|The Creative Education (CE, ISSN Online: 2151-4771), a peer-reviewed open-access journal, is seeking papers for the upcoming special issue on “Multidisciplinarity and Interdisciplinarity in Education“. We would like to invite you to submit or recommend original research papers to this issue through our Paper Submission System.|
Call for Papers
Second International Conference on Internet of Things Data, and Cloud Computing
Venue: University of Cambridge, United Kingdom
22-23 March 2017
The conference proceedings will be published by ACM (http://www.icc-conference.org/ )
The deadline for submission was extended to 5 August 2016
We would like invite you to submit your paper to the second edition of ICC 2017 conference. The past edition was published by ACM.
All accepted and registered papers will be published by ACM, The ISBN number assigned By ACM ICPS to ICC 2017 conference is : 978-1-4503-4774-7 ACM send all published materials to DBLP, Scopus and Thomson Reuters for indexing in their products.
Book chapters (Springer):
We will invite authors of accepted papers, to submit a book chapters which will be published by Springer
The series Internet Of Things (Springer), check our website for this
Extended version of best papers:
We have many journals indexed in DBLP and Scopus, Please visit
Latif LADID, University of Luxembourg, Luxembourg
Abir HUSSAIN, Liverpool John Moores University, United Kingdom
Hojjat Adeli, The Ohio State University, USA
Ahcène Bounceur, Brest University, France
CALL FOR PAPERS
SPECIAL ISSUE ON MAKERSPACE DESIGN CASES
MARY JO DONDLINGER, JULIE MCLEOD, & CHRIS BIGENHO
According to the New Media Consortium, makerspaces are
ìinformal workshop environments located in community
facilities or education institutions where people gather to create
prototypes or products in a collaborative, do-it-yourself setting.î
The NMC Horizon Reports for K-12 Education and for Higher
Education have listed makerspaces as ìimportant developmentsî
for the last 2-3 years (2014-2016). Also referred to as hackerspaces,
hack labs, and fab labs, these community-oriented spaces
provide tools and resources for innovators to carry out their ideas.
Makerspaces have quickly risen to the forefront in the educational
conversations, and many community organizations, schools, and
institutions of higher education have created makerspaces in
their facilities and campuses. Additionally, many are on the verge
of developing a makerspace for their organization. While lists of
equipment and supplies for makerspaces are readily available to
those seeking to develop a makerspace, resources documenting
the design of a makerspace, the philosophy that informed the
design, or the programs implemented within a makerspace are
considerably less plentiful. This special issue of makerspace design
cases is intended to fill that void. Design cases do not present the
findings of research; instead they express a form of knowledge-
building regarding design, as detailed below.
Recognizing that a makerspace can be as unique as the
organization that creates it, we invite design cases on
makerspaces in community, K-12, and university settings. Given
that the spirit of the maker movement is to organically support
new ways of thinking and problem solving through hands-on
design, construction, and iteration, makerspaces in all their variety
are spaces designed for various learning or thinking moves to
occur. Thus, manuscripts should chronicle the learning intended
to take place in the designed makerspace, rather than solely the
design of the makerspace itself. Design cases should share the
design thinking that went into the design of the space, including
the successes and failures of the design in supporting learning
by making. The following are some examples of design cases on
–Design of a makerspace, including the philosophy that
drove the design: The makerspaces that support Stanford
d.schoolís Design Thinking and Harvardís ìAgency by Designî
project differ philosophically from STEM labs and fab labs,
which may also differ from spaces that could be called
hackerspaces or hack labs. All of these spaces differ from
the traditional ìshopî spaces, in which making occurred,
but the focus was developing skills in woodworking or
crafting metal, rather than designing solutions to complex
–Makerspaces designed to support specific kinds of
thinking and learning: A variety of learning theories
underpin learning by making and/or learning by designing
(constructionism, constructivism, etc.). Nevertheless,
decisions made in the design of a space will support or
lead to different kinds of making and thus learning. Some
makerspaces are designed to broadly support creativity
and innovation; others are more narrowly focused on
computational thinking and problem solving.
–Designs for learning in makerspaces or makerspace-
based learning design: Cases chronicling the design of
learning activities within a makerspace or cases exploring
the unique philosophy of learning through apprenticeship
models, just-in-time learning, and informal self-directed
–Iterative process of design of and in makerspaces: The
design of makerspaces and the programs implemented in
them typically follow iterative processes. Cases that highlight
this iterative process where the maker mindset informed
the design of the space and/or program(s) for the space,
including how they evolved over time with subsequent
–Other aspects of makerspaces: how design happens, how
constraints come into play, design collaboration, tinkering,
designing for the youngest makers, etc.
FULL DESIGN CASE
5000-7000+ words, with as many multimedia and/or visual
elements as available. The goal of this submission is equally
to explain the experience of the design, visually and textually,
and to explain how it came to be the way that it is. Authors are
invited to submit design cases for experiences or materials they
have created themselves. However, the descriptive case can
come through interviews with designers, stakeholders, and/
or users, analysis of related artifacts surrounding the design/
design process, or reconstruction based on previously published
marketing and/ or academic materials. Your abstract should
include the targeted design, its relevance, and any resources you
will need to locate.
BRIEF DESIGN CASE
500-1500 words, a primarily visual presentation of a design with
accompanying text used to annotate and explain the artifact
and its experience as depicted in the images and/or video. Your
abstract should include the targeted design, and any existing
resources that you are aware of.
October 3, 2016 Submit full paper / brief paper
March 31, 2017 Final manuscripts
May 31, 2017 Projected publication
WHAT IS A DESIGN CASE?
A design case is a description of a real artifact or experience
that has been intentionally designed, and offers an in-depth
explanation of the rationale for the design, including how that
design came to be the way that it is. Transparency of the design
process through detailed description is important such that the
reader can deeply understand and empathize with the unique
design situation. Detailed description of the asks and responds to
questions such as:
–What key decisions were made?
–At what points in the process did these decisions arise?
–Who was involved in the making of these decisions?
–What was the rationale or reasoning behind these decisions?
–How were key design decisions judged to be useful or not?
–What key changes were made during the design process?
For a fuller description of design cases and their contribution to
design knowledge, see:
Boling, E. (2010). The need for design cases: Disseminating design
knowledge. International Journal of Designs for Learning 1(1). http://
Howard, C. (2011). Writing and rewriting the instructional design
case: A view from two sides. International Journal of Designs for
Learning 2(1). http://scholarworks.iu.edu/journals/index.php/ijdl/
WRITING AND SUBMITTING A DESIGN CASE
Author Guidelines are available at http://scholarworks.iu.edu/
Articles should be submitted using the article template available
2nd International Conference on Institutional Leadership and Learning & Teaching (ILLT), 19-20th September 2016 at the University of Cambridge, UK
The Academy of Business and Retail Management (ABRM), London, UK in association with the Centre for Innovative leadership Navigation is hosting 2nd International Conference on Institutional Leadership, Learning & Teaching (ILLT) scheduled during 19-20th September 2016, University of Cambridge, UK. The Conference seeks elucidate a wealth of issues in all aspects of institutional leadership and education management in particular reference to teaching & learning.
The confirmed key note speakers are as follows:
- Professor Stephanie Marshal, Chief Executive of the Higher Education Academy (HEA), UK
- Professor Roger King – Visiting Professor, Higher Education Policy Unit, University of Queensland, Australia (Since 2010)
- Mark T. Jones – Director – Centre for Innovative Leadership Navigation, UK
- Sue Ingram – Executive Coach & Founder of Converse Well
- Professor Monder Ram OBE – Director – Centre for Research in Ethnic Minority Entrepreneurship (CREME), University of Birmingham, UK
Draft Submission Deadline: 24 July 2016
Final Paper Submission Deadline: 25 August 2016
Publication Release: 19 September 2016
Conference proceedings: All accepted papers/abstract will be published in the conference proceedings titled “The Business & Management Review” both in Print and online version.
Extended Publication Opportunities
All accepted and registered papers for ILLT-2016 conference will be invited to submit special and extended edition of International Journal of Higher Education Management (IJHEM).
Or via email to email@example.com
If you do not wish to submit a paper you are very welcome to JOIN AS AN OBSERVER
In this issue
MacEwan University’s Centre for the Advancement of Faculty Excellence (CAFE) is seeking an Academic Technology Coordinator. This is a full-time continuing position; details are available here:http://www.macewan.ca/wcm/Administrative/HumanResources/Careers/index.htm?jobId=16.06.113&list=Staff
With approximately 19,000 students enrolled in 65 programs, a strong focus on community engagement and sustainability, MacEwan is a vibrant undergraduate university in the heart of downtown Edmonton. CAFE’s mandate is to support all elements of the faculty role: teaching, research, curriculum planning and development, and evaluation. Come and join our amazing team!
If you have any questions about the position, please feel free to e-mail our Executive Director, Valerie Henitiuk, at firstname.lastname@example.org.
In this fourth issue of IRRODL for 2016, we are catching up with many articles that have been too long in the pipeline. We have been very busy evaluating and then copyediting a very large number of submissions from many countries. As with the previous issue, this one is packed with 19 articles and a book review.
Please pass on the link to this edition to your colleagues.
Vol 17, No 4 (2016)
Table of Contents
Editorial – Volume 17, Issue Number 4
Increasing Access to Higher Education Through Open and Distance Learning: Empirical Findings From Mzuzu University, Malawi
Winner Dominic Chawinga, Paxton Andrew Zozie
Anthea Patricia Amadi-Echendu, Magaret Phillips, Kudakwashe Chodokufa, Thea Visser
Analytical Insights on the Position, Challenges, and Potential for Promoting OER in ODeL Institutions in Africa
Cornelia K Muganda, Athuman S Samzugi, Brenda Justine Mallinson
Meeting Teacher Expectations in a DL Professional Development Programme – A Case Study for Sustained Applied Competence as Programme Outcome
Corné Kruger, Ona Janse van Rensburg, Marike De Witt
A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum
Ebru Melek Koç
Jennifer C. Richardson, Erin Besser, Adrie Koehler, JiEun Lim, Marquetta Strait
Dana Ruggiero, Jeffrey Boehm
The Role of Re-Appropriation in Open Design: A Case Study on How Openness in Higher Education for Industrial Design Engineering Can Trigger Global Discussions on the Theme of Urban Gardening
Francesca Ostuzzi, Peter Conradie, Lieven De Couvreur, Jan Detand, Jelle Saldien
Hakan Tüzün, Murat Çınar
Marko Radovan, Mojca Perdih
Use of Facebook by Secondary School Students at Nuku’alofa as an Indicator of E-Readiness for E-Learning in the Kingdom of Tonga
Hans Tobias Sopu, Yoshifumi Chisaki, Tsuyoshi Usagawa
Jian-Wei Lin, Yu-Chin Szu, Ching-Neng Lai
The Influence of Biographical Factors on Adult Learner Self-Directedness in an Open Distance Learning Environment
Jo-Anne Botha, Mariette Coetzee
María-Jesús Martínez-Argüelles, Josep-Maria Batalla-Busquets
Jean-François Colas, Peter B. Sloep, Muriel Garreta-Domingo
Structural Relationships of Environments, Individuals, and Learning Outcomes in Korean Online University Settings
Keol Lim, Sung Youl Park, Minseok Kang
Mohamed Sarrab, Ibtisam Al Shibli, Nabeela Badursha
Robert Leo Power, Dean Cristol, Belinda Gimbert, Robin Bartoletti, Whitney Kilgore
13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016)
October 28 – 30, 2016 – Mannheim, Germany
Endorsed by the Japanese Society of Information and Systems in Education
* Keynote Speakers (confirmed):
Professor Jeroen J. G. Van Merrienboer, Professor of Learning and Instruction and Research Director of the School of Health Profession Education (SHE), Maastricht University, The Netherlands
Professor Michael Kerres, Professor of Education, Chair of Educational Media and Knowledge Management, University of Duisburg-Essen, Germany
* Conference Scope
The CELDA 2016 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. Main tracks have been identified please check http://www.celda-conf.org/call-for-papers
* Paper Submission
This is a blind peer-reviewed conference. Authors are invited to submit their papers in English through the conference submission system by July 29, 2016. Submissions must be original and should not have been published previously.
* Important Dates:
– Submission Deadline (last call): 29 July 2016
– Notification to Authors (last call): 5 September 2016
– Final Camera-Ready Submission and Early Registration (last call): Until 26 September 2016
– Late Registration (last call): After 26 September 2016
* Paper Publication
The papers will be published in book and electronic format with ISBN, will be made available through the Digital Library available at http://www.iadisportal.org/digital-library/showsearch.
Authors of the best published papers in the CELDA 2016 proceedings will be invited to publish extended versions of their papers in a book published by Springer.
The Conference proceedings will be indexed by ERIC – Education Resources Information Center. The proceedings will also be submitted for indexing by IET’s INSPEC, Elsevier, EI Compendex, Scopus, Thomson Reuters Web of Science and other important indexing services.
* Conference Contact:
Web site: http://www.celda-conf.org/
* Organized by: International Association for Development of the Information Society
Co-Organized by: Mannheim University