Perspectives on Wearable Enhanced Learning: Call for Chapters

I am happy to announce the Call for Chapter for the Springer Edited Volume on Wearable Enhanced Learning:

Perspectives on Wearable Enhanced Learning: Current Trends, Research and Practice

An edited volume by

Ilona Buchem

Ralf Klamma

Fridolin Wild

to be published by Springer, New York

Springer website: http://www.springer.com

Dedicated website: http://ea-tel.eu/special-interest-groups/well

EasyChair submission: https://easychair.org/conferences/?conf=wellspringer2018

 

Introduction

Wearable technologies – such as smart glasses, smart watches, smart objects, or smart garments – are potential game-changers, breaking ground, and offering new opportunities for learning. These devices are body-worn, equipped with sensors, and integrate ergonomically into everyday activities. With wearable technologies forging new human-computer relations, it is essential to look beyond the current perspective of how technologies may be used to enhance learning.

Scope

This edited volume “Perspectives on Wearable Enhanced Learning” aims to take a multidisciplinary view on wearable enhanced learning and provide a comprehensive overview of current trends, research, and practice in diverse learning contexts including school and work-based learning, higher education, professional development, vocational training, health and healthy aging programs, smart and open learning, and work. This volume will feature current state of the art in wearable enhanced learning and explore how wearable technologies begin to mark the transition from the desktop through the mobile to the age of wearable, ubiquitous technology-enhanced learning.

Contents

The edited volume is divided into seven parts:

Part I The Evolution and Ecology of Wearable Enhanced Learning

This part includes chapters describing an evolution of technology-enhanced learning from the desktop to wearable era, the different phases in the evolution of technologies for learning, introducing in the technological and conceptual shifts from e-learning through m-learning to ubiquitous learning. This part introduces the reader to the topic and provides both a historical perspective and a conceptual framework for a socio-cultural ecology of learning with wearables.

Part II The Topography of Wearable Enhanced Learning

This part includes chapters giving an overview of current trends and uses of wearable enhanced learning including examples of projects, use cases, case studies. This part provides an overview of real-life examples and aims at illustrating the breadth of uses of wearable technologies for learning in different application contexts such as education, work, health and open learning.

Part III Technological Frameworks, Development and Implementation

This part includes chapters providing insight into different technological aspects of wearable enhanced learning focusing both on the hardware and the software. This part also gives an overview of different development and implementation methodologies applied in wearable enhanced learning.

Part IV Pedagogical Frameworks and Didactic Considerations

This part includes chapters providing insight into different pedagogical frameworks and didactic/instructional design approaches applied in wearable enhanced learning. This part also discusses pedagogical affordances of wearables as technologies for learning and the consequences for a didactically sound design and integration of wearables in learning settings/environments.

Part V Design of User Experience

This part includes chapters providing insight into different aspects of user experience design including approaches for enhancing user engagement such as gamification and information visualisation as well as human-computer interaction and interface design. This part also discusses how current insights from research and development in wearable computing, which represents the forefront of HCI innovation, may be applied to designing user experience in learning settings.

Part VI Research and Data

This part includes chapters providing overview of current empirical research results in wearable enhanced learning touching upon the different dimensions of learning including cognitive, social and embodied dimensions. This part also discusses how data can be gathered and exploited in wearable enhanced learning which includes such topics as wearable learning analytics, turning data into information and data-driven approaches to enhancing learning in wearable enhanced learning.

Part VII Synopsis and Prognosis

The final part includes a chapter providing a synopsis and a prognosis for the future development in the field of wearable enhanced learning.

Call for Chapters

Prospective authors (co-authors are welcome) are invited to submit a chapter proposal (via EasyChair: https://easychair.org/conferences/?conf=wellspringer2018) in form of an abstract (max. 300 words) with the title, names of authors, five keywords and the part of the book for the contribution not later than 30 September 2017. The proposals for chapters should be a previously unpublished work.

Upon acceptance of the chapter proposal and notification of authors by 20 October 2017, the final chapter should be completed not later than 01 February 2018.

Contributions will be double blind reviewed and returned with comments by 31 March 2018. Finalised chapters are due no later than 30 April 2018. The final contributions should not exceed 20 manuscript pages. Guidelines for preparing your chapter will be sent to you upon acceptance of your proposal.

Proposed Timeline

The following represents a timeline for completing this volume:

  • 20 June 2017: Call for Chapters open
  • 30 September 2017: Abstracts due (title, authors, abstract, keywords & book part)
  • 20 October 2017: Notification and additional information for authors and templates
  • 01 February 2018: Chapters due (according to the template)
  • 31 March 2018: Chapters returned with reviewers’ comments
  • 30 April 2018: Final chapters due (ready for publication)
  • 31 May 2018: Book manuscript delivered to Springer

Inquires and Submissions

Please forward your inquiries to:

The Editors: Ilona Buchem, Ralf Klamma and Fridolin Wild

E-mail: sig-well@dbis.rwth-aachen.de

Web: http://ea-tel.eu/special-interest-groups/well

Twitter: @mediendidaktik @klamma @fwild

Please submit your proposal to:

EasyChair: https://easychair.org/conferences/?conf=wellspringer2018

Looking for co-authors

Hello everyone, I am looking for co-authors for a book chapter on Open Educational Ressources. The book chapter proposal I submitted was accepted but unfortunately, due to other urgend matters I have to attend to, I won’t be able to make it alone. If you are interested in collaborating, please let me know asap. You can either leave me a comment or send me you details to: ibuchematgooglemaildotcom. Thank you!

 

Here are the details:

Book: “Collaborative Learning 2.0: Open Educational Resources

Deadline for chapter submission: 15.11.2010

My chapter proposal title: “Designing for collaborative peer-production with OER in formal education”.

And here is a short overview of my submission:

Overview

Collaborative peer-production of digital educational content, including Open Educational Resources (OER), is a growing trend, which can be primarily observed in informal, Web 2.0-based communities of practice, such as Wikipedia, YouTube or in the blogosphere. Based on the socio-cultural view of learning as social participation (Wenger et al. 2004), peers can be defined as members of a learning community sharing common interests and objectives, and who are equal to each other in terms of roles and rank within the community. From this perspective peer-production is as collective creation of content within a learning community through interactions in a group of peers. In collaborative peer production with OER is therefore a part of the OER cycle of design, creation, use, re-design and re-purpose. (…)

Due to the potential of peer-generated open educational resources as assets for enriching and reinvigorating formal education with authentic, up-to-date and on-demand information, designing for collaborative learning through peer-production with OER is becoming to play an elementary role in both formal and informal educational contexts. However, educators wishing to implement such collaborative practices by “importing” the Wikipedia-model to educational settings are often faced with the demand of re-thinking traditional approaches to meticulous didactical pre-structuring and in-advance planning. (…) Due to the shortcomings of the casual view of design for collaborative learning, process-oriented approaches and probabilistic views to analyzing and modeling collaboration have been postulated. These approaches focus on methods for supporting collaborative learning processes rather than on methods supporting attainment of pre-determined educational objectives (Stahl et al. 2006; Strijbos et al. 2004).
(…)

This chapter proposes an approach to designing for collaborative peer-production with OER in formal education contexts based on the process-oriented methodology. The chapter focuses on critical factors influencing interaction processes during peer-production with OER. This can be established under the assumption that the outcome of collaborative peer-production, that is modification of original OER in the sense of user generated content, is mediated by the quality of group interaction (Dillenbourg et al. 1996). This chapter argues that based on socio-cultural theoretical concepts and results of current research in the field of group interaction in computer-supported collaborative learning (CSCL) it is possible to describe a set of substantial pedagogical principles for designing collaborative peer-production with OER. Based on the socio-cultural view of interaction as “an emergent property of the group discourse” (Stahl 2005, p. 81), this chapter proposes a framework for pedagogical design of collaborative peer-production with OER and conceptualizes Peer Generated Content (PGC) as socio-cultural artefacts interactively produced through repurposing of Open Educational Resources (OER).