I’m not familiar with this group or their conferences, but hey, it’s Tokyo!
2015 SSR International Conference on Social Sciences and Information (Science), November 29-30,2015, Tokyo, Japan Call for Papers

Conference Location: Keio Plaza Hotel Tokyo
Hotel Address: 2-2-1 Nishi-Shinjuku, Shinjuku-Ku, Tokyo, 160-8330 Japan
Hotel Website: http://www.keioplaza.com/

SSR-SSI 2015 has been supported by Academic Conference Institute and entered Academic Conference Offical Website


SSR-SSI 2015 has been entered Sciencenet.cn (中国学术权威网站)


The Cover Information

2015 SSR International Conference on Social Sciences and Information (SSR-SSI 2015) will be held on November 29-30,2015, Tokyo, Japan

SSR-SSI 2015 will be the most comprehensive conference focused on the various aspects of Social Sciences and Information. Our conference provides a chance for academic and industry professionals to discuss recent progress in the area of Social Sciences and Information. SSR 2014 has been indexed by Web of Science Conference Proceedings Citation Index – Social Sciences and Humanities.

The goal of this conference is to bring together the researchers from academia and industry as well as practitioners to share ideas, problems and solutions relating to the multifaceted aspects of Social Sciences and Information. The complete list of topics are updating. Please check the Call for Papers section.

(1) Information Science and Mechatronics
(2) Social Science
(3) Education and Management

SSR-SSI 2015 is co-sponsored by Singapore Management and Sports Science Institute (SMSSI) and Academic Conference Institute, USA . All papers accepted will be indexed by Web of Science Conference Proceedings Citation Index – Social Sciences and Humanities . You are invited to contribute papers either in English or Chinese, which must include English title, abstract and references.

All accepted papers will be published by SMSSI Press Advances in Social and Behavioral Sciences (ISSN: 2339-5133), which will be indexed by CPCI-SSH. Advances in Social and Behavioral Sciences (ISSN: 2339-5133) has been indexed by CPCI-SSH since volume 1, YEAR 2013

2015年SSR社会科学与信息科学国际学术会议(SSR-SSI 2015) 将于2015年11月29-30日在东京召开。会议由美国学术会议学会和新加坡管理和运动科学学会联合主办,新加坡管理和运动科学学会出版社出版,所有录用的论文将被CPCI-SSH检索,Advances in Social and Behavioral Sciences (ISSN: 2339-5133) 所有文章已经在会后3-12个月被CPCI-SSH检索。 投稿中英文均可,但必须有英文题目和英文摘要,以及英文参考文献。

到目前为止,Advances in Social and Behavioral Sciences (ISSN: 2339-5133) CPCI-SSH收录率为100%

Advances in Social and Behavioral Sciences (ISSN: 2339-5133) indexed by CPCI-SSH in 2014 as follows,


Paper Submission Due: Before October 15, 2015 
Notification of Acceptance :5-7 days after submission
Authors’ Registration: See the notification letter
Conference Date : November 29-30, 2015



SSR-SSI 2015 invites authors to submit original and unpublished work. Papers should not exceed 6 pages of text using Word Template. All submitted papers (in PDF) should be written in English. Each paper will be reviewed by 2-3 reviewers. Submission implies the willingness of at least one of the authors to register the work.

The submission Page: http://www.ssr-ssi.net/sub.htm



Email: ssr_ssi2015@163.com
TEL: + 86-18571625975

Journal Of Online Learning Research

Call for Proposals: Professional Development in K-12 Online and Blended Learning

As the popularity of online and blended learning escalates in primary and secondary education, the need for quality professional development for these learning environments also grows. Research indicates that the skills of traditional or face-to-face teachers carryover to the online and blended learning environment; however, the paradigm shift often requires additional skills to account for the new instructional mediums. Adjustments to traditional instruction and even new skills are needed to implement blended learning philosophy with fidelity. Likewise, administrator expecta- tions also have to be clarified in these new environments.

For this special issue, the co-editors are seeking submissions that share research and ideas for professional development programs that prepare future and current teachers for

these new learning environments. An important emphasis for this special issue is on professional development programs and practices that exist and their impacts on blended and/or online learning practices. More specifi- cally, the co-editors are seeking submissions that focus on the development, implementation, assessment, or other related topics focusing on professional development surrounding the online/blended learning communi- ties, or in areas related to this genre of education. The goal is to publish scholarly papers from a broad cate- gory of topics with a focus on professional development in blended and/or online learning environments.

Suggested topics related to K-12 professional development include (but are not limited to):

• Addressing All Stakeholders • Adoption Models
• Assessment

  • Badging/Recognition Best Practices Case Studies
  • Characteristics of Effective Implementation
  • Choosing the “Right” Model
  • Climate
  • Culture
  • Competency-Based Models Desired vs. Actual Results Development (In-House vs.

    3rd-Party, etc.) and Impacts Effective Models

  • Efficacy
    • Follow-Up for Continued Support/Growth Impact Implementation Incentive-Based PD Modeling • Motivation
    • Needs Assessment Obtaining Stakeholder Buy-In Personalization
    • Readiness Assessment Stakeholder Attitude
    • Stakeholder Perception

    Various topics are suggested; however, all aspects of professional development for K-12 online/blended learning are encouraged for consideration. Submissions must be based on scholarly research and should be grounded in a review of existing literature and theory when appropriate. All methods and approaches of re- search are welcome with an author agreement of understanding that all manuscripts will be subject to review and editorial revision.

Journal Of Online Learning Research

Call for Proposals: Professional Development in K-12 Online and Blended Learning

Submission Guidelines

Please submit manuscripts directly through the AACE Publications submission link below:


Deadline for Submissions: January 15, 2016

Do not send manuscripts to the Guest Editors. The manuscripts must go through a double blind review process. Note: Contributors may also be requested to serve as reviewers for this project. Authors are encouraged to contact the Guest Editors to propose an idea for submission to ensure the appropriateness of the proposed study for this venue.

Guest Editors

Dr. Wendy Oliver, Ed.D.


Dr. Rebecca Parks, Ph.D.


JOLR is a publication of AACE.

Posted by: Richard Schwier | September 23, 2015

Veille scientifique du CRIFPE No. 123, 23 septembre 2015

Veille scientifique du CRIFPE
No. 123, 23 septembre 2015


– Brun-Picard, Y. (2015). Pratiques éducatives et d’enseignement : La place de la didactique au service de l’oeuvre pédagogique. Paris : L’Harmattan.  [Intervention, Profession] Lire… 
– Dubé, G. (2015). Parcours d’une formatrice d’enseignants au Québec : Autoethnographie d’une quête personnelle. Paris : L’Harmattan.  [Formation, Profession] Lire… 
– Lattimer, H. & Caillier, S. (2015). Surviving and Thriving with Teacher Action Research : Reflections and Advice from the Field. Bruxelles (Belgique) : Peter Lang.  [Intervention, Profession] Lire… 
– Regnault, E. (2015). L’éducation comparée entre approche pragmatique et approche compréhensive. Strasbourg (France) : Université de Strasbourg. Lire… 
– Stead (eds.), V. (2015). The Education Doctorate (Ed.D.) Issues of Access, Diversity, Social Justice, and Community Leadership. Bruxelles (Belgique) : Peter Lang.  [Formation, Profession] Lire… 

Mémoires et thèses

– Basque, M. (2014). Les déterminants de la réussite scolaire dans les écoles efficaces. Thèse de doctorat inédite, Université Laval, Québec.  [Profession] Lire… 
– Chen,, S. (2012). Making Sense of the Public PhD Dissertation Defense : A Qualitative Multi-Case Study of Education Students’ Experiences. Thèse de doctorat inédite, Université McGill, Montréal.  [Profession] Lire… 
– Rahimi, S. (2015). Social comparisons in teachers: effects on adjustment and emotions. Mémoire de maîtrise inédit, Université McGill, Montréal.  [Intervention, Profession] Lire… 
– Williams, M. (2015). Participants’ experience of the Trinidad and Tobago educational leadership project (TTELP): a case study. Thèse de doctorat inédite, Université McGill, Montréal.  [Intervention, Profession] Lire… 

Rapports et études

– Conseil supérieur de l’éducation (2015). Retracer les frontières des formations collégiales : entre l’héritage et les possibles : Réflexions sur de nouveaux diplômes collégiaux d’un niveau supérieur à celui du DEC technique. Québec, Québec : Gouvernement du Québec. Lire… 
– Espinosa, L., Gaertner, M. N. & Orfield, G. (2015). Race, Class, and College Access: Achieving Diversity in a Shifting Legal Landscape. Washington, DC., USA : American Council on Education. Lire… 
– Laughlin Davis, L., Kong, X. & McBride, Y. (2015). Device Comparability of Tablets and Computers for Assessment Purposes. Chicago (Illinois) : National Council in Measurement in Education. Lire… 
– Peres, É. (2015). Les données numériques : un enjeu d’éducation et de citoyenneté. (Rapport no. 41115-0001). Paris : Conseil économique, social et environnemental , Les éditions des Journaux officiels.  [Intervention, Profession] Lire… 

Périodiques professionnels

– Cahiers pédagogiques (522) 2015 Lire… 
– Pédagogie collégiale, 28 (4) 2015 Lire… 
– Phi Delta Kappan, 97 (1) 2015 Lire… 
– Teach Magazine/Le Prof 2015 Lire… 

Revues scientifiques

– Action in Teacher Education, 37 (3) 2015 Lire… 
– Assessment in Education: Principles, Policy & Practice, 22 (4) 2015 Lire… 
– Journal of Early Childhood Teacher Education, 36 (3) 2015 Lire… 
– Journal of Education for Teaching International research and pedagogy, 41 (3) 2015 Lire… 

Dossier de Veille de l’Institut français de l’éducation (IFÉ)

– Dossier de veille de l’IFÉ n° 103, septembre 2015 : Le développement de compétences en milieu professionnel Lire… 
– Dossier de veille de l’IFÉ n° 102, juin 2015 : Apprentissages des nombres et opérations : les données du problème Lire… 
– Dossier de veille de l’IFÉ n° 101, mai 2015 : Lire pour apprendre, lire pour comprendre Lire… 
– Dossier de veille de l’IFÉ n° 100, mars 2015 : Eduquer au-delà des frontières disciplinaires Lire… 

Colloques en éducation

– XIVes Rencontres du Réseau international de recherche en éducation et en formation, (RÉF 2015) : Colloque Devenir enseignant aujourd’hui et demain Lire… 
– 4e Sommet de l’iPad et du numérique en éducation Lire… 
– 3e colloque international en éducation : Enjeux actuels et futurs de la formation et profession enseignante Lire… 
– EduTeach2016- Canadian International Conference on Advances in Education, Teaching & Technology ”Challenges & Issues in Technological transformation” Lire… 

Les archives de la veille scientifique sont disponibles à l’adresse suivante:  http://crifpe.ca/veille

Responsable :  richard.croteau@umontreal.ca

Call for Papers (V 3: I 5)

International Journal of Innovative Research in

Technology & Science (IJIRTS)

An Inspiration for Recent Innovation & Research….

International Journal of Innovative Research in Technology & Science is an online Journal in English published bi- monthly for scientists, Engineers and Research Scholars involved in Engineering, Management and Science its applications to publish high quality and refereed papers. Papers reporting original research and innovative applications from all parts of the world are welcome. Papers for publication in the IJIRTS are selected through rigid peer review to ensure originality, timeliness, relevance and readability.
Submission Deadlines: 15 SEPTEMBER 2015
Author Notification: Within 7-10 days after submission.
Online Publishing: 30 SEPTEMBER 2015
Submit article: email to editor@ijirts.org,submit.ijirts@gmail.com
For more Information Visit www.ijirts.org
For author’s convenience, we strongly follow the following steps.
1. Response will be given within 24 hours
2. The paper will be reviewed within 7-10 days.
3. Author will get their Acceptance/Rejection Notification within 10 days of submitting paper.
4. All the accepted papers will be open accessible with full PDF download.
5. Corresponding author of the paper will get the soft copy of the journal
via Dr. Richard Gorrie:
The Open Learning and Educational Support at the University of Guelph is looking for a Manager of Classroom Technical Infrastructure. Please forward this to anyone you think may be interested.


Posted by: Richard Schwier | September 14, 2015

Graduate Writing Workshops at the University of Saskatchewan

Student Learning Services’ Writing Help Centre is pleased to offer a number of writing workshops tailored to graduate students. All workshops are free. Register soon as they fill quickly:​


Liv Marken

Writing Help Coordinator
Student Learning Services at the University Library & Staff Advisor, University of Saskatchewan Undergraduate Research Journal
106.3 Murray Library, 3 Campus Drive
University of Saskatchewan
Saskatoon, SK S7N 5A4
(306) 966-2771  |  Fax:  (306) 966-6329

Learn about our workshops, and our drop-in and online writing help: http://library.usask.ca/writing-help

Check us out on  Facebook

We invite you to the first CIDER session of the 2015-16 season. This free, online session will feature Dr. Rory McGreal, UNESCO/Commonwealth of Learning/ICDE Chair in OER.

Title: Why Open Educational Resources?

Open Educational Resources (OER) are important for the expansion of online learning. Open licensing of learning components is a precondition for supporting anytime, anywhere learning, whether the lessons are arranged as text, multimedia, videos, applications, games or in other electronic formats. The obstacles presented by proprietary materials impede ubiquitous sharing of knowledge with the use of technological protection measures such as DRM (digital rights management), prohibitive licensing, and restrictions on format shifting, localization, content sharing and other activities considered essential for learning.

Dr. McGreal is the UNESCO/Commonwealth of Learning/ICDE Chair in OER, Director of a technical education institute (TEKRI), and professor at Athabasca University. He is also co-Editor of IRRODL (International Review of Research in Open and Distributed Learning).

When: Wednesday, September 16, 2015 – 11am to 12noon Mountain Time (Canada)

Where: Online through Adobe Connect at:

Registration is not required; all are welcome. For more information on CIDER and our monthly Sessions, please visit our website:

Please note that it is important to set up your system prior to the event. Make sure your Mac or PC is equipped with a microphone and speakers, so that you can use the audio functionality built into the conferencing software. The Adobe Connect platform may require an update to your Flash Player; allow time for this update by joining the session 10 minutes prior to the scheduled presentation.


CIDER sessions are brought to you by the Centre for Distance Education, Athabasca University: Canada’s Open University and leader in professional online education, with additional support from UNESCO.

Posted by: Richard Schwier | September 9, 2015

TEACHING IN A DIGITAL AGE webinars with Tony Bates

via Dr. Clayton R. Wright:



Starting in September 2015, Contact North | Contact Nord Research Associate Dr. Tony Bates is presenting a series of four 45-minute webinars highlighting the practical advice and guidelines offered in his recent book, Teaching in a Digital Age: Guidelines for Teaching and Learning

Author of 11 books in the field of online learning and distance education, Dr. Bates has worked with over 40 higher education institutions in over 25 countries.

Register today for a free 45-minute webinar on Teaching with Technology – How to Use Best Practice Models and Options on Tuesday, September 29, 2015, at 1:00 p.m. EDT.

Although there is no one best design model for all circumstances, some are better than others for developing the knowledge and skills needed in a digital age.

In this webinar, Dr. Tony Bates offers practical advice and guidelines on:

  • Which delivery models has he found to be most effective for teaching with technology?
  • What are the characteristics of an effective teaching model for the digital age?
  • What advantages are offered by new technologies for teaching and learning?

The webinar features a 25-minute presentation followed by a 20-minute question and answer session.

Click here to read Teaching in a Digital Age: Guidelines for Teaching and Learning.

Register now! or https://contactnorth.webex.com/mw0401lsp13/mywebex/default.do?siteurl=contactnorth

Posted by: Richard Schwier | August 31, 2015

JoSoTL 15(4) published and available

Okay, I have some degrees from Indiana University, Bloomington — full disclosure (yes, I liked Bobby Knight as a coach)– but here’s a journal I didn’t even know existed.  I have mixed feelings about SoTL generally, but there looks to be some good stuff here.

The Journal of the Scholarship of Teaching and Learning has just published its latest issue at http://josotl.indiana.edu/. We invite you to review the Table of Contents here and then visit our web site to review articles and items of interest.
Christopher Young
Indiana University Northwest

Journal of the Scholarship of Teaching and Learning
Volume 15, Number 4
Table of Contents

Preparing students for studying abroad (1-20)
Federica Goldoni
The effect of instructing critical thinking through debate on the EFL
learners’ reading comprehension (21-40)
Maryam Danaye Tous, Abdorreza Tahriri, Sara Haghighi
I’ve Got You Covered: Adventures in Social Justice-Informed Co-Teaching
Cam Cobb, Manu Sharma
Evidences of Transformative Learning in Service-Learning Reflections (58-82)
Ren Hullender
Investigating the Impact of Feedback Instruction: Partnering Preservice
Teachers with Middle School Students to Provide Digital, Scaffolded Feedback
Angela Falter Thomas, Toni Sondergeld
Uncovering Embedded Face Threat Mitigation in Landscape Architecture
Critique Feedback (110-125)
Amy L. Housley Gaffney
Professor Age and Gender Affect Student Perceptions and Grades (126-138)
Shauna Joye, Janie H Wilson
Multilingual and Native English‐speaking Student Writers in Medical
Laboratory Sciences (MLS): A Comparative Pilot Study (139-160)
Janice Conway-Klaassen, Julie M Thompson, Patricia Eliason, Molly Rojas
Collins, Robin Murie, Donna Spannaus-Martin

Journal of the Scholarship of Teaching and Learning

via Michael Spector:


Bali, Indonesia, 31 July – 3 August 2016

Grand Inna Beach Hotel in Sanur, Bali



This conference addresses a broad range of critical important themes in the fields of

educational technology in order to improve the quality and access of education for

prosperous society. The educational technology study was first developed in the United

States and has inspired scholars in many countries throughout the world, including

Indonesia. Universitas Negeri Jakarta (UNJ) was the pioneer in educational technology as

it was the first institution that established educational technology study program in tertiary

education in Indonesia. Considering the fast development of educational technology

studies and practices in Indonesia, it is important to bring a worldwide conference on

educational technology to Indonesia with the support from the Association of Educational

and Communication Technology (AECT).

Universitas Negeri Jakarta (http://www.unj.ac.id/) in collaboration with Universitas

Terbuka (http://www.ut.ac.id/), Universitas Pendidikan Ganesha

(http://undiksha.ac.id/en/), Universitas Mahendradatta

(http://universitasmahendradatta.com/) and the Association for Educational

Communications and Technology (AECT; www.aect.org) are hosting the Educational

Technology World Conference in Bali, Indonesia on July 31 – 3 August, 2016. This is a

major international conference with distinguished keynote and invited speakers from

around the world.

The theme of this conference is “Educational Technology to Improve Quality and Access

of Education for Prosperous Society.” Keynote speakers include Muhamad Nasir

(Indonesia’s Minister of Research, Technology and Higher Education), Rudiatara

(Indonesia’s Minister of Communication and Informatics, Mike Spector (Professor

Learning Technologies at the University of North Texas; Educational Technology

Research & Development editor), Barbara Lockee (Professor of Instructional Design

Strategies for Open Learning and Instruction at Virginia Tech), and Tian Belawati

(Rector of Universitas Terbuka, Indonesia).

There are 9 subthemes each led by a distinguished scholar. They are as follows (subtheme

leaders have not yet been confirmed):

1. Innovation and Creativity – studies, practices, and ideas on innovation and

creativity and the relationships to policies, needs, practices, and the diffusion of

innovation. This also covers studies, practices and ideas pertaining to game-based

learning and gamification to support learning in a variety of formal and informal

learning situations (Alessandro de Gloria; University of Genoa/Marc Childress; Baker


2. Policy and Cultural Considerations – studies, practices and ideas on how education

policies along with demographic, geographic, economic and cultural factors influence

education technology (Youqun Ren; East China Normal University)

3. Networking and Collaboration – studies, practices, and ideas which involve the

collaboration of various parties (including different institutions and countries) in

order to continually share knowledge on learning (Demetrios Sampson; University of


4. Open Educational Resources – the development and empowerment of open

education resources related digital online libraries and the recognition and protection

of copyright through the creative commons and open source licensing (Rory

McGreal; Athabasca University)

5. MOOCs and Badges– concepts and issues related to the role of MOOCs and

competency-based badges in supporting learning , increasing accessibility, and

improving the quality of instruction (Mike Sharples; Open University of the UK)

6. Quality Assurance, Certification and Accreditation – studies, practices, and ideas

related to license, certification, accreditation, standards, and procedures in education,

including the implementation of a vision along with strategies and programs within an

institution in order to assure quality assurance, certification, and accreditation (Allan

Yuen; University of Hong Kong)

7. Information, Technology and Communication Integration – studies, practices,

and ideas on the integration of information, technology and communication in

learning process, especially in the planning, practices and evaluation, including the

use of integrated information, technology, and communication in creating knowledge.

(Dong Sik Kim; Hanyang University)

8. Design and Development – studies, practices, ideas on designs and the development

of learning as a solution to education quality and accessibility which can be applied in

education in order to build nations’ prosperity. This also covers studies, practices and

ideas pertaining to instructional principles, learning strategies, media selection and

evaluation; studies, practices and ideas pertaining to collaboration and group learning

strategies in support of a wide variety of learning tasks in diverse situations (Miguel

Nussbaum; Pontificia Universidad Católica de Chile/Jan Elen; Katholik University of

Leuven; Instructional Science editor/ Dave Merrill; Utah State University, retired).

9. Distance Education – studies, practices and ideas related to distance education,

including needs analysis, program development, registration systems, material

development, tutorials and testing affect quality and accessibility. This also covers

studies, practices and ideas pertaining to mobile learning applications to support both

formal and informal learning in a variety of situations (Trey Martindale; University of

Memphis/ Som Naidu; Swinburne University; Distance Education editor)


To submit a paper, please visit ETWC 2016 website (seminars.unj.ac.id/etwc/). Only

papers submitted through the electronic system and strictly adhering to the relevant form

publication are accepted. The submission falls into the following 2 categories: research

papers and conceptual papers.

Research Papers or conceptual papers (however, the most preferable papers are researchbased

papers) should address the following: problems, objectives/purposes, perspective (s)

or theoretical framework, significance of the study, techniques or modes of inquiry, data

sources/evidence, results and conclusions. The submitted paper must be consistent to the

following guidelines:

Full papers must be submitted to the conference secretariat (etwc2016@unj.ac.id) no

later than February 15, 2015. Papers should be in English, double-spaced in TMR 12

font, and formatted according to APA 6 guidelines (see

https://owl.english.purdue.edu/owl/resource/560/01/). Papers should be submitted as a

DOC, DOCX, or RTF file. Types of submissions and sessions are:

Full Papers 2,500 – 6,000 words including references (20 minute presentation)

Short Papers 1,500 – 2,500 words including references (15 minute presentation)

Poster Presentations – no more than six Powerpoint slides. Posters should be submitted as

a PDF file and will be presented not in the form of paper presentation.


Deadline for abstract submission

(paper and poster presentations) 15 November 2015

Notification of abstract acceptance

(paper and poster presentations) 15 December 2015

Deadline for full paper submission* 15 February 2016

Deadline for early bird registration 1 April 2016

Deadline for online registration 15 June 2016

Full papers received after 15 February 2016 will NOT be published in the Conference

Proceedings. A participant who fails to meet the deadline will NOT be scheduled for



International Participants : USD 450

AECT members : USD 350

Local participants (students/IPTPI members/teachers/lecturers) : USD 250

Deadline for Early-bird Registration is 1 April 2016. Participants who register before 1

April 2016 will be registered as AECT (Association for Educational and Communication

Technology) and IPTPI (Ikatan Profesi Teknologi Pendidikan Indonesia – Association of

Indonesian Educational Technology Professionals) members for one year free.

Registration is conducted through an online system located at seminars.unj.ac.id/etwc/.


All papers of ETWC presenters will be published in the conference proceedings. The

review board and AECT will select qualified papers. These papers will be further reviewed

prior to their publication on the international journal or on a book published by an

international publisher in the U.S.A. This process will be conducted in a cooperation with



By submitting a paper to ETWC, all authors agree to abide by all ETWC paper submission,

publication and presentation policies. Author(s) confirm that her/his work is original, has

not appear in any form of literature, and will not be submitted to any other venue

concurrently with ETWC submission or until it appears in ETWC proceedings.

Furthermore, upon paper acceptance, authors agree to transfer copyright on the accepted

paper to ETWC, and one of the authors will register the paper and present the paper at the


Paper withdrawal cannot be accepted after conference pre-registration data or within three

months of the actual event – whichever date comes first. The request for paper withdrawal

can be only accepted in writing through email, letter or fax to ETWC organizer.

ETWC organizer has no responsibility for any intentional or accidental misuse,

misinterpretation, or failure to follow the above rules and conditions, and holds no legal,

civil or other responsibility for opinions, content or utilization of any method/algorithm

expressed in conference proceedings.


There are 2 kinds of papers: research paper and conceptual paper. All manuscripts must

be written in ENGLISH. The length of manuscript for researh and conceptual papers is 20

pages. This also includes: diagrams, tables, pictures, formulas, and references. All

manuscripts must be prepared with great care to eliminate grammatical errors, misspellings

and font problems. Manuscripts should be submitted in MS Office Word 2007(.docx)

format. The accepted font type is Times New Roman size 12 and double space, tables in

font size 10. All diagrams, pictures and graphics must be embedded in the document. APA

6th Edition format for references is required for all manuscripts. The conference organizer

reserves the right to reject any manuscript that does not comply with the general format.

The Abstract Review Committee also reserves the right to reject abstract that does not

comply with the themes of the conference. All manuscripts must be sent via e-mail to the

Secretariat of ETWC 2016 at etwc2016@unj.ac.id.

Format for Manuscripts

The title of the manuscript should be bold and centered and less than 12 words (font 12).

The name of the author(s) with superscript number to refer to each author’s affiliation and

emails (leave a line after name of authors) must be placed under the title of the manuscript.

All abstracts must clearly indicate the purpose of the research, method, and important

findings of the research results. Abstract should not exceed 250 words. At least 3 keywords

must be shown after the abstract.

Below is the example of the required format

1. Written by two authors

Title of Manuscript (font 12, Bold, Centered)

Roslee Talip1, and Dg. Norizah Ag. Kiflee2

1,2School of Education & Social Development, Universiti Malaysia Sabah

rtailp@ ums.edu.my

norizahkiflee@ ums.edu.my

2. Written by one author

Title of Manuscript (font 11, Bold, Centered)

Muchlas Suseno1

1Program Studi Pendidikan Dasar Program Pascasarjana Universitas Negeri Jakarta


Abstract (font 11, Centered and Bold)

All abstract must clearly indicate the purpose of the research and important

findings of the research. Abstract should not exceed 250 words. At least 3

keywords must be shown after the abstract. Abstract must be indented…

Keyword: Keyword1, Keyword2, Keyword3 (at least 3 keywords provided)

Main Body of the Text

The main body of the text should be divided into sections. Each section should be prefaced

by an appropriate heading. Heading 1 must be written in Bold and in Uppercase. Heading

2 must be written in italic and bold. Heading 3 must be written in italic. Please left-justify

all headings. The required sections are: INTRODUCTION (Background of Study, Literature

Review, Objectives), METHOD (Sampling Used, Procedure Collecting Data, Data Analysis),

RESULTS AND DISCUSSIONS, AND CONCLUSION. The first line of all paragraphs must be

indented by 1 inch (standard tab). Do not provide any space between paragraphs until you go

to the next section. Tables and figures should be numbered serially throughout the paper with

Arabic numerals, and each should be placed in the text where reference is made. All tables, table

headings, and table footnotes should be centered. Use 10-point Times New Roman for table

descriptions (on top of Table) and figure description (on bottom of Figure). Leave one single line

spacing before and after each table or figure. No footnote is allowed on all pages.

Below is the example of the required format


After the first heading, there must not be any line spacing. This must be consistent for all

others Level 1 Heading. After each paragraph ends, the next paragraph should be continued without

any line spacing too.

This is an example of content after the first paragraph. Please remember that you must not

leave any line spacing. However, you need to provide 1 single line spacing when you go the next

Level 1 Heading (for example next one is Literature Review).

Concepts of E-Learning (Example of Level 2 Heading)

This is an example of literature review on the concepts of e-learning as practiced by most


Table 1: Title

Figure 1: Title

Level 3 Heading (Example of Level 3 Heading)

This is another example on the use of Level 3 Heading which must be italic to

differentiate between the headings for level 1 and 2…….


Please remember that after a Heading you must not leave a line. This must be consistent

throughout the manuscript…..



Acknowledgments (if any)

Acknowledgments, if any, should be placed at the end of the text before the references. Skip a line

after the main body of the text.


References mentioned in the text should be numbered serially throughout the paper with Arabic

numerals following the APA 6th Edition.

Below is the example of the required format for references.


Blyth, C. S., & Davis, J. N. (2007). Using formative evaluation in the development of learnercentered

materials. CALICO Journal, 25-39. Retrieved from https://www.calico.org/a-


Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory

research. Journal of Verbal Learning and Verbal Behavior, 11(2), 671-684.


The criteria evaluating the submitted abstract/article:

1. Is the abstract written in proper and sound English?

[ ] Yes [ ] No

If No, the abstract/article has to be rewritten?

2. Does the author adhere to the format according to the author guidelines? (e.g. Title,

Authors Names with Institutional Address and Email).

[ ] Yes [ ] No

3. Are there the problem(s) on abstract/article?

[ ] Yes [ ] No

If Yes, identified the problems to be revised by the author


4. Overall evaluation abstract/article: [ ] Accepted [ ] Revised [ ] Rejected

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