Tinkering with the Idea of Bricolage

“Bricolage is a practical process of learning through tinkering with materials. It involves continual transformation, with earlier products or materials that are ready to hand becoming resources for new constructions”. Innovating Pedagogy Report 2014
Bricolage: Taking available pieces and assembling them to make something new

Bricolage: Taking available pieces and assembling them to make something new

Bricolage means to engage in a dialogue with a heterogeneous collection of materials and tools, in which items are repurposed and rearranged to solve a problem. Bricolage does not necessitate having a clear end in sight. On the contrary, it requires the stakeholders to be open and start with a vaguely defined idea. The project and its components take shape over time.

Bricolage comprises tools and artifacts that were accumulated over time. This may include material that was collected without any specific purpose, and picked up simply because it might be useful someday; as well as outcomes, products or ‘leftovers’ from other projects. The typical bricolage setting is one of constant remix: Its tools and artifacts are not limited to only use nor does one need specialized expertise to adapt and use them.

Instructional Design Implications
  • Learning Process: Engaging in bricolage means learning through creative improvisation, just as a toddler may turn a leaf pile and sticks into an airplane. ‘Rather than replacing forms of informal, self-organized pretend play by school education, bricolage can contribute to creative practices in adult education such as experiental learning activities.
  • Transfer Learning / Personal Learning Environments: When looking at learning over time, bricolage is a collage fabricated when students combine little bits and pieces from different domains and learning experiences. As such ‘bricolage’ is a helpful concept to illuminate the process of transfer learning. Allowing room for ‘bricolage’ that can furnish a students’ personal learning environment ties together the often fragmented experience that may potentially derail students’ learning trajectories.
  • Educational Technology Systems: In contrast to the traditional engineering approach in which the end product determines the means and methods, bricolage offers opportunities for stakeholder involvement through open, participatory design processes. It allows for unforeseen and chaotic developments as the end product is not clearly known at the outset. It focuses on building, refining and testing (and potentially discarding) rather than defining, planning and implementing.
  • Organizational Innovation: Bricolage offers a basis for creative innovation through combining and adapting tools and theories to generate new insights. It fosters collaboration and exchange across disciplinary, divisional or cultural divides. The reasoning process does not use deduction, but is a creative design process.
Recommended in EdITLIb
Jon Dron, Researcher at TERKI (Athabasca University)

Jon Dron, Researcher at TERKI (Athabasca University)

Dron, J. (2014). Ten Principles for Effective Tinkering. In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (pp. 505-513). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Jon Dron argues that ‘bricolage’ is better suited to networked, social, open-ended learning than traditional learning design approaches. He offers ten principles and patterns for effective bricolage:

  1. Do not design - just build
  2. Start with pieces that are fully formed and useful
  3. Surround yourself with both quantity and diversity in tools, materials, methods, and perspectives
  4. Dabble hard - gain skills, but be suspicious of expertise
  5. Look for exaptations and surf the adjacent possible
  6. Avoid schedules and goals, but make time and space for tinkering, and include time for daydreaming
  7. Do not fear dismantling and starting afresh
  8. Beware of teams, but cultivate networks: seek people, not processes
  9. Talk with your creations and listen to what they have to say
  10. Reflect, and tell stories about your reflections, especially to others
Posted in AACE Tagged with: ,

Threshold Concepts for Learning

The 2014 Innovating Pedagogy report describes 'threshold concepts' as a trend with significant impact over the next 2-5 years:
"Momentum for using threshold concepts to help teaching is growing across disciplines".
The idea of threshold concepts emerged from a national research project in the UK, where researchers looked into the possible characteristics of strong teaching and learning environments for undergraduate education. Disciplines have ‘conceptual gateways’ or ‘portals’ that lead to a new, previously inaccessible way of thinking. An example from the social sciences is that ‘you cannot make causal inferences from correlational data’.

A threshold concept is "a portal, opening up a new and previously inaccessible way of thinking about something" (Meyer and Land, 2003).

Mastering a threshold concept puts learners in a liminal state where they oscillate between old and emerging understandings - just like an ethnographic researcher who is not outside, but also not quite inside the group he or she is working on. Characteristics Meyer and Land (2003, 2005) characterize threshold concepts with the following qualities:
  • transformative (significant shift in the perception of a subject),
  • integrative (exposing a previously hidden interrelatedness),
  • oftentimes bounded (meaning that they separate academic disciplines),
  • probably irreversible (unlikely to be forgotten, or unlearned only through considerable effort)
  • and potentially troublesome (often problematic for learners, because the concept appears counter-intuitive, alien, or incoherent).
Applications in Instructional Design
  • Identifying thresholds for a specific domain
  • Informing curricula design
  • Inspiring lesson planning
  • Developing creative, authentic and meaningful assessment
  • Adopting student-centered, motivating approaches
Further Resources from EdITLib

Kiley, M. & Wisker, G. (2009). Threshold Concepts in Research Education and Evidence of Threshold Crossing. Higher Education Research and Development, 28(4), 431-441.

While most work on threshold concepts is related to discipline-specific undergraduate education, this article identifies six generic doctoral-level threshold concepts: Learning challenges experienced by research students and their supervisors. The research involved 65 experienced research supervisors across six countries (Australia, England, Jamaica, Malaysia, New Zealand and Trinidad) and across Humanities, Social Sciences, Engineering and IT and the Sciences.

Chetty, J. & van der Westhuizen, D. (2013). "I hate programming" and Other Oscillating Emotions Experienced by Novice Students Learning Computer Programming. In Jan Herrington et al. (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013 (pp. 1889-1894). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). View paper as Open Access in EdITLib.

The paper explores the range of of emotional reactions while learning a threshold concept, program dynamics. It helps educators understand students’ emotions so that they are not only communicators of information but also motivators.

Posted in AACE

2014: Thanks for AACE Community EdITLib Contributions & 12 Most Popular Articles

For a growing number of researchers and practitioners, EdITLib--Education & Information Technology Digital Library is the go-to resource for high-quality content. In 2014, the library greatly increased the value for researchers and educators by adding a number of journals and proceedings.

Special thanks to the AACE community who enriched the dialogue around educational technologies and innovative pedagogical approaches as AACE conference participants, speakers, presenters, reviewers, editors, and journal contributors.

The infographic below gives an overview of  EdITLib and AACE activity followed by a list of the 12 most popular articles for the year.

The Year 2014 – Trends, Facts & Figures

Search Terms 2014

World cloud of the 20 most popular search terms of 2014 (produced with tagul.com)

12 Most Popular Articles in 2014

The selection of the 12 most popular articles in 2014 offers a potpourri of trends, ongoing issues and current debates. The full text of each paper is available in EdITLib. Enjoy, reflect, learn and connect to the AACE community.

1. Comparative Analysis of Learner Satisfaction and Learning Outcomes in Online and Face-to-Face Learning Environments
This empirical study compared a graduate online course with an equivalent course taught in a traditional face-to-face format on a variety of outcome measures. Results revealed that the students in the face-to-face course held slightly more positive perceptions about the instructor and overall course quality although there was no difference between the two course formats in several measures of learning outcomes.

2. Characteristics of Adult Learners With Implications for Online Learning Design
The online educational environment is increasingly being used by adults and should be designed based on the needs of adult learners. This article discusses andragogy, an important adult learning theory, and reviews three other adult learning theories: self-directed learning, experiential learning, and transformational learning.

3. What is Technological Pedagogical Content Knowledge (TPACK)?
This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge).

4. Social Presence Theory and Implications for Interaction and Collaborative Learning in Computer Conferences
This paper examines research on social presence theory and the implications for analyzing interaction, communication, collaborative learning, and the social context of computer-mediated communication (CMC). Even though CMC is considered to be a medium that is low in social context cues, it can be perceived as interactive, active, interesting, and stimulating by conference participants.

5. Digital Literacy: A Conceptual Framework for Survival Skills in the Digital era
Digital literacy involves more than the mere ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological, and emotional skills, which users need in order to function effectively in digital environments.

6. Integrating Technology into the Classroom:  Eight Keys to Success
There are many issues related to the successful use of technology in the classroom. While attention to choosing the appropriate hardware and software for the classroom is prerequisite, it is the skill and attitude of the teacher that determines the effectiveness of technology integration into the curriculum.

7. Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom:  Developmental Scenery
This article reports on an exploratory, longitudinal study, which examined six teachers' views on the factors that affect technology use in classrooms. The research examined teachers of grades 4, 5, and 6-for three years, studying the teachers both as a group and as individual case studies.

8. Issues in Distance Learning
This review of literature and research into the effectiveness of distance education systems deals with a number of factors which affect their success or failure.

9. Humanizing the Classroom by Flipping the Homework versus Lecture Equation
Innovative educators are using technology to revolutionize teaching by inverting or flipping the homework versus lecture equation. In an inverted or flipped classroom, students review pre-recorded lecture content online before class, freeing class time for active learning.

10. Moodle: Using Learning Communities to Create an Open Source Course Management System
This paper summarizes a PhD research project that has contributed towards the development of Moodle - a popular open-source course management system (moodle.org). In this project we applied theoretical perspectives such as "social constructionism" and "connected knowing" to the analysis of our own online classes as well as the growing learning community of other Moodle users.

11. iPads in the Classroom – New Technologies, Old Issues: Are they worth the effort?
This paper presents the results of a research project that involved introducing iPads into two elementary school classrooms to support the development of student digital storytelling skills. This project resulted in many positive learning experiences with the technology, with storytelling and across other components of the curriculum and the community.

12. Key Factors for Determining Student Satisfaction in Online Courses
One-hundred five respondents out of a sample of 303 online learners completed the resulting Online Course Satisfaction Survey. The results indicated student satisfaction with online courses is influenced by 3 constructs: instructor variables, technical issues, and interactivity.

Posted in AACE, EdITLib Digital Library

Big Data and Education: Prospects and Problems

The Data & Society Research Institute, The Leadership Conference on Civil and Human Rights, and New America’s Open Technology Institute recently organized a conference on “Data & Civil Rights”. The organizers released a series of research briefs that summarize current research literature, practical challenges and emerging questions surrounding ‘big data’ in different areas of society – including education:
“Many education reformers see the merging of student data, predictive analytics, processing tools, and technology-based instruction as the key to the future of education and a means to further opportunity and equity in education.”
Big Data

Big Data: Discovery of Patterns and Relationships

For educators the ‘Data & Civil Rights: Education Primer’ offers a balanced view of both the opportunities and risks associated with learning analytics and other uses of data mining in education.


On the plus side, leveraging large datasets has the potential to improve efficiency, effectiveness of education providers and the learning experience of individual students.

“Data mining can support a variety of education-related functions, including building student models to individualize instruction, map learning domains, evaluate pedagogical support, and contribute to learning science. Analytics techniques can be used to create models to predict registration, student performance, and retention. The wealth of new information about students is used to detect cheating or plagiarism, create college or course recommendation engines, and identify abnormal results. It can also be used for administrative, recruiting, and fundraising purposes.”

Though data-driven education has the potential to improve access to and the quality of teaching, it does not come without risks and potentially severe side effects:

“It may perpetuate persistent labeling, deepen rather than lessen concerns about resources, violate peoples’ expectations of privacy, and enable inappropriate or harmful repurposing of educational data in non-educational contexts. For example, students or their guardians may find it impossible to eschew or reverse flawed algorithmic assessments. The identification of students as “at risk” might not allow them to remove any harmful record of their failures if they improve later on. Students may see labels as self-fulfilling prophecies and predictive analytics may prime educators to make prior judgments about students’ capabilities and character.”
Further Information EditLib offers free access to several interesting case studies on the use of learning analytics. Review these papers from past AACE conferences to gain an idea how educational data mining is applied in practice:
Posted in AACE

2014 Innovating Pedagogy Report on Ed Tech Trends

Innovate Pedagogy ReportThe Open University (OU) has released the 2014 edition of its 'Innovating Pedagogy' report, the third edition of an annual educational technology trend report. While the timelines may remind you of  the Horizon Report, the methodology for gathering the trends is different. The NMC Horizon Team uses a modified Delphi survey approach with a panel of experts, the 'Innovating Pedagogy' report is authored by a team of OU researchers. This year's edition focuses clearly on instructional strategies, not technology.

10 Innovative Pedagogy Trends in 2014:

  1. Massive open social learning
  2. Learning design informed by analytics
  3. Flipped classrooms
  4. Bring your own devices
  5. Learning to learn
  6. Dynamic assessment
  7. Event-based learning
  8. Learning through storytelling
  9. Threshold concepts
  10. Bricolage
Edublogger Stephen Downes has both praise and criticism for the report: "while it is capable of insight (such as the discussion around threshold concept' it has the flaw of predicting events that have already happened ('flipped classroom', 'learning by storytelling') and predictive hackney ('learning to learn')".  How prevalent are the pedagogy trends highlighted in the report? We checked the 100,000+ records of EdITLib--Education and Information Technology Digital Library - here are the results: Report-EditLib
  •  As the search results indicate, storytelling approaches are indeed widely used throughout the educational technology community - though we could only find 21 articles with the exact term 'learning through storytelling'.
  • Phenomenons like 'Flipped classroom', 'Learning analytics' and 'BYOD' have been discussed widely in the blogosphere. However, there are still not too many publications on the subject.
  • Though we retrieved 90 contributions on 'Massive open online courses', our search yielded no results for 'Massive open social learning'.
Posted in AACE, EdITLib Digital Library Tagged with: , , ,

Who Dat? It’s E-Learn 2014! Come, Learn, Share, Connect

The 19th annual E-Learn -- World Conference on E-Learning took place from October 27-30, 2014 in the sunny, warm and welcoming climate of the city of New Orleans. The conference attracted 670 participants from 60 different countries who enjoyed four days of workshops, keynotes, presentations, symposia, SIG meetings, posters, and, last but not least, informal discussions and networking opportunities during the session breaks.

Conference infographic by Stefanie Panke.

Conference infographic by Stefanie Panke.

E-Learn 2014--World Conference on E-Learning

What sets AACE conferences apart from other events in the educational technology community is the rigorous peer review process in the selection of presentations. Instead of simply submitting an abstract, AACE requires a full manuscript of 6-10 pages. While writing skills do not always and certainly not necessarily translate into great presentations, the quality of contributions is generally high.

This also makes the conference proceedings (available in EdITLib--Education and Information Technology Digital Library EditLib, http://EdITLib.org) a really great resource for an up-to-date overview of the current state-of-the-art in educational technology. While full-text access to the proceedings is generally restricted to conference participants and subscribers, several papers that were honored with an outstanding paper award are openly accessible:

The best paper awards mirror the diverse spectrum of the conference. E-Learn is a place where educational technology researchers, developers, and practitioners from higher education, K-12, nonprofit and industry sectors meet – brought together by a joint focus on leveraging technology for achieving instructional goals.

My Conference Experience

This conference report is my personal eclectic account of E-Learn 2014. My schedule was packed this year: Not only did I, in a hyperactive mood, choose to deliver three talks, but I also had a symposium and a special interest group (SIG) meeting to moderate and an Executive Committee meeting to attend. Luckily, the overall conference atmosphere, the great discussions during the SIG meeting, and the thoughtful feedback, ideas, encouragement and contributions by numerous conference participants made all of this fun.

Monday: Video Makes the Edustar

My conference week started with a workshop on video production for the flipped classroom organized by Matt Osment, UNC Center for Faculty Excellence. Approximately 25 participants spent Monday afternoon learning the ins and outs of conceptualizing, planning, recording, producing, distributing, sharing and reusing videos for educational purposes.

Lately, flipping the classroom has become an educational imperative on many campuses. To free-up class time for active learning and group work, students need to process content outside of class. Effective instructional videos thus become a central ingredient of flipping. The workshop addressed the needs of instructional designers and faculty involved in delivering and supporting flipped classrooms. The attendees’ backgrounds varied widely, from video newbies to experienced producers.

However, the focus on instructional strategies and strategic planning offered something for everyone. Often, translating workshop exercises into practice is no easy task. Probably the best testimony for the workshop’s effectiveness: A group of participants took what they learned and started recording videos during their stay in New Orleans.

Tuesday: Connect, Connect, Connect – Play Thumb War?

‘Making connections’ may generally describe the motto of this year’s venue. It was certainly the theme of the first E-Learn keynote by Ann Hill Duin from the University of Minnesota. While her invitation to play several rounds of thumb war games with one’s seat neighbors was not everybody’s cup of tea, the general question ‘Who do you connect with?’ together with the invitation to reflect upon one’s personal learning network helped to set the tone for active networking.

She challenged participants to envision their part in a networked future: ‘As the future connects us, how are we handling it? Who do we connect with? As we have all this information out there, what is our role? With all the answers available in networks, what are the most important questions in our field?’

Tuesday’s invited talk featured the dynamic presenter duo Cathie Norris (University of North Texas) and Elliot Solway (University of Michigan). The two researchers focus on K-12 settings, as scholars, developers, entrepreneurs and, most important, passionate educators. They started out with a polemic take on two recent New York Times Magazine cover stories, stating that ‘Public education is under attack.’ As Solway put it: ‘Basically, the impression is that education is so broken that anyone from any background can come in with any idea and try to fix it.’

Image 1:  Scaffolding Synchronous Collaboration, recording available at http://youtu.be/REVCodQ1eCY

Image 1: Scaffolding Synchronous Collaboration recording available here.

The next hour was devoted to a simple idea: ‘Technology is pedagogy neutral." Using new technologies does not equate to innovative pedagogical approaches. Norris and Solway estimate that 80% of educational apps follow the drill and practice approach. As an alternative, they emphasized the need for children to work together in real time collaborative settings with digital technologies, pen, paper, or whatever comes in handy: "Children use whatever tool is appropriate and serves their need at the time. You are supposed to use all the toys in the toy box!"

They predicted that in 2-4 years every website and mobile application will have collaborative elements and shared several examples of educational apps that exemplify this principle.

If you are at all interested in using mobile devices in the classroom, you should really take a look at these apps:

For developers, the platform collabrify IT offers a framework to add synchronous collaboration elements to mobile applications and websites.

Special Interest Group ‘Assessing, Designing and Developing E-Learning’

Curtis P. Ho

Curtis P. Ho, University of Hawaii at Manoa

The lunch meeting of the SIG ‘Assessing, Designing and Developing E-Learning’ was a great opportunity to practice Ann Hill Duin’s advice to grow and cultivate your personal learning network. As SIG chairs, Curtis Ho and I were delighted to welcome 45 participants. The discussion centered on wishes and ideas for future SIG projects and activities.

The attendees came up with several compelling suggestions:

  • Create a website/website template for AACE SIGs to use to present themselves and their members.
  • Team up for a shared project in the public health and government sector by developing a web-based resource for the homeless population.
  • Work on identifying shared challenges among instructional designers.
  • Start international research and writing collaboratives around specific topics.
  • Organize Google Hangout webinars and discussion panels.

Wednesday: What’s in a Name?

Wednesday started with my favorite keynote: Ellen Hoffman, from the University of Hawaii at Manoa, looked at the E-Learn community from a linguistic perspective. Talk story, a Hawaiian way of meaning making, guided her approach to the keynote. She shared the story of her own department’s name changes that spanned almost 50 years of information technology history.

"Usually, a department is more likely to die than change its name," Hoffman stressed. She pointed out that other disciplines, for instance educational psychology, never adjust their label, whereas the field of learning and technology seems to reinvent its branding every decade or even more frequently.

As an anthropologist and linguist, Hoffman’s perspective on language change is characterized by pragmatism. It’s not just technology, but also language never stands still. This does not mean that our language choices are arbitrary: Language matters, and it shapes our identity. ‘The language of technology is not just about technology, but how we see ourselves as humans in the social world." Hoffman argued that changes in language should be perceived as productive: "Language change can facilitate the use of new technology."

Hoffman encouraged the E-Learn community to take an active role in shaping the terms that we use to make sense of technology: "People who are experts will have more refined words to describe their field," she explained. Inventing new terms is a catalyst to enrich the perspectives of technology users and researchers.

Wednesday’s invited talk was my personal conference highlight: Susan McKenney(University of Twente) presented findings, theoretical concepts and practical lessons learned from design-based research and research-based design. I was intrigued by the balancing act of applying rigorous research methods to products and processes that accommodate real, not ideal, situations. In most organizations, research and development processes are separate and not intertwined. Through many compelling examples, McKenney illustrated how integrated approaches create synergies and open up new opportunities for agile development. In these settings, research-based design can inform design-based research and vice versa. Both approaches are likely to surface tensions between stakeholders and are certainly resource-intensive regarding time, money and expertise needed to complete the research/design process. According to McKenney, the additional resource allocation pays off in the end by meeting goals in sustainable ways, with often unforeseen benefits.

Thursday: Educational Technology Through the Ages

Thursday’s keynote by Johannes Cronje (Cape Peninsula University of Technology) used Shakespeare’s seven ages of men as an analogy to explore shifts in attitudes and use patterns towards technology in education. I really liked the interactive elements Cronje integrated into his presentation through polling, using the online presentation environment everyslide.

A particular treat for graduate students and PhD candidates was offered at the end of the talk: Cronje’s ‘free online doctoral program,’ an easy to read step-by-step guide with many useful tips and tricks on how to come up with a relevant research question, how to conduct a comprehensive literature review and how to choose your research design.

The invited talk by David Perry (St. Joseph’s University, Philadelphia) focused on the benefits of open access. The presentation ‘Steal This Syllabus’ started with a reference to the 2008 lawsuit of three academic publishers against Georgia State University. Perry delivered a dystopian prophecy: ‘What is at stake is not whether or not if professors will keep their jobs, as the publishers argued, but if professors will be able to DO their jobs.’

With a historic overview, Perry set out to make his point that "knowledge and information is more valuable to a culture at large the more it is shared." He explained: "At two key moments in the Internet’s history, the academic community chose open access over monetizing knowledge – this was a choice, not a given. Imagine what the Internet would look like today if every time you loaded the website you had to pay access fees."

As an open access missionary, Perry practices what he preaches: "When I went up for tenure, everything I submitted was open access and #FTW – free to the world," he assured his audience. The same open access culture should apply to teaching, claimed Perry. ‘The more we share, the better we are as teachers. One of the things that we are good at in academia is referencing and crediting the work of others. We should take this approach to teaching materials."

The role of the villain in Perry’s talk was reserved for learning management systems in general and Blackboard in particular: "Since syllabi are locked behind the walls of learning management systems, it is difficult to look at colleagues’ works. The learning management system exists: It is called the Web."

While I followed the argument for open access publishing more or less, Perry lost me with his radical views on learning management systems. It was fairly obvious that he had simply never used one and was neither familiar with typical LMS functionality nor with open source platforms such as Moodle and Sakai.

Favorite Talks

Often, your conference schedule is dominated by keynotes, invited talks, and award-winning presentations.

Thus, I always try to make room in my schedule for serendipitous discoveries. Here are some personal highlights:

  • On Tuesday, I attended a great talk on digital storytelling in language education by Naoko Kasami. As an EFL assignment, students developed videos that teach concepts of Japanese culture to foreigners. This significantly raised the learners’ language confidence – and resulted in some stunning and fun YouTube videos that were very well received by the conference audience.
  • On Wednesday, I enjoyed the brief paper presentation on infographics by Lyn Ackerman. The presentation offered a well-structured, systematic overview of the concept of infographics – which gave me the idea to include one in this conference report.
  • On Thursday, I really liked the talk by Marc Beutner on the classroom response system Pingo. Even though the demonstration did not work out as anticipated, the overall concept is sound and innovative – to learn more visit the Pingo website.

Good-bye New Orleans, Aloha Kona!

elc 03.jpg First published at ETC-J
Posted in AACE, Conferences Tagged with: , ,

SITE 2014 (Jacksonville, FL) FINAL Call for Participation: Jan 15

SITE 2014 Keynote Speakers Announced !
Due: January 15, 2014
SITE 2014 is the 25th annual conference of the Society for Information Technology and Teacher Education . Join with 1,300+ colleagues from over 60 countries in Jacksonville, FL!This society represents individual teacher educators and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and
faculty/staff development. SITE is a society of AACE .
Registration & Hotel Information
Click Here for : SITE 2014 Registration Rates
Special discounted hotel rates have been secured for SITE participants . To rece ive this special rate, hotel reservations must be made by: February 15, 2014, 5PM EST US and you must iden tify you rself
as a SITE 2014 attendee.
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EdMedia 2013 (Victoria, BC) Call for Submissions Due: Dec 12

Call for Participation
December 13, 2013
June 23-27    Tampere, Finland University of Tampere
EdMedia is an international conference, organized by the Association for the Advancement of Computing in E ducati on ( AACE ).This annual international conference serves as a multi-disciplinary forum for the discussion and exchange of information on the research, development, and applications on all topics related to multimedia, hypermedia and telecommunications/distance education. EdMedia attracts more than 1,500 leaders in the field from over 70 countries. We invite you to attend EdMedia and submit proposals for papers, panels, roundtables, tutorials, workshops, posters/demonstrations, corporate showcases/demos, and discussions.
Major Topics & Presentation Categories
Major Topics:
  • Infrastructure
  • Tools & Content-oriented Applications
  • New Roles of the Instructor & Learner
  • Human-computer Interaction (HCI/CHI)
  • Cases & Projects
  • Universal Web Accessibility
  • Indigenous Peoples & Technology
Presentation Categories Virtual Participation has been added to the program with the same validity (publication, certification, etc.) as the face-to-face (F2F) conference and with the capability to interact with session participants .
Registration & Hotel Information
EdMedia 2014 Registration Rates
Conference registration and concurrent sessions will be held at the University of Tampere  
Yellow Stripes
Posted in Conferences Tagged with: ,

SITE 2014 Call Extended to Oct. 22

March 17-21, 2014
Jacksonville, Florida, USA
Due to technical difficulties, the Call for Presentations has been extended to:
October 22, 2013
Call for Conference &
Research Book Participation
SITE now offers a peer refereed publication opportunity for
SITE Conference presenters: SITE Research Highlights Book .
SITE 2014 is the 25th annual conference of the Society for Information Technology and Teacher Education . Join with 1,300+ colleagues from over 50 countries in Jacksonville, Florida!This society represents individual teacher educators and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development. SITE is a society of AACE .
Registration & Hotel Information
Click Here for: SITE 2014 Registration Rates Hyatt
Special discounted hotel rates have been secured for SITE participants .
To rece ive this special rate, hotel reservations must be made by: February 21, 2014, 5PM EST US
and you must iden tify you rself as
an attendee of SITE 2014.
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SITE 2014 Call for Participation: Due Friday, Oct 18

March 17-21, 2014
Jacksonville, Florida, USA
SITE now offers a peer refereed publication opportunity for
SITE Conference presenters: SITE Research Highlights Book .
SITE 2014 is the 25th annual conference of the Society for Information Technology and Teacher Education . Join with 1,300+ colleagues from over 50 countries in Jacksonville, Florida!This society represents individual teacher educators and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development. SITE is a society of AACE .
Registration & Hotel Information
Click Here for: SITE 2014 Registration Rates Hyatt
Special discounted hotel rates have been secured for SITE participants .
To rece ive this special rate, hotel reservations must be made by: February 21, 2014, 5PM EST US
and you must iden tify you rself as
an attendee of SITE 2014.
Social Networking
Academic Experts is an academic expertise resource and community connecting thousands of academics and professional specialists
Like us on Facebook Follow us on Twitter Visit our blog View our videos on YouTube  
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