The International Conference on Learning is for any person with an interest in, and concern for, education at any of its levels – from early childhood, to schools, to higher education – and lifelong learning in any of its sites, from home to school to university to the workplace.
We are inviting proposals for paper presentations, workshops/interactive sessions, posters/exhibits, or colloquia (See Proposal Types) addressing learning through one of the following themes:
|Pedagogy and Curriculum||Assessment and Evaluation|
|Early Childhood Learning||Educational Organization and Leadership|
|Literacies Learning||Learning in Higher Education|
|Learner Diversity and Identities||Technologies in Learning|
|Adult, Community, and Professional Learning||Science, Mathematics and Technology Learning|
Special Focus for 2015:
Proposal ideas that extend beyond these thematic areas will also be considered. For more information about the ideas and themes underlying this community, see Our Focus.
We also offer participation options for those individuals who cannot attend the conference. Authors who wish to submit an article for potential publication in the Learner Collection may submit a Proposal for Article Submission, while all members of the knowledge community with an accepted proposal may submit an online presentation to the knowledge community YouTube channel.
The “digital revolution” is changing the ways in which students do their work, and also the ways in which teachers source curriculum content and plan learning activities. They also transform the sources of data that provide evidence of student learning. The fields of educational data mining and learning analytics offer perspectives on an important and newly emerging area of innovation in the learning sciences. As students undertake more of their learning in computer-mediated environments, an evolving cluster of technologies and associated pedagogical processes offer great promise to provide solutions to some longstanding practical challenges in the field of education. The larger potential of continuous formative and progress assessment based on many small datapoints is to make redundant summative assessment in its traditional forms, or at least to supplement traditional summative assessments in a way that compensates for their intrinsic limitations.
Some of the topics we want to address are digitally-mediated learning in the areas of:
• Formative assessment
• Continuous assessment
• Criterion-referenced (versus norm-referenced) assessment.
• Intelligent tutors
• Educational data mining
• Learning analytics
• Dashboards and mashups
To learn more about preparing and submitting your conference proposal, including guidelines, deadlines, and "how-to" information, go to Submitting Your Work: Conference Presentations.
To learn more about the conference, including speakers, session formats, venue, registration, and the like, stay in The Conference section of the website and use the navigation bar on the left to access desired information.