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The Social Learning Conference

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Category education;edtech;edchat;social learning;openlearning;educational technology;higher education;

Deadline: October 27, 2017 | Date: November 27, 2017-November 28, 2017

Venue/Country: Sydney, Australia, Australia

Updated: 2017-09-21 14:13:53 (GMT+9)

Call For Papers - CFP

The Social Learning Conference by OpenLearning in partnership with MEIPTA

27–28 November 2017

Tyree Room UNSW

Sydney, Australia


Abstract deadline: 27th October 2017 (Please submit your abstract along with the full paper)

Paper deadline: 27th October 2017

Paper review: 27th October - 17th November 2017

Journal publication: TBA

We welcome submissions from anyone involved within the education space to contribute to the conference through research findings, abstracts, constructive, experimental, and empirical work relating to Social Learning.

Submissions will be assessed by a diverse panel of reviewers who may invite authors to speak, run workshops or be part of panel discussions. Selected submissions will be collected and published in an academic journal*.

Papers will be selected on the following themes:​

1. Community, Contribution & Connectedness

Fostering Communities of Practice

• Effective online facilitation (creating social presence, the affective domain, the relationship between authority and motivation, socratic questioning)

• Self-expression & student empowerment

• Community-directed learning

2. Beyond Content & Quizzes

Active Learning

• Social constructivism in e-Learning

• Experiential learning (creating rich/meaningful experiences)

• Reflection for Self-Regulation in Learning (individual & group)

• Guided discovery & conceptualization

• Application of knowledge

• Co-construction of knowledge

3. Behavioural Learning Analytics

Using analytics to inform design

• Discourse analysis (approaches to qualitative data)

• Using analytics to inform more effective online facilitation

• Using data to inform course design and iteration

• Capturing trace data to investigate learning moments

• Triangulating multiple data sources to better understand online learning experiences (self-regulation, co-regulation, and group-level regulation)

• Back-end API structuring to facilitate academic research

4. Rethinking Assessment

Moving Towards Outcome-Driven Assessment

• Using e-Portfolios for holistic assessment

• Moving Beyond Stress Associated with Extrinsic Motivation

• Awareness of Reflexivity: Targeting Learning over Grading

• Altering Student Expectations: Applying Cognitive Behavioural Change

• Authenticity in Assessment

Other related areas of research are welcome.

Beyond Papers

Our conference aims to provide broad insights from diverse academic and non-academic backgrounds relating to social learning. Beyond papers invites anyone who would like to share their experiences, success, experiments, or personal student stories. Entries may include but are not limited to, media and digital or printed materials, which will be displayed in designated spaces throughout the duration conference. Discussions or presentations about the submission is optional.

*Journal TBA closer to the conference date.

Important dates for submission:

Email paper submissions to

Email entries to

Setting up: Presenters will need to inform our team at registration to prepare materials for display. The team will have a designated space on site for you to set up your work.

Thumbtacks, tape, glue, and scissors, and more will be available on-site for displaying beyond paper works.

You will need to specify your work's dimensions, any unique requirements, or equipment needed for display in your email submission to

Transport/Shipping: Presenters are responsible for personally transporting their works to and from the conference venue. Please note, if you are planning to mail materials they will need to be sent to your hotel as the conference venue is not able to receive, store, or hold items.

Confirmed Speakers

Prof. Richard Buckland

Prof. Richard Buckland is a Professor in Computer Security, Cybercrime, and Cyberterror at the University of New South Wales, Director of the Professional Education Governance Board of the Australian Computer Society and the UNSW Director of First Year Experience. He holds degrees in Science and in Economics, and has been awarded the University Medal in Computer Science and the Vice Chancellors Award for Teaching Excellence (twice), inaugural Microsoft Research Fellowships (1992), National ICT Educator of the Year iAward (2013). Richard has a love for teaching and a passionate belief in the importance of education, of learning, and of thinking.

Dr. Prof. Gráinne Conole 

Dr. Prof. Gráinne Conole is currently the Professor of Learning Innovation and Director of the Institute of Learning Innovation, University of Leicester. Her research interests include the use, integration and evaluation of technologies and e-learning, and the impact of technologies on organisational change. Gráinne has published and presented nearly 1,000 conference proceedings, workshops and articles. She passionately believes in applying research findings into practice and has been an innovator in the use of technologies to enhance the learner experience since the 90s. 

Dr. Prof. Mahnaz Moallem 

Dr. Prof. Mahnaz Moallem is a Professor of Instructional Technology, and Research and Grant Coordinator at the University of North Carolina Wilmington (UNCW), College of Education where she has been a faculty member since 1993. She received her Ph.D. and her Master of Science degree in instructional systems design / instructional technology and her certification in program evaluation.

Her research focuses on applications of various learning and instructional design theories and models for learning and human performance improvement, with special interests in assessment of complex learning outcomes such as problem solving and critical thinking.

Prof. Peter Reimann 

Prof. Peter Reimann is a Professor of Education at the University of Sydney. He is also a senior researcher in the CoCo Research Centre and a Scientific Coordinator of Next-Tell, a large research project funded by the European Commission in the area of educational technology. His primary research include cognitive learning with a focus on educational computing, multimedia-based and knowledge-based learning environments, e-learning, and the development of evaluation and assessment methods for the effectiveness of computer-based technologies. 

Prof. Dr. Asma Ismail

Prof. Dr. Asma Ismail currently serves as the first woman Vice-Chancellor at Universiti Sains Malaysia (USM). She was the country’s first woman Director-General of Higher Education and is currently the first woman President of Academy of Sciences Malaysia. Asma is passionate about the idea of developing indigenous health technologies and innovations that can generate wealth for the country and improve the quality of life of society at large.

Dr. Siti Hamisah Tapsir

Dr. Siti Hamisah Tapsir graduated with a master’s degree in civil engineering from the University of Lowell, United States, and received a Doctor of Philosophy in civil engineering from the University of Leeds, Britain and honorary Doctor of Science degree from the University of Southampton. She is known for her role in spearheading a nationwide programme called the Malaysia Higher Education Blueprint 2015-2025, which is aimed at transforming education policies. Prior to her current post, she was also Malaysia’s deputy director-general of private education.

The Social Learning Conference will bring together academics, educators, researchers, instructional designers, technology specialists and government officials to participate in lively discussions, keynotes, and interactive workshops which will provide extensive networking opportunities.

The conference will explore social constructivism in computer supported collaborative learning. The four main themes will be:

• Community, Contribution & Connectedness

Fostering communities of practice, designing for social presence, and informing effective online facilitation.

• Beyond Content & Quizzes

Moving beyond content transmission and testing towards creating online learning environments for active learning, co-construction of knowledge, and social constructivism.

• Behavioural Learning Analytics

Using analytics to analyse student interaction, and to inform design, effective online facilitation, and tools for self-regulation. It may also encompass designing analytics to effectively support academic research.

• Rethinking Assessment

Moving towards authentic assessment and documenting online learning experiences in e-portfolios.

Keywords: Accepted papers list. Acceptance Rate. EI Compendex. Engineering Index. ISTP index. ISI index. Impact Factor.
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