- Air-L - lists.aoir.org

Googleplex visit opportunity at AEJMC conference in San Francisco on August 5
by Louisa Shu Ying Ha 16 Jul '15

16 Jul '15

Dear colleagues: I organized a trip to Google's headquarters for the AEJMC San Francisco conference participants. We added a second group. There are only 2 spots left. If you are interested, please contact Louisa Ha immediately at louisah(a)bgsu.edu<mailto:louisah@bgsu.edu> . First come first served. Please provide your institutional affiliation when e-mailing me. Your name and institiutional info will be sent to Google for security record. Googleplex Visit--Group 2 Wednesday, August 5, 8:00am-3:00pm ($30, limited to 14 participants, MMEC) Thanks to Google, we are now able to offer additional spots for the Googleplex tour in Mountain View, CA. Join the Media Management & Economics Division to learn about the latest developments in YouTube, Google Search and Google Play, and how they are changing the media industry. Shuttle bus will transport to and from the hotel, however lunch at Google cafeteria cannot be provided on-site for Group 2. (Food options will be available nearby for purchase.) Louisa Ha, Ph.D. Editor, Journalism and Mass Communication Quarterly Professor, Department of Telecommunications School of Media and Communication Bowling Green State University 419-3729103 http://works.bepress.com/louisa_ha/ https://bgsu.academia.edu/LouisaHa Twitter: @LouisaHaJMCQ

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Job Opening: Postdoc in Games, Play, and Motivational Design @ Northeastern University
by Sebastian Deterding 16 Jul '15

16 Jul '15

Apologies for cross-posting, please share widely: I you are or know someone who might want to work with me and the fab faculty at the Northeastern University on game design, gameful design, embarrassment, motivation, and all that fun stuff: I have a postdoc position open immediately. Of course, if you have any questions, feel free to ask. # General Info Position Title: Postdoctoral Research Associate Requisition Number: STFR002325 Division/College: College of Arts, Media and Design Location: Boston Main Campus Full-time/Part-time: Full Time Posting Date: 07/13/2015 Link: https://neu.peopleadmin.com/postings/36635 # Responsibilities The Playable Innovative Technologies (PLAIT) Lab at Northeastern University is seeking a Post Doctoral Research Associate (Post Doc) to join our fast-growing game research group (www.northeastern.edu/games) The position involves assisting in quantitative and qualitative empirical studies, helping in the design of applied games and playful experiences, and writing research papers around designing for engagement and enjoyment in and beyond game play. Additional responsibilities include grant proposal preparation and laboratory management. Game play is a subject-environment ecology purposefully designed to create enjoyment, motivation, and engagement. The Post Doc will be involved in advancing the state of knowledge of how design features and contextual circumstances together afford motivation and enjoyment in and beyond games, and how to translate such knowledge into a form useful for designers. The Post Doc will help in writing review articles and grant proposals on particular motives. The main responsibilities will be to help set up and run research studies and publish about these. The Post Doc will get the opportunity to become involved in the development of motivational systems and to supervise graduate and undergraduate students. Current example projects are developing a system for automatic difficulty balancing of citizen science games (http://j.mp/1KvX7Ae) identifying how embarrassment acts as a hurdle to engagement and how to reduce it (http://j.mp/1RUOKgu) or understanding how the context of serious games in schools affects their experience and effectiveness. Work will be performed under the guidance of Dr. Sebastian Deterding, an Assistant Professor of Game Design. As most projects will involve collaborations with other PLAIT members and faculty across Northeastern University and around the globe, the Post Doc will have the opportunity to interact with and become visible to a wide variety of researchers and industry partners. # Qualifications We seek candidates who hold a PhD in Human-Computer Interaction (HCI), Cognitive Science, Learning Science, Psychology, Sociology or related areas at the time of starting their position. Successful candidates will have an interdisciplinary background, an clear research interest in games, and expertise in quantitative and qualitative empirical research. Candidates should ideally have experience with game or user experience design, the development of interactive systems, and grant preparation. # Additional Information This is a 1-year position with the possibility of 1 year renewal contingent on funding and performance. We hope to fill this position as soon as possible and we will review applications as they arrive. The position is open until filled. For more information, please contact Dr. Sebastian Deterding (deterding(a)neu.edu) Best Dr. Sebastian Deterding Playable Innovative Technologies Lab College of Arts, Media, and Design Northeastern University http://codingconduct.cc

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ACLS Public Fellows (and other ACLS Competitions and Deadlines)
by Becky Lentz 15 Jul '15

15 Jul '15

The ACLS Public Fellows program places recent PhDs from the humanities and humanistic social sciences in two-year staff positions at partnering organizations in government and the nonprofit sector. Fellows participate in the substantive work of these organizations and receive professional mentoring. The fellowship provides a stipend of $65,000 per year as well as individual health insurance. https://www.acls.org/programs/publicfellows/ other: https://www.acls.org/programs/comps/ --- Becky Lentz, McGill University

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CFP: The Cultural Legacies of Ada Lovelace
by Joly MacFie 15 Jul '15

15 Jul '15

(a little off-topic, but not without charm) *Texts and Contexts: The Cultural Legacies of Ada Lovelace* *“That brain of mine is more than merely mortal; as time will show.”* A workshop for graduate students and early career researchers Tuesday 8th December 2015 Mathematics Institute and St Anne’s College, Oxford The mathematician Ada Lovelace (1815-1852), daughter of poet Lord Byron, is celebrated as a pioneer of computer science. The notes she added to her translation of Luigi Menabrea’s paper on Charles Babbage’s analytical engine (1843) are considered to contain a prototype computer program. During her short life, Lovelace not only contributed original ideas to the plans for this early computer; she also imagined wider possibilities for the engine, such as its application to music, and meditated on its limitations. Lovelace leaves a legacy not just as a computer scientist, but also as a muse for literary writers, a model to help us understand the role of women in science in the nineteenth century, and an inspiration for neo-Victorian and steampunk traditions. As part of the University of Oxford’s celebrations to mark the 200th anniversary of Lovelace’s birth, this one-day workshop will bring together graduates and early career researchers to discuss the varied cultural legacies of this extraordinary mathematician. The day will feature an expert panel including graphic novelist *Sydney Padua* and biographer *Richard Holmes*. The day will conclude with a reception and buffet when there will be opportunities to meet with speakers from the Ada Lovelace 200 Symposium, which will also take place in the Mathematics Institute on the following two days (9th-10th December). Researchers from all disciplines are invited to submit proposals for papers on the influences of Lovelace’s work, on topics including, but not limited to, literature, history, mathematics, music, visual art, and computer science. This might include: - Lovelace’s place in the study of the history of science. - Lovelace and *women in science* in the nineteenth century - Early nineteenth-century *scientific networks*, including Lovelace’s relationship with such individuals as Charles Babbage and Mary Somerville. - Lovelace and discussions about the *role of the imagination in scientific practice* in the nineteenth century. - Lovelace as *translator and commentator*. - *Mathematics and music*, and the musical possibilities Lovelace envisaged for Babbage’s engine. - Lovelace’s own *textual legacies*, such as her correspondence, childhood exercises and mathematical notes held in the Bodleian. - Lovelace’s *technological legacies*, from her seminal work on Babbage’s Analytical Engine to her impact on computer programming today. - Lovelace’s role in the *steampunk tradition*, from Gibson and Sterling’s *The Difference Engine* to Sydney Padua’s *The Thrilling Adventures of Lovelace and Babbage*, and neo-Victorian fashion. - Efforts and activities to *commemorate and memorialise *Lovelace, from the recent Google Doodle to the annual Ada Lovelace Day. Proposals, not exceeding 250 words, for 15-minute papers should be submitted to adalovelaceworkshop(a)ell.ox.ac.uk <https://owa.nexus.ox.ac.uk/owa/adalovelaceworkshop@ell.ox.ac.uk/redir.aspx?…> by *5pm, Friday 28th August 2015*. Those who are accepted to speak at this graduate workshop will also be offered free registration for the Ada Lovelace 200 Symposium taking place on the following two days. For more information, please visit https://adalovelaceworkshop.wordpress.com <https://owa.nexus.ox.ac.uk/owa/adalovelaceworkshop@ell.ox.ac.uk/redir.aspx?…> .

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Reminder: AoIR meetup at #IAMCR2015 Montreal today
by Guillaume Latzko-Toth 15 Jul '15

15 Jul '15

A brief reminder to AoIR folks who are currently attending the IAMCR Conference in Montreal: join us this Wed. July 15, from 5 pm to 7 pm, at pub L'Ile Noire (1649 Saint-Denis, Montreal). More details on this Facebook event page: https://www.facebook.com/events/1648679558683559/ Guillaume

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CFP - Video Games, Culture, & Justice - Abstracts wanted by 8/3/2015
by André Brock 14 Jul '15

14 Jul '15

Apologies if this is a repost. +++++ *Call for Papers* *Video Games, Culture, & Justice* Kishonna L Gray (Eastern Kentucky University), Co-Editor David J Leonard (Washington State University), Co-Editor André Brock (University of Michigan), Co-Editor *Deadline for Abstracts: August 3rd, 2015Full Essays Due: November 16th, 2015* The purpose of this edited volume will be to propel game studies towards a more responsive existence in the area of social justice. The text will attempt to move beyond the descriptive level of analysis of what and begin engaging the why, highlighting the structural and institutional factors perpetuating inequalities that permeate gaming culture and extend into a myriad of institutions. The public outcry associated with GamerGate has put ‘why’ at the forefront of game studies. This attack directed at ‘social justice warriors’ brought the hidden reality of harassment, cyberbullying, sexism, racism, homophobia, transphobia, and other injustices to light. These attacks are part and parcel of gaming culture; challenges to the lack of diversity or the gross stereotypes are often met with demonization and rhetorical violence. Yet, we must move beyond individual acts of prejudice, discrimination, and microaggressions to examine the structural and institutional factors that allow them to exist. We must look at how the daily practices sustain what Mark Anthony Neal calls “micro-nooses” and lived reality of violence on and offline. Amid this culture of violence, the gaming industry has embraced the rhetoric of diversity and inclusion. In response to protests, game developers have incorporated statements asserting their commitment to producing diverse games and creating an industry that is not dominated by white men. GamerGaters, who gained media attention through their misogynist and racist attacks on women gamers and developers, tried to justify their campaign as an attempt to restore the ethics needed in video game journalism. Given the post-racial rhetorical turn of the last six years, it is important to push conversations about gaming and gamers beyond diversity, to expose the disconnect between rhetorics of multiculturalism and the struggle for justice and equity. It is important to highlight the contradiction between ideals of inclusion espoused within the video game industry and society as a whole and the persistence of injustices within the structural and institutional context in which they may have developed. This compilation not only seeks to answer these questions but also to produce work that intervenes in the culture of violence and inequity from which these works emanate from inside and outside of academia. Traditionally, academic public discourses concerned with criminal justice focused on issues pertaining to crime and legal justice; within game studies, there has an effort to examine criminogenic effects of violent video games on the streets. We must move beyond this simple construction of justice and video games. This interdisciplinary text defines justice broadly, but in terms to speak to the struggle of racial, gender, and social justice. Moving beyond abstract principles, the collection focuses on the stakes playing out in virtual reality, demonstrating the ways that struggles for justice online, in the policy booth, in the court house, in our schools, in legislatures and in streets must be waged online. As such, this collection seeks a broader range of critical perspectives on justice issues within gaming culture seeking whether gaming culture can foster critical consciousness, aid in participatory democracy, and effect social change. It will give voice to the silenced and marginalized, offering counter narratives to those post-racial and post-gendered fantasies that so often obscure the violent context of production and consumption. In offering this framework, this volume will be grounded in the concrete situations of marginalized members within gaming culture Early career scholars, game industry personnel, gaming activists, graduate students, and others are invited to submit work addressing the connected themes of Video Games, Culture, & Justice. Suggested essay topics may include (but are not limited to): • Representation and Identity in Video Games • Examining the complex nature of intersections • Marginalized identities within gaming culture • Developing culturally responsive games • Activism within video games • Power and anonymity • Negative experiences in multiplayer settings • Applying social justice theories to gaming • Militarization and video games • Cyberbullying, online harassment, and other virtual violence • Policing game communities • Swatting and blurring boundaries of virtual and physical spaces • Online disinhibition, anonymity, and trolling • The impact of serious games and games for change • Hacking inequalities (sexism, racism, heterosexism, ableism, etc) • Solutions to eliminate bias • Hypermasculinity in tech culture • Methodological successes and challenges • Genre, representation, and social justice • Gaming interfaces as social praxis • The graphical arms race: hyperreality, phenotype, and identity Please submit abstracts (500 word max) along with a short bio and your CV/resume to gamesculturejustice(a)gmail.com by August 3rd, 2015. Authors will be notified by August 31st, 2015 if their proposals have been accepted for the prospectus. Final essays should be within the range of 4000 – 6000 words, submitted as a Word or Rich Text Format. Notifications to submit full essays will occur shortly after abstracts are submitted and they will be due November 16th 2015. For more information please contact the co-editors at gamesculturejustice(a)gmail.com. *Deadline for Abstracts: August 3rd, 2015* *Full Essays Due: November 16th, 2015* Kishonna L. Gray (Ph.D., Arizona State University) is the Director of the Critical Gaming Lab at Eastern Kentucky University as well as faculty in the School of Justice Studies, African/African-American Studies, & Women & Gender Studies. Her work broadly intersects identity and new media although she has a particular focus on gaming. Her most recent book, Race, Gender, & Deviance in Xbox Live, provides a much-needed theoretical framework for examining deviant behavior and deviant bodies within that virtual gaming community. Her work can be found at www.kishonnagray.com and at www.criticalgaminglab.com. Follow her on Twitter @DrGrayThaPhx and @CriticalGameLab. David J. Leonard (Ph.D., University of California – Berkeley) is Associate Professor and chair in the Department of Critical Culture, Gender and Race Studies at Washington State University, Pullman. He regularly writes about issues of race, gender, inequality, and popular culture. His work has appeared in a number of academic journals and anthologies. His works can be found at http://www.drdavidjleonard.com. Follow him on Twitter @drdavidjleonard. André Brock (Ph.D., University of Illinois at Urbana Champaign) is an Assistant Professor of Communication Studies at the University of Michigan. His research interests include digital and online performances of race and culture, African American technoculture, and critical cultural informatics. Follow him on Twitter @DocDre. Andre Brock Assistant Professor - Communication Studies University of Michigan

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CFP L@S 2016: Third Annual ACM Conference on Learning at Scale, Edinburgh UK
by Vitomir Kovanovic 14 Jul '15

14 Jul '15

Call for Papers ================================================================================ L@S 2016, the Third Annual Meeting of the ACM Conference on Learning at Scale, will be held April 25 and 26, 2016 at the University of Edinburgh, Scotland (http://learningatscale.acm.org) It will be co-located with the 6th International Learning Analytics and Knowledge Conference, LAK 2016, April 25-29, 2016 (http://lak16.solaresearch.org/) The conference is at the intersection of computer science and the learning sciences, seeking to improve practice and theories of learning at scale. Strong submissions typically build on relevant research and frameworks beyond a single home discipline. The program committee is multidisciplinary and will expect that contributions expand what is known when the state of the art of several relevant source literatures is considered. Important Dates -------------------------------------------------------------------------------- Full papers due: Oct 18, 2015 Notifications of acceptance of Full Papers: Dec 14, 2015 Work-in-progress (WiP) and Demonstration papers due: Jan 3, 2016 Full Papers camera-ready copy due: Jan 14, 2016 Notifications of acceptance of WiP and Demonstration papers: Jan 31, 2016 WiP, Demonstrations camera-ready copy due: Feb 14, 2016 L@S 2016 Conference: Apr 25, 26, 2016 No extensions will be given. Invited Topics -------------------------------------------------------------------------------- We solicit paper submissions reporting on rigorous research on methodologies, studies, analyses, tools, or technologies for learning at scale. Learning at Scale includes MOOCs, games (including massively multiplayer online games), citizen science communities, and other types of learning environments which (a) provide learning experiences to large number of learners and/or (b) produce detailed, high volume data about the learning process. Papers that tackle specific aspects of scale are particularly encouraged, for example, papers that deal with learning or educational phenomena that can only occur, be supported, or be observed with very large numbers of students, or in which the system improves after being exposed to data from previous use by many students. Example topics include but are not limited to: * Usability studies and effectiveness studies of design elements for students or instructors, including: * Status indicators of student progress * Status indicators of instructor effectiveness * Tools and pedagogy to promote community, support learning, or increase retention in at-scale environments * Log analysis of student behavior, e.g.: * Assessing reasons for student outcome as determined by modifying tool design * Modeling students based on responses to variations in tool design * Evaluation strategies such as quiz or discussion forum design * Instrumenting systems and data representation to capture relevant indicators of learning. * Personalization and adaptation, based on log data, user modeling, or choice. * Studies of applications of existing learning theories to the MOOC context (peer learning, project based learning, etc.). * Informing theories of learning at scale. * Large online learning in the developing world * New tools and techniques for learning at scale, including: * Games for learning at scale * Automated feedback tools (for essay writing, programming, etc) * Automated grading tools * Tools for interactive tutoring * Tools for learner modeling * Interfaces for harnessing learning data at scale * Innovations in platforms for supporting learning at scale * Tools to support for capturing, managing learning data * Tools and techniques for managing privacy of learning data * Investigation of observable student behaviors and their correlation if any with learning, e.g.: * What do more successful learners do more of? * What do more successful instructors do more of? * Self- and co-regulation of learning at scale * Collaborative learning in courses that have scale * Depth and retention of learning and understanding * Improvements to learning, community, and pedagogy in large-scale in-person and blended online and in-person courses * Instructional principles for learning at scale * Facilitation of informal subcommunities Paper Submissions -------------------------------------------------------------------------------- We invite full paper, shorter papers reporting on work-in-progress, and demonstrations. ### Full Papers Full papers must not exceed 10 pages (shorter is fine) and must use the ACM CHI Archive Format, available in latex[1] and Word[2]. Submissions must be in PDF format, written in English, contain original work and not be under review for any other venue while under review for this conference. All papers should be submitted through the EasyChair. In order to increase high quality papers and independent merit, the evaluation process will be double blind. The papers submitted for review MUST NOT contain the authors' names, affiliations, or any information that may disclose the authors' identity (this information is to be restored in the camera-ready version upon acceptance). Please replace author names and affiliations with Xs on submitted papers. In particular, in the version submitted for review please avoid explicit auto-references, such as "in [1] we show" -- consider "in [1] it is shown". I.e., you should cite your own relevant previous work, so that a reviewer can access it and see the new contributions, but yet the text should be written so that it does not state that the cited work belongs to the authors. ### Work-in-Progress A Work-in-Progress (WiP) is a concise report of recent findings or other types of innovative or thought-provoking work that has not yet reached a level of completion that would warrant submission of a full paper. Topics are the same as those listed for full papers. At the conference, all accepted WiP submissions will be presented in poster form. Selected WiPs may be invited for oral presentation during the conference. Rejected full-papers can be resubmitted as WiP and will be evaluated accordingly. Formatting: Work-in-Progress submissions 4 pages or fewer in length in the Extended Abstracts Format[3] and submitted as a PDF file. Due to the very rapid selection process we cannot offer any extensions to the deadline. WiP submissions are not anonymous and should therefore include all author names, affiliations and contact information. If accepted, you should expect to prepare a poster to present at the conference venue. WiP submissions should be submitted through the EasyChair. ### Demonstrations Demonstrations show aspects of learning at scale in an interactive hands-on form. A live demonstration is a great opportunity to communicate ideas and concepts in a powerful way that a regular presentation cannot. We invite demonstrations of learning and analytical environments and other systems that have direct relevance to learning at scale. We especially encourage authors of accepted papers and industrial partners to showcase their technologies using this format. Demonstration submissions are 2 pages or fewer in length in the Extended Abstracts Format[3] and submitted as a PDF file. A demonstration proposal should address two components: * The merit and nature of the demonstrated technology. If the proposed demonstration is associated with a Full Paper or a WiP submission, please point to the title of the submission instead of repeating the information here. * Details of how the demo will be executed in practice, and how visitors will interact with it during the conference. Proposals for demonstrations should be submitted through the EasyChair. ### Archival Proceedings Full papers will appear in the conference proceedings published by the ACM Press in the ACM Digital Library. Work-in-Progress and Demonstration papers will appear in a separate part of the conference proceedings. The status of Work-in-Progress paper will be akin to what CHI describes as "semi-archival", meaning the results reported in the WIP must be original, but copyright is retained by the authors and the material can be used as the basis for future publications in ACM venues as long as there are significant revisions from the original. Proceedings from prior years can be accessed here: * L@S 2014 Proceedings (http://dl.acm.org/citation.cfm?id=2556325) * L@S 2015 Proceedings (http://dl.acm.org/citation.cfm?id=2724660) ### Submission Instructions Full Papers and Work in Progress should be submitted at EasyChair (https://easychair.org/conferences/?conf=las2016) Inquiries -------------------------------------------------------------------------------- Please direct all inquiries to: pc-chairs(a)learningatscale.acm.org Organization -------------------------------------------------------------------------------- Conference Chair: Jeff Haywood, the University of Edinburgh, UK Program Co-Chairs: Vincent Aleven, Carnegie Mellon University, USA Judy Kay, University of Sydney, Australia Ido Roll, University of British Columbia, Canada Local Organization Chair: Dragan Gasevic, the University of Edinburgh, UK Program Committee: Tiffany Barnes, North Carolina State University, USA Marie Bienkowski, SRI International, USA Gautam Biswas, Vanderbilt University, USA Ulrike Cress, Knowledge Media Research Center, Germany Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne, Switzerland Douglas Fisher Vanderbilt University, USA Armando Fox, University of California at Berkeley, USA Dragan Gasevic, University of Edinburgh, UK Art Graesser, University of Memphis, USA Philip Guo, University of Rochester, USA Marti Hearst, University of California at Berkeley, USA Daniel Hickey, Indiana University, USA Ulrich Hoppe, University of Duisburg-Essen, Germany Juho Kim, Massachusetts Institute of Technology, USA Kenneth Koedinger, Carnegie Mellon University, USA Chinmay Kulkarni, Stanford University, USA Marcia Linn, University of California at Berkeley, USA Rose Luckin, The London Knowledge Lab, UK Robert Miller, Massachusetts Institute of Technology, USA John Mitchell, Stanford University, USA Zachary Pardos, University of California at Berkeley, USA Beverly Park Woolf, University of Massachusetts, USA Jeremy Roschelle, SRI International, USA Carolyn Rose, Carnegie Mellon University, USA Daniel Russell, Google, USA Mehran Sahami, Stanford University, USA Eileen Scanlon, Open University, UK Daniel Seaton, Massachusetts Institute of Technology, USA Karen Swan, Univ of Illinois, Springfield, USA Candace Thille, Stanford University, USA Astrid Wichmann, Ruhr-University Bochum, Germany [1] https://github.com/sigchi/Document-Formats [2] http://www.sigchi.org/publications/chipubform/sigchi-paper-format-2016/view [3] http://chi2015.acm.org/authors/format/#extendedformat -- The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336.

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CfP: 2015 Learning with MOOCs Workshop, Teachers College, Columbia University, New York (Oct 2-3, 2015)
by Vitomir Kovanovic 14 Jul '15

14 Jul '15

We invite you to submit your papers to the second Learning with MOOCs: A Practitioners Workshop, to be held at Teachers College, Columbia University in New York City, October 2-3, 2015. You are invited to submit a one- to two-page description of work completed within MOOC settings for discussion at the workshop. http://lwmoocs2.weebly.com/ This workshop plans to bring together educators, technologists, researchers, learning scientists, entrepreneurs, and funders of MOOCs to share their innovations, discuss the impact on education and to answer practical questions such as: How can we best support student learning in MOOC environments? How can MOOCs be successfully integrated with the traditional classroom experience? For which students and in what contexts are these courses most effective? What can we learn from the rich data streams generated by these platforms? How do we structure the learning activities to produce data streams that better support research and learning? Topics include, but are not restricted to: - Creating and teaching with MOOCs - Novel pedagogical processes with MOOCs - Tools for collaboration, feedback, testing and content delivery - Best practices in MOOCs - Learning from experiments with MOOCs (including both successes and failures) - Metrics of success for learners and instructors of MOOCs - On-campus use of MOOCs * Evaluation of MOOCs - Learning analytics and MOOCs * Interactive activities in MOOCs - Challenges facing MOOCs - Expanding the learner community with MOOCs - Learning research based on MOOCs - Open content /open licensing and MOOCs - Revenue, funding, and financial models - Intellectual property, licenses, ownership - Learner voices - Transcription, captions, and translation issues - Partnership opportunities - local, national, international - Media production best practices - for distribution and preservation - MOOCs viewed as, and connecting to, communities of inquiry and practice - Credentialing and MOOCs We invite researchers and practitioners interested in coming together to discuss these issues to submit a description of work (one to two pages) they have done related to MOOCs. These descriptions should include interesting findings that they have learned through their work that they believe would be valuable to share with other practitioners and researchers, and/or a question or challenges that they confronted that they would like to discuss with others. We look forward to receiving your submissions! Sincerely, Ryan Baker, Teachers College, Columbia University, Program Chair Dragan Gasevic, University of Edinburgh, Program Chair Key Dates: Monday, July 20th, 2015: Submission deadline Thursday, August 20th, 2015: Acceptance notification Friday-Saturday, October 2-3, 2015: Conference Submissions for the workshop are handled via Easy Chair, at https://easychair.org/conferences/?conf=lwmoocs2015 -- The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336.

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CFP: Video Games, Culture & Justice
by Kishonna Gray 13 Jul '15

13 Jul '15

Call for Papers: *Video Games, Culture, & Justice* André Brock (University of Michigan), Co-Editor Kishonna L Gray (Eastern Kentucky University), Co-Editor David J Leonard (Washington State University), Co-Editor The purpose of this edited volume is to propel game studies towards a more responsive existence in the area of social justice. The text will attempt to move beyond the descriptive level of analysis of *what* and begin engaging the *why*, highlighting the structural and institutional factors perpetuating inequalities that permeate gaming culture and extend into a myriad of institutions. The public outcry associated with GamerGate has put ‘why’ at the forefront of game studies. GamerGaters, who gained media attention through their misogynist and racist attacks on women gamers and developers, even tried to justify their campaign as an attempt to restore the ethics needed in video game journalism. This attack directed at ‘social justice warriors’ brought the hidden reality of harassment, cyberbullying, sexism, racism, homophobia, transphobia, and other injustices to light. These attacks are part and parcel of gaming culture; challenges to the lack of diversity or the gross stereotypes are often met with demonization and rhetorical violence directed at those who merely seek to help gaming reach its fullest potential. Yet, in these struggles, we must move beyond individual acts of prejudice, discrimination, and microaggressions to examine the structural and institutional factors that allow them to exist. We must look at how the daily practices sustain what Mark Anthony Neal calls “micro-nooses” and lived reality of violence on and offline. Amid this culture of violence, the gaming industry has embraced the rhetoric of diversity and inclusion. In response to protests, game developers have incorporated statements asserting their commitment to producing diverse games and building an industry no longer dominated by white men. Given the post-racial rhetorical turn of the last six years, it is important to push conversations about gaming and gamers beyond diversity, to expose the disconnect between rhetorics of multiculturalism and the struggle for justice and equity. It is important to highlight the contradiction between ideals of inclusion espoused within the video game industry and society as a whole and the persistence of injustices within the structural and institutional context in which they may have developed. This compilation not only seeks to answer these questions but also to produce work that intervenes in the culture of violence and inequity from which these works emanate from inside and outside of academia. Traditionally, academic public discourses concerned with criminal justice focused on issues pertaining to crime and legal justice; within game studies, there has an effort to examine criminogenic effects of violent video games on the streets. We must move beyond this simple construction of justice and video games. This interdisciplinary text defines justice broadly, but in terms to speak to the struggle of racial, gender, and social justice. Moving beyond abstract principles, the collection focuses on the stakes playing out in virtual reality, demonstrating the ways that struggles for justice online, in the policy booth, in the court house, in our schools, in legislatures and in streets must be waged online. As such, this collection seeks a broader range of critical perspectives on justice issues within gaming culture seeking whether gaming culture can foster critical consciousness, aid in participatory democracy, and effect social change. It will give voice to the silenced and marginalized, offering counter narratives to those post-racial and post-gendered fantasies that so often obscure the violent context of production and consumption. In offering this framework, this volume will be grounded in the concrete situations of marginalized members within gaming culture. Early career scholars, game industry personnel, gaming activists, graduate students, and others are invited to submit work addressing the connected themes of Video Games, Culture, & Justice. Suggested essay topics may include (but are not limited to): · Representation and Identity in Video Games · Examining the complex nature of intersections · Marginalized identities within gaming culture · Developing culturally responsive games · Activism within video games · Power and anonymity · Negative experiences in multiplayer settings · Applying social justice theories to gaming · Militarization and video games · Cyberbullying, online harassment, and other virtual violence · Policing game communities · Swatting and blurring boundaries of virtual and physical spaces · Online disinhibition, anonymity, and trolling · The impact of serious games and games for change · Hacking inequalities (sexism, racism, heterosexism, ableism, etc) · Solutions to eliminate bias · Hypermasculinity in tech culture · Methodological successes and challenges · Genre, representation, and social justice · Gaming interfaces as social praxis · The graphical arms race: hyperreality, phenotype, and identity Please submit abstracts (500 word max) along with a short bio and your CV/resume to gamesculturejustice(a)gmail.com by September 15th, 2015. Authors will be notified by October 5th, 2015 if their proposals have been accepted for the prospectus. Final essays should be within the range of 4000 – 6000 words, submitted as a Word or Rich Text Format. Notifications to submit full essays will occur shortly after abstracts are submitted and they will be due December 28th, 2015. For more information please contact the co-editors at gamesculturejustice(a)gmail.com. Deadline for Abstracts: September 15th, 2015 Full Essays Due: December 28th, 2015 *André Brock* (*Ph.D., University of Illinois at Urbana Champaign*) is an Assistant Professor of Communication Studies at the University of Michigan. His research interests include digital and online performances of race and culture, African American technoculture, and critical cultural informatics. Follow him on Twitter @DocDre. *Kishonna L. Gray* (*Ph.D., Arizona State University*) is the Director of the Critical Gaming Lab at Eastern Kentucky University as well as faculty in the School of Justice Studies, African/African-American Studies, & Women & Gender Studies. Her work broadly intersects identity and new media although she has a particular focus on gaming. Her most recent book, Race, Gender, & Deviance in Xbox Live, provides a much-needed theoretical framework for examining deviant behavior and deviant bodies within that virtual gaming community. Her work can be found at www.kishonnagray.com and at www.criticalgaminglab.com. Follow her on Twitter @DrGrayThaPhx <https://twitter.com/drgraythaphx> and @CriticalGameLab <https://twitter.com/CriticalGameLab>. *David J. Leonard* (*Ph.D., University of California – Berkeley*) is Associate Professor and chair in the Department of Critical Culture, Gender and Race Studies at Washington State University, Pullman. He regularly writes about issues of race, gender, inequality, and popular culture. His work has appeared in a number of academic journals and anthologies. His works can be found at http://www.drdavidjleonard.com. Follow him on Twitter <http://twitter.com/drdavidjleonard>@drdavidjleonard <http://twitter.com/drdavidjleonard>.

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Attending Academy of Management conference? Join this discussion!
by Janet Salmons, Ph.D. 13 Jul '15

13 Jul '15

If you are coming to AOM in Vancouver, I hope you will be a part of the conversation! This will be a lively, interactive caucus on emerging ethics issues in teaching, supervising or doing research, and in professional practice. The Ethics Education Committee will review comments made in small groups and recommend changes as needed to the AOM Ethics Code. *Tuesday, Aug 11 2015 1:15PM - 2:45PM* at *Vancouver Convention Centre* in *Room 218 *http://bit.ly/1HNssId Infographic here: http://vision2lead.com/wp-content/uploads/2015/06/Caucus.jpeg In a rapidly-changing, digitally-connected world do Academy of Management members face new ethics issues as academics, professionals, students? To what extent does the Academy of Management Code of Ethics <http://vision2lead.com/wp-content/uploads/2015/06/AOM_Code_of_Ethics-Caucus…>provide guidance for ethical actions? What are your experiences, concerns or perceptions of ethical issues as a part of AOM or in your academic and/or professional life? This lively Caucus session will involve small group discussions about: - *Global membership* - *Scholar-Practitioners in Management and Consulting Professions* - *Communication and Data in the Digital Age* - *Scholar as Role Model* - *Publication Process* See you there! Janet *Janet Salmons Ph.D.* *Incoming chair, AOM Ethics Education Committee* *Core Faculty, Capella University School of Business* *Indie Scholar @ Vision2Lead* *Site- http://www.vision2lead.com <http://www.vision2lead.com>* *Follow Twitter @einterview * *Qualitative Online Interviews (now in Kindle edition!)* *On Amazon: Social Media in Social Research* *PO Box 943* *Boulder, CO 80306-0943* *jsalmons[at]vision2lead.com <http://vision2lead.com>*

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