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Come talk digital methods in Hawaii this January
by Alexander Halavais 06 Apr '20

06 Apr '20

Hello, Aoirers, I hope you are all keeping well at home, but I suspect you may be ready to see people "away from keyboard" soon enough. If you have an interest in digital methods, why not join us for HICSS in Kauai from January 5-8. For more information, see the description below, or reach out to Shawn Walker (shawn.w(a)asu.edu) Matthew Webber (msw(a)umn.edu) or me ( theprof(a)asu.edu) There has been an explosion of research using social media data to study human behavior and social interaction in almost every domain of social science. While the body of literature using digital and social media data is growing at a staggering rate, accompanying methodological contributions about the process of conducting research with digital and social media data remains thin. The existing methodological literature is typically tool or technology driven, and not a result of empirical examination of the data collection process.This leaves researchers without an understanding of how to approach or evaluate the social media data collection process, and in turn, how to appropriately interpret findings from this type of research. As a result, researchers, practitioners, and students are left to continually reinvent the wheel by learning through a process of trial and error. This minitrack addresses this gap by providing a venue to discuss methodological issues and approaches to conducting research with digital and social media data. We welcome papers related to methodological challenges for researchers including, but not limited to: (1) the need for new methods for data collection and analysis, (2) adaptations of existing methods (3) issues of representation and sampling, (4) ephemerality of social media data, (5) holistic collection of digital social media data and associated content such as images/URLs/video, (6) preservation, archiving, and data sharing, and (7) impact of changing platform affordances, interfaces, designs, and APIs. https://hicss.hawaii.edu/tracks-54/digital-and-social-media/#digital-method… Best, Alex -- // Alexander Halavais (he/him) @halavais alex.halavais.net/bio // Associate Prof. of Critical Data Studies - Director of MA in Social Tech // Arizona State University, New College, Social & Behavioral Sciences // "I want to see you not through the Machine," said Kuno. "I want to // speak to you not through the wearisome Machine."

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CfP M/C journal "Dark" - Now Accepting Abstracts
by Luke H 06 Apr '20

06 Apr '20

Hi Everyone, A CfP for the “Dark” issue is now up on M/C Journal’s website. Please see below for more details, or head over via the link below to see this and other great CfPs at this journal. Get in touch with your abstracts as you wish to dark(a)journal.media-culture.org.au <mailto:dark@journal.media-culture.org.au>. Article deadline: 19 Feb. 2021, 3000 words http://journal.media-culture.org.au/index.php/mcjournal/information/authors… <http://journal.media-culture.org.au/index.php/mcjournal/information/authors…> 'dark' What is dark often connotes moral registers toward what society hides or fears. Yet ‘the dark' offers space for autonomy from digital visibilities that pervade economic, political and surveillance logics of the present age. While a technical rather than moral definition of darkness (Gehl) opens dark spaces that seek legitimacy and anonymities against structural surveillance, other readings of digitally mediated dark (Fisher and Bolter) suggest tensions between exploitative potentials and deep societal reflection. At the same time, dark algorithms and the dark faces they bias are vying for agency in a world where the power of being off grid and being in control of it are in flux; what happens when economies or nations are kept in the dark or forced to go dark, yet community and society persist? The tensions that darkness, being dark, acting dark, and becoming dark produce, show the normative powers of otherwise remaining in the light. This issue expands on tensions around what is dark and connected, challenging binaries that otherwise determine dark from light. Past the Dark Web and its social capacities, we reflect here on how the concept of ‘dark’ might expand opportunities for exploring notions of existence and persistence in dark times that remain datafied and require moral, ethical, and pragmatic responses to selves and communities seeking to be / belong in / of the dark. This issue invites responses to the theme 'dark', understood broadly as operating in and through digital places, powers, and practices whether technical, moral, or otherwise. Are we afraid of the dark? Possible considerations include (but are by no means limited to): Theoretical, empirical, creative, methodological, ethical approaches to darkness; Social/political activism on dark web or messenger platforms with end-to-end encryption (i.e. Signal, WhatsApp, Telegram); The aesthetics and transformations of power; Autonomy from surveillance; Socio-technical discrimination through algorithmic structures; Data motility and movement through dark and light spaces; Comparative Internet governance and legislation of the unseen; Acts of intrusion, appropriation, and piracy; Machine readability and social control; Ethical frameworks for researching dark web and dark social spaces Prospective contributors should email an abstract of 100-250 words and a brief biography to the issue editors. Abstracts should include the article title and should describe your research question, approach, and argument. Biographies should be about three sentences (maximum 75 words) and should include your institutional affiliation and research interests. Articles should be 3000 words (plus bibliography). All articles will be double-blind refereed and must adhere to MLA style (6th edition). Details Article deadline: 19 Feb. 2021 Release date: 21 Apr. 2021 Editors: Luke Heemsbergen, Alexia Maddox, Amelia Johns, Toija Cinque, and Robert W. Gehl Please submit articles through this Website. Send any enquiries to dark(a)journal.media-culture.org.au <mailto:dark@journal.media-culture.org.au>. Dr Luke Heemsbergen <https://scholar.google.com.au/citations?user=pZlj0LcAAAAJ&hl=en>| Lecturer, Communication, SCCA Member, Alfred Deakin Institute for Citizenship and Globalisation <https://adi.deakin.edu.au/> | Science and Society Network <https://blogs.deakin.edu.au/science-and-society-network/> C20.05, Burwood | +61 3 924 68786 | Deakin University, Australia

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@CoronaSurveys: Monitoringthe Incidence of COVID-19 via Open Surveys
by Angeliki Gazi 06 Apr '20

06 Apr '20

Dear all, The @CoronaSurveys project is a collaborative endeavor from several universities and research institutes. Results present our estimations on the incidence of COVID-19 in the countries from which we have enough information. You can help by regularly completing the anonymous survey below: https://gcgimdea.github.io/Coronasurveys-web/ Because we are tracking the evolution of this epidemic over time, once you have completed the survey, please remember to come back and update the survey every day. And finally, you can help us by asking your friends, colleagues and relatives to complete the survey as well! Thanks indeed! Warm regards Angeliki -- *Angeliki Gazi, PhD* Assistant Professor Department of Communication, Media and Culture Panteion University of Social and Political Sciences - Athens A:136, Syngrou Av., Athens 17671, Greece E: a.gazi(a)panteion.gr W: https://cmc.panteion.gr/index.php/latest-news-announcements/12-faculty-memb… This email communication (and any attachments) are confidential and are intended only for the individual(s) or entity named above and others who have been specifically authorized to receive it. If you are not the intended recipient, please do not read, copy, use or disclose the contents of this communication to others. Please notify the sender that you have received this email in error by replying to the email. Please then delete the email and any copies of it. This information may be subject to professional or other privilege or may otherwise be protected by work product immunity or other legal rules. Thank you.

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CFP: Special Section on Learning Analytics for Primary and Secondary Schools (Journal of Learning Analytics). Deadline Sep 20, 2020
by Vitomir Kovanovic 06 Apr '20

06 Apr '20

*apologies for multiple copies* Dear all, We have a pleasure to invite you to submit your manuscript for the upcoming Special Section on Learning Analytics for Primary and Secondary Schools at the Journal of Learning Analytics (JLA, https://learning-analytics.info<https://learning-analytics.info/>). The Journal of Learning Analytics is a peer-reviewed, open-access journal, disseminating the highest quality research in the field and indexed by Scopus and Web of Science. It is the official publication of the Society for Learning Analytics Research (SoLAR, https://solaresearch.org<https://solaresearch.org/>) and the first journal dedicated to research into the challenges of collecting, analysing and reporting data with the specific intent to improve learning. See below the full details of the call for papers. Kind regards, Vitomir NOTE: We invite research papers, practitioner reports, and data and tool reports (for the details of different submission types see https://epress.lib.uts.edu.au/journals/index.php/JLA/about/editorialPolicie…) Special Section on Learning Analytics for Primary and Secondary Schools https://epress.lib.uts.edu.au/journals/index.php/JLA/announcement/view/161 GUEST EDITORS Vitomir Kovanović, University of South Australia, Australia, vitomir.kovanovic(a)unisa.edu.au<mailto:vitomir.kovanovic@unisa.edu.au> Claudia Mazziotti, Technical University Munich, Germany, claudia.mazziotti(a)tum.de<mailto:claudia.mazziotti@tum.de> Jason Lodge, The University of Queensland, Australia, jason.lodge(a)uq.edu.au<mailto:jason.lodge@uq.edu.au> AIMS & SCOPE Over the past decade, there has been substantial growth in the adoption of learning analytics and data-driven techniques for improving teaching and learning. Learning analytics have been used for monitoring, supporting, and assessing different forms of learning and teaching and thus opened the possibility to make data-driven decisions of how to improve student learning. By investigating varying online and blended learning modalities and addressing issues around student retention, students at risks and study approaches, most of the previous work, however, has focused on tertiary education and issues that were specific for that educational context. With the broader adoption of educational technologies in primary and secondary education and the emergence of new classroom-focused technologies, there has been a growing awareness of the potentials of learning analytics for supporting students and diagnosing their learning progress in pre-university contexts. The focus of this special section is on investigating, developing, and evaluating state-of-the-art learning analytics approaches within the primary and secondary school settings. We specifically invite both research and practitioner contributions that go beyond the pure development of analytics systems by also addressing the specific challenges and opportunities of the school context later target group. We further invite contributions that make connections between analytical systems to contemporary pedagogies and educational theories. Finally, we also invite data and tool report submissions which provide overview of the educational datasets, tools and methods that focus on the use of learning analytics within primary and secondary school context. Advancing the use of Learning Analytics within Schools Although the use of educational technologies has been growing in K-12 sector (Horn & Staker, 2011; Voogt et al., 2018), learning analytics has been, for the most part, used to support tertiary learning and teaching (Li et al., 2015; Sancho et al., 2015). While there are many reasons for this, more constrained resources for supporting analytics implementation and limited expertise in data analytics within schools are likely contributing factors. The collection and analysis of data is also far more sensitive topic within the primary and secondary contexts (Gunawardena, 2017), due to significant concerns around privacy and ethical use of data by parents, teachers, legal authorities and social activists (Singer, 2014). While the adoption of analytics has drawn sharp criticism (McRae, 2014; Roberts-Mahoney et al., 2016; Selwyn & Facer, 2013), there is also a growing realisation of the unique opportunities that analytics provide in supporting contemporary teaching and learning. The 2017 Horizon K–12 report (Freeman et al., 2017) estimated 2–3 years as the time to broader adoption of learning analytics within primary and secondary domains, with main opportunities being to “predict learner outcomes, trigger interventions or curricular adaptations, and even prescribe new pathways or strategies to improve student success” (p. 44). Similar benefits and opportunities were noted by the earlier US Department of Education report (Bienkowski et al., 2012) and also more recent Gonski report in Australia (Gonski et al., 2018), who emphasise the power of data and analytics to provide more personalised learning experiences and improve student learning outcomes. Moreover, there have been substantial developments within the learning analytics field itself; The development of multimodal learning analytics (MMLA)(Ochoa, 2017) as well novel classroom-based analytics systems (Lodge et al., 2018), provided analytical approaches that are far more suitable for primary and secondary school contexts use. Since 2018, a full-day pre-conference event on learning analytics adoption within schools has been running at LAK conference, witnessing strong interest by schoolteachers, administrators, policy makers, and industry representatives. The goal of this special issue is to build upon the current momentum around learning analytics use within schools and provide a place for researchers to report their current efforts in this domain. We invite research studies, practitioner reports, and data and tool reports that focus on the use of learning analytics for supporting primary and secondary school learning. The aim is to showcase the latest developments in learning analytics use within schools, and empirical evidence on the effectiveness of its use for supporting learning and teaching in the school context. We also seek studies that aim to foster innovative pedagogical approaches through the adoption of learning analytics as well as improve theoretical understanding of teaching and learning in these spaces. Finally, given the early stage of learning analytics adoption within schools, we especially encourage studies which provide practical suggestions for the implementation of analytical systems in school settings and examination of the barriers of their adoption and areas for future work. TOPICS OF INTEREST Some areas of interest are, but not limited to, one of the following topics: Analytics tools and systems: Studies that focus on new and state-of-the-art learning analytics tools and platforms for supporting school learning and teaching (e.g., teacher dashboards). School adoption, implementation and scale-up: Studies that provide insights into the current state of analytics adoption in schools, key challenges and opportunities on an institutional and professional level, as well as reports on the current learning analytics adoption efforts. Practical implications: Studies that focus on developing recommendations for practice using robust empirical evidence around analytics use within primary and secondary schools. Theory building: Contributions that focus on advancing theoretical understanding of learning analytics use for supporting learning and teaching within school settings by building upon existing educational and learning science-related theories. Methods: Contributions that describe methodological approaches and challenges that are grounded in theory, and serve the purpose of combining different multimodal data for using learning analytics within the primary and secondary school context. Critical perspectives: Contributions which provide critical and balanced assessment and examination of learning analytics use and adoption within school settings. SUBMISSION INSTRUCTIONS Prospective authors may contact the section editors with queries. Final submissions will take place through JLA’s online submission system at http://learning-analytics.info<http://learning-analytics.info/> When submitting a paper, select the section “Special Section: Learning Analytics for Primary and Secondary Schools". All submissions should follow JLA’s standard manuscript guidelines and template available on the journal website and will undergo double-blind peer review. TIMELINE Full manuscripts due: September 20, 2020 Completion of first review round: November 2020 Revised/final manuscripts due: December 2020 Completion of second review round (if needed): February 2021 Revised/final manuscripts due: March 2021 Publication of special issue: July/August 2021, Issue 8(2) REFERENCES Bienkowski, M. A., Feng, M., & Means, B. (2012). Enhancing Teaching and Learning Through Educational Data Mining and Learning Analytics: An Issue Brief. U.S. Department of Education. Freeman, A., Adams Becker, S., Cummins, M., Davis, A., & Hall Giesinger, C. (2017). NMC/CoSN Horizon Report: 2017 K–12 Edition. The New Media Consortium. Gonski, D., Arcus, T., Boston, K., Gould, V., Johnson, W., O’Brien, L., Perry, L.-A., & Roberts, M. (2018). Through Growth to Achievement: Review to Achieve Educational Excellence in Australian Schools. Department of Education and Training. Gunawardena, A. (2017). Brief survey of analytics in K12 and higher education. International Journal on Innovations in Online Education, 1(1). https://doi.org/10.1615/IntJInnovOnlineEdu.v1.i1.80 Horn, M. B., & Staker, H. (2011). The rise of K-12 blended learning. Innosight Institute. https://www.christenseninstitute.org/wp-content/uploads/2013/04/The-rise-of… Li, K. C., Lam, H. K., & Lam, S. S. (2015). A review of learning analytics in educational research. In J. Lam, K. K. Ng, S. K. S. Cheung, T. L. Wong, K. C. Li, & F. L. Wang (Eds.), Technology in Education. Technology-Mediated Proactive Learning (pp. 173–184). Springer. https://doi.org/10.1007/978-3-662-48978-9_17 Lodge, J. M., Horvath, J. C., & Corrin, L. (Eds.). (2018). Learning Analytics in the Classroom: Translating Learning Analytics Research for Teachers. Routledge. McRae, P. (2014). Rebirth of the teaching machine through the seduction of data analytics: This time it’s personal. Revista Intercambio, 6, 28–32. Ochoa, X. (2017). Multimodal learning analytics. In C. Lang, G. Siemens, A. F. Wise, & D. Gaševic (Eds.), The Handbook of Learning Analytics (1st ed., pp. 129–141). Society for Learning Analytics Research (SoLAR). http://solaresearch.org/hla-17/hla17-chapter1 Roberts-Mahoney, H., Means, A. J., & Garrison, M. J. (2016). Netflixing human capital development: Personalized learning technology and the corporatization of K-12 education. Journal of Education Policy, 31(4), 405–420. https://doi.org/10.1080/02680939.2015.1132774 Sancho, M.-R., Cañabate, A., & Sabate, F. (2015). Contextualizing learning analytics for secondary schools at micro level. 2015 International Conference on Interactive Collaborative and Blended Learning (ICBL), 70–75. https://doi.org/10.1109/ICBL.2015.7387638 Selwyn, N., & Facer, K. (2013). The Politics of Education and Technology: Conflicts, Controversies, and Connections. Springer. Singer, N. (2014). InBloom Student Data Repository to Close. The New York Times Bits Blog. http://bits.blogs.nytimes.com/2014/04/21/inbloom-student-data-repository-to… Voogt, J., Knezek, G., Christensen, R., & Lai, K.-W. (2018). Developing an understanding of the impact of digital technologies on teaching and learning in an ever-changing landscape. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second Handbook of Information Technology in Primary and Secondary Education (pp. 3–12). Springer International Publishing. https://doi.org/10.1007/978-3-319-71054-9_113

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Call for papers (ADMA 2020)
by Guibing Guo 06 Apr '20

06 Apr '20

The 16th International Conference on Advanced Data Mining and Applications (ADMA) November 12-15, 2020 in Foshan, China https://adma2020.nuit.edu.cn/index.htm The year 2020 marks the 16th anniversary of the International Conference on Advanced Data Mining and Applications (ADMA 2020), which will be held in Foshan, China, November 12-15, 2020. It is our great pleasure to invite you to contribute papers and participate in this premier annual event on research and applications of data mining. Foshan is a modern city with long history and rich culture in Guangdong Province, China. Located in the Pearl River Delta area, Foshan has always been one of China’s most important cities of manufacture and international trade. Since Guangfo City Development Plan has been launched in 2009, Foshan has deepened the cooperation with Guangzhou city, developed a more convenient traffic system and promoted the science, industry as well as commerce to a new level. The conference aims at bringing together the experts on data mining from around the world, and providing a leading international forum for the dissemination of original research findings in data mining, spanning applications, algorithms, software and systems, as well as different applied disciplines with potential in data mining, such as smartphone and social network mining, bio-medical science and green computing. ADMA 2020 will promote the same close interaction and collaboration among practitioners and researchers. Published papers will go through a full peer review process. We invite authors to submit papers on topics of data mining and applications, including but not limited to: Data Mining Theory: + Data mining foundations; + Grand challenges of data mining; + Parallel and distributed data mining algorithms; + Mining on data streams; + Graph mining; + Spatial data mining; + Text, video, multimedia data mining; + Web mining; High performance data mining algorithms; + Correlation mining; + Benchmarking and evaluations; + Interactive data mining; + Data-mining-ready structures and pre-processing; + Data mining visualization; + Information hiding in data mining; + Security and privacy issues; + Competitive analysis of mining algorithms; + Internet of Things mining; + Personalization and recommendation systems; + Deep Learning with small samples of Web Data; Data Mining Applications: + Big data; + Web of Things; + Grid computing; + DNA sequencing, genomics, and biometrics; + Image interpretations; + E-commerce and Web services; + Health informatics; + Disaster prediction; + Remote monitoring; + Financial market analysis; + Online filtering; + Application of Data Mining in Education; + Social network data mining; + Smartphone data mining; + Database administration, indexing, performance tuning; + Green computing data mining; + Smart Nation applications; + Crowdsourcing. === Submission of Papers Paper submission will be through the easychair website. The paper should be in English and contain unpublished contributions to the data mining and related fields. The paper should not exceed 15 pages in LNAI (Lecture Notes in Artificial Intelligence) format. Manuscripts must be prepared in accordance with the LNAI format. For the template and details on the LNCS style, see Springer’s Author Instructions https://www.springer.com/gp/computer-science/lncs/conference-proceedings-gu…. Submissions are reviewed in a single-blind manner. Paper submission will be through: https://easychair.org/conferences/?conf=adma2020 === Publications The proceedings will be published as LNAI by Springer. They have been published since ADMA started in 2005. === Best Paper Awards The award will be given to the paper that the Program Committee judges to be the best in quality, execution and impact among all the accepted papers in the conference. === Special Issues High quality papers accepted by ADMA 2020 will be invited to submit an extended version for consideration of several special issues at leading international journals, including the WWWJ and the Data Science and Engineering Journal. === Important Deadlines Full paper submission due: 1 July, 2020. Acceptance notification: 27 July, 2020. Camera-ready due: 10 August, 2020. Author registration due: 9 October, 2020. Conference time: 12-15 November, 2020.

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Facebook Data Ncapture Query
by Ben Light 06 Apr '20

06 Apr '20

Hi folks, I’m very sorry if I’ve missed a discussion on this before, I’ve checked the archives of the list and have googled the heck out of this issue but I can’t seem to get an answer (the last time I can see Ncapture mentioned on the list was back in 2018). I wonder if anyone here can help. I’m hoping someone can, and I am made to look dumb ☺ Acknowledging all things GDPR and the shut out of various tools to access FB data, Ncapture, which works with NVIVO appears to work, to some degree. Obviously with limitations in the kinds of data it collects. But for my purposes I gives me the basics – particularly the text of posts and the associated comments on public FB pages. What I cannot work out, or find out, is the limitations of the data collected – e.g. on a particular page which posts are collected, which associated comments – all or a selection? It appears just looking through the data to be random, especially when I look at repeat searches. Does anyone have anything they can add to this that might help me? I’m using Grytics for FB groups – which is accurate, but obviously we are dealing with a different kind of thing. I’m wondering if, unless you are the owner of a page, you really have no way of collecting FB page data in a way that is helpful? Cheers in advance for any help people can provide. Best, Ben. Professor Ben Light Associate Dean: Research and Innovation / Professor of Digital Society School of Health and Society / Connected Lives, Diverse Realities Research Group University of Salford, Salford / UK / www.benlight.me

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14th International Conference on Research Challenges in Information Science (RCIS 2020): Final Call for Research Projects @RCIS Track
by Announce Announcements 06 Apr '20

06 Apr '20

*** Final Call for Research Projects @RCIS Track *** 14th International Conference on Research Challenges in Information Science (RCIS 2020) Royal Apollonia Beach Hotel 5*, Limassol, Cyprus September 23-25, 2020, Limassol, Cyprus http://www.cs.ucy.ac.cy/~george/lm/lm.php?tk=YWlyLUwJCQlhaXItTEBsaXN0c2Vydi… Submission deadline: April 10, 2020 (AoE) RCIS 2020 features a new track entirely devoted to presenting results and perspectives of research projects (e.g. H2020 or ERC projects, national grants) in the context of Information Science. This track features a good opportunity for both presenters to disseminate the results of their projects, and for participants to get an updated view of ongoing research while getting in touch with potential research partners. The Research Projects @RCIS Track follows a two-step publication process. Firstly, the authors should submit a 2 pages paper summarizing the objectives of the project and relevant results. Each submission will be peer reviewed on the relevance of the submitted paper in the context of RCIS. If the paper is accepted, the authors will have to register to the conference in order to present their work at the Posters and Demos session at RCIS. After the conference, presenters will have the opportunity to submit the presented poster, which will be published in the RCIS 2020 website. No shows will be excluded from the final proceedings. SUBMISSION PROCESS Each submission will be reviewed by at least 2 members of the RCIS scientific committees, and should include: · Project full name, acronym, duration (from-to) and URL · Names of presenter(s) and main contributors · Summary of project objectives and expected tangible outputs. · Summary of current project results Papers shall be formatted according to the Springer LNCS/LNBIP conference proceedings template. To ensure uniformity, we have prepared ready-to-use templates for Word and LaTeX which are available on the conference web site. References and appendices must be included within the 2 pages. Papers can be submitted via Easychair (https://easychair.org/my/conference?conf=rcis2020#) by selecting the "Research Projects @RCIS 2020" track. IMPORTANT DATES · Submission deadline: April 10, 2020 (AoE) · Notification (based on relevance only): April 15, 2020 · Author registration and camera-ready copy deadline: April 30, 2020 · Conference: September 23-25, 2020 CONTACT POINTS For further questions please contact: Marcela Ruiz marcela.ruiz(a)zhaw.ch Elena Kornyshova elena.kornyshova(a)cnam.fr CONFERENCE COMMITTEES Steering Committee · Saïd Assar, Institut Mines-Telecom Business School, France · Marko Bajec,University of Ljubljana, Slovenia · Pericles Loucopoulos, Manchester University, University Kingdom · Haralambos Moratidis, University of Brighton, United Kingdom · Selmin Nurcan, Université Paris 1 Panthéon-Sorbonne, France · Oscar Pastor, Universitat Politècnica de València, Spain · Jolita Ralyté, CUI, University of Geneva, Suisse · Colette Rolland, Université Paris 1 Panthéon-Sorbonne, France General Chairs · George A. Papadopoulos, University of Cyprus, Cyprus · Pericles Loucopoulos, Harokopio University of Athens, Greece Organising Chair · Petros Stratis, Easy Conferences LTD., Cyprus Program Chairs · Jelena Zdravkovic, Stockholm University, Sweden · Fabiano Dalpiaz, Utrecht University, Netherlands Doctoral Consortium Chairs · Raian Ali, Bournemouth University, United Kingdom · Sergio España, Utrecht University, Netherlands Tutorial Chairs · Estefania Serral Asensio, KU Leuven, Belgium · Ignacio Panach, University of Valencia, Spain Posters & Demos Chairs · Elena Kornyshova, Conservatoire National des Arts et Métiers, France · Marcela Ruiz, Zurich University of Applied Sciences, Switzerland

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Free attendee registration for iLRN 2020 Virtual Conference on XR & immersive learning technologies; opportunities to present, volunteer, review, sponsor/exhibit
by Lee, Mark 06 Apr '20

06 Apr '20

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ iLRN 2020: 6th International Conference of the Immersive Learning Research Network Organized in conjunction with Educators in VR Technically co-sponsored by the IEEE Education Society June 21-25, 2020, Now Fully Online and in Virtual Reality!!! Conference theme: "Vision 20/20: Hindsight, Insight, and Foresight in XR and Immersive Learning" Conference website: http://immersivelrn.org/ilrn2020 +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ *** FREE registration for non-presenter EDU attendees until April 19th *** The 6th International Conference of the Immersive Learning Research Network (iLRN 2020) will be an innovative and interactive gathering for a burgeoning global network of researchers and practitioners collaborating to develop the scientific, technical, and applied potential of immersive learning. It is the premier scholarly event focusing on advances in the use of virtual reality (VR), augmented reality (AR), mixed reality (MR), and other extended reality (XR) technologies to support learners and learning. iLRN 2020 will now be held ***fully online using VR*** and other collaboration platforms, in partnership with Educators in VR, organizers of the highly successful Educators in VR International Summit in February 2020 that included over 170 speakers and attracted over 6,000 event participants from around the globe. Scholars and professionals operating in formal education settings as well as those representing diverse industry sectors are invited to participate in the conference, where they will be able to share their research findings, experiences, and insights; network and establish partnerships to envision and shape the future of XR and immersive technologies for learning; and contribute to the emerging scholarly knowledge base on how these technologies can be used to create experiences that educate, engage, and excite learners. ##### TOPIC AREAS ##### XR and immersive learning in/for: - Serious Games - Medical & Healthcare - Workforce & Industry - Culture & Language - K-12 - Museums & Libraries - Special Education - Geosciences - Data Visualization ##### SESSION TYPES/ACTIVITIES ##### - Keynotes and plenaries - Academic stream presentations (with peer-reviewed proceedings for submission to IEEE Xplore) - Practitioner stream presentations (no paper required) - Poster and exhibition sessions - Workshops - Panel sessions - Special sessions - Immersive Learning Adventures - Immersive Learning Project Showcase & Competition - Game Night - Virtual Awards Banquet & Masquerade Ball ##### INTERESTED IN ATTENDING? ##### For a limited time, free registration is being offered to faculty, students, and staff of educational institutions (including K-12 schools/districts, universities, colleges, museums, and libraries) who wish to attend but will NOT be presenting at the conference or publishing in the proceedings. To take advantage of this offer, you must register by April 19, 2020 using an email address associated with your educational institution: https://immersivelrn.org/ilrn2020/ilrn-2020-fees-registration/ ##### INTERESTED IN PRESENTING? ##### Submissions of Practitioner presentation and poster proposals; proposals for workshops, panel sessions, and special sessions; as well as Academic Work-in-progress papers (for delivery as posters or as part of the doctoral colloquium) are being accepted until the late-round submission deadline of April 19, 2020. See the Call for Papers and Proposals at https://immersivelrn.org/ilrn2020/call-for-papers-proposals/ . Proposals for the Immersive Learning Project Showcase & Competition may be submitted at https://immersivelrn.org/ilrn2020/immersive-learning-project-showcase/ until April 30, 2020. No further Academic Full and Short paper submissions are being considered at this stage. ##### INTERESTED IN VOLUNTEERING OR REVIEWING? ##### A range of volunteer opportunities are available, including conference internships for undergraduate and graduate students. Some of the roles currently available include session chair/facilitator, moderator, audio-visual/technical support, virtual event greeter/usher, virtual event photographer, virtual event videographer/livestreamer, 2D artist / illustrator 3D artist / modeler, graphic designer, and general conference intern. For details and to apply for one or more of these roles, please visit https://immersivelrn.org/ilrn2020/volunteer-opportunities Expressions of interest are also being solicited from scholars and practitioners wishing to join the iLRN 2020 Program Committee to peer review papers and proposals received in the late submission round (closing April 19, 2020). The late-round submissions will be no longer than 3 pages in length, and each Program Committee member will be asked to review no more than two submissions. ##### INTERESTED IN SPONSORING OR EXHIBITING? ##### A number of sponsorship and exhibition opportunities are available for organizations to: - Meet and interact with key educational stakeholders - Showcase their products and services - Connect and collaborate with top researchers / scientists - Build and strengthen customer / client relationships. Packages range from US$500 for a basic virtual exhibit booth to US$15,000 for an exclusive Gold Sponsorship. For information about the packages available, visit http://immersivelrn.org/ilrn2020/sponsorships-and-exhibitions ##### INTERESTED IN JOINING ILRN? (FREE) ##### Basic individual membership of the Immersive Learning Research Network is currently free; you can sign up at https://immersivelrn.org/get-involved/membership/ . 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Global Media_Call for Book Reviews
by Xiao Han 06 Apr '20

06 Apr '20

Dear All, I am writing this email on behalf of the editing office of a SAGE Journal Global Media and China (GMAC). GMAC is a peer-reviewed, open access journal, which provides a dedicated, interdisciplinary forum for international research on communication and media with a focus on China. It is also a journal of the International Communication Section of the International Association for Media and Communication Research (IAMCR). GMAC has been accepted for inclusion in Web of Science’s Emerging Sources Citation Index (ESCI) in October 2019. The journal now is seeking reviewers for the following books: 1. The Internet in China: From Infrastructure to a Nascent Civil Society by Negro, Gianluigi, Palgrave Macmillan, 2017. 2. The Politics of Chinese Media: Consensus and Contestation by Bingchun Meng, Palgrave Macmillan, 2018. 3. Punk Culture in Contemporary China by Jian Xiao, Palgrave Macmillan, 2018. 4. Soft Power Made in China: The Dilemmas of Online and Offline Media and Transnational Audiences by Claire Seungeun Lee, Palgrave Macmillan, 2018. 5. Television and Dating in Contemporary China Identities, Love and Intimacy, by Chao Yang, Palgrave Macmillan, 2017. 6. Chinese Film Festivals: Sites of Translation by Chris Berry, Luke Robinson, Palgrave Macmillan, 2017. 7. Ideology and Utopia in China's New Wave Cinema: Globalization and Its Chinese Discontents by Xiaoping Wang, Palgrave Macmillan, 2018. 8. China's Belt and Road Initiative: Changing the Rules of Globalization by Wenxian Zhang, Ilan Alon, Christoph Lattemann, Palgrave Macmillan, 2018. 9. Social Media and e-Diplomacy in China by Jiang Ying, Palgrave Macmillan, 2017. 10. Cultural Policy and East Asian Rivalry by Anthony Y. H. Fung, Rowman & Littlefield, 2018. 11. Willing Collaborators: Foreign Partners in Chinese Media, edited by Michael Keane, Brian Yecies and Terry Flew, Rowman & Littlefield, 2018. If you are interested in reviewing one of these books, please directly contact the journal’s book reviews editor Professor Jie Gu on jie.gu(a)cuc.edu.cn <mailto:jie.gu@cuc.edu.cn>. Dr HAN Xiao Research Assistant, Social Media Centre, Communication University of China (CUC) Commissioning Editor, Global Media and China http://journals.sagepub.com/home/gch

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CfP: Datafication and cultural heritage. ECSCW 2020, new deadline April 10.
by Karin Hansson 04 Apr '20

04 Apr '20

Call for proposals Datafication and cultural heritage - provocations, threats, and design opportunities A workshop at ECSCW 2020, June 14, in Siegen, Germany. Due to the current circumstances we are extending the deadline and we will accept remote presentations. New deadline is April 10th Increasing digitization and the emergence of new data sharing practices are likely to change how our understanding of history is negotiated. Archiving practices are not only fundamental for our understanding of the past but vital in navigating the present. We have to pay particular attention to the consequences of the interfaces that curate history, especially in relation to big data. Crowdsourcing, social media, linked open data, and other participatory and open science practices challenge the archiving practices in cultural heritage institutions, but they also open up new opportunities and practices when it comes to understanding and defining our shared culture. In this workshop we will bring together researchers who have studied these issues or are working to develop critical perspectives on archiving practices. Deadline for submissions is April 10, 2020. The maximum length of a position paper is 2,000 words. The papers should follow the CSCW formatting guidelines<https://www.springer.com/journal/10606/submission-guidelines>. Submissions and inquiries shall be sent to the following email address: khansson(a)dsv.su.se<mailto:khansson@dsv.su.se> Authors of accepted papers will be invited to contribute to a special issue on the theme. For more information about the workshop and suggested topics visit the web page: https://dataficationandculturalheritage.blogs.dsv.su.se

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