CFP: Hybrid Learning Spaces – Design, Data, Didactics (HLS-D3 2019) Workshop at EC-TEL 2019 (www.ec-tel.eu):
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Call for Contributions
Hybrid Learning Spaces – Design, Data, Didactics (HLS-D3 2019 ), https://hls-d3.iucc.ac.il/
In conjunction with ECTEL 2019 at Delft, Netherlands
September 16, 2019 http://www.ec-tel.eu
Visit the workshop website for detailed information: https://hls-d3.iucc.ac.il/
Technology is permeating physical spaces, augmenting and enhancing learning experiences. At the same time, mobile and pervasive internet-connected technology (IoT) creates interfaces between virtual spaces and real-world phenomena in which big data is collected. These dynamics give rise to a growing presence of hybridity: the blurring of boundaries between distinct contexts of learning and activity, and the unexpected interleaved experiences they engender. In this workshop we consider two dimensions of hybridity: the interleaving of formal and informal social structures in an activity system, and the combination of physical and digital tools mediating individual’s interaction with the world and society.
Hybrid learning spaces open opportunities and pose challenges to designers of learning experiences. Apart from the complexity of combining multiple modalities to achieve effective synergies, these spaces have a novel quality: activities within them generate data, which can be used to monitor individual and social learning processes, and reshape the process of learning and teaching itself. Recent years have witnessed a growing interest in the promise of educational data science (EDS). In particular, there is an emerging recognition of the valuable intersection between data and educational design, with reference to both virtual and physical learning environments. Along with the opportunities that arise from these hybrid learning spaces, there are issues that require an in-depth discussion among the community of researchers, developers, and practitioners in the field. While some of these issues are well understood, others are only beginning to be explored. For example: Personalisation and collaboration, Ownership and empowerment, Representation and interpretation, and Ethics.
This unique trans-disciplinary workshop will bring together leading researchers and practitioners in this emerging field, to explore the promises and dilemmas it raises from ethical, methodological, ontological, epistemic, pedagogic, and technological perspectives.
We are seeking contributions that contribute to a design discourse: design as a practical approach to shaping the future and design as a scientific paradigm, drawing on the traditions of educational design research and utilising canonical design representations such as design principles and design patterns.
The workshop accepts three kinds of paper submissions (see the dates below):
- Theoretical papers: drawing on multiple traditions to propose conceptual and analytical frameworks for interpreting and shaping hybrid learning spaces.
- Case studies: reporting on innovative experiences which illustrate key issues.
- Design papers: combining theory and empirical evidence to propose design principles, design patterns, and other forms of design knowledge.
Submissions should follow the same guidelines as the main EC-TEL 2019 conference (https://www.springer.com/de/it-informatik/lncs/conference-proceedings-guidelines) and use their proceedings templates, either for LaTeX or for Word, for the preparation of their papers), and should be up to 4-6 pages long.
Submissions will be peer-reviewed and, if accepted, they will published online and undergo a shepherding process. The final versions of accepted and shepherded papers will be published electronically in ceur-ws.org proceedings (or similar).
We are negotiating a special issue of known journals where accepted papers will be invited to submit, subject to journal’s peer review. Alternatively, an edited book or other formats for collected outputs will be considered for further publication.
Submissions should be made through https://easychair.org/conferences/?conf=hlsd3
The workshop activities will begin on July 20th, with the publication online of the accepted contributions. Participants will be guided and encouraged to critically review each others’ contributions, identify links and synergies, and revise their proposals accordingly. The first half of the workshop will be structured as an agile writers’ workshop. Participants will break into groups of 5-8 (designated before the event), and discuss each others’ contributions. The second half of the workshop will be structured as a “pattern storming” session. We will use a sequence of dynamic exercises to engender cross-cutting conversations, leading to the emergence of an integrative system of values, principles, and patterns. The outputs of this segment will be an outline of a signature epistemology and corresponding signature pedagogy, weaving the contributions refined in the first segment into the web of insights emerging from the second.
- 30 June Submission deadline
- 15 July Notifications of acceptance
- 20 July Accepted contributions online, open for comments, shepherding begins
- 1 Sept Shepherding ends
- 10 Sept Final drafts online
- 16 Sept Workshop
- 10 Oct Post-workshop versions online
- 10 Dec Proceedings online
- Yishay Mor, MEITAL, Israel, email@example.com
- Yannis Dimitriadis, University of Valladolid, Spain, firstname.lastname@example.org
- Christian Köppe, Utrecht University, Netherlands, email@example.com
* Program Committee*
Subject to change, see https://hls-d3.iucc.ac.il/organisers/ for up to date list
- John Cook, Goethe University Frankfurt, Germany
- Anat Cohen, Tel Aviv University, Israel
- Mutlu Cukurova, University College London, United Kingdom
- Michael Derntl, University of Tübingen, Germany
- Yannis Dimitriadis, University of Valladolid, Spain
- Denis Gillet, EPFL, Switzerland
- Christian Kohls, Cologne University of Applied Sciences, Germany
- Christian Köppe, Utrecht University, Netherlands
- Marcelo Milrad, Linnaeus University, Sweden
- Yishay Mor, MEITAL, Israel
- Mar Pérez-Sanagustín, U. Paul Sabatier, France
- Symeon Retalis, University of Piraeus, Greece
- María Jesús Rodríguez Triana, Tallinn University, Estonia
- Patricia Santos, Universitat Pompeu Fabra Barcelona, Spain
- Steven Warburton, Victoria University of Wellington, New Zealand