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‘Environmental Media Amidst the Covid-19 Pandemic’ CFP for open access supplement of Journal of Environmental Media
by Adi Kuntsman 08 Apr '20

08 Apr '20

Apologies for cross-posting , please circulate widely ‘Environmental Media Amidst the Covid-19 Pandemic’ Call for papers for open access supplement ofJournal of Environmental Media Guest editors: Becky Alexis-Martin, Adi Kuntsman and Liu Xin Journal editors: Hunter Vaughan (University of Colorado Boulder) and Meryl Shriver-Rice (University of Miami) While immediate global efforts are focused on containing the devastating spread of Covid-19, important conversations are also emerging regarding the immediate and long-term social, political, cultural and environmental implications of the current crisis. Among them are two widely addressed, but rarely intersecting topics. The first is environmental – for example, noting the positive impact of global lockdowns on carbon emissions due to reduced flights and motor travel; or addressing the future of ecological resilience and climate change based on lessons learned during the coronavirus pandemic. The second regards the role of digital media – the rise of remote working, teleconferencing, online education, and in the immediate tackling of the epidemic via contact tracing. Digital media has proven central to sustaining the social fabric of everyday life, accentuating the importance of digital access at times of restricted movement and physical contact, as well as substantially expanding digital surveillance. While each of the two topics – digital media and the environment – are receiving their due media and scholarly attention, they are rarely examined together, leaving unchallenged crucial questions regarding the relations between digital knowledge and technologies, environmental justice and the global pandemic. This special, open access section of theJournal of Environmental Media aims to facilitate a collection of ‘rapid response’ reflections on these questions, by inviting short (2000–3000 words) contributions. The format is flexible and can include reflections on preliminary findings; policy recommendations; commentary; theoretical interventions; or auto-ethnographic accounts to consider one or several of the questions below · What are the hidden environmental challenges and damages of the rapid digitization of healthcare (in and beyond the pandemic monitoring), education, work and everyday life? How do they relate to global inequalities (both digital and environmental)? · What psychological reactions and changes in digital behaviour (such as use of carbon capture apps) have manifested in reaction to quarantine life? · What techno-scientific environmental myths and fake news (5G as culprit of coronavirus; dolphins in Venice etc) have proliferated through social media since the start of the pandemic? · How do we construct virtual environments in an age of a global lockdown? What new modes of care for nature and for each other can they facilitate? What are the relations between ‘virtual green spaces’ and mental health during the pandemic? · How can we rethink the relations between death, digital technologies and the environment? All contributions will be peer reviewed and prepared for the fast-track publication with the support of the guest editors. All accepted pieces will be published in the special supplement to JEM’s 1:2 issue. For consideration, email 200-word abstracts to Adi Kuntsman (a.kuntsman(a)mmu.ac.uk) by30 April. If selected, contributors must submit their full pieces by 5 June. https://www.intellectbooks.com/asset/47350/1/JEM_CfP_april_20.pdf Dr Adi Kuntsman, Senior Lecturer in Digital Politics 2019-2020 Aleksanteri Visiting Fellow | Aleksanteri Institute | University of Helsinki | Finland Programme Leader, MA in International Relations and Global Communications | PhD admissions coordinator Department of Politics | Manchester Metropolitan University | Geoffrey Manton Room 437| Manchester | M15 6LL Tel: +44 (0)161 247 6165 |Web | New article:On dromology, militarisation and the information bomb: a tribute to Paul Virilio,Media Theory New article: Re-thinking Digital Health: Data, Appisation and the (im)possibility of ‘Opting out’ (with Esperanza Miyake and Sam Martin)Digital Health New article:The paradox and continuum of digital disengagement (with Esperanza Miyake),Media, Culture and Society New article:Towards a Paradigmatic Shift in Sustainability Studies: … Environmental (Un)sustainability of Digital Communication (with Imogen Rattle)Environmental Communication

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HICSS G&G CfP
by Nathaniel Poor 08 Apr '20

08 Apr '20

HICSS CfP: Game Scholars and Hawaii in January! Games & Gaming (Social and Digital Media) 54th Annual Hawaii International Conference on System Sciences (HICSS) January 5-8, 2021, at the Grand Hyatt, Kauai For the fifth straight year, the Games & Gaming minitrack at HICSS is looking for research on the social aspects of digital gaming. We feature work related to digital games and sociality: qualitative, quantitative, and mixed methods papers are welcome, ranging from interviews to big data analyses, or more broadly theoretical papers looking at digital gaming practices in general. Types of games studied may include mobile, social, free to play, AAA, MMOs, PC, console, multiplayer, and indie games. As part of the Digital and Social Media track, papers must contain a social dimension, examining, for example, sociability, social practices, communities (in-game, out-game, across multiple spaces or time), use of social affordances, or some other social dimension. DATES April 20: Submission site opens (see http://hicss.hawaii.edu/authors/ ) June 15: Submission deadline August 17: Decision notification September 22: Camera ready version due October 1: Registration deadline January 5-8: Conference! TOPICS Esports Fantasy sports leagues Streaming gameplay (e.g., Twitch) Game curation via sites like Steam Fans and fan communities Community management Social affordances of games Network analysis of groups and communities in games Social practices (in-game, out-game, both) Player communities Toxicity online Multiplayer games Cooperative and competitive play Multigenerational play Intercultural play URLS HICSS: http://hicss.hawaii.edu/ Author Instructions: http://hicss.hawaii.edu/authors/ Digital and Social Media track: https://hicss.hawaii.edu/tracks-54/digital-and-social-media/ CO-CHAIRS Nathaniel Poor (Primary Contact Co-Chair) Underwood Institute natpoor(a)gmail.com Kelly Bergstrom University of Hawai’i at Mānoa kelly.bergstrom(a)hawaii.edu Kishonna Gray University of Illinois, Chicago unicorn(a)uic.edu ------------------------------- Nathaniel Poor, Ph.D. (he/him/his) http://github.com/natpoor http://natpoor.blogspot.com/ http://sites.google.com/site/natpoor/ http://www.underwood-institute.org/

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CFP: Special Issue of ROMchip: A Journal of Game Histories on ‘Esports’
by Partin, William Clyde III 08 Apr '20

08 Apr '20

Dear AoiR-ers, Please see the below CFP for a special issue of ROMchip<https://romchip.org/index.php/romchip-journal> on esports, co-edited by myself and Iris Bull. A permanent version of the CFP may be found here<https://willpartin.com/special-issue>. Esports has lots of interesting and underexplored links to internet studies and we'd love to get some submissions from folks in this community. Please don't hesitate to email me if you have any questions. Cheers, Will /// CFP: Special Issue of ROMchip: A Journal of Game Histories on ‘Esports’ Over the last decade, esports – the most commonly accepted term for organized video game competition – has grown from a mostly online subculture to a modest media industry in its own right. As a result, scholars in a range of fields have become interested in competitive gaming as a research topic. This special issue of ROMchip both contributes to and challenges the emerging interdiscipline of 'esports studies' by asking the reflexive question, “what is esports history a history of?” Is it a dispassionate record of wins and losses, a hagiography of elite players, or a catalog of the many games that have supported professional play? An investigation into the many technologies — from arcades to living room consoles to digital distribution platforms — that have shaped competitive gaming? Or an accounting of the financial arrangements that have made esports economically viable (or, seemingly just as often, non-viable)? Whose interests do these different constructions of esports history serve, and who or what is excluded by particular orientations towards competitive gaming? The editors of this issue take as a given that all (esports) histories are partial and that no one approach is inherently more valuable than any other. Even so, as critically-engaged scholars, we are conscious of historical inquiry as a site of contestation and we welcome scholarship that addresses professional gaming’s relationship to a range of contemporary ills, from ecological devastation to commercial surveillance to the concentration of corporate power. We are especially eager for contributions from scholars who have expertise in areas with relevance to esports (science and technology studies, critical internet studies, celebrity studies, platform governance, political economy, content moderation, platformization, surveillance, geography, physical cultural studies, infrastructure studies, media theory, etc.), but for whom digital games and esports may not be a primary research area. To support such scholars, we will be offering extensive editorial support both prior to and after the submission of abstracts. This may include suggestions about the objects of research based on scholars’ theoretical interests, primers on the context of particular objects and histories in esports, and, when appropriate, introductions to potential co-authors. In organizing our critical inquiry into esports, we encourage contributors to consider the following sample questions: * How do industry narratives about esports function in the production of esports history? How is “esports history” constructed across the esports industry and beyond? * How do global media infrastructures serve as contexts for practice in esports? In what ways do local cultures and political economies intersect with the planetary computing stack? * In what ways do esports dramatize broader issues of race, class, gender, and nationality? * For what reasons have scholastic esports programs proliferated, and on whose terms have these programs been developed? How do these programs interact with existing organizations, cultures, and infrastructures? What are the implications of educational athletic programs and campus life activities becoming dependent upon game publishers? * In what ways have esports historically been commodified and how have the affordances of particular media technologies shaped the political economies of competitive gaming? What revenue models have different esports stakeholders, from teams to tournaments to publishers, utilized and to what effect? * How do the broadcast structures of platform-native esports competitions influence esports fandom and spectatorship? * In what ways does esports celebrity intersect with or challenge the broader phenomenon of internet celebrity and “influencing” as a whole? * What are the ecological and environmental costs of professional video game competition and how have they changed over time? * What purposes do data serve in esports, and in what ways are data produced, collected, circulated, and monetized? Format Prospective contributors should submit an extended abstract of 1000-1200 words, inclusive of citations. Abstracts should clearly detail the research object, theoretical framework, and method(s) scholars plan to employ; scholars should also indicate whether or not primary data collection has been completed, if relevant. In particular, we ask contributors to be reflexive about how their chosen approaches construct esports as an object of research. We are also open to discussing alternative timelines with scholars whose ability to perform research has been negatively impacted by the Covid-19 pandemic. Please email romchipesports(a)gmail.com<mailto:romchipesports@gmail.com> with all submissions. Please contact co-editors William Clyde Partin (wcpartin(a)live.unc.edu<mailto:wcpartin@live.unc.edu>) and Iris Bull (irbull(a)indiana.edu<mailto:irbull@indiana.edu>) with any and all questions. Important Dates April 6, 2020 – Submissions Open May 31, 2020 – Submissions Close June 15, 2020 – Notifications October 1, 2020 – First Drafts Due July 1, 2021 – Publication

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Re: [Air-L] Definition of technology?
by Philipp Budka 08 Apr '20

08 Apr '20

Dear Ana, For anthropological perspectives on technology and possible definitions, see e.g. Adams, R. McC. (1996). Paths of fire: An anthropologist's inquiry into western technology. Princeton: Princeton University Press. de la Cadena, M. et al. (2015). Anthropology and STS: Generative interfaces, multiple locations. HAU: Journal of Ethnographic Theory, 5(1), 437-475. https://doi.org/10.14318/hau5.1.020 Escobar, A. (1995). Anthropology and the future: New technologies and the reinvention of culture. Futures, 27(4), 409-421. Fischer, M. J. (2007). Four genealogies for a recombinant anthropology of science and technology. Cultural Anthropology, 22(4), 539-615. Gell, Alfred (1988). Technology and magic. Anthropology Today 4(2), 6-9. Hess, D. J., & Layne, L. (Eds.). (1992). Knowledge and society. Volume 9, The anthropology of science and technology. London: JAI Press. Ingold, T. (1997). Eight themes in the anthropology of technology. Social Analysis, 41(1), 106-138. Latour, B. (2014). Technical does not mean material. HAU: Journal of Ethnographic Theory, 4(1), 507-510. https://doi.org/10.14318/hau4.1.033 Pfaffenberger, B. (1988). Fetishised objects and humanised nature: Towards an anthropology of technology. Man, 23(2), 236-252. Pfaffenberger, B. (1992). Social anthropology of technology. Annual Review of Anthropology, 21, 491-516. Sigaut, F. (1997). Technology. In T. Ingold (Ed.), Companion encyclopedia of anthropology: Humanity, culture and social life. London: Routledge. All the best, Philipp Date: Tue, 7 Apr 2020 20:23:06 -0400 From: Ana Visan<ana.m.visan(a)gmail.com> To:Air-L@listserv.aoir.org Subject: [Air-L] Definition of technology? Message-ID: <CAFU4RtoquJWceRNGm=PbchLT5Vhs8QYM5R55jPi6ky94g892ZQ(a)mail.gmail.com> Content-Type: text/plain; charset="UTF-8" Dear AoIRs, I am a migration and border studies scholar researching how technologies (from mobile phones to drones to databases) affect migration journeys. I am not familiar with STS scholarship and I was hoping you could help by pointing me to some (seminal?) works that might help me formulate an all-encompassing definition of technology (or a theoretical approach to it), beyond ICTs?i.e. one that includes biometrics, information exchange databases, but also material objects like drones, and/or one that addresses both technology ?used by? as well as technology ?used on.? Many thanks in advance, Ana -- Philipp Budka http://www.philbu.net http://twitter.com/philbu

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CfP: Deadline Extended - CySoc Workshop on Cyber Social Threats @ICWSM 2020
by Ugur Kursuncu 08 Apr '20

08 Apr '20

*Please disregard the previous email. (deadline was not updated.) Dear Colleagues, The deadline for CySoc Workshop at ICWSM is extended to *April 29*. Please consider submitting your research, and share with your colleagues, students and friends who would be interested. Thank you! Ugur Kursuncu On behalf of the Co-organizers Call for Papers: CySoc 2020 - International Workshop on Cyber Social Threats @ICWSM 2020, Atlanta, USA. Deadline: April 29, 2020 Website: http://CySoc.aiisc.ai <http://cysoc.aiisc.ai> This workshop will bring together researchers and practitioners in computer and social sciences from both academia and industry to exchange ideas on understanding the multi-faceted social, psychological, cultural, emotional, communicative, and linguistic aspects of harmful content while leading the discussion on building novel computational methods to reliably detect, derive meaning, interpret, understand and counter them. We welcome papers for consideration, employing quantitative and/or qualitative, analytical, theoretical approaches examining a diverse range of issues related to online harmful communications. Papers on resources/data and tools will also be welcome either for demos or for short/regular talks. The authors of the best paper will be invited for the Special Issue on Cyber-Social Health: Promoting Good and Countering Harm on Social Media <https://www.computer.org/digital-library/magazines/ic/call-for-papers-speci…> . Topics for research and discussions include (but not limited to): - Online extremism - Harassment and cyberbullying - Hate speech - Gender-based violence, - Human trafficking, - Illicit drug trafficking, - Mental health implications of social media, - Ethical considerations on privacy-preserving social media analytics, - Emotional and psychological support, - Trust relationship and community dynamics, - Relationship of the social web and mainstream news media, - Cultural implications of social web usage, - Influencer identification and community detection for movements - Misinformation and disinformation (e.g., epidemics of fake news, images and videos, during a pandemic, disaster, health issues and elections). For any questions, please contact kursuncu(a)mailbox.sc.edu. Co-organizers: Ugur Kursuncu, AI Institute, University of South Carolina, SC, USA. Yelena Mejova, ISI Foundation, Turin, Italy. Jeremy Blackburn, State University of New York at Binghamton, NY, USA Amit Sheth, AI Institute, University of South Carolina, SC, USA.

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CfP: Deadline Extended - CySoc Workshop on Cyber Social Threats @ICWSM 2020
by Ugur Kursuncu 08 Apr '20

08 Apr '20

Dear Colleagues, The deadline for CySoc Workshop at ICWSM is extended to *April 29*. Please consider submitting your research, and share with your colleagues, students and friends who would be interested. Thank you! Ugur Kursuncu On behalf of the Co-organizers Call for Papers: CySoc 2020 - International Workshop on Cyber Social Threats @ICWSM 2020, Atlanta, USA. Deadline: April 8, 2020 Website: http://CySoc.aiisc.ai <http://cysoc.aiisc.ai> This workshop will bring together researchers and practitioners in computer and social sciences from both academia and industry to exchange ideas on understanding the multi-faceted social, psychological, cultural, emotional, communicative, and linguistic aspects of harmful content while leading the discussion on building novel computational methods to reliably detect, derive meaning, interpret, understand and counter them. We welcome papers for consideration, employing quantitative and/or qualitative, analytical, theoretical approaches examining a diverse range of issues related to online harmful communications. Papers on resources/data and tools will also be welcome either for demos or for short/regular talks. The authors of the best paper will be invited for the Special Issue on Cyber-Social Health: Promoting Good and Countering Harm on Social Media <https://www.computer.org/digital-library/magazines/ic/call-for-papers-speci…> . Topics for research and discussions include (but not limited to): - Online extremism - Harassment and cyberbullying - Hate speech - Gender-based violence, - Human trafficking, - Illicit drug trafficking, - Mental health implications of social media, - Ethical considerations on privacy-preserving social media analytics, - Emotional and psychological support, - Trust relationship and community dynamics, - Relationship of the social web and mainstream news media, - Cultural implications of social web usage, - Influencer identification and community detection for movements - Misinformation and disinformation (e.g., epidemics of fake news, images and videos, during a pandemic, disaster, health issues and elections). For any questions, please contact kursuncu(a)mailbox.sc.edu. Co-organizers: Ugur Kursuncu, AI Institute, University of South Carolina, SC, USA. Yelena Mejova, ISI Foundation, Turin, Italy. Jeremy Blackburn, State University of New York at Binghamton, NY, USA Amit Sheth, AI Institute, University of South Carolina, SC, USA.

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Call for papers: The 15th European Conference on Technology-Enhanced Learning (EC-TEL 2020), 14-18 Sep 2020, Heidelberg, Germany
by Vitomir Kovanovic 08 Apr '20

08 Apr '20

------------------------------------------------------------------ *** Call for Papers EC-TEL 2020 *** The 15th European Conference on Technology-Enhanced Learning ADDRESSING GLOBAL CHALLENGES AND QUALITY EDUCATION 14th-18th September 2020, Heidelberg, Germany http://www.ec-tel.eu ------------------------------------------------------------------ ------------------------------------------------------------------ IMPORTANT INFORMATION – COVID-19 STATEMENT ------------------------------------------------------------------ To all authors and potential participants of EC-TEL2020: We are aware that the current situation entails a high level of insecurity and unclarity. To provide you with some level of planning we would like to confirm some slight changes of our planning: We have adapted the submission deadline for abstracts with a new deadline on 6 April, 23:59 AOE. We have decided that a submission of an abstract is not mandatory anymore and research papers without a previous abstract submission will also be accepted for review at the paper deadline on 20 April, 23:59 AOE. However, you would help us a lot in these times if you could signal your intention to submit a paper by sending a short abstract. We would like to confirm again that we will have an online event in case the face-to-face conference will not go through. This online-event will give authors an opportunity to present their work. The conference registration rates will be reduced in case we will have only an online event. If possible, we will also have a face-to-face or blended event depending on the future situation. We will make sure that Springer proceedings will be published no matter in which format the conference will happen. We are aware that our community is in a special situation since many community members are currently helping other colleagues and their own institutions to prepare the current and upcoming semester for online teaching and learning. We will make sure that there is room during the conference to reflect about the crisis and potential solutions for the future. ------------------------------------------------------------------ CALL FOR PAPERS ------------------------------------------------------------------ The European Conference on Technology-Enhanced Learning (EC-TEL) engages researchers, practitioners, educational developers, entrepreneurs, industry leaders and policy makers to address current challenges and advances in the field. This year’s theme is ADDRESSING GLOBAL CHALLENGES AND QUALITY EDUCATION. The world today is at a crossroad where several global challenges must be urgently addressed in order to build a more sustainable future. The United Nations Agenda 2030 defined 17 Sustainable Development Goals in which “Quality Education” stands out as one of the most crucial ones (SDG 4). This Sustainable Development Goal seeks to ensure access to equitable quality education and promote lifelong learning opportunities for all, providing citizens with the skills required for individual, and collective well-being in a world of uncertainty and rapid change. In an era mediated by technology and data, applied research in education and especially in technology-enhanced learning are fundamental to meet SDG 4, contribute to other Sustainable Development Goals, such as “Reduced Inequalities” (SDG 10) within and among countries, and act as a bridge between SDG 4 and other SDGs fostering education for a sustainable growth. This not only includes improving student performance and success in general but also supporting disadvantaged and under-represented groups. At the same time, 2020 can become a turning point for research and innovation in Europe. This year the Horizon Europe programme is born to replace the successful Horizon 2020 programme, which has been a catalyst for many of the results presented by the EC-TEL community in the last seven years. Horizon Europe is meant to be the cornerstone for researchers and innovators to define their next research lines and obtain new funds for the next seven years. Many research results will surely be presented in future editions of this conference thanks to Horizon Europe. Interestingly, Horizon Europe defines, as one of its fundamental pillars, the need to address Global Challenges, clustered in areas, such as health, culture, creativity and inclusive society, or climate, energy and mobility, among others, and in which education, and more specifically technology-enhanced learning, play a transversal but crucial role. The European Conference on Technology-Enhance Learning, which celebrates its 15th anniversary this year, is committed to address global challenges and quality education in this call for papers. First, some research articles are expected to contribute to the Sustainable Development Goals, particularly SDG 4 and SDG 10, to help to reduce the existing gaps and inequalities between countries and regions from around the world in terms of inclusiveness, equity, access, and quality of education. Second, the Horizon Europe programme will be present in the conversations of attendees since a significant part of upcoming research and innovation in technology-enhanced learning will be linked to this new programme. EC-TEL 2020 will be co-located with the 18th “Fachtagung Bildungstechnologien der GI Fachgrupper Bildungstechnologien (DELFI 2020)” (https://delfi-tagung.de/) and the 9th “Fachtagung Hochschuldidaktik Informatik (HDI) des GI Fachbereich Informatik Ausbildung / Didaktik der Informatik”. ------------------------------------------------------------------ CONFERENCE TOPICS ------------------------------------------------------------------ From both research and innovative practice perspectives the following topics of interest to the conference include, but are not limited to: *Pedagogical and theoretical underpinning* - Active learning - Problem-based learning - Project-based learning - Computer-supported collaborative learning - Computer-supported cooperative work - Collaborative knowledge building - Inquiry-based learning - Exploratory and discovery learning - Game-based and simulation-based learning - Storytelling and reflection-based learning - Learning design and design approaches - Technology-enhanced orchestration of learning - Communities of learners and communities of practice - Teaching techniques and strategies for digital learning - Learner affect, motivation and engagement - Competency-based education and training - Knowledge, skills, attitudes and values *Technological underpinning* - Mobile, wearable and pervasive technologies - Sensors, sensor networks and Internet of Things - Roomware, ambient displays and ubiquitous devices - Robots - Remote and virtual labs - Augmented reality, virtual reality and mixed reality - Serious games, simulations and 3D virtual worlds - Interactive systems - Context-aware systems - Personalised and adaptive learning systems - Visualisation techniques and dashboards - Learning analytics - Artificial intelligence - Recommender systems - Natural language processing and latent semantic analysis - Semantic Web - Social computing and social media - Infrastructures and architectures - Large-scale learning systems - Specifications and standards - Interoperability and sharing of devices, tools, architectures and data *Individual, social & organisational learning processes* - Cognitive and metacognitive mechanisms in knowledge acquisition and construction - Self-regulated and self-directed learning - Reflective learning - Strategies for the development of 21st century skills - Computational thinking - Social processes in teams and communities - Bring your own device (BYOD) - Learning group formation - Assessment of/for/as learning (formative, summative, self-, peer- assessment) - Social awareness - Sensemaking and Meaning Making - Knowledge management and organisational learning *Ethics, privacy, regulations and policies* - Ethics and data gathering, storage and processing - Data privacy - Regulations and policies in data management *Learning communities and contexts* - Formal education: K-12 - Formal education: higher education - Lifelong learning - Informal and non-formal learning - Interprofessional and Interdisciplinary Learning - Vocational training - Workplace learning - Seamless learning - Teacher education and professionalization - Wellbeing *Global teaching and learning* - Global challenges - Massive Open Online Courses (MOOC) - Smart Learning Environments (SLEs) - Open educational resources (OER) - Learning Networks - Teacher Networks - Learning ecologies, learning ecosystems, fitness and evolvability of learning environments - Business models *Quality education for underrepresented groups* - Digital and generation divide and learning - Teaching and learning in rural and isolated areas - Inclusive, equitable and accessible learning - Standards about accessibility and learning - Promoting learning and employability within underrepresented groups and communities - Visual, hearing and physical impairments - Psycho-pedagogical support for users ------------------------------------------------------------------ STATEMENT OF OPEN SCIENCE ------------------------------------------------------------------ As last year, we want to encourage Open Science within the EATEL research community. We therefore encourage authors to document their research in a reproducible and verifiable manner, and in general to use Open Science best practices. Two best practices that we specifically would be happy to see in EC-TEL 2020 research papers are: 1) Pre-registration. Results from empirical studies are more robust when researchers predefine a research and analysis plan and register it before data collection. To do so, we encourage authors to use services like AsPredicted (aspredicted.org) and the Open Science Framework (OSF) to preregister their research so that confirmatory and exploratory analyses can be better evaluated. The research manuscript should then include a link to the preregistration document. 2) Sharing data and code for replication purposes. Sharing data sources (always anonymised!) as well as the scripts or programs you used to analyse them can help other researchers to replicate or extend your analysis. We encourage authors to share this information by providing a link to the data and code in the manuscript. ------------------------------------------------------------------ IMPORTANT DATES ------------------------------------------------------------------ *Research Papers, Impact Papers, Posters & Demonstrations* 6 April 2020 - submission of an abstract as indication to conference organisers (not mandatory) 20 April 2020 - Submission of full version 1 June 2020 - Notification of acceptance 22 June 2020 - Camera-ready versions *Workshop Proposals* 27 April 2020 - Submission of workshop proposal 18 May 2020 - Workshops notification 1 June 2020 - Workshops sites launched 14-15 September 2020 - Workshops in Heidelberg *Doctoral Consortium* 20 April 2020 - advanced PhD candidate application deadline 18 May 2020 - advanced PhD candidate acceptance notification 17 June 2020 - early stage PhD candidate application deadline 1 July 2020 - early stage PhD candidate acceptance notification 29 July 2020 - Doctoral Consortium reviews 14 September 2020 - Doctoral Consortium 1 December 2020 - Camera-ready version of the improved submission * All submission deadlines are 11:59pm AOE ------------------------------------------------------------------ SUBMISSION FORMATS ------------------------------------------------------------------ Research, impact, poster and demo paper submissions as well as doctoral consortium submissions will be handled through EasyChair (https://www.easychair.org/conferences/?conf=ectel2020) Apart from the DC submissions, all papers will be reviewed through a double blind review process, i.e. authors must upload their papers without any reference to themselves or their institutions. Accepted research, poster and demo papers will be published in the conference proceedings. As every year, the proceedings will be published within Springer “Lecture Notes in Computer Science” (LNCS) Series. The use of supplied template is mandatory: https://www.springer.com/de/it-informatik/lncs/conference-proceedings-guide… Impact papers have to comply with the LNCS template as well, and will be published in Companion Proceedings, e.g., via CEUR Workshop Proceedings (CEUR-WS). Workshop proposals as well as industry contributions will be handled separately. Research Papers: 8-14 pages, published in Conference Proceedings Poster Papers: max. 5 pages, published in Conference Proceedings Demonstration Papers: max. 5 pages (published in Conference Proceedings) plus max. 1 additionals page describing the demo (not published in proceedings) Impact Papers: 6-14 pages, published in Companion Proceedings Workshop proposals: online form (see subsection), not published in proceedings Industry contributions: to be announced ------------------------------------------------------------------ RESEARCH PAPERS ------------------------------------------------------------------ Research papers for EC-TEL 2020 should be 8-14 pages long. No matter the length, research papers are expected to be mature research contributions to the field of technology-enhanced learning. Research papers should clearly define research objectives and questions. In addition, research papers should discuss the state-of-the-art in the area in which the work is framed, present an appropriate research methodology, as well as discuss the results of the research conducted. Preliminary results or work in progress fit very well in the poster paper category. Research papers should highlight their novelty and contribution to the field. Note that it is important for EC-TEL 2020 research papers to consider both technology and learning. ------------------------------------------------------------------ POSTER & DEMO PAPERS ------------------------------------------------------------------ Poster and Demo Papers are short papers that report on research-in-progress. They describe innovative TEL applications (e.g. dashboards, tutor systems, interactive learning technologies, etc.) and are maximum 5 pages long including references. Poster and Demo papers will be published in the EC-TEL 2020 LNCS proceedings if accepted. The format of the paper must follow the LNCS template and include the following sections: Pedagogical background Technological background Results and outcomes achieved Outlook DEMONSTRATIONS will consist of reliable running prototypes ready to be tried out by end users When you submit a demo paper you should also submit a 1 page document (not published in the proceedings) with the following information: Description of the demo Set-up requirements for the demo (if any) Use cases that will be provided during the demo to illustrate the use of the system POSTERS: the actual posters will be printed and brought to the conference by the authors of the accepted poster paper. The Poster and Demo sessions will provide authors with an opportunity to present their work in an interactive fashion and elicit feedback from EC-TEL participants. ------------------------------------------------------------------ IMPACT PAPERS (formerly known as Practitioner papers) ------------------------------------------------------------------ To encourage presentations that address real world problems or practical use cases, EC-TEL invites both practitioners and researchers to submit impact papers. The impact track aims at sharing thoughts and findings that stem from TEL projects and were transferred into practice and/or at scale including formal or informal pilot studies or iterative design-based research. These papers include the application, implementation, commercial aspects or practical challenges in innovating education through technology, in particular in the context of the EC-TEL conference theme ‘ADDRESSING GLOBAL CHALLENGES AND QUALITY EDUCATION’. Impact papers should illuminate from a practical point of view how emerging and future learning technologies can be better understood by learners and educators and how they can be used in a meaningful way to enhance human-machine interrelationships and to contribute to efficient and effective education. Thus, impact papers should be based on a practical use of technology for learning to improve, change or enhance learning practice in formal as well as informal learning environments including an expected pedagogical value. The objective is to promote a discussion between research and practice, such that on the one hand, practical experiences and challenges are made known to researchers, and ongoing research is made known to practitioners. Impact papers should include descriptions of: Context for the project: What is the context and aim of the project and which key challenges were addressed? How can this be designed and implemented as real world application? New innovative tools/techniques: How do the new tools/techniques look like? How do these tools transfer learning into practice? Digital solution: What is the design rationale? How does the practical implementation look like? Practical deployment: What is the practical context in which the digital solution has been deployed? How were the stakeholders involved? And how was the project evaluated? Lessons learned: Planning/design: How was the project conceived, structured and designed? How did the planning/design affect the success (or failure) of the project? Implementation: Which factors were responsible for the success (or failure) of the implementation or deployment of the project? Outcomes/impact: How was the success of the project measured? What were positive or negative issues such as validation of the expected impact, practical constraints and enablers, user adoption, cost benefit analysis, generalisability? Did other unexpected or surprising results occur? Benefit: How can the benefit be translated into something tangible from which others can learn? Open challenges: Which issues do require further attention or actions . Impact papers will follow the submission format of the main conference (LNCS Format), and should be 6-14 pages long, as outlined above, with the length of the paper correlating with the contribution made. All submissions should clearly articulate the key contribution in terms of the value of the practical experience to the design and deployment of technologies to innovate learning. The impact papers will be submitted following the research papers deadline, through EasyChair. Accepted papers will be published in Companion Proceedings, e.g., via CEUR Workshop Proceedings (CEUR-WS), and presented during the main conference. ------------------------------------------------------------------ WORKSHOPS ------------------------------------------------------------------ EC-TEL 2020 offers the opportunity to host half-day or full-day workshops. Organisers interested in coordinating a workshop are requested to submit a proposal by filling out this form (https://bit.ly/2QYaKkh) no later than 27 April 2020. Successful proposals will be confirmed by 18 May 2020. Workshops are expected to promote the conference theme –addressing global challenges and quality education– and provide a venue for community building and idea generation for emerging research topics to groups of like-minded researchers and practitioners, further elaborating on how learning technologies can add educational value to the different stakeholders and contribute to efficient and effective education. Workshop organisers are encouraged to propose innovative and interactive formats, which will be given priority in the selection process. The workshop selection will be handled competitively to achieve a balanced workshop program. Ideally, the workshop will comprise different formats, combining newly emerging, currently evolving, and established research topics. Proposals will be ranked according to their fit with EC-TEL 2020 conference topics, innovativeness, extent of interaction, overall quality, and comprehensiveness of planning including an insight on how sufficient submissions and participants could be achieved. In case of overlapping workshops, organisers may be contacted to clearly differentiate the workshops or to merge them. Workshop organisers must indicate: Whether they plan their workshops as full-day or half-day events and provide a preferred workshop day (either 14th or 15th September 2020, although due to space restrictions, we cannot guarantee to meet these preferences) The workshop’s organisation title and acronym A list of topics of interest Motivation on why the workshop is of particular interest at this time The proposed timeline, including at least the submission deadline (around mid-late June) and notification date (at least two weeks before the end of the early-bird registration). We plan to support the workshop dissemination by including the workshop timelines and links to their websites on the EC-TEL 2020 conference website. Nevertheless, accepted workshops are expected to launch their websites (latest by 1 June 2020), identify workshop participants, and handle the call for workshop contributions as well as the publication of workshop outcomes. In publishing the workshop contributions, workshop organisers are encouraged to target high-quality publication outlets (international impact-rated journals, including special issues within them). ------------------------------------------------------------------ ------------------------------------------------------------------ PROJECT MEETINGS ------------------------------------------------------------------ In addition to the regular sessions and workshops, EC-TEL offers a unique opportunity for European Projects in TEL to hold face-to-face meetings. Please contact the local organisation chair Marco Kalz (kalz(a)ph-heidelberg.de) at your earliest convenience to book meeting rooms. ------------------------------------------------------------------ DOCTORAL CONSORTIUM ------------------------------------------------------------------ The EC-TEL Doctoral Consortium brings together Ph.D. candidates working on topics related to Technology Enhanced Learning providing them an exceptional opportunity to present, discuss, and receive feedback on their research in an interdisciplinary and international atmosphere. Prominent professors and researchers in the field of Technology Enhanced Learning will provide formative feedback to the selected papers through the review process and contribute actively to discussions at the workshop. The Doctoral Consortium will take place on 14th of September, just before the EC-TEL 2020 conference. The intention of this doctoral consortium is to support and inspire Ph.D. candidates during their ongoing research efforts. Therefore, it is necessary that participants will have neither achieved their Ph.D. degree nor officially submitted their thesis before the doctoral consortium (September 2020). Therefore, the participants need to disclose their expected graduation date and their advisor's name when submitting. The EC-TEL Doctoral Consortium 2020 has now two submission deadlines: 20 April 2020 for advanced Ph.D. candidates, who seek indepth feedback from the EC-TEL Doctoral Consortium Board 17 June 2020 for early stage Ph.D. Candidates, who want to receive methodological and conceptual feedback on their research ideas. Interested Ph.D. candidates are requested to upload their submissions to EasyChair https://www.easychair.org/conferences/?conf=ectel2020. Eligible submissions to EC-TEL Doctoral Consortium need to address the following elements: A clear formulation of the research question. An identification of the significant problems in the field of research within the TEL domain. An outline of the current knowledge of the problem domain, as well as the state of existing solutions. A presentation of any preliminary ideas, the proposed approach and the results achieved so far. A sketch of the applied research methodology. A description of the Ph.D. project's contribution to the problem solution in the TEL domain. A discussion of how the suggested solution is different, new, or better as compared to existing approaches to the problem. The maximum length of DC submissions is 6 pages. Candidates are kindly requested to make use of the supplied Springer template: https://www.springer.com/de/it-informatik/lncs/conference-proceedings-guide… Additionally, submissions need to include a separate sheet (1 page) based on the EC-TEL Doctoral Candidate confirmation form. This form needs to be signed by the supervisor of the candidate. The form link will be added soon. All submissions will be reviewed after acceptance by at least two senior researchers and one of the other accepted doctoral candidates. Additionally, two discussants, members of the doctoral consortium committee, will be appointed to each paper. Discussant comments will be followed by a plenary discussion of the paper. At the end of the consortium there will be a general discussion, including a brainstorming session about current and future research topics in the area. Accepted candidates should prepare: An introductory pitch about themselves and their Ph.D. project for the introductory session. Duration: 60 sec max. A 15-20 minute presentation of their Ph.D. project to be used for introducing discussion about their project and its main issues during the small group sessions. Students are also invited to prepare a poster about their Ph.D. for the EC-TEL 2020 poster session. The accepted submissions to the Doctoral Consortium will be published in CEUR Workshop proceedings: http://ceur-ws.org/. The participants have the opportunity to improve their submission based on the feedback they received from the reviews and during the Doctoral Consortium. Submissions should be uploaded to: https://www.easychair.org/conferences/?conf=ectel2020 Important dates: 20 April 2020 - Doctoral Consortium advanced PhD candidate application deadline 18 May 2020 - Doctoral Consortium advanced PhD candidate acceptance notification 17 June 2020 - Doctoral Consortium early stage PhD candidate application deadline 1 July 2020 - Doctoral Consortium early stage PhD candidate acceptance notification 29 July 2020 - Doctoral Consortium reviews 14 September 2020 - Doctoral Consortium 1 December 2020 - Camera-ready version of the improved submission Further information will become available at the Doctoral Consortium section of the EC-TEL 2020 Website. ------------------------------------------------------------------ CONFERENCE ORGANISATION ------------------------------------------------------------------ General Chair: Maren Scheffel, Open University of the Netherlands, The Netherlands Programme Chairs: María Jesús Rodríguez-Triana, Tallinn University, Estonia Carlos Alario-Hoyos, Universidad Carlos III Madrid, Spain Poster and Demonstration Chairs: Inmaculada Arnedillo-Sánchez, Trinity College Dublin, Ireland Sebastian Dennerlein, Technische Universität Graz and Know-Center, Austria Impact Chairs: Tom Broos, KU Leuven, Belgium Tracie Farrell Frey, Open University UK, United Kingdom Workshop Chairs: Zacharoula Papamitsiou, NTNU, Norway Adolfo Ruiz Calleja, Universidad de Valladolid, Spain Doctoral Consortium Chairs: Christian Glahn, University of Applied Sciences HTW Chur, Switzerland Kairit Tammets, Tallinn University, Estonia Local Organisation Chairs: Marco Kalz, PH Heidelberg, Germany Joshua Weidlich, PH Heidelberg, Germany Steering Committee Representative: Ralf Klamma, RWTH Aachen University, Germany

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Ending Soon: Call for applications for postdoctoral fellowship aimed at expanding career opportunities for marginalized youth in the U.S.
by Jamieson L Pond 08 Apr '20

08 Apr '20

*Call for applications closing soon for postdoctoral fellowship* APPLICATION DEADLINE: April 17, 2020 The Connected Learning Lab (CLL) at the University of California, Irvine, invites applications from emerging scholars for a two-year postdoctoral fellowship to engage in research-practice partnerships and youth participatory action research aimed at expanding career opportunity for marginalized youth in the U.S. Link to application form and more info: https://connectedlearning.news/PostdocFellowAIR We are seeking scholars with deep connections and background with marginalized communities, committed to social justice, with research interests in career equity. The two-year fellowship offers an award of $70,000 per year for salary and benefits, with additional support for research and travel expenses, and professional development offered by the CLL in youth participatory action research and socially engaged scholarship. The fellowship involves matchmaking with mentors, host institutions, and organizations, and selected fellows will need to be located near their host institution and/or partner organizations. This fellowship offers a unique opportunity to be part of shaping a new network of researchers and practitioners in its inaugural and startup years. We invite scholars who embrace a spirit of innovation, experimentation, and collaboration and are committed to research in the service of educational practice and equity. This fellowship program is part of a broader set of initiatives centered on how identity, culture, and social relationships drive career gaps and opportunities for youth from economically and racially marginalized communities. We look in particular at how to best tap the assets, identities, culture, and communities of marginalized youth in expanding career opportunity. Background information Anchor funding for the fellowships is provided by The Bill and Melinda Gates Foundation (BMGF) Equitable Futures project. The program is administered by the CLL, a research institute at the University of California, Irvine, dedicated to studying and mobilizing new learning approaches in equitable, innovative and learner-centered ways. The BMGF and CLL will be partnering with a broader network of funders, universities, and organizations in support of this fellowship. Respectfully, *Jamieson Pond, Communications Manager* Connected Learning Lab University of California, Irvine CLAlliance.org <https://clalliance.org/> | ConnectedLearning.uci.edu <http://connectedlearning.uci.edu/> Twitter: @TheCLAlliance <https://twitter.com/TheCLAlliance> | @TheCLSummit <https://twitter.com/TheCLSummit> Fb.com/ConnectedLearningAlliance <https://www.facebook.com/ConnectedLearningAlliance/> Connected Learning Newsletter <https://clalliance.org/newsletter>

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Science Communication Study
by Bonita Liu - Aesisnet 08 Apr '20

08 Apr '20

Dear AoIRs, Hope you are all well during these times. I am writing today regarding a study on Science Communication that is currently being run by AESIS<https://aesisnet.com/>, the network for Advancing and Evaluating the Social Impact of a Science. This study aims to gain insights into researchers' attitudes, intentions, beliefs, and self-efficacy regarding Public Engagement of Science - engagement in communication of science with those outside of academia. We have developed a short 10-minute survey, and we would love for any researchers and PhD students to partake! We are specifically very interested in the responses of internet researchers, as much of science communication is done online these days (think Twitter etc.). Your answers will help us learn more about how researchers view engagement with the lay public about science, which may help uncover insights into how the impact of science can be advanced. You may take the survey via: https://bit.ly/33me9Ow The results of this study will be published in the June edition of the AESIS newsletter and you may sign up as a member to view the results if you wish. Thank you very much for your time, and hope everyone stays safe and healthy in these uncertain times. Kind regards, Bonita Liu - Aesisnet

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AoIR reviews due
by Kylie Jarrett 08 Apr '20

08 Apr '20

Hi again, Just in case any emails about reviews have gone astray, here's the link to log in to conftool to check whether you had any allocated to you: https://www.conftool.org/aoir2020/index.php?page=login Cheers, Dr. Kylie Jarrett Head of Department/Associate Professor Department of Media Studies Maynooth University, Maynooth, Co. Kildare Ireland Author: Feminism, Labour, and Digital Media: The Digital Housewife Co-author: NSFW: Sex, Humor and Risk in Social Media Google and the Culture of Search

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