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"ACM SIGCHI General Interest Announcements (Mailing List)" <[log in to unmask]>
Fri, 15 May 2020 14:58:25 +0200
Carlo Giovannella <[log in to unmask]>
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Carlo Giovannella <[log in to unmask]>
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/Apologize for unintended cross-mailing

/ =========================================================
*Extended deadline: May 31, 2020*

Special Issue on
*Designing for ownership in technology-enhanced learning (TEL): a core 
element for learners’ SRL and agency*

to be published at the
/*Interaction Design and Architecture(s) Journal (IxD&A)*/
(ISSN 1826-9745, eISSN 2283-2998)
**** Since 2012 also in Scopus ****
**** *Since 2015 also* in *Emerging Sources Citation Index* and *Web of 
Science* ***
IxD&A implements the Gold Open Access (OA) road to its contents
with no charge to the authors (submission & paper processing)

Help us in improving the quality of the editorial process and of the 
journal, please donate:

*Guest Editors:*

/• Ilona Buchem, Beuth University of Applied Sciences Berlin, Germany
• Gemma Tur, University of the Balearic Islands, Spain
• Jesús María Salinas Ibáñez, University of the Balearic Islands, Spain/
*Important dates:*
• Deadline: *May 31, 2020* (deadline extended)
• Notification to the authors:  July 01, 2020
• Camera ready paper: June 20, 2020
• Publication of the special issue: mid August, 2020

Psychological ownership is a concept describing a relationship between a 
person and an object in which the object is experienced as “connected 
with the self” and/or becomes a part of an “extended self' . 
Psychological ownership in context of learning and education is rooted 
in Self-Regulated Learning, SRL  and has been viewed as an essential 
component in the development of metacognitive and critical thinking 
skills . Psychological ownership has received increased attention in 
different fields of research, including organisational development and 
leadership, education and consumer behaviour. A number of authors have 
addressed the links between psychological ownership and self-identity, 
self-adjustment, accountability, sense of belonging and citizenship . 
Psychological ownership has been viewed as a positive resource for 
attitudes (e.g. higher commitment, responsibility), self-esteem, 
self-efficacy, motivation, accountability, performance and self-identity 
. The theory of psychological ownership considers ownership as a 
multi-dimensional construct encompassing (1) sense of responsibility, 
(2) sense of identity, (3) sense of accountability, (4) sense of 
self-efficacy and (5) sense of belongingness.

Psychological ownership has been studied in relation to physical 
entities, e. g. house, and non-physical entities, e. g. ideas  and in 
relation to tangible elements of a learning environment, e. g. 
technology, and intangible elements, e. g. data. Studies on 
psychological ownership have been focused on understanding the nature of 
psychological ownership and related concepts such as control, 
accountability and identity, and the effects of psychological ownership 
on learning and performance in online learning.

The concept of ownership in context of learning and education has been 
studied in relation to physical learning environments, individualized 
education programs, student-directed planning of learning processes, 
professional communities of teachers, service learning, teacher 
education, group projects and effective leadership in groups, 
collaborative writing  and perceived learning, formative assessment, 
learning contracts, academic readiness, formative assessment, formative 
instructional practices, laboratory courses, often in relation to 
student engagement and student performance.

Ownership has a close relationship with other related themes such as 
self-regulated learning and agency, both of which have received a 
growing interest in recent years. In particular, self-efficacy is a 
particular common element in all three -see for example, the models of 
SRL by Zimmerman and higher education students’ agency by Jääskelä, 
Poikkeus, Vasalampi, Valleala and Rasku-Pustonen.

The question of ownership and control has been also explored in the 
field of technology enhanced learning, especially in learner-centered 
approaches to learning designs. The shift towards greater learner 
control and ownership has been especially discussed in relation to 
Personal Learning Environments and the changes in ownership and control 
in comparison to previous educational approaches to the use of 
technologies for learning  and diverse aspects related to ownership such 
as ownership and control, ownership and culture, and ownership and 
privacy in Personal Learning Environments (PLEs). Ownership in 
technology-enhanced learning has been also discussed in relation to 
ownership and access in online learning environments, Blended Learning 
Environments, personalised support in the use of the Learning Management 
System (LMS), learning with electronic texts and navigation aids, mobile 
learning, personalised learning in Web 2.0,  e-portfolio and social 
learning, use of iPad for active reading in academic setting, digital 
logs of teachers and Computer-Assisted Language Learning.

However, despite existing literature, empirical research on ownership in 
content of technology enhanced learning is very scarce and current state 
of research provides little clarity about how ownership in 
technology-enhanced learning and in consequence the quality of learning 
outcomes can be fostered through learning design. Perceiving oneself as 
owning learning is a challenging aim that may support and be supported 
by self-regulation beliefs and one’s own agency whether at an 
individual, relational or contextual level and more research is needed 
to support such a statement and the implications for learning in 
technology enhanced environments. The literature is also very scarce 
when it comes to measures and scales for psychological ownership in 
technology-enhanced learning. There is a need for validated research 
instruments which can be applied in further studies. Moreover, a 
comprehensive overview of the diverse theories and models of ownership 
which can be applied to the study of ownership in technology enhanced 
learning has been missing, making the landscape of research in this 
field scattered and obscure.

*Topics of Interest*
An indicative list of themes includes, but is not limited to:

• Empirical studies on ownership in technology-enhanced learning
• Learning designs for ownership in technology-enhanced learning
• Research designs for ownership in technology-enhanced learning
• Measures and scales for ownership in technology-enhanced learning
• Technologies and tools for enhancing ownership
• Literature reviews that demonstrate critical perspectives on the 
highly related concepts with ownership such as SRL and students’ agency
• Ethical, cultural, sociological and philosophical issues related to 
psychological ownership in TEL

/*Submission guidelines and procedure*/
All submissions (abstracts and later final manuscripts) must be original 
and may not be under review by another publication.
The manuscripts should be submitted either in .doc or in .rtf format.
All papers will be blindly peer-reviewed by at least two reviewers.
Authors are invited to submit 8-20 pages paper (including authors' 
information, abstract, all tables, figures, references, etc.).
The paper should be written according to the IxD&A authors' guidelines

*Authors' guidelines*
Link to the paper submission page: 
(Please upload all submissions using the Submission page. 
When submitting the paper, please, choose the section:
"SI: Designing for ownership in technology-enhanced learning ")

More information on the submission procedure and on the characteristics
of the paper format can be found on the website of the IxD&A Journal
where information on the copyright policy and responsibility of authors,
publication ethics and malpractice are published.

For scientific advice and queries, please contact any of the 
guest-editors below and mark the subject as:
/Designing for ownership in technology-enhanced learning /

• buchem [at] beuth-hochschule [dot] de
• jesus [dot] salinas [at] uib [dot] es
• gemma [dot] tur [at] uib [dot] es

* Forthcoming issues:*

• Autumn 2020
'Hybrid Learning Spaces - Design, Data, Didactics'
Guest editors: Yannis Dimitriadis, Christian Köppe, Yishay Mor
with a focus section on
'Augmenting Space: The role of immersive technologies in future cities'
Guest editors: Callum Parker, Soojeong Yoo, Waldemar Jenek, Youngho Lee

• Winter 2020
'Tools, Pedagogical and Ludic Strategies, Co-Design supporting Smart 
Learning Ecosystems and Smart Education'
Guest editors: Oscar Mealha, Traian Rebedea, Matthias Rehm

• Springer 2021
'Collaborative multimedia applications in technology'
Guest editors: César A. Collazos, Sandra Cano, Freddy Paz, Habib Fardoun

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