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CHI-ANNOUNCEMENTS  December 2016, Week 5

CHI-ANNOUNCEMENTS December 2016, Week 5

Subject:

[CFP] 2017 IEEE VR Second Workshop on K-12 Embodied Learning through Virtual & Augmented Reality (KELVAR)

From:

Francisco Ortega <[log in to unmask]>

Reply-To:

Francisco Ortega <[log in to unmask]>

Date:

Thu, 29 Dec 2016 10:04:30 -0500

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (233 lines)

**** Sorry for cross-posting *** *

*2017 IEEE VR Second Workshop on K-12 Embodied Learning through Virtual &
Augmented Reality (KELVAR)*

Organized in conjunction with the IEEE Virtual Reality 2017 - Los Angeles,
California on March 18-22, 2017.http://ieeevr.org/2017/


*WORKSHOP WEBSITE*

https://sites.google.com/site/vrkelvar/


*DESCRIPTION*

K-12 education is currently undergoing a technological revolution creating
opportunities for Virtual-, Augmented-, and Mixed-Reality based learning.
Technology integration will continue to increase as mobile devices
penetrate all socioeconomic strata, and as new VR/AR/MR technologies become
affordable to schools. These technologies have the potential to facilitate
effective learning by leveraging the affordances this unique media
including: the ability to engage students with interactive 3D simulations
of real-life phenomena, presenting information that is spatially- and
temporally- integrated with real objects, leveraging whole-body motions to
depict and reinforce learning content, etc.

One unique strength of these technologies is their ability to deliver
educational content through embodied learning. Embodied learning can take
many forms, such as when a student moves their body around an
augmented-reality plant in order to explore photosynthesis and plant
structure. Embodied learning could occur in a CS programming course in
which student creations are projected onto the classroom surfaces and where
students collaborate by physically interacting with each other’s programs.
Or, embodied learning can occur in an HMD-based virtual-reality experience
where the student solves mathematical equations by using their hands to
physically move numbers from one side of the equal sign to the other.

Technology developers, HCI researchers and cognitive and learning
scientists are beginning to understand the mechanisms and benefits of
embodied learning, as well as other unique affordances which make VR/AR/MR
suited for education. But there are many questions about the integration of
such experiences into the classroom, such as: What curriculum topics might
be addressed through such technologies?; What psychological and
physiological mechanisms underlie embodied cognition?; How can we design
experiences that are age appropriate?; How will pedagogical approaches be
influenced by such technologies?

In this workshop we aim to bring together developers and researchers who
are interested in creating educational experiences for the classroom of the
future. The workshop will enable participants to discuss and be exposed to
different approaches for integrating virtual-, augmented- and mixed-reality
technologies, specifically focusing on the challenges and potential for
embodied learning in the classroom.


*KEYNOTE SPEAKER*

*Dr. Matthew Kam *is a researcher in Google’s education products team,
which brings Classroom, Forms and Expeditions to millions of users around
the world. In this role, he leads Google’s research initiatives on the
future of education. Prior to Google, Kam was a researcher at the American
Institutes for Research and tenure-track professor at Carnegie Mellon
University. He has presented on panels alongside education ministers,
consulted for one-to-one mobile learning initiatives worldwide, and
mentored former students to launch successful education technology
companies based on their capstone projects. Kam is known for his work
designing mobile learning applications that have improved literacy in
lower-income countries, and was invited by UNESCO to author a case study.
His academic research has been adopted by social entrepreneurs working with
low-literate communities in Afghanistan, India and beyond. Kam’s work draws
on his training in computer science (PhD and BS degrees), education (PhD
minor) and economics (BA degree) from the University of California,
Berkeley.


*INTENDED AUDIENCE*

We expect the audience will be attendees to the IEEE Virtual Reality 2017
conference, specifically those interested in educational technology:

- Academic researchers in augmented / virtual / mixed reality
- Learning psychologists
- Industry organizations for children’s education
- Teachers and educational researchers
- Informal education technology designers


*SUBMISSION TOPICS*

We welcome thought-provoking position papers and preliminary research
results, on topics related to VR/AR/MR learning:

- VR, AR & MR Technologies and Applications for the Classroom
- Embodied Cognition and Learning
- User Experience Design for Children
- Curriculum-based Educational Applications
- Student-Teacher Relationships and Pedagogical Implications
- Classroom Integration of Technology


*DEADLINES AND SUBMISSION FORMAT*

Paper submission deadline: January 27, 2016
Notification of acceptance: February 10, 2016
Camera ready paper deadline: February 20, 2016

The organizing committee will select submissions based on the quality and
contribution of the work relating to embodied learning in education. We
seek contributions in the following formats:
    I)     Empirical Papers: Early Research and Work In Progress (4-6
pages) - Empirical results and contributions to the field.
    II)    Position Papers (2-4 pages) - Interesting and possibly
controversial points of view, and approaches to foster a discussion at the
event.

Papers must be written in English and follow the IEEE Computer Society
format found at:
http://www.cs.sfu.ca/~vis/Tasks/camera.html

Please send anonymized submissions to [log in to unmask]
Submissions should specify which paper track (Empirical paper or Position)
you are submitting for.


VISIBILITY OF SUBMISSIONS

All workshop papers will be publicly shared on the workshop website.

Additionally, papers presented in the Empirical Papers track will be
published in the IEEE Digital Library.


*PRELIMINARY FORMAT*

1/2 day workshop (3 hours)
- Introductions and invited keynote (35 minutes)
- Topic 1 participant presentations (30 minutes)
- Topic 1 discussion (30 minutes)
- Break (5 minutes)
- Topic 2 participant presentations (30 minutes)
- Topic 2 discussion (30 minutes)
- Closing summary discussion (20 minutes)

The focus of discussion topics will be chosen according to the participant
submissions. Possible topics: curriculum topics suitable for AR/VR/MR,
classroom integration issues, evaluation methodologies, future research,
etc.



*ORGANIZERS*


*Dr. Iulian Radu* <[log in to unmask]> is a senior researcher with ArchieMD,
a leading provider of AR/VR health science education. Iulian has extensive
history in research and development of educational technology, as part of
his years as a PhD researcher Georgia Institute of Technology as well as
his industrial experiences with organizations such as PBS KIDS, Samsung
Electronics, Avaya Labs, WestEd Research, MIT Media Lab and Qualcomm. His
research explores child-centered design, usability, and educational
applications of whole-body technologies, with focus on AR/VR K-12
education, embodied cognition and child development. He has directed the
design, research, and production of augmented-reality games and
applications, including the PBS KIDS augmented-reality educational game
CyberChase Shape Quest, and the AR SPOT platform (augmented-reality
extension of the popular Scratch programming environment from the MIT Media
Lab). He is a winner of awards for product design, academic research, and
teaching aptitude.
http://www.cc.gatech.edu/~iulian

*Dr. Erica Southgate* <[log in to unmask]> is an Associate
Professor in Education at the University of Newcastle, Australia. She has
an interest in ethically using  immersive virtual and augmented reality  in
classrooms to create deeper learning and sustained  opportunities for
career education, particularly for young people in low-income school
communities. She is lead author of 'Immersed in the Future: A Roadmap of
Existing and Emerging Technology for Career Exploration', a report that was
commissioned as part of her 2016 Commonwealth Equity Fellowship.
http://www.newcastle.edu.au/profile/erica-southgate

*Dr. Francisco R. Ortega *<[log in to unmask]> is a Visiting
Assistant Professor at Florida International University (FIU). He has
received his Ph.D. in Computer Science from FIU in 2014, co-advised by Dr.
Naphtali Rishe and Dr. Armando Barreto. He received outstanding graduate
student 2014 from Computer Science. His dissertation was one of five
nominated for best dissertation award for the college of engineering. Dr.
Ortega received his bachelor’s degree in Computer Science, cum laude, in
December 2008 from FIU and a master’s degree in Computer Science from FIU
in December 2009. Dr. Ortega has over 17 years of experience in software
development and systems integration. His area of expertise are in 3D User
Interfaces, Input Interfaces, Human-Computer Interaction, 3D navigation,
input modeling, multi-threaded programming for 3D User Interfaces, and
framework development, among others. Dr. Ortega has various publications,
with many of them as first author. He is the also the first author of the
book Interaction Design for 3D User Interfaces published by CRC
Press/Taylor and Francis Group in January, 2016. Dr. Ortega is passionate
about Virtual and Augmented Reality education research with the purpose to
broaden CS participation for women and minorities.
https://users.cs.fiu.edu/~fortega

*Dr. Shamus Smith* <[log in to unmask]> is a Senior Lecturer in
the School of Electrical Engineering and Computing at the University of
Newcastle, Australia. He is a co-leader of the i3 Lab at Newcastle where he
works to address industry-relevant problems where significant value can be
gained by the invention of new solutions related to the complex
interactions that occur between humans, computers and data. His research
interests include virtual reality, the reuse of gaming technology and
technology enhanced learning, specifically in the areas of simulation,
serious games, interaction evaluation and virtual environment-based
training systems.
https://www.newcastle.edu.au/profile/shamus-smith

Thanks,
Francisco R. Ortega, Ph.D.
Computer Science - 3D User Interfaces
Visiting Assistant Professor
FIU VIP Coordinator
Florida International University.
Lab: http://www.openhid.com
"No me quieras por que gané, necesito que me quieras para ganar" -- Marcelo
Bielsa

    ---------------------------------------------------------------
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December 2006, Week 2
December 2006, Week 1
November 2006, Week 5
November 2006, Week 4
November 2006, Week 3
November 2006, Week 2
November 2006, Week 1
October 2006, Week 5
October 2006, Week 4
October 2006, Week 3
October 2006, Week 2
October 2006, Week 1
September 2006, Week 4
September 2006, Week 3
September 2006, Week 2
September 2006, Week 1
August 2006, Week 5
August 2006, Week 4
August 2006, Week 3
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August 2006, Week 1
July 2006, Week 5
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July 2006, Week 2
July 2006, Week 1
June 2006, Week 5
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June 2006, Week 2
June 2006, Week 1
May 2006, Week 5
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May 2006, Week 1
April 2006, Week 5
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April 2006, Week 2
April 2006, Week 1
March 2006, Week 5
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March 2006, Week 3
March 2006, Week 2
March 2006, Week 1
February 2006, Week 4
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February 2006, Week 1
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January 2006, Week 3
January 2006, Week 2
January 2006, Week 1
December 2005, Week 5
December 2005, Week 4
December 2005, Week 3
December 2005, Week 2
December 2005, Week 1
November 2005, Week 5
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November 2005, Week 3
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November 2005, Week 1
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October 2005, Week 1
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July 2005, Week 2
July 2005, Week 1
June 2005, Week 5
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June 2005, Week 1
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May 2005, Week 1
April 2005, Week 5
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April 2005, Week 1
March 2005, Week 5
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January 2005, Week 1
December 2004, Week 4
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December 2004, Week 1
November 2004, Week 5
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November 2004, Week 3
November 2004, Week 2
November 2004, Week 1
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October 2004, Week 3
October 2004, Week 2
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September 2004, Week 5
September 2004, Week 4
September 2004, Week 3
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September 2004, Week 1
August 2004, Week 5
August 2004, Week 4
August 2004, Week 3
August 2004, Week 2
August 2004, Week 1
July 2004, Week 5
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July 2004, Week 3
July 2004, Week 2
July 2004, Week 1
June 2004, Week 4
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June 2004, Week 2
June 2004, Week 1
May 2004, Week 5
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May 2004, Week 3
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May 2004, Week 1
April 2004, Week 5
April 2004, Week 4
April 2004, Week 3
April 2004, Week 2
April 2004, Week 1
March 2004, Week 1
February 2004, Week 5
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February 2004, Week 2
February 2004, Week 1
January 2004, Week 5
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January 2004, Week 3
January 2004, Week 2
January 2004, Week 1
December 2003, Week 4
December 2003, Week 3
December 2003, Week 2
December 2003, Week 1
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November 2003, Week 3
November 2003, Week 2
November 2003, Week 1
October 2003, Week 5
October 2003, Week 4
October 2003, Week 3
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October 2003, Week 1
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August 2003, Week 3
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August 2003, Week 1
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July 2003, Week 2
July 2003, Week 1
June 2003, Week 5
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June 2003, Week 3
June 2003, Week 2
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May 2003, Week 3
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May 2003, Week 1
April 2003, Week 5
April 2003, Week 4
April 2003, Week 3
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April 2003, Week 1
March 2003, Week 4
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March 2003, Week 1
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January 2003, Week 5
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December 2002, Week 4
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November 2002, Week 2
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October 2002, Week 5
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September 2002, Week 1
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August 2002, Week 2
August 2002, Week 1
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April 2002, Week 1
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March 2002, Week 1
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February 2002, Week 1
January 2002, Week 5
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January 2002, Week 2
January 2002, Week 1
December 2001, Week 5
December 2001, Week 4
December 2001, Week 3
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December 2001, Week 1
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October 2001, Week 5
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October 2001, Week 3
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October 2001, Week 1
September 2001, Week 5
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September 2001, Week 1
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July 2001, Week 3
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June 2001, Week 5
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June 2001, Week 3
June 2001, Week 2
June 2001, Week 1
May 2001, Week 5
May 2001, Week 4
May 2001, Week 3
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May 2001, Week 1
April 2001, Week 4
April 2001, Week 3
April 2001, Week 2
April 2001, Week 1
March 2001, Week 5
March 2001, Week 4
March 2001, Week 3
March 2001, Week 2
March 2001, Week 1
February 2001, Week 4
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February 2001, Week 2
February 2001, Week 1
January 2001, Week 5
January 2001, Week 4
January 2001, Week 3
January 2001, Week 2
January 2001, Week 1
December 2000, Week 3
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November 2000, Week 5
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October 2000, Week 1
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September 2000, Week 1
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August 2000, Week 3
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July 2000, Week 5
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June 2000, Week 1
May 2000, Week 5
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March 2000, Week 5
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December 1999, Week 5
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September 1999, Week 5
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April 1999, Week 5
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December 1998, Week 4
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May 1998, Week 5
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April 1998, Week 5
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March 1998, Week 5
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January 1998, Week 5
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December 1997, Week 3
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June 1997, Week 5
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April 1997, Week 1
March 1997, Week 4
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January 1997, Week 3
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