The IADIS Information Systems Conference (IS 2014) aims to provide a forum for the discussion of information systems (IS) from a socio-technological perspective. The call for papers is now open and authors are invited to submit their papers in English through the conference submission system by 30 October, 2013.
The conference will have five principal themes, however, papers on innovative issues outside of these themes will still be considered.
- IS in Practice: Technology Infrastructures and Organisational Processes
- IS Professional Issues
- IS Learning and Teaching
- IS Design, Development and Management Issues and Methodologies
- IS Research
Authors can make submissions of several different types. Submissions are blind peer-reviewed.
- Full Papers – Results of completed research, maximum 8 pages (5,000 words)
- Short Papers – Works in progress reports or fresh developments, maximum 4 pages (2,500 words)
- Reflection Papers – Review of recent literature, suggestions or critiques, analysis of general trends, or discussion of important issues related to applied computing. Maximum of 2 pages (1500 words)
- Posters / Demonstrations – To be exposed at the conference, accompanied by a maximum of one page (625 words)
- Tutorials – Tutorials can be proposed by scholars or company representatives. A proposal of maximum 250 words is expected.
- Panels – Discussions on selected topics will be held. A proposal of maximum 250 words is expected.
- Doctoral Consortium – A discussion of in-progress PhD work in an informal atmosphere. Contributions can be a critical literature review or a short paper describing the research problem, methodology, and progress. Maximum 4 pages (2,500 words)
- Corporate Showcases & Exhibitions – A Showcase is a scheduled timeslot for companies to present recent developments, future plans, and noteworthy products or services. Exhibitions allow companies to display their offerings at an exhibition booth. For further details please contact the publicity chair.
The eLearning Africa Photo Competition is currently accepting entries from aspiring photographers across the globe. This year marks the Fourth Edition of the competition, which aims to gather photographs under the theme of Tradition and ICT innovation: a couple with potential.
Anyone with an eye for image can contribute their view on how communication tools and information technologies can successfully coexist with and enrich a traditional lifestyle. The photo should be submitted to eLearning Africa Photo Competition, along with a brief text that details the inspiration behind the idea.
eLearning and photography enthusiasts from Africa and the rest of the world have until April 3rd, 2013 to share a glimpse of ICT in Africa. Snapshot submitters have the chance of winning a tablet pc, a digital camera and an mp3 player. Participation is free and finalists will have their art featured at this year's eLearning Africa Conference, which will take place May 29-31, 2013, in Windhoek, Namibia.
Management of the Vital subject and special interest portals, an invaluable resource for schools, will switch over from The Open University to Jisc as of 1 April 2013. The portals direct teachers to some of the best subject resources available, helping to bring about innovation in the classroom to inspire learners.
Jisc (Joint Information Systems Committee) has finalised an agreement to preserve and host the Vital subject portals, which will be free to access, complementing Jisc Advance’s new subscription offer to schools.
“We are delighted that the DfE and The Open University selected us to provide a legacy for the Vital programme," says Guy Lambert, CEO of Jisc Advance. "We’re looking forward to taking over the reins of these established resource portals, accessed by up to 6,000 users every year."
This service will provide practical support to:
• Optimise the use of schools’ and academies’ existing technologies
• Link the use of technology to improvements in learning outcomes and progression
• Provide opportunities to share with and learn from peers
• Provide open access to resources and professional development opportunities.
Current Vital users will be contacted in Spring 2013 informing them of the changes and increased benefits. They will be offered the opportunity for their registrations to be transferred to Jisc to ensure continuity of service.
While learning has always expanded beyond the walls of the classroom, the proliferation of devices and applications, which have greatly expanded when, where and how information can be accessed and stored, brings this issue to the fore. How have such devices had an impact in learning, and what role may they play in the future? This issue hopes to showcase practical examples and generate serious reflection on an emerging topic.
Today’s youth are growing up in a world very different from the world their teachers or parents knew when they were young. Where and how they learn is changing as mobile learning and social networking become part of their every day life. Ubiquitous access to social media, tools and knowledge resources is taken for granted, while passive teacher-directed work dominates life at school.
Open, social and participatory media have significant potential to transform learning and teaching. They offer numerous ways to communicate, collaborate and connect with peers. The range of free educational resources and tools is rapidly increasing. Cloud computing has enabled free or inexpensive access to applications that were once available only to those who were willing to pay premium license fees.
The gap between the potential and actual use of technology in education is a paradox. eLearning Papers seeks to facilitate the sharing of innovative and creative uses of technology to support learning among its readers. The upcoming 32nd issue focuses on mobile technology applications and their potential to enhance learning within the broad spectrum of education and training. Papers are welcome on any aspects related to the use of open, social and participatory media, cloud computing or mobile learning. Some suggested focus areas are listed below.
- How do mobile devices enhance learning and creativity?
- Mobile learning and creative classrooms
- OER for mobile learning
- Mobile learning management models and strategies
- Learning design for mobile learning
- Mobile learning platforms, devices and operating systems
- Authoring tools and technologies for mobile learning
- Content design and development for mobile learning
- Platform specific applications for learning
- Augmented reality in education
- Mixed reality and mobile devices supporting learning
- Mobile devices and schoolwork, in classrooms and beyond
- Mobile devices supporting performance and learning at work
- Low-tech mobile learning, e.g. the power of SMS
The article submission deadline is November 19th, 2012. The provisional date of publication is December, 2012. For further information and to submit your article, please contact: firstname.lastname@example.org
Guest editor: Prof. Dr. Martin Wolpers, Fraunhofer-Institut für Angewandte Informationstechnik FIT
The consultation on "Opening up Education - a proposal for a European Initiative to enhance education and skills development through new technologies", will explore the perceived need for EU action to promote the use of open educational resources (OER) in education.
From 13 August 2012 to 13 November 2012.
New technologies, in particular the internet, together with globalisation and the emergence of new education providers, are radically changing the way people learn and teach. Open access to education resources offers an unprecedented opportunity to enhance both excellence and equity in education. The EU aims to help both individual learners and education and training institutions in Member States to benefit from these opportunities and to increase their contribution to society.
In the last quarter of 2012, the Commission will present a Communication on Rethinking Skills aiming to increase the quantity, quality and relevance of skills supply for higher economic and social outcomes. This will, among other actions, announce a new EU Initiative on "Opening up Education": a proposal to exploit the potential contribution of ICTs and Open Educational Resources (OER) to education and skills development. This new EU initiative on "Opening up Education" will be the topic of a subsequent Communication in mid-2013.
View the consultation document [45 KB]
Fill in the survey!
The aim of this short questionnaire is to gather information about the types of skills project managers and others involved in the communication and dissemination activities of Lifelong Learning Programme funded projects require in the area of web strategies and social media.
Help to find out the real needs of project coordinators and partners in respect to these topics by completing a short questionnaire (which takes about 5 minutes). Your replies will help to ensure that the resources and training provided is appropriate, relevant and fit-for-purpose. The results will be published here.
Read more about the Web2LLP project here.
eLearning Papers seeks contributions about Game Based Learning in both sections: In-Depth and From the Field. Deadline June 3, 2011
In parallel to the phenomenal rise of the digital game development industry through time, the acceptance of games in other sectors has also been changing. Computer game skills have been increasingly applied in almost all areas of human activity within modern societies. Digital games have now been embraced by the academic research community as a research topic, as well as discovered by the education sector as a highly interactive media that can support and foster learning. As a popular and powerful media, computer games are being considered for use in various education and training settings to motivate learners, to focus their attention, and to help them to construct meaningful and permanent records of their learning.
Games have high presence in informal segments of learning – but in formal education, games are still often seen as an unserious activity and the potentials of games for learning remain undiscovered. However, when evaluating games with their children, 85% of parents believed that computer games contributed to learning as well as providing entertainment.
Beside fantasy and fun elements, games have potential to foster players’ ability to communicate and interact with others during gameplay. Computer games can help players to think critically when they are required to construct connections between virtual and real life. Game-like learning environments can provide motivating interdisciplinary learning settings, creating opportunities that could improve student collaboration skills as well as help them learn new concepts and synthesize new information. Games have also been praised for the potential they offer in learning business leadership and other skills by practicing in a safe environment.
The potential of Game Based Learning (GBL) is still underestimated. It can play a major role in renewing learning as it is perceived by learners in all levels of education and training systems. eLearning Papers seeks contributions about mixed realities, virtual worlds and gaming in both sections: In-Depth and From the Field.
We specifically invite contributions which address one or several of the following issues:
- Innovative game based learning technologies, applications, tools and environments
- 3D virtual worlds supporting learning, e.g. in language learning or leadership training
- Use of mobile games and location-based technology for learning
- Innovative applications of mixed realities for learning
- Use of simulations in education, corporate training and military
- Technology for massive multiplayer online games (MMOGs) for learning
- Interactivity design in game based learning applications
- Player immersion and learning
- Case studies and best practices in GBL
- Social and collaborative aspects of GBL
- Implementation issues associated with GBL
- Learning design, good gameplay and instructional theory for GBL
- Use of role plays for learning and training
- Assessment and evaluation in GBL
- Gender, age, cultural and ethical issues in GBL
- Rating of games for learning
- Accessibility of games for learning
Professor DI Dr. Maja Pivec, University of Applied Sciences FH JOANNEUM in Graz, Austria
The submissions need to comply with the following guidelines:
- Submission language: English
- Title: must effectively and creatively communicate the content of the article and may include a subtitle.
- Executive summary for In-depth section should not exceed 200 words.
- Executive summary for From the field section should not exceed 50 words.
- Keywords: up to five relevant keywords need to be included.
- In-depth full texts: articles should range from 4,000 to 6,000 words.
- From the field texts: texts should not exceed 1,200 words.
- Conclusions: special importance is given to the representation of the conclusions, which should be clearly stated both in the summary and at the end of the article.
- References: All the references must be adequately cited and listed.
- Author profile: author name, institution, position and e-mail address must accompany each submission.
- Images: Please send high resolution JPEG files
See the complete guidelines at: Instructions for writers
Xavier Prats Monné, the current Deputy Director of the European Commission’s Education and Culture department, will soon become the Director General.
Open Education Europa congratulates Xavier Prats, new Director General of DG Education and Culture
Prats, a Spanish national, is currently in charge of the policies and programs related to mobility and cooperation in education and training. His portfolio includes the new Erasmus + project that will be active from 2014 to 2020 and the Marie Curie program.
Prats will take up his new position as of August 1, 2014.
The project is aimed at promoting the benefits of learning design and associated ICT tools for the adoption of innovative pedagogies in daily teaching practices in vocational training, higher and adult education.
The consortium assumes that changes in teaching practices cannot be expected to happen by just providing teachers with new pedagogies and/or ICT tools. The experience of the partners indicates that professional development training (e.g. in the form of workshops), although necessary, is not sufficient.
Therefore, the project goes a step further by complementing professional development workshops with a set of “closed-cycle workshops” (training workshops plus learning design enactment in a real learning scenario) aimed at teachers who will enact authentic learning situations, applying innovative pedagogies (e.g. collaborative and project-based learning and assessment) using learning design tools in an Integrated Learning Design Environment (ILDE).
- Co-design support for communities of practitioners.
- Learning design authoring tools following different pedagogical approaches and authoring experiences.
- Interface for deployment of learning designs on mainstream VLEs.
The European project DESIRE (Disseminating Educational Science, Innovation and Research in Europe) facilitates better communication between stakeholders in the STEM education field.
The DESIRE project was established to make recommendations for improving the accessibility of STEM educational research to its target audience, mainly teachers. From 2011 to 2013, a range of STEM professionals were consulted to identify the main challenges teachers face in accessing new ideas from STEM educational research, and the best ways to make research available to help develop innovative teaching.
The DESIRE Recommendations: Reach Out Toolkit
The results of the DESIRE project have been published in the Reach Out Toolkit. This publication is mainly addressed at project managers and project coordinators running initiatives to improve learning and teaching of STEM in formal education (schools) and informal education (science centres, museums, fairs, events).
The Toolkit gives information on how to plan and implement dissemination and exploitation strategies. The toolkit also provides recommendations on how teachers as stakeholders can contribute to the improvement of STEM education with concrete actions.
The Reach Out Toolkit is based on two years research carried out by the DESIRE partners: European Schoolnet together with, INDIRE (Istituto Nazionale di Documentazione per l'Innovazione e la Ricerca Educativa), Universitat Autonoma de Barcelona, Dansk Naturvidenskabsformidling and Ecsite (The European Network of Science Centres and Museums). The project has been funded under the European Commission’s Lifelong Learning Programme (DG Education and Culture).