iLRN 2018 Special Tracks

Special Tracks are intended to be a forum for quality scientific research, which will be presented in scientific talks. Contributing papers have to undergo a peer review process and will be included in the conference proceedings, depending on the overall quality and track chair’s decision, either as long paper (10 – 12 pages) or as a short paper (6 -8 pages). Some of the excellent papers will be considered as full paper (14 pages) in the Springer proceedings. All papers (including papers selected for Springer publication, Online Proceedings and poster submissions) must follow Springer’s style guidelines.

For more information on guidelines and submission please visit https://immersivelrn.org/ilrn2018/authors-info-2/

Important Dates
  • Full papers submission deadline: March 15th, 2018 (Final) 
  • Short papers submission deadline: April 6th, 2018 (Extended)
  • Posters and Demos submission deadline: April 15th, 2018 (Extended)
  • Author notification of acceptance (full papers): March 29th, 2018
  • Camera-ready deadline (full papers): April 29th, 2018
  • Author registration deadline (full papers): May 7th, 2018
  • Author notification of acceptance (short papers and posters): April 29th, 2018
  • Camera-ready deadline (short papers and posters): May 15th, 2018
  • Author registration deadline (short papers and posters): May 22th, 2018
  • Main Conference, Special Tracks and Workshops: June 24th – June 29th, 2018

Special Tracks (Accepted)

To read more about each special track please click on its name in the tabs below.

ST1. ES&ILST2. CC&DMIAST3. ICHST4. SGIATST5. iLELAST6. IEEEXPST7. WELL

ST1. Environmental Science and Immersive Learning – Exploring the Landscape

Overview

Environmental Science and Immersive Learning – Exploring the Landscape Overview Designing learning experiences to support understanding of environmental science  can be challenging in many ways. It is critical that we engage more diverse learners  and audiences in understanding and caring for our environment. Thoughtfully  designed immersive learning experiences (including virtual, mixed and augmented  reality) may offer solutions to some of these challenges.

The goal of this special track is to explore the opportunities and challenges  associated with blending immersive technologies with environmental science  themes. We hope to bring together practitioners and researchers with interest and  experience in these areas to explore design frameworks and affordances of  immersive learning interfaces, and share ideas for blending real and virtual  experiences for learning in the context of environmental science.

List of Topics

Suggested topics include—but are not limited to:

  • Challenges in supporting learning in environmental science contexts
  • Using immersive interfaces to support place-based, community-based and  experiential learning opportunities for broader audiences
  • Immersive learning in zoology, ecology, environmental health, biology, or  related sciences;
  • Using immersive approaches to support interdisciplinary learning related to  environmental science
  • Exploring human health in relationship to environmental conditions;
  • Experiencing historical events and the passage of time within immersive  environments;
  • The use of immersive technologies to expand or augment museums and  collections;
  • Citizen science activities that provide situated understanding of abstract,  complex, and/or asynchronous relationships found in nature better  understood through immersive learning affordances;
  • Use of immersive technologies to support awareness and participation in  environmental justice
  • Educational strategies for bridging between western scientific and  indigenous approaches in environmental disciplines using immersive  technologies;
  • Interdisciplinary immersive research which incorporates the intellectual  traditions of both western and native science approaches;
  • How might immersive technologies support empathy toward our  environment or the organisms that live there?

Author Info

The Environmental Science and Immersive Learning – Exploring the Landscape Special Track follows the types and formats specified in the main conference.  Contributions must focus on sound research and must be grounded on literature in  their field. Long papers (10-12 pages) are expected to report on completed work, for  example technical developments, best practices, studies. Short papers (6-8 pages)  can also describe concepts, approaches, and work-in-progress. Invited speakers will  be planned for involvement as well, including both practitioners and researchers in  the field of environmental education and immersive technologies. All submissions  will be evaluated taking into account the following criteria: appropriate content and  relevance of the subject; clarity of the proposal, and significance of the work to the  field. Each submission will be judged according to a blind-review process by a  Program Committee of experts.

Selected high quality papers from the Environmental Science and Immersive  Learning special track will be selected along with papers from all other tracks to be  published as full papers in Springer’s Communications in Computer and Information  Science (CCIS) conference proceedings series (see also  http://www.springer.com/series/7899); the acceptance rate for the Springer  proceedings will be approximately 35 % of the submitted papers. The remaining accepted contributions will be published in iLRN’s online  proceedings volume with individually linked DOIs and an overall ISBN number.  Please note that this proceedings volume is published by the publishing house of the  Graz University of Technology (Austria) and is not yet indexed by SCOPUS. Previous  years’ proceedings are available online at: http://proceedings.immersivelrn.org. Further, a select number of manuscripts published in either of the proceedings  volumes will be invited to submit an extended version of their conference papers for  publication in a special issue of the Journal of Educational Computing Research  (Social Sciences Citation Index. Journal Citation Reports impact factor 2016: 0.678).  A special issue for extended versions of conference papers centering on Technology  & Computer Science has also been proposed to a JCR-indexed journal.

Special Track Chairs

  • Amy Kamarainen, Harvard Graduate School of Education
  • Shari Metcalf, Harvard Graduate School of Education

Program Committee

  • Amy Kamarainen, Harvard Graduate School of Education
  • Shari Metcalf, Harvard Graduate School of Education
  • Jonathon Richter, Salish Kootenai College
  • Kurt Squire, University of California -Irvine
  • Judy Perry, Massachusetts Institute of Technology
  • David Gagnon, University of Wisconsin – Madison
  • Cat Stylinski, University of Maryland Center for Environmental Science
  • Sameer Honwad, University of New Hampshire

Contact

For more information, please contact Dr. Amy Kamarainen  (amy_kamarainen@gse.harvard.edu).

ST2. Climate Change and Disaster Management Immersive Analytics 

Overview

Nowadays, climate change and disaster management are attracting a lot of attention for their paramount implications on the safety of the earth environment and its inhabitants. The harmful effects of them is being observed everywhere on our planet: It is felt in the oceans and the seas when their levels are rising dangerously, in the glaciers when are melting and invading water and land spaces, in the floods when they are devastating and recurring in time, in the deforestation when green spaces are dying and disappearing; in tornadoes, tsunamis, wildfires, hurricanes, etc., when they are affecting deeply our life through our environments where we live.

Strategies tackling climate change problems were influenced by gathered huge data from the above phenomena. Climate change and disaster management actors developed methods and tools helping to formulate advanced climate change actions, based on collected big data and data sciences. Huge data on different variables, such as temperature change, sea levels, forest cover and carbon emissions, are accumulated frequently, to establish correlations between variables, and, consequently, to supply actionable insights and predictions and, to identify patterns and trends. Proactive actions and precautions can, therefore, be taken according to previous findings.

Big data, data sciences, and predictive analytics seem to be able to provide accurate knowledge to enable efficient decisions and to generate accurate insights related to climate change and disaster management; however, they have to be enhanced by immersive analytics which ease the deep cognitive, perceptual and/or emotional involvement of humans when understanding and reasoning with them. Consequently, immersive analytics offer new horizons through methods and tools, they offer, to perform information visualisation, visual analytics, virtual and augmented reality, natural user interfaces, etc. They aim to support analytical reasoning and decision making by deriving insights from huge data thanks to powerful visualization, display, and interaction techniques augmenting the human ability to analyze and make sense of the heterogeneous, noisy, often massive and multifaceted datasets such those related to climate change and disaster management.

List of Topics

In this special track, we are sensing for innovative research, design, and view-points, mature or workin-progress that treat climate change and disaster management fields, while exploring big data, data sciences, and predictive analytics related issues, and enhancing the previous research topics with immersive analytics methods and tools such as:

  • Collaboration.
  • Hybrid 2D/3D.
  • Affordances for Immersion.
  • Changing Technologies.
  • Platforms and Toolkits.
  • Virtual and augmented reality approaches for data analysis.
  • Semi- and fully immersive data exploration.
  • Climate change Modelling and Simulation.
  • Data integration.
  • Tajectory data and warehousing.
  • Social network analysis.
  • Big data and data Sciences.
  • Business analytics.
  • Visual Analytics, Visualization, and Animation.
  • Climate change and disaster management case studies.
  • Collaborative analytics in immersive environments.
  • Theoretical framework or literature reviews related to aspects of immersive analytics.
  • Theories, models, and practices related to immersive analytics.
  • Adaptation and recommendation.
  • Self-reflection and meta-cognition.
  • Learning analytics and data mining.
  • Context awareness.
  • Technical frameworks.
  • Evaluation studies and methodologies.

Special Track Chair

Prof. Jalel Akaichi, Information Sciences Department, King Khalid University.

Programme Committee (to be expanded)

  • Hamad Al Odhaibi, HCT colleges, UAE.
  • Nasser Nasseri, HCT colleges, UAE.
  • Habib Shah, University of Malakand, Pakistan.
  • Cecile Favre, University of Lyon 2, France.
  • Ladjel Bellatreche, Poitiers University, France.
  • Hela Limam, ISI, Tunisia.
  • Wided Oueslati, ESC, Tunisia.
  • Mohamed Aljaeed, King Khalid University, KSA.
  • Maria Lopez, University of Granada, Spain.
  • Widad Mustafa El Hadi, University of Lille 3, France.
  • Mohamed AlSagr, King Khalid University, KSA.
  • Wiem Khlif, University of Sfax, Tunisia.

For more information, please contact Prof. Jalel Akaichi (j.akaichi@gmail.com).

ST3. Immersed in Cultural Heritage

Overview

Designing meaningful learning experiences that authentically portray the richness and diversity of human cultures across history has been a challenge for hundreds of years. Social, expressive, and technical practices within cultures are often only fully appreciated within context of these rich human ecologies and this has been difficult, expensive, and impractical to deliver at scale. Immersive Learning environments hold great promise to engage students from diverse perspectives and the public in myriad new ways — yet the principles and practices are yet to be fully understood or articulated. iLRN’s Special Call for 2018 seeks to bring together experts from across the disciplines to create dialogue and build capacity for the use of immersive learning environments for exploring and deeply understanding cultural heritage. The goals of this special track are to explore the opportunities and challenges within formal and informal learning contexts associated with digital representations of cultural heritage. We aim to explore existing and new opportunities arising from emergent immersive and technologies within the context of digital literacies. We plan to bring researchers and developers together to identify emerging patterns and themes being employed by museums, schools, cultural heritage centers, and public and private enterprises — and compile and share them.

Papers may address some of the following topics:

  • Providing people with unique and multiple cultural perspectives and knowledge through immersive experiences;
  • The use of immersive learning tools and techniques for portraying cultural customs, traditions, and values.
  • Best Practices for developing immersive learning experiences working with historically underrepresented groups and cultures with sensitive artifacts / practices.
  • Experiencing historical events and the passage of time within immersive environments;
  • The use of immersive technologies to expand or augment museums and collections;
  • Citizen science activities that provide situated understanding of abstract, complex, and/or asynchronous relationships found in unique cultural contexts may be better understood through immersive learning affordances;
  • The development of research agendas and practices that seek to understand the sustainability of traditional resource management practices employing immersive learning tools and techniques;
  • The use of immersive technologies to promote issues of Human Rights and Ethics;
  • Learning languages within cultural contexts;

Organizers:

  • Alan Miller and Catherine Cassidy, University of St Andrews, United Kingdom;
  • Jonathon Richter, Salish Kootenai College

ST4. Serious Games using Immersive and Assistive Technologies (SGIAT)

Overview

Recent years have seen a rapid proliferation of serious games as they provide the context in which participants can dunk and experience a simulated environment as real, as they can achieve rich and complex content-based interaction. Serious games, including simulations, immersive environments and assistive technologies, have the potential to be an important tool that engages users in interactive and immersive activities that allow them to practice and improve technical, practical and creative skills. To achieve this, serious games use advanced multimodal interfaces to meet their objectives, but these alone will not guarantee that they succeed their intended purpose. To fully satisfy their potential, serious games must couple advanced technological interventions with sound theoretical principles into their design and structure, such as cognitive principles and theoretical frameworks. This special session aims to explore how immersive and assistive technologies can be applied to improve the effectiveness in serious games in achieving formal or informal training. The special session calls for papers that explore the design and development of serious games, or simulation platforms that use/or may use immersive and assistive technologies. Papers are expected to demonstrate evaluation results of either a working prototype or preliminary testing of a working demo. Therefore, we invite practitioners and researchers alike to submit papers under the following topics.

List of Topics:

  • Serious games in training and education
  • Natural interfaces / Multimodal interaction in Virtual Reality
  • Al in serious games for training/education
  • Context aware (e.g., location, user performance, preferences, state of the game, other) serious games
  • Cognitive and pedagogical principles / issues / aspects of serious games
  • Empathy and serious games / educational games
  • User centred serious game design
  • Gamified education/training applications
  • Advanced Interface (Virtual/Augmented Reality, pervasive) and applications for training.
  • New interactive hardware for immersive support in game learning
  • Principles, theories, and models
  • Personalisation and customisation of virtual reality environments • Immersive and assistive technologies for education, culture and healthcare

Author Info

Researchers are hereby invited to submit:

  • a long paper (10 – 12 pages) detailing their research, or
  • a short paper (6 -8 pages) describing their work-in-progress.
  • Research posters (2 pages abstract) – see in the following link for further instructions : https://immersivelrn.org/ilrn2018/posters/

Selected high quality papers from the main track and from the special tracks will be selected to be published as full papers in Springer’s Communications in Computer and Information Science (CCIS) conference proceedings series (see also http://www.springer.com/series/7899); the acceptance rate for the Springer proceedings will be approximately 35 % of the submitted papers.

The remaining accepted contributions will be published in iLRN’s online proceedings volume with individually linked DOIs and an overall ISBN number. Please note that this proceedings volume is published by the publishing house of the Graz University of Technology (Austria) and is not yet indexed by SCOPUS. Previous years’ proceedings are available online at: http://proceedings.immersivelrn.org.

Further, a select number of manuscripts published in either of the proceedings volumes will be invited to submit an extended version of their conference papers for publication in a special issue of the Journal of Educational Computing Research (Social Sciences Citation Index. Journal Citation Reports impact factor 2016: 0.678). A special issue for extended versions of conference papers centering on Technology & Computer Science has also been proposed to a JCR-indexed journal.

Please note that best papers considered for Springer publication must qualify as full paper not exceeding 14 pages. All papers (including papers selected for Springer publication, Online Proceedings, videos and poster submissions) must follow Springer’s style guidelines. More information available at: https://immersivelrn.org/ilrn2018/authors-info-2/

Each submission will be evaluated by a Programme Committee consisting of a panel of international experts. Each paper will receive two double-blind reviews.

Special Track Chairs

  • Markos Mentzelopoulos, University of Westminster, UK
  • Daphne Economou, University of Westminster, UK
  • Phil Trwoga, University of Westminster, UK

For questions regarding the special track contact us:

Program Committee (to be confirmed)

ST5. Immersive Learning Experiences in Later Age (iLELA)

Overview

Over the past few years, there has been an increasing interest in using the potential of digital technologies to involve the learner into role-playing, socially embedded interactions, and mixed-reality environments. Although these learning experiences tend to stem from the advancements in today’s society, age-related changes and media allocation in different generations pose many challenges to both immersive and inclusive learning experiences. The aim of this special track is to discuss the challenges and strategies used in the fields of Information and communication technologies and gerontagogy or educational gerontology, in order to extend technology-enhanced learning to older adults.

Topics

The topics of interest include (but not limited to):

  • Theoretical framework or literature reviews related with the role of technologies in gerontagogy;
  • Development of digital artifacts for immersive learning in later age;
  • Theories and practices related with learning environments and active ageing;
  • Case studies of learning experiences in later age;
  • Approaches to learning experiences, memory plasticity and cognitive training in the aging process;
  • Intergenerational learning experiences;
  • Technology-enhanced learning and aging.

Author Info

Special Tracks are intended to be a forum for quality scientific research, which will be presented in scientific talks. Contributing papers have to undergo a peer review process and will be included in the conference proceedings, depending on the overall quality and track chair’s decision, either as long paper (10 – 12 pages) or as a short paper (6 -8 pages). Some of the excellent papers will be considered as full paper (14 pages) in the Springer proceedings. All papers (including papers selected for Springer publication, Online Proceedings and poster submissions) must follow Springer’s style guidelines. For more information on guidelines and submission please visit https://immersivelrn.org/ilrn2018/author_info/

Special Track Chair:

Ana Isabel Veloso (aiv@ua.pt), University of Aveiro, Digimedia, Portugal

PC Program Committee (to be confirmed and extended)

  • Alexandra Lopes, Faculty of Humanities, University of Porto, Portugal
  • Ana Beatriz Bahia, Casthalia Digital Art Studio, Florianópolis, Brazil
  • Beatriz Sousa Santos, DETI, University of Aveiro, Portugal
  • Carlos Santos, University of Aveiro, DigiMedia, Portugal
  • Carsten Moller, German Sport University Cologne, Germany
  • Célia Soares, ISMAI, Portugal
  • Eugene Loos, University of Amsterdam, Netherlands
  • Leonel Morgado, Universidade Aberta, Portugal
  • Liliana Sousa, University of Aveiro, Portugal
  • Luiz Adolfo Andrade, University of Estado da Bahia, Juazeiro, Brazil
  • Lynn Alves, Universidade do Estado da Bahia, Salvador, Brazil
  • Mário Vairinhos, DeCA, University of Aveiro, Portugal
  • Maria Piedade Brandão, ESSUA, University of Aveiro, Portugal
  • Óscar Mealha, University of Aveiro, DigiMedia, Portugal
  • Paulo Dias, DETI, University of Aveiro, Portugal
  • Sonia Ferreira, Institute Polytechnic of Viseu, Portugal

Contact Email

For more information, please contact Ana Isabel Veloso (aiv@ua.pt)

ST6. Immersive and Engaging Educational Experiences (IEEEXP)

Overview

Immersive  and  engaging  learning environments  are  powerful  teaching  tools  and  allow  innovative forms  of  entertainment,  learning,  training,  and  other  experiences.  More  and  more  virtual reality  platforms,  virtual  world  environments,  augmented/alternate/mixed  reality  applications and  game­-based  experiences,  and  various  forms  of  interactive  media  are  designed  to create  engaging  and  immersive  experiences  in  an  educational  setting.  This  can  be  a traditional  classroom,  a  virtual  and  remote  classroom  setting  or  activities  that  further  the educational  agenda.

In  this  track,  various  forms  of  interactive  media, methods-based  and  “entertainment with  purpose”  are  discussed  to  create  different  forms  of  engagement. In  this  special  track  we  discuss  how  we  can  design,  develop,  and  analyze  educational environments  to  be  both,  immersive  and  engaging, while still learning outcome oriented.  The  track  does  not  only  cover research  on  design,  development,  and  analysis  of  such  environments,  we  also  invite submission  describing  non­-traditional  and  traditional  design  practice  and  development approaches  to  create  different  engaging  experiences.

Topics

The  topics  of  interest  include,  but  are  not  limited  to:

  • Learning:  learning  in  immersive  environments,  augmented  realities, mixed realities,  virtual realities,  virtual  worlds,  and  games
  • Design:  design  techniques,  practices,  methods (problem-based, storytelling, scenario-based, etc.)
  • Analysis:  frameworks,  exploration  studies,  user  studies
  • Technology:  platforms,  devices,  engines,  environments,  graphics,  navigation, interactions,  user  analysis,  data  analysis,  procedural  content  generation, artificial  intelligence
  • Non-­traditional,  non­-classroom  and  non-­curricular  learning  environments
  • Development  approaches  to  create  different  engaging  experiences

Author Info

All papers (including papers selected for Springer publication, Online Proceedings and poster submissions) must follow Springer’s style guidelines.

Contributions are welcome as work-in-progress, research results, technical development, and best practices. Research, development, and best practices contributions will be accepted according to their quality and relevance either as full or short papers. Selected papers from the main conference and special tracks will be published in the Springer Proceedings, and the rest of the accepted papers will be published in the online proceedings with a confirmed ISBN number/reference. Work-in-progress will only be accepted as short papers.

  • Full papers accepted for Springer publication must not exceed of 14 pages.
  • Long papers accepted for publication at Online Proceedings must not exceed of 10-12 pages.
  • Short papers accepted for publication at Online Proceedings must not exceed of 6 – 8 pages.

Submitted papers must follow the same guidelines as the main conference submissions. Please visit https://immersivelrn.org/ilrn2018/author_info/ for guidelines and templates.

For submitting a paper to this special track, please use the submission system https://www.easychair.org/conferences/?conf=ilrn2018 , log in with an account or register, and select the track “Special Track 6: Immersive and Engaging Educational Experiences” to add your submission.

Special  Track  Chairs

  • Johanna  Pirker,  Graz  University  of  Technology,  Austria
  • Foaad  Khosmood,  California  Polytechnic  State  University,  USA
  • Kai Erenli, University of Applied Science BFI Vienna, Austria

Program Committee (to be confirmed and extended)

  • Allan Fowler, Kennesaw State University
  • Brian Mcdonald, Glasgow Caledonian University, UK
  • Dominic Kao, Massachusetts Institute of Technology, MA
  • Ryan Locke, Abertay University, UK
  • Volker Settgast, Fraunhofer Austria, Austria
  • Kai Erenli, University of Applied Sciences BFI Vienna, Austria
  • Zoë J. Wood, California Polytechnic State University, CA
  • Britte H. Cheng, SRI International, CA
  • Helen Wauck, University of Illinois Urbana-Champaign, IL
  • Guenter Wallner, University of Applied Arts Vienna, Austria

Contact: jpirker@iicm.edu

ST7. Wearable Technologies for Learning (WELL)

Overview

Wearable technologies with analytics– such as smart watches, smart glasses, smart objects, smart earbuds, or smart garments – are starting to change the way we learn, shaping behavior and transforming learning into immersive user experiences in formal education, informal learning and learning in the workplace. Wearable user interfaces are also transforming user experience, improving integration of technologies into everyday life, education, and work. Since wearable technologies are likely to shape the future relationship between humans and computers, it is essential to look beyond the current perspective of how wearable technologies may enhance learning in the future.

Wearable Enhanced Learning (WELL) is beginning to emerge as a new discipline in Technology Enhanced Learning (TEL) in combination with other relevant trends like the transformation of classrooms, new mobility concepts, cyber-physical systems and the transformation of industries like logistics and industrial production. Wearable-technology Enhanced Learning (WELL) is a transformational step in the transition from the desktop age through the mobile age to the age of wearable, ubiquitous computing designed for learning and to prompt change in behavior. Related research has recently been highlighted by the U.S. National Science Foundation in calls for proposals related to Cyberlearning for Work at the Human-Technology Frontier.

Wearable devices are body-worn, equipped with sensors and conveniently integrate into leisure and work-related activities including physical movements of their users. Wearable technologies are also breaking the established ground in the realm of consumer electronics. According to the recent forecasts (e.g. Cisco, Gardner, Deloitte) for 2018, portable technologies, including mobile and wearable devices, will form the basis of personal communications with the global wearable device data traffic increasing by over 60%.

This special track is the 6th international annual event of the Special Interest Group on Wearable Enhanced Learning (SIG WELL, http://ea-tel.eu/special-interest-groups/well/ ) which is part of the European Association for Technology Enhanced Learning (EATEL).

This special tract is intended to present current research and development in the field of Wearable Enhanced Learning from Europe and USA and stimulate further scientific and industrial knowledge exchange in this field.

Part of the special track will include the presentation of the current state of the art in Wearable Enhanced Learning which will appear in the upcoming Springer Book titled “Perspectives on Wearable Enhanced Learning: Current Trends, Research and Practice” as well as current European and US research projects in the field including WEKIT “Wearable Experience for Knowledge Intensive Training” (funded under European Union’s Horizon 2020 research and innovation programme) and SMART Emergency Medical and First Response Multiteam Systems (action cluster team under the U.S. National Institute for Standards and Technology (NIST) Global City Teams Challenge).

TOPICS

Suggested topics include—but are not limited to:

  • Wearable technologies in learning scenarios
  • Learning designs with wearable technologies
  • Collaborative wearable technology enhanced learning
  • Wearable technologies for learning in the industry
  • Wearable technologies for learning in the field of health and fitness
  • Wearable technologies and affective computing
  • Learning Analytics for wearable technologies for learning
  • TEL applications of smart glasses, watches, armbands
  • Learning context and activity recognition for wearable enhanced learning
  • Body-area learning networks with wearable technologies
  • Data collection from wearables
  • Feedback from wearables
  • Augmented Reality Learning
  • Ad-hoc learning with wearables
  • Micro-learning with wearables
  • Security and privacy for wearable technology enhanced learning

Authors are encouraged to rethink the future of learning once wearable user interfaces are widely and easily available for any learner toward the design and development of future learning and work environments leveraging advanced technology as well as inside and outside the classroom.

AUTHOR INFO

Phase 1: Abstract submission (500 word summary) – Deadline: February 15th, 2018

Please submit a 500 word summary (approx. 2 pages) via EasyChair. Submissions may include work from past, current and future projects and must focus on sound research. Submissions will be peer-reviewed and authors notified including detailed feedback for preparing the paper submission in form of a short or long paper.

For submitting an abstract to this special track, please use the submission system https://www.easychair.org/conferences/?conf=ilrn2018, log in with an account or register, and select the track 7 “ Wearable Technologies for Learning ” to add your submission.

  • Deadline for submission of abstracts: February 15th, 2018
  • Notification of authors: March 1st, 2018
  • Phase 2: Paper submission (short and long papers) – Deadline: April 15th, 2018

After notification authors of selected submissions will be asked to submit their papers. All papers must follow Springer’s style guidelines. All papers will be published in Online Proceedings.

  • Long papers must not exceed of 10-12 pages.
  • Short papers must not exceed of 6 – 8 pages.

Submitted papers must follow the same guidelines as the main conference submissions. Please visit https://immersivelrn.org/ilrn2018/author-info/ for guidelines and templates. For submitting a paper to this special track, please use the submission system https://www.easychair.org/conferences/?conf=ilrn2018, log in with an account or register, and select the track 7 “ Wearable Technologies for Learning ” to add your submission.

Contributions are welcome as work-in-progress, research results, technical development, and best practices. Research, development, and best practices contributions will be accepted according to their quality and relevance either as full or short papers. Work-in-progress will only be accepted as short papers.

SPECIAL TRACK CHAIRS

  • Ilona Buchem, Beuth University of Applied Sciences Berlin, Germany, Contact: buchem@beuth-hochschule.de
  • Brenda Bannan, George Mason University located in Fairfax Virginia, Contact: bbannan@gmu.ed

PROGRAM COMMITTEE

  • Ralf Klamma, RWTH Aachen University, Germany,
  • Fridolin Wild, Brookes University, UK
  • Michael Fominykh, Norwegian University of Science and Technology, Norway
  • István Koren, RWTH Aachen University, Germany

CONTACT

Special Interest Group on Wearable Enhanced Learning http://ea-tel.eu/special-interest-groups/well/



Call for Proposals

CALL FOR SPECIAL TRACK PROPOSALS

The Immersive Learning Research Network (iLRN)’s 2018 Conference Board invites you to submit proposals to host & conduct an iLRN’s Special Track on June 24th – June 29th 2018 in Missoula, Montana. For this 4th annual conference we seek to continue to advance our shared understanding of the full understanding & skills necessary to make high quality digitally immersive learning experiences. Your specialized focus and immersive learning-related work may thus find richer context and deeper meaning within a Special Track! iLRN seeks to discover, showcase, and share how Immersive Learning experiences are best made and/or applied. Imagine yours & your colleagues’ works as a Special Track to the iLRN 2018 experience!

iLRN encourages & accepts proposals from ALL researchers, artists, and developers focused on digitally enhanced immersive learning – however, special to this year, iLRN is announcing a specific interest in an applied sector as part of iLRN’s Research Agenda. iLRN 2018 will emphasize works of immersive learning in the realms of Environmental Sciences and/or Cultural Heritage. Deep understanding of content within either of these fields is naturally best achieved through ecological and highly situated contexts. Solutions to complex ecological problems and deep understanding of cultural contexts require not only scientific expertise to, but also understanding of the situated milieus in which they occur. Cross-cultural competence thus becomes an important and heretofore elusive component of functioning effectively in the global scientific community. This is particularly true of many topics of interest within the environmental disciplines where science and culture intersect. Immersive technologies have the potential to enhance learning through presence, multiple perspectives, and learning transfer from one experience to another (Dede, 2009). iLRN 2018’s setting in western Montana is an optimal context to showcase our growing interdisciplinary iLRN Knowledge Base on how to use immersive learning for advanced human conduct. Topics of interest for Special Track proposals may vary widely, but special priority will be given to those that focus on and propose to conduct a high quality Special Track that meaningfully resonates with one or both of the conference themes.

Special Tracks Proposal

Special Track proposal submissions should contain the following sections in the suggested order and must not exceed 2 pages. The only accepted format is PDF.

  • A concise Special Track title.
  • The names and affiliations of the organizers; typically it should count no more than three co-chairs preferably affiliated with different organizations.
  • Proposed duration of the Special Track (one session (1.5 hours, half or full day).
  • A two-paragraph description of the Special Track topic, themes and relevance. Please note if part of the iLRN Special Call for either Environmental Sciences and/or Cultural Heritage.
  • If the Special Track was conducted before, where and when was it conducted?
  • A description of the Special Track format: contributions must focus on sound research. Publications to be solicited, submitted, and published must follow formats specified in the main conference (long  and short papers). Please also outline if invited speakers will be planned for involvement in the iLRN 2018 Special Track.
  • A description on how Special Track submissions will be evaluated, and a tentative Program Committee (PC) list (with indication of whether PC members have already been contacted and/or have expressed interest.) Deadlines for distributing the call, contribution submissions and the review process must be outlined. Deadlines for notification of authors and final paper submission must align with those deadlines outlined for the main conference.
  • It is expected that Special Tracks will be open to all interested registered iLRN Conference parties.
  • A short bio of the special track organizers, including a description of their qualifications relative to the topic area, and past experience in organizing/facilitating research meetings.

The review process of proposal submissions focuses on the expertise of the Special Track chairs as well as the relevance and soundness of the Special Track topic, the quality of the PC members, and the review process for the Special Track itself.

Tasks and Common Deadlines for Accepted Special Track Chairs

The iLRN Special Track chairs are expected to apply highest standards to promote, manage and run the Special Track respecting the deadlines and procedure. This includes:

  • Preparing and distributing the call for contributing to the Special Track.
  • Setting up a quality review procedure and ideally a submission and review system following the deadlines of the main conference.
  • Communicating with authors, Special Track Chairs, and Academic Program Chair
  • Keep the conference organizers (Special Track Chairs and Academic Program Chair) updated on the status in a regular base
  • Providing a one page abstract summarizing the Special Track to be published together with the papers of the Special Track. The abstract must follow the style guideline und must include title, name and affiliations of Special Track chairs, background and motivation of the Special Track, and summary of the review process.

Important Dates

  • Special Track and Workshop proposals deadline: December 8th, 2017 (Extended)
  • Notification of acceptance Special Tracks and Workshops: December 13th, 2017

How to submit a proposal?

Please use the iLRN submission system https://www.easychair.org/conferences/?conf=ilrn2018 and select ‘Special Track‘ when adding your proposal.
All submitted special track proposals will be reviewed by the Special Track and Workshop Co-chairs and selected board members following the quality aspects published in the detailed call text. For the quality aspects please refer to the Authors’ Kit.
A selection of the best papers from Special Tracks will be considered to be published in the Springer proceedings. In order to keep the quality of full papers on a high standard, less than 35% are considered to be added to the Springer proceedings. The other papers will be added to a non-index proceedings volume assigned by an ISSN number and only online accessible.

Questions?   email info@immersivelrn.org