ICCE 2018 Sub-Conference on Computer-supported Collaborative Learning (CSCL) and Learning Sciences

We invite contributions from Learning Sciences (LS) and Computer Supported Collaborative Learning (CSCL) researchers who design and study authentic learning environments, within and across contexts, from the perspectives of both researchers and practitioners. Developments in technology have the potential to play a powerful role in improving access to opportunities for education. The need to understand the role of technology in learning, as one part of the context in which learning occurs, is key to providing these opportunities. Our overarching goal is to promote a pancontinental conversation about educational designs, including issues related to equity, diversity and access to learning and computing. In keeping with the theme of the conference, we encourage submissions that expand our understanding of technology, learning, teaching, and the contexts in which learning and teaching can take place. We hope to bring together researchers with a wide variety of backgrounds and research interests including educational technology, design, HCI, information sciences, educational psychology, museum research, library science, curriculum and instruction, psychology, computer science, cognitive science, and many more. High quality conceptual, empirical, and theoretical contribution are welcomed.

Paper Categories

• Full paper (8-10 pages)
• Short paper (5-6 pages)
• Poster paper (2-3 pages)

Important Dates

• Paper Submission Due: May 7, 2018 May 21, 2018 May 28, 2018
• Notification of Acceptance: July 30, 2018
• Camera-ready paper due: August 13, 2018
• Author registration deadline: September 1, 2018 September 14, 2018

Program Co-chairs

Kate THOMPSON, Griffith University, Australia (Executive Program Chair)
Elizabeth KOH, National Institute of Education, Singapore
Daniel BODEMER, University of Duisburg-Essen, Germany
Camillia MATUK, New York University, USA

Program Committee Members

Sakinah ALHADAD, Griffith University, Australia
Elizabeth BLACK, University of Sydney, Australia
Maaike BOUWMEESTER, New York University, USA
Lucila CARVALHO, Massey University, New Zealand
Billy Chun-chuen CHAN, University of Sydney, Australia
Sanjay CHANDRASEKHARAN, Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, Mumbai, India
Jennifer King CHEN, University of California, Berkeley, USA
Andrew CLAPHAM, University of Sydney, Australia
Pryce DAVIS, The University of Nottingham, UK
Amanda DICKES, Harvard Graduate School of Education, USA
Feifei HAN, University of Sydney, Australia
Huang-Yao HONG, National Chengchi University, Taiwan
David Junsong HUANG, National Institute of Education, Singapore
Heisawn JEONG, Hallym University, South Korea
Beaumie KIM, University of Calgary, Canada
Simon KNIGHT, University of Technology Sydney, Australia
Victor LEE, Utah State University, USA
Yanyan LI, Beijing Normal University, China
Rose LIANG, National University of Singapore, Singapore
Chen-Chung LIU, National Central University, Taiwan
Chee Kit LOOI, National Institute of Education, Singapore
Michelle LUI, University of Illinoi at Chicago, USA
Roberto MARTINEZ-MALDONADO, University of Technology Sydney, Australia
Jun OSHIMA, Shizuoka University, Japan
Ben PAPAROULAS, Griffith University, Australia
Alisha PORTOLESE, University of Sydney, Australia
Johanna POYSA-TARHONEN, University of Jyväskylä, Finland
Peter REIMANN, University of Sydney, Australia
Kristen SEARLE, Utah State University, USA
Pratim SENGUPTA, University of Calgary, Canada
Antoinette SHIBANI, University of Technology Sydney, Australia
Sava Saheli SINGH, Queens University, Canada
Hillary SWANSON, Northwestern University, USA
Seng Chee TAN, National Institute of Education, Singapore
Ralph VACCA, Fordham University, USA
Qiyun WANG, National Institute of Education, Singapore
Penny WHEELER, Australian National University, Australia
Hongzhi YANG, University of Sydney, Australia