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The 14th European Conference on Technology-­Enhanced Learning TRANSFORMING LEARNING WITH MEANINGFUL TECHNOLOGIES

Deadline : 0000


The 14th European Conference on Technology-­Enhanced Learning
16th-19th September 2019, Delft University of Technology, Netherlands­


We live in a world where the use of data and technology has, for many of
us, become part of our everyday life. The buzzword of the data
revolution is ‘insight’. Once people have insight into their behaviour,
they can work more efficiently and more effectively. Using technology
and analysing data to detect patterns and improve processes has been a
staple in business and commerce for decades and has over time also
become more and more common in the educational domain. Insight only,
however, is not enough. In an era of increased machine learning and
artificial intelligence, we need to make sure to not only gain insights
into the learning processes but to also look into interventions that can
support these processes. There is a need for a shift from mainly
data-driven approaches where large amounts of data are first collected
and then analysed, to more actionable, contextualised and
pedagogically-driven approaches.

Creating this balance between technology- and education-driven
approaches offers us the opportunity to not only enhance the users’
learning experiences but to also help in the design and implementation
of technologies required to achieve these educational goals. This
transformation plays a key role in the wide acceptability and adoption
of future and innovative TEL solutions by the learning community. Users
need more transparent and meaningful technology to understand the
rationale behind it and to gather evidence of its benefits for enhanced
education. As was also pointed out by the European Commission’s ET2020
Working Group on Digital Skills and Competences, it is extremely
important to pay attention as to why we use technology and collect data,
i.e., the reason and value behind enhancing learning with technology and
collecting education data needs to be clear.

The European Conference on Technology Enhanced Learning (EC-TEL) is a
unique opportunity for researchers, practitioners, educational
developers and policy makers to address current challenges and advances
in the field. This year’s theme of “Transforming learning with
meaningful technologies” addresses how emerging and future learning
technologies can be used in a meaningful way to enhance human-machine
interrelationships, to contribute to efficient and effective education,
and to assess the added value of such technologies.

The conference calls for papers focusing on this theme and addressing
many topics : intermediation between learning systems, learners and
educators ; guidelines and methodologies to enhance learning experience
through technologies ; bridges between technology and learning ;
assessment of technologies’ educational added value ; promotion of
coherence and unity of technology and learning ; and improvement of
complementarity between technology and learning. We encourage
participants to extend the debate around the role of and challenges for
cutting-edge 21st century technologies and advances such as artificial
intelligence and robots, augmented reality and ubiquitous computing
technologies and at the same time connecting them to different
pedagogical approaches, types of learning settings, and application
domains that can benefit from such technologies.

We invite contributions for research papers, demonstrations and posters
as well as practitioner papers and workshops. A doctoral consortium will
be organised concurrently with the workshops.

EC-TEL 2019 will be co-located with the 18th World Conference on Mobile
and Contextual Learning (mLearn 2019 –
which focuses on mobile and contextual learning, so there is a good
opportunity to visit both conferences at the same time.


From both research and innovative practice perspectives the following
topics of interest to the conference include, but are not limited to :

*Pedagogical underpinning*
- Problem- and project-based learning
- Computer-supported collaborative learning
- Collaborative knowledge building
- Inquiry-based learning
- Game-based and simulation-based learning
- Story-telling and reflection-based learning
- Learning design and design approaches
- Technology-enhanced orchestration of learning
- Communities of learners and communities of practice
- Teaching techniques and strategies for digital learning
- Learner affect, motivation and engagement
- Evaluation methods for TEL

*Technological underpinning*
- Interactive systems
- Mobile, wearable and pervasive technologies
- Robots
- Sensors and sensor networks
- Roomware, ambient displays and ubiquitous devices
- Visualisation techniques for learning
- Learning analytics
- Artificial intelligence
- Personalisation, user modelling and adaptation
- Context-aware systems
- Recommender systems for TEL
- Adapted learning flow, content and monitoring process
- Augmented and virtual reality
- Serious games, simulations and 3D virtual worlds
- Social computing and social media
- Semantic Web
- Natural language processing and latent semantic analysis
- Remote labs
- Network infrastructures and architectures for TEL
- Cloud Computing in TEL
- Large-scale learning systems
- eLearning specifications and standards
- Interoperability and sharing of devices, tools and architectures

*Individual, social & organisational learning processes*
- Adaptive learning systems
- Cognitive mechanisms in knowledge acquisition and construction
- Self-regulated and self-directed learning
- Reflective learning
- Social processes in teams and communities
- Bring your own device (BYOD)
- Learning group formation
- Dynamic assessment of learning
- Social awareness
- Trust and reputation in TEL
- Knowledge management and organisational learning
- Education policies

*Ethics and privacy*
- Ethics and data gathering
- Ethics and data storage
- Ethics and data processing
- Data policies
- Privacy

*Learning communities and contexts*
- Schools and universities of the future
- Formal education : initial (K-12, higher education), post-initial
(continuing education)
- Vocational training
- Workplace learning
- Lifelong learning
- Digitalisation as Driver for Lifelong Learning
- Informal and non-formal learning
- Seamless learning
- Domain-specific Technology-Enhanced Learning

*Global learning and teaching*
- Global learning communities
- Massive Open Online Courses (MOOC)
- Open educational resources (OER)
- Learning Networks
- Teacher Networks
- Learning ecologies, learning ecosystems, fitness and evolvability of
learning environments
- Business models for TEL

*TEL in developing countries and for users with special needs*
- ICT Inclusion for learning
- Digital divide and learning
- Generation divide and learning
- Promoting learning and employability within disadvantaged groups and
- Rural learning
- Accessible learning for all
- Visual, hearing and physical impairments
- Psycho-pedagogic support for users
- Standards about accessibility and learning


As last year, we want to encourage Open Science within the EATEL
research community. We therefore encourage authors to document their
research in a reproducible and verifiable manner, and in general to use
Open Science best practices. Two that we specifically would be happy to
see in EATEL research are :

- Pre-registration. Results from experimental interventions are more
robust when researchers predefine an experimental plan and register
it. To do so, we encourage authors to have a look at different
organisations where you can report pre-registered and exploratory
analyses to be reviewed by other researchers before running your

- Share your data and analysis for replication. Sharing data sources
(always anonymised !) as well as the scripts or programs you used to
analyse them can help other researchers to replicate or extend your
analysis. We encourage authors to share this information.


*Research Papers, Practitioner Papers, Posters & Demonstrations*
29 April 2019 - Mandatory submission of an abstract
13 May 2019 - Submission of full version
17 June 2019 - Notification of acceptance
1 July 2019 - Camera-ready versions

*Workshop Proposals*
29 April 2019 - Submission of workshop proposal
13 May 2019 - Workshops notification
3 June 2019 - Workshops sites launched
16 & 17 September 2019 - Workshops, Delft

*Doctoral Consortium*
13 May 2019 - advanced PhD candidate application deadline
14 June 2019 - advanced PhD candidate acceptance notification
17 June 2019 - early stage PhD candidate application deadline
1 July 2019 - early stage PhD candidate acceptance notification
29 July 2019 - Doctoral Consortium reviews
16 September 2019 - Doctoral Consortium
1 December 2019 - Camera-ready version of the improved submission

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