The CELDA 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 (see below). However innovative contributions that do not easily fit into these areas will also be considered as long as they are directly related to the overall theme of the conference – cognition and exploratory learning in the digital age.
Topics of interest include, but are not limited to the following areas:
– Acquisition of expertise
– Assessing progress of learning in complex domains
– Assessment of exploratory learning approaches
– Assessment of exploratory technologies
– Cognition in education
– Collaborative learning
– Educational psychology
– Exploratory technologies (such as simulations, VR, i-TV and so on)
– Just-in-time and Learning-on-Demand
– Learner Communities and Peer-Support
– Learning Communities & Web Service Technologies
– Pedagogical Issues Related with Learning Objects
– Learning Paradigms in Academia
– Learning Paradigms in Corporate Sector
– Life-long Learning
– Student-Centered Learning
– Technology and mental models
– Technology, learning and expertise
– Virtual University
The Conference will be composed of several types of contributions:
Full Papers – These include mainly accomplished research results and have 8 pages at the maximum (5,000 words).
Short Papers – These include fresh concepts, preliminary research results but may also contain work-in-progress reports. These have 4 pages at maximum (2500 words).
Reflection Papers – These might review recent research literature pertaining to a particular problem or approach, indicate what the findings suggest, and/or provide a suggestion – with rationale and justification – for a different approach or perspective on that problem. Reflection papers might also analyze general trends or discuss important issues pertaining to learning and instruction in the digital age. These have two pages at maximum (1500 words). Authors will be asked to display their work in poster format and will take part in panel session.
All submissions will go through a double-blind refereeing process with at least two international experts.
The proceedings of the conference will be published in the form of a book with ISBN. Selected Papers will be published to a Special Issue of a Journal.
This is a blind peer-reviewed conference.
– Submission Deadline (1st call – new date): 8 May 2017
– Notification to Authors (1st call – new date): 1 June 2017
– Final Camera-Ready Submission and Early Registration (1st call): until 5 June 2017
– Late Registration (1st call): after 5 June 2017
– Conference: 18 – 20 October 2017