Call for Presentations: The Sloan Consortium and MERLOT - The Emerging Technologies for Online Learning International Symposium

 

http://sloanconsortium.org/conference/2013/et4online/call-for-presentations 

Call for Presentations

The Sloan Consortium and MERLOT invite you to submit a proposal for the 6th Annual Emerging Technologies for Online Learning International Symposium, to be held April 9-11, 2013 at the Planet Hollywood Resort in Las Vegas, NV.

The Emerging Technologies for Online Learning International Symposium, a joint Symposium of Sloan Consortium and MERLOT, is designed to bring together individuals interested in the review and evaluation of emerging technologies' impact on online teaching and learning. We seek interactive sessions that engage and inform participants. Presenters and facilitators from the following areas are encouraged to submit proposals:

• Higher Education and K-12 Faculty
• Future professors and graduate students
• Educational technology leaders
• Students
• Instructional designers
• Instructional technologists
• Academic administrators

Proposed sessions can be targeted to all attendees or novice, intermediate, or expert levels of proficiency.

The symposium, devoted to the emerging and innovative uses of technology designed to improve teaching and learning online, will accept presentations that offer attendees “real solutions,” pioneering practices, and future trends. Symposium tracks highlight and demonstrate research, application and effective practices and emerging technological tools in the following areas:

• Learning Spaces and Communities
• Open and Accessible Learning
• Evidence-based Learning
• Faculty and Student Development
• Innovative Media and Tools

ET4Online seeks submissions which emphasize evidence-based practice and the impact of topic tracks on teaching practices and student learning outcomes using a range of research methodologies (e.g. case study, longitudinal comparisons, within group comparisons, quasi-experimental, etc.) and rigorous approaches to the analysis of supporting data, qualitative or quantitative.
The Conference Committee is also planning another Unconference Event to take place in conjunction with the 2013 ET4Online Symposium. More details on this event will be forthcoming as conference planning continues.

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We are no longer publishing a pdf version of the CFP. If you miss or had a use for the pdf version, please feel free to email us with your feedback.

1	Please review this information before submitting your proposal. Submission checklist Conference Tracks (also below) Session Types Selection Criteria Timeline A/V & Media Presentation Repository General Conference Information Sloan-C Vendor Presentation Policy
2	Register at the submission site. Please include as much information as possible, including your biography and most current contact information. All corresponding authors need to also be registered, however, this can be completed at a later stage. Sloan-C and MERLOT elect to use a robust, third-party call for paper and abstract management service. Please keep in mind that once you have registered or submitted a paper, all conference-related information can be found here at the Emerging Technologies For Online Learning Symposium website. Once registered, return to this site to complete your submission.
3	Begin the submission process by selecting your track below. Track: (Click on track name to enter submission) Description Learning Spaces & Communities The evidence of the impact of the environments in which students learn and instructors teach has been growing considerably over the past decade. The places and spaces of learning and teaching – whether physical, virtual, or blended, formal or informal, fixed or mobile – create both affordances and limitations on the cognitive, affective, creative, and procedural aspects of our educational endeavors. This track welcomes submissions that explore the impact of learning environments, broadly construed, on teaching practices and student learning outcomes using a range of research methodologies (e.g. case study, longitudinal comparisons, within group comparisons, quasi-experimental, etc.) and employ rigorous approaches to the analysis of supporting data, qualitative or quantitative. Suggestions include: What are the most important features of learning spaces and environments for enhancing and improving student learning? How do the spaces improve or hinder learning, facilitate or disrupt the learning process, and strengthen or weaken student interaction? Are some pedagogical approaches and learning activities more conducive to some learning environments and not others? What learning objects, exercises, and approaches work best in different types of learning spaces? How do students and instructors navigate and manage their learning experiences between learning digital learning environments and physical classroom spaces? Is it important to alter one’s pedagogical approach to accommodate the space or environment in which it is being taught? Why or why not? Open and Accessible Learning This track will explore three key issues in online and blended learning: openness, accessibility, and affordability. It invites papers which share evidence and practice through discussion of these issues in relation to Open Educational Resources, OpenCourseWare, Open Textbooks, MOOCs, Open Practice or relevant topics of your choice. This year a focus on the impact of these issues and topics on the learner’s experience is encouraged. Suggestions include: Which emerging open practices work in everyday instruction? How open is open? What evidence-based practices exist concerning the inventive uses of open content or open content adoption to improve outcomes in learning, accessibility, affordability, faculty satisfaction, or student satisfaction? What tools do we have to evaluate the sustainable impact of emerging trends in openness, accessibility, and affordability? What benefits, risks, and costs are there for an institution in using open content? What emerging practices or technologies can make credentialed education more affordable today? Please note, it is the intent of this track to have a balanced program to promote the discussion of how these three issues intersect. Evidence-based Learning Sessions in this track will explore the intersection between learning, technology, and assessment, highlighting innovative assessments and analytics that foster rich and lifelong learning. The track seeks to answer the question, how do we know students are learning: And, in what ways can learning be enhanced by technology, innovative assessments, and learning analytics? Topic in this track include: ePortfolios, performance assessment, project-based learning, experiential learning, authentic learning techniques, and learning analytics. The track will also include sessions that focus on the iterative uses of data to inform decisions at the course design level, departmental level, and institutional level. Sample questions include: How can analytics be woven into the fabric of student and course assessment to provide holistic views of student learning? How can analytics assist learning in technical disciplines? What are ways to best teach the use of analytics online? What examples do we have of effective electronic portfolio practices? Performance assessment practices? How are electronic portfolios best integrated into learning and institutional practices? What technologies best support “evidence-based learning” and what significance does this hold for the future of education? How can institutions use analytics culled from learning platforms to enhance learning and teaching practices? What role do MOOCs play in informing and changing the culture of learning and assessment? How can we effectively and holistically analyze student learning data? What is the role of our analyses in decision-making and in the design of learning experiences? How might our analyses change the structures and roles within our institutions? Faculty and Student Development This track focuses on new paradigms for learning and information technology to support student and faculty services, emphasizing support for online and hybrid environments, including 24/7 learning, professional development, and academic continuity. Suggestions include: How have the myriad new applications and technologies affected student, faculty and staff support systems and models? How do we know what technology to adopted? What best practices exist in the development and support of faculty in STEM fields including mathematics, engineering, technology and science topics? What type of instructional delivery works best for faculty? for students? How should faculty development efforts be evaluated? What are creative and cost effective applications of technology for student, staff and faculty development and training, library, academic and student support services? Innovative Media and Tools This track is especially for practitioners to share information about using media and tools for specific learning objectives, to explain results of media studies, and to describe inventive approaches. Suggestions include: Which emerging technologies make sense for use in everyday instruction? Which emerging technologies make sense for use in STEM instruction? What is the evidence that inventive uses of media and tools really improve outcomes in learning, accessibility, affordability, faculty satisfaction, or student satisfaction? How can we use mobile learning to reinforce what we teach? How can social networking tools be used in your classes? What types of tools do we have for valid student assessment?