|
|
|
| |||||||||||||||
SCILE @ iLRN 2020 : Special Track on Self and Co-regulated Learning with Immersive Learning Environments @ iLRN 2020 | |||||||||||||||
| Link: https://immersivelrn.org/ilrn2020/special-tracks/ | |||||||||||||||
| |||||||||||||||
Call For Papers | |||||||||||||||
|
Special Track on Self and Co-regulated Learning with Immersive Learning Environments (SCILE)
------------ Overview ------------ This Special Track on Self and Co-Regulated Learning (SCRL) with Immersive Learning Environments aims to share and value contributions – including pedagogical and didactic experiences – that employ or promote SCRL strategies involving immersive learning environments. These environments include technology-rich ones (video games, simulations, virtual worlds, IoT, pervasive and ubiquitous computing) and non-technological immersive ones (role-play in immersive settings, active learning within the environment, etc.). All learning situations are of interest (formal/informal, face-to-face/distance learning, K-12/VET/Higher Education/Professional Training/Continuing Education, etc.). Contributions should highlight the SCRL strategies promoted, the results obtained and recommendations for future research, in an international context. Likewise, this special track aims to offer a space for sharing ideas and reflections regarding pedagogical techniques, immersive learning environments, and tools that allow for an in-depth understanding and effective development of strategies for self and co-regulation of learning in each phase of people’s lives. ------------ List of Topics ------------ The topics of interest include, but are not limited to: Self and Co-regulation of Learning in/with immersive environments Learning and Teaching approaches for SCRL in/with immersive environments Use of immersive technologies in Education: virtual worlds, simulations, augmented, virtual, and mixed reality, video games Instructional design and strategies for SCRL in/with immersive environments Tools and methods for understanding, promoting, and managing SCRL strategies in/with immersive environments Challenges and approaches to deploy SCRL strategies in/with immersive environments Fields accounts of SCRL strategies in/with immersive environment --------------------- PUBLICATION & INDEXING --------------------- Accepted and registered papers presented at iLRN 2020 will be published in the conference proceedings and submitted to the IEEE Xplore® digital library. IEEE makes Xplore content available to its abstracting & indexing partners, including Elsevier (Scopus, Ei Compendex) and Clarivate Analytics (CPCI - part of Web of Science). ------------ Author Info ------------ Submitted papers must follow the same guidelines as the main conference submissions. Please visit https://immersivelrn.org/ilrn2020/call-for-papers-proposals/ for guidelines and templates. ------------ Available formats for this special track: ------------ Full paper (6-8 pages) for oral presentation Short paper (4-6 pages) for oral presentation For submitting a paper to this special track, please use the submission system https://www.easychair.org/conferences/?conf=ilrn2020 , log in with an account or register, and select the track “ST4: Self and Co-regulated Learning with Immersive Learning Environments (SCILE)” to add your submission. ------------ Special Track Chairs ------------ Daniela Cristina Carneiro Pedrosa, Universidade de Aveiro, Aveiro, Portugal / Research Centre “Didactics and Technology in Education of Trainers”, Aveiro, Portugal / Universidade de Trás-os-Montes e Alto Douro, Vila Real, Portugal. José Paulo Cravino, Universidade de Trás-os-Montes e Alto Douro, Vila Real, Portugal / Research Centre “Didactics and Technology in Education of Trainers”, Aveiro, Portugal. Leonel Caseiro Morgado, Universidade Aberta, Coimbra, Portugal / INESC TEC, Porto, Portugal / LEAD, Laboratório de Ensino a Distância, Universidade Aberta, Lisboa, Portugal. CIAC, Centro de Investigação em Artes e Comunicação, Faro, Portugal. ------------ Program Committee ------------ Ana-Maria Cazan, University Transilvania of Brasov, Faculty of Psychology and Education Sciences, Brasov, Romania Anastasia Kitsantas, George Mason University, USA Antonio Bartolomé, University of Barcelona, Spain António Coelho, Universidade do Porto, Portugal Claudia Machado, Universidade de Trás-os-Montes e Alto Douro, Portugal Evely Boruchovitch, Universidade Estadual de Campinas – UNICAMP, Brasil Fabrício Herpich, Universidade Federal do Rio Grande do Sul, Brasil Giuliana Dettori, Institute for Educational Technology of Italy’s National Research Council, Italy Gokce Akcayir, University of Alberta, Canada Indika Perera, University of Moratuwa, Sri Lanka Jorge Luis Bacca Acosta, Fundación Universitaria Konrad Lorenz, Colombia José Bidarra, Universidade Aberta, Portugal Ken Kahn, University of Oxford, United Kingdom Mário Madureira Fontes, Pontifícia Universidade Católica de São Paulo, Brasil Nada Dabbagh, Pennsylvania State University, USA Pedro Rosário, Universidade do Minho, Portugal Roger Azevedo, University of Central Florida, Orlando, United States of America Teresa Bettencourt, Universidade de Aveiro & CIDTFF, Portugal Teresa Pessôa, Universidade de Coimbra, Portugal ------------ Contact ------------ For more information, please contact : Daniela Cristina Carneiro Pedrosa, dpedrosa@ua.pt |
|
