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"Pammer-Schindler, Viktoria" <[log in to unmask]>
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Pammer-Schindler, Viktoria
Mon, 4 Mar 2019 08:41:30 +0000
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Dear all – there’s still time to write the papers!

If you’re working on learning and technologies, ECTEL is one of the coolest places to go to!


*** 2nd Call for Papers EC-TEL 2019 ***
The 14th European Conference on Technology-­Enhanced Learning
16th-19th September 2019, Delft University of Technology, Netherlands­

We are delighted to already announce three KEYNOTE SPEAKERS for EC-TEL 2019:
Rose Luckin, Danielle McNamara, and Geoff Stead.
More information coming soon on the conference website!

We live in a world where the use of data and technology has, for many of us, become part of our everyday life. The buzzword of the data revolution is ‘insight’. Once people have insight into their behaviour, they can work more efficiently and more effectively. Using technology and analysing data to detect patterns and improve processes has been a staple in business and commerce for decades and has over time also become more and more common in the educational domain. Insight only, however, is not enough. In an era of increased machine learning and artificial intelligence, we need to make sure to not only gain insights into the learning processes but to also look into interventions that can support these processes. There is a need for a shift from mainly data-driven approaches where large amounts of data are first collected and then analysed, to more actionable, contextualised and pedagogically-driven approaches.

Creating this balance between technology- and education-driven approaches offers us the opportunity to not only enhance the users’ learning experiences but to also help in the design and implementation of technologies required to achieve these educational goals. This transformation plays a key role in the wide acceptability and adoption of future and innovative TEL solutions by the learning community. Users need more transparent and meaningful technology to understand the rationale behind it and to gather evidence of its benefits for enhanced education. As was also pointed out by the European Commission's ET2020 Working Group on Digital Skills and Competences, it is extremely important to pay attention as to why we use technology and collect data, i.e., the reason and value behind enhancing learning with technology and collecting education data needs to be clear.

The European Conference on Technology Enhanced Learning (EC-TEL) is a unique opportunity for researchers, practitioners, educational developers and policy makers to address current challenges and advances in the field. This year’s theme of “Transforming learning with meaningful technologies” addresses how emerging and future learning technologies can be used in a meaningful way to enhance human-machine interrelationships, to contribute to efficient and effective education, and to assess the added value of such technologies.

The conference calls for papers focusing on this theme and addressing many topics: intermediation between learning systems, learners and educators; guidelines and methodologies to enhance learning experience through technologies; bridges between technology and learning; assessment of technologies’ educational added value; promotion of coherence and unity of technology and learning; and improvement of complementarity between technology and learning. We encourage participants to extend the debate around the role of and challenges for cutting-edge 21st century technologies and advances such as artificial intelligence and robots, augmented reality and ubiquitous computing technologies and at the same time connecting them to different pedagogical approaches, types of learning settings, and application domains that can benefit from such technologies.

We invite contributions for research papers, demonstrations and posters as well as practitioner papers and workshops. A doctoral consortium will be organised concurrently with the workshops.

EC-TEL 2019 will be co-located with the 18th World Conference on Mobile and Contextual Learning (mLearn 2019 – which focuses on mobile and contextual learning, so there is a good opportunity to visit both conferences at the same time.

From both research and innovative practice perspectives the following topics of interest to the conference include, but are not limited to:

*Pedagogical underpinning*
- Problem- and project-based learning
- Computer-supported collaborative learning
- Collaborative knowledge building
- Inquiry-based learning
- Game-based and simulation-based learning
- Story-telling 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
- Evaluation methods for TEL

*Technological underpinning*
- Interactive systems
- Mobile, wearable and pervasive technologies
- Robots
- Sensors and sensor networks
- Roomware, ambient displays and ubiquitous devices
- Visualisation techniques for learning
- Learning analytics
- Artificial intelligence
- Personalisation, user modelling and adaptation
- Context-aware systems
- Recommender systems for TEL
- Adapted learning flow, content and monitoring process
- Augmented and virtual reality
- Serious games, simulations and 3D virtual worlds
- Social computing and social media
- Semantic Web
- Natural language processing and latent semantic analysis
- Remote labs
- Network infrastructures and architectures for TEL
- Cloud Computing in TEL
- Large-scale learning systems
- eLearning specifications and standards
- Interoperability and sharing of devices, tools and architectures

*Individual, social & organisational learning processes*
- Adaptive learning systems
- Cognitive mechanisms in knowledge acquisition and construction
- Self-regulated and self-directed learning
- Reflective learning
- Social processes in teams and communities
- Bring your own device (BYOD)
- Learning group formation
- Dynamic assessment of learning
- Social awareness
- Trust and reputation in TEL
- Knowledge management and organisational learning
- Education policies

*Ethics and privacy*
- Ethics and data gathering
- Ethics and data storage
- Ethics and data processing
- Data policies
- Privacy

*Learning communities and contexts*
- Schools and universities of the future
- Formal education: initial (K-12, higher education), post-initial (continuing education)
- Vocational training
- Workplace learning
- Lifelong learning
- Digitalisation as Driver for Lifelong Learning
- Informal and non-formal learning
- Seamless learning
- Domain-specific Technology-Enhanced Learning

*Global learning and teaching*
- Global learning communities
- Massive Open Online Courses (MOOC)
- Open educational resources (OER)
- Learning Networks
- Teacher Networks
- Learning ecologies, learning ecosystems, fitness and evolvability of learning environments
- Business models for TEL

*TEL in developing countries and for users with special needs*
- ICT Inclusion for learning
- Digital divide and learning
- Generation divide and learning
- Promoting learning and employability within disadvantaged groups and communities
- Rural learning
- Accessible learning for all
- Visual, hearing and physical impairments
- Psycho-pedagogic support for users
- Standards about accessibility and learning

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 that we specifically would be happy to see in EATEL research are:

- Pre-registration. Results from experimental interventions are more robust when researchers predefine an experimental plan and register it. To do so, we encourage authors to have a look at different organisations where you can report pre-registered and exploratory analyses to be reviewed by other researchers before running your intervention.

- Share your data and analysis for replication. 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.

*Research Papers, Practitioner Papers, Posters & Demonstrations*
29 April 2019 - Mandatory submission of an abstract
13 May 2019 - Submission of full version
17 June 2019 - Notification of acceptance
1 July 2019 - Camera-ready versions

*Workshop Proposals*
29 April 2019 - Submission of workshop proposal
13 May 2019 - Workshops notification
3 June 2019 - Workshops sites launched
16 & 17 September 2019 - Workshops, Delft

*Doctoral Consortium*
13 May 2019 - advanced PhD candidate application deadline
14 June 2019 - advanced PhD candidate acceptance notification
17 June 2019 - early stage PhD candidate application deadline
1 July 2019 - early stage PhD candidate acceptance notification
29 July 2019 - Doctoral Consortium reviews
16 September 2019 - Doctoral Consortium
1 December 2019 - Camera-ready version of the improved submission

* All submission deadlines are 11:59pm UTC-12

Research, practitioner, poster and demo paper submissions will be handled through EasyChair ( All papers will be reviewed through a double blind review process so, please, upload your papers without any reference to the authors. Accepted research papers, as well as demo and poster papers will be published in the conference proceedings. As every year, we will publish proceedings within Springer “Lecture Notes in Computer Science” (LNCS) Series. Authors should consult Springer’s authors’ guidelines ( and use their proceedings templates, either for LaTeX or for Word, for the preparation of their papers. Springer encourages authors to include their ORCIDs in their papers. Practitioner papers have to comply with the LNCS template as well, and will be published in Companion Proceedings via CEUR. Workshop proposals as well as industry contributions will be handled separately.

Research Papers: 6-14 pages, published in proceedings
Poster Papers: max. 4 pages, published in proceedings
Demonstration Papers: max. 4 pages (published in proceedings) plus max. 2 additionals pages describing the demo (not published in proceedings)
Practitioner Papers: 6-14 pages, published in proceedings
Workshop proposals: online form (see subsection), not published in proceedings
Industry contributions: to be announced

This year, there is no short and full paper categories as EC-TEL used to have in past editions of the conference. There are only research papers. No matter the length, research papers are expected to be mature research contributions to the field of technology-enhanced learning. The length should be appropriate for the contribution the paper makes. Preliminary results or work in progress fit very well in the poster paper category.

Papers will be reviewed according to the relevance of the research to the field, novelty and contribution to the field, and appropriateness of research methodology. Note that it is important for EC-TEL papers to consider both technology and learning.

Posters report on significant work in progress. We are planning a poster session in which you can present your work and elicit feedback from EC-TEL participants. Please submit a paper up to a maximum of 4 pages long including references describing your work and the results that you plan to achieve until September 2019. Poster papers will be published in the EC-TEL 2019 proceedings if accepted.

Demo papers are expected to describe innovative TEL applications (e.g. dashboards, tutor systems, interactive learning technologies, etc.). Demo submissions consist of a concise scientific description of your research prototype. This needs to be in a paper that is a maximum 4 pages long including references that will be published in the EC-TEL 2019 proceedings if accepted. Specifically, the paper should have the following sections: (1) Pedagogical background, (2) Technological Background, (3) Use case (explain a use case that you will use to demonstrate the use of your proposal during the demo-shoot), (4) Results and Outcomes achieved (Optional).

In addition, you should prepare a small document maximum 2 pages long (not published in the proceedings) describing the specific Technology and Environment needed at the conference for the demonstration session, so that we can organise the session accordingly.

During the conference, EC-TEL attendees will have the opportunity to experience and interact with the presented demo and get a grip on the future of TEL research. We expect that your demonstration will be a reliably running prototype of your vision that is ready to be tried out, questioned and interacted with.

Practitioner 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, practitioner 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.

Practitioner papers should include:
description of a real-world problem or a practical use case to cover the motivation of the paper,
description of applied solution to present the technology and its usage,
rationale for applying the solution,
lessons learned from applying the solution
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?

Practitioner papers will follow the submission format of the main conference (LNCS Format), and should be 6-14 pages long, with the length of the paper correlating with the contribution made (short, long paper). 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 practitioner papers will be submitted following the research papers deadline, through EasyChair. Accepted papers will be published as companion to the EC-TEL proceedings in and linked on the website and presented during the main conference.

EC-TEL 2019 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 (, no later than 29 April 2019. Successful proposals will be confirmed by 13 May 2019.

Workshops are expected to promote the conference theme –transforming learning with meaningful technologies– and topics, further elaborating 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: proposals will be ranked according to their fit with EC-TEL 2019 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 16th or 17th Sept 2019).  Due to space restrictions and potential overlapping with the mLearn topics, we cannot guarantee to meet these preferences.
the workshop’s organisation 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 2019 conference website. Nevertheless, accepted workshops are expected to launch their websites (latest by 3 June 2019), 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).

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 ([log in to unmask]) at your earliest convenience to book meeting rooms.

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 16th of September, just before the EC-TEL 2019 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 2019). Therefore, the participants need to disclose their expected graduation date and their advisor's name when submitting.

The ECTEL Doctoral Consortium 2019 has now two submission deadlines:

- 13 May 2019 for advanced Ph.D. candidates, who seek indepth feedback from the ECTEL Doctoral Consortium Board
- 17 June 2019 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

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: Additionally, submissions need to include a separate sheet (1 page) based on the ECTEL Doctoral Candidate confirmation form. This form needs to be signed by the supervisor of the candidate. The form is available at the following link:

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 2019 poster session.

The accepted submissions to the Doctoral Consortium will be published in CEUR Workshop proceedings: 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:

Important dates:
13 May 2019 - Doctoral Consortium advanced Ph.D. candidate application deadline
14 June 2019 - Doctoral Consortium advanced Ph.D. candidate acceptance notification
17 June 2019 - Doctoral Consortium early stage Ph.D. candidate application deadline
1 July 2019 - Doctoral Consortium early stage Ph.D. candidate acceptance notification
29 July 2019 - Doctoral Consortium reviews
16 September 2019 - Doctoral Consortium
1 December 2019 - Camera ready version of the improved submission
Further information will become available at the Doctoral Consortium section of the EC-TEL 2019 Website.


General Chair:
Viktoria Pammer-Schindler, Technische Universität Graz and Know-Center, Austria

Programme Chairs:
Julien Broisin, University of Toulouse, France
Maren Scheffel, Open University of the Netherlands

Workshop Chairs:
Rawad Hammad, King's College London, UK
Maria Jesus Rodriguez Triana, Tallinn University & École Polytechnique Fédérale de Lausanne, Estonia

Poster and Demonstration Chairs:
Andri Ioannou, Cyprus University of Technology
Jan Schneider, Leibniz Institute for Research and Information in Education, Germany

Doctoral Consortium Chairs:
Christian Glahn, University of Applied Sciences HTW Chur, Switzerland
Marcus Specht, Delft University of Technology, Netherlands

Local Organisation Chair:
Marcus Specht, Delft University of Technology, Netherlands

Industry Chairs:
Ruben Kranendonk, YES!Delft Incubator, Netherlands
Timo Kos, Education & Student Affairs at TU Delft, Netherlands

Practitioner Chairs:
Angela Fessl, Know-Center, Austria
Tanja Zdolšek Draksler, Josef Stefan Institute, Slovenia

Steering Committee Representative:
Ralf Klamma, RWTH Aachen University, Germany
Ass.-Prof. Dr. Viktoria Pammer-Schindler

Assistant Professor at  Institute of Interactive Systems and Data Science, Graz Univ. of Technology

Tel: 0043 316 873 30830
Fax: 0043 316 873 1030830

Viktoria is also research area manager at Know-Center GmbH. Read the following selected publications by her:

  *   In-App Reflection Guidance: Lessons Learned across Four Field Trials at the Workplace. In: IEEE TLT (IF=2,267). DOI: 10.1109/TLT.2017.2708097<>
  *   Introducing Mood Self-Tracking at Work: Empirical Insights from Call Centers. In: ACM Trans. Comput.-Hum.Interact. (IF=1,293). DOI: 10.1145/3014058<>
  *   Let’s Talk about Reflection at Work. In: International Journal of Technology-Enhanced Learning. DOI:

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