Notes for the Week of September 19, 2016
It is a pretty quiet week. Please remember that registration for AECT is open and Las Vegas is in a little over a month.
Please let us know about any upcoming calls or proposals we have missed.
We hope you have a great week!
ITFORUM News and Upcoming Events
If you are interested in having a paper up for discussion the last week in September, please contact Scott at email@example.com.
AECT News and Upcoming Events
2016 AECT Convention Registration
Learning From Las Vegas…
Westgate Resort and Casino
Las Vegas, Nevada
October 17 – October 21, 2016
SCHEDULE: Tue-Fri, October 18 – October 21 [Convention program]
Monday,Tuesday, and Friday (October 17, 18, and 21) [Workshops]
Other Conference Opportunities
|1. Call for Papers: 3rd Immersive Learning Research Network Conference (iLRN) 2017
June 26th – 29, 2017
Papers deadline: February 1, 2017
Special Track and Workshop Proposals Deadline: November 1, 2016
Join the growing network of immersive learning experts and practitioners from across the disciplines in beautiful Coimbra for iLRN 2017!
The 3rd Annual International Conference of the Immersive Learning Research Network will be an innovative hands-on and scholarly meeting for an emerging global network of developers, educators, and research professionals collaborating to develop the scientific, technical, and applied potential of immersive learning.
|Continuing the previous success of iLRN events, this international conference series spans the topic range from innovative research, technologies and tools to successful services and products of immersive environments to foster learning, training and other activities in motivational and engaging ways. The objective is to uncover and discuss emerging trends and technologies, sound research and best practices, successful products and services within an international and interdisciplinary community. This includes but not limits its focus to virtual and augmented worlds, learning and motivational games, educational simulations, mixed/augmented reality, and related learning and teaching tools, techniques, technologies, and standards.
· Special Track and Workshop Proposals deadline: November 1st, 2016
· Notification of Acceptance Special Tracks and Workshops: November 8th, 2016
· Papers Submission deadline (Main Conference and Special Tracks): February 1st, 2017
· Author notification of acceptance: March 15th, 2017
· Camera-ready deadline: April 15th, 2017
· Main conference and special tracks: June 26th – June 29th, 2016
- CALL FOR PAPERS: Special Issue on Makerspace Design
MARY JO DONDLINGER, JULIE MCLEOD, & CHRIS BIGENHO
According to the New Media Consortium, makerspaces are “informal workshop environments located in community facilities or education institutions where people gather to create prototypes or products in a collaborative, do-it-yourself setting.” The NMC Horizon Reports for K-12 Education and for Higher Education have listed makerspaces as “important developments” 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 makerspaces:
- Design of a makerspace, including the philosophy that drove the design: The makerspaces that support Stanford d.school’s Design Thinking and Harvard’s “Agency by Design” 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 “shop” spaces, in which making occurred, but the focus was developing skills in woodworking or crafting metal, rather than designing solutions to complex interrelated problems.
- 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 learning.
- 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 iterations.
- 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
Author Guidelines are available at http://scholarworks.iu.edu/journals/index.php/ijdl/about/submissions#authorGuidelines
Articles should be submitted using the article template available a thttp://scholarworks.iu.edu/ijdlcontent/ijdlfiles/IJDLTemplate.doc
If you have other courses, webinars, or other educational opportunities of interest, please submit them to the Forum and they will be included in the weekly email.