning and outcomes Web 2.0 in mobile digital technology Using social software for teaching and learning | |
| Mini Track: Personalising Learning Objects and Learner Directory via Technogogy Mini Track Chair: Dr. Rozhan M. Idrus, Universiti Sains Malaysia, Penang, Malaysia | 
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| Although we talk about a personalised learning environment and learner-centredness, we have not even analysed the learning styles and preferences of students; let alone incorporating learner needs in our lesson design. Technogogy is defined as the convergence of technology (T), pedagogy (P) and content (C) in the transformative use of technology to foster learning. This 3-dimesional perspective of TCP will result in the design of a specific learning object taking into account the learner-focused content, relevant pedagogy and appropriate technologies. The 3-D TCP can be applied to  specific cohort along the learning style axis, each one taking into account the learner characteristics, and preferences and the production of a variety of appropriate media components to support, complement or for the purpose of teaching and knowledge retention. The 3-D TCP will also ‘force’ each element of T, C & P in the design phase and the learning objects can be catalogued accordingly. This will give rise to a rich repository of learning objects. The track will seek contribution in the applications of technogogy, creation of learning objects and further chart its framework in emerging technologies and Web 2.0. | |
| Topics for submissions may include, but are not limited to: | | |
- Personalisation of the Learning Environment via technogogy
| - Strategising Lesson Design in the Technogogy Framework
| - Personalise Learning Objects for Web 2.0 Applications
| - The Technogogy of Mobile Learning
| - Coupling learning styles to emerging elearning strategies
| - A Review of Learning Objects in the Technogogy Guidelines
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For mini track submission details, see the call for papers page.
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| Mini Track: E-learning and outcomes Mini Track Chair: Dr Noeline Wright, Wilf Malcolm Institute of Educational Research, New Zealand |
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Noeline Wright
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| There is a current interest by governments to link any kind of learning to educational outcomes. While ‘outcomes’ can be interpreted widely to include attributes and dispositions of learners and teachers, (such as engagement, motivation, concentration, better relationships and changed pedagogy) as well as the narrower reference to academic achievement, the body of knowledge that deliberately considers e-learning and outcomes in schools, is relatively small. Directly linking e-learning affordances to improved attainment is also fraught, given the contextual complexity of classrooms. This mini track invites you to contribute to improving our understanding of e-learning and outcomes. It is expected that proposals will indicate how ‘outcomes’ in an educational sense are interpreted, and outline the ways in which data were collected and analysed as appropriate for the proposal. We are open to both qualitative and quantitative ways of doing so | |
- Classroom studies and reports of practice that indicate outcomes (for either teachers or students, or both)
| - Professional development focusing on e-learning and outcomes for teachers
| | | - Mobile technologies and effects on learning
| - Web 2.0 tools and effects on learning
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For mini track submission details, see the call for papers page.
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| Mini Track: Web 2.0 in mobile digital technology Mini Track Co-Chairs: Dr Phebe Mann and Dr. David Tze Wan Wong , University of Reading, UK |
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Phebe Mann
David Tze Wan Wong
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| This track focuses on the impact of contemporary use of Web 2.0 applications on mobile technology such as smart phone and net book. The pervasiveness of Web 2.0 has not only increased the usability of technology in education, but it also created innovative ways of human-human / human-computer interaction. This track invites case studies, empirical / action research, pilot studies and exploratory works that demonstrate the wide range of Web 2.0 applications and its impact, for example but not restricted to: | |
- Language studies and tools
| - Performing arts and new media
| - Cultural barriers and new identities
| - Conceptual and detailed design
| - Technology: uses, implementation and impact
| - Mobile technology applications
| | | - Domain-specific research / application (e.g. country, language, age group)
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For mini track submission details, see the call for papers page.
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| Mini Track: Using social software for teaching and learning Mini Track Chair: Dr. Andrea Gorra, Leeds Metropolitan University, UK |
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Andrea Gorra
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| Social software tools, also known as Web 2.0 technologies, enable users to share ideas and to work collaboratively. Examples are social networking sites, such as Facebook or Bebo, sites for sharing commentaries, such as Blogs and Twitter, or collaborative writing sites such as Wikis. These freely available social software tools may be used for learning and teaching and can enable students to collaborate and communicate beyond the classroom environment. This stream enables contributors to share their evaluation of these social software technologies, offer tips and techniques, demonstrate how Web 2.0 tools have enhanced their teaching practice and students’ learning Contributors are also invited to share their experiences of managing students’ as well as faculties’ perceptions and acceptance of technology-supported learning. Topic submissions may include but are not limited to: | |
| · Using Social networking sites as communication tools and for sharing information | · Blogs for (reflective) learning | | · Student and faculty collaboration using virtual communities, such as Second Life | · Collaborative working enabled through Wikis and web-based word processors, such as Google Docs | | · RSS subscriptions to support teaching and learning | · Other topics |
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For mini track submission details, see the call for papers page.
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Conference and Journal Accreditations
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| | The ICEL conference proceedings are: | | · listed in the Thomson Reuters ISI Index to Social Sciences & Humanities Proceedings (ISSHP) | | · listed in the Thomson Reuters ISI Index to Social Sciences & Humanities Proceedings (ISSHP/ISI Proceedings). | | · indexed by the Institution of Engineering and Technology in the UK. | | · indexed by the Educational Resource Information Center (ERIC) – US Department of Education | | | | | The Electronic Journal of e-Learning (EJEL) is: | 
| | · rated level 1 in the Danish Government bibliometric lists. | | · listed in Ulrich’s Periodical Directory | | · listed in the Norwegian Social Science Data Services | | · listed in the Open Access Journals database | | · listed in the EBSCO database of electronic Journals | | · listed in the Cabell Directory of Publishing Opportunities | | · indexed by the Educational Resource Information Center (ERIC) – US Department of Education | 
| | | | | | | | | | Publication Opportunity Papers accepted for the conference will be published in the conference proceedings, subject to author registration. Selected papers presented at the Conference will be considered for publication in the Electronic Journal of e-Learning. The latest issue of the journal is available to read online.
Proceedings for previous ICEL conferences can be purchased from our bookshop by clicking on the Purchase proceedings button.
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| Updated 21 June 2010 | | |
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