16 Apr 2018

First-time author OPTIONAL  submission (CLOSED)

 

15 May 2018

Feedback to first-time authors (COMPLETE)

24 Aug  2018

Paper subsmission deadline (EXTENDED)

17 Aug 2018

Notification of review outcomes

 

01 Oct 2018

Camera-ready papers due

08 Oct 2018

Early-bird and presenter registration deadline

04 Dec 2018

Conference opening

04 Dec 2018

05 Dec 2018

06 Dec 2018

07 Dec 2018 

Sponsors
Important Dates
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Contact:     secretariat@tale2018.org

Pre-Conf Workshops + Opening + Welcome Reception

Main Technical Program + Conf Dinner

Main Technical Program + Closing Ceremony

Social Program (optional tours)

Bronze Sponsors

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GOLD Sponsor

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Program Tracks

All academic paper presentations as well as practitioner presentations from K-12 educators, VET and L&D professionals, and industry representatives at TALE 2018 will be organised into program tracks. Authors of papers and proposals are asked to nominate a track at the time of submission, but the Program Committee reserves the right to reallocate the submission to another track that more closely matches the nature and topic of the submission.

Core Track 1: Engineering Education (Tertiary)

This track is concerned with research and practice in engineering education, within the higher education as well as the vocational education and training (VET) sectors. Some topics of interest include pedagogical and curricular innovation in engineering education, addressing threshold concepts in engineering learning, capstone project/project-based engineering courses, feedback and reflection, flipped/blended learning approaches, and accreditation and quality assurance of engineering programs.

Core Track 3: STEM Education (K-12)

This track is concerned with research and practice in science, technology, engineering and mathematics (STEM) education within K-12 schooling contexts. Some topics of interest include pedagogical and curricular innovation in STEM education, development of computational thinking skills (both in dedicated computing courses as well as across the curriculum), and increasing student interest in pursuing pathways to further study and careers in engineering and computing.

Core Track 5: Open, Flexible & Distance Learning

Of interest to this track are initiatives and investigations of open, flexible and distance learning in contexts ranging from small private online courses (SPOCs) to massive open online courses (MOOCs). Some topics of interest include student engagement and retention in open, flexible and distance settings; design, development, evaluation and uptake of open courseware (OCW) and open educational resources (OER); and frameworks for assessment and recognition/credentialling in open education (e.g., open badges).

Core Track 7: Workplace & Industry-Based Learning

This track investigates approaches and initiatives to provide students with real world experiences and to engage industry with learning. This can include on campus visits, online interaction, industry based projects and simulations. Topics can include the impact of globalization, learning technology standards, and fostering  continuing professional development / Lifelong learning

Core Track 9: International & Transnational Education

This track has a focus on the similarities, differences, opportunities and limitations of learning across geographical borders and the benefits and challenges of supporting and integrating international students into the curriculum. This also includes students undertaking dual degrees and joint institution supervision.

Core Track 2: Computing & IT Education (Tertiary)

This track is concerned with research and practice in education in computer science (CS), information technology (IT), information systems (IS) and cognate disciplines, within the higher education as well as the vocational education and training (VET). Some topics of interest include pedagogical and curricular innovation in CS/IT/IS education, addressing threshold concepts in CS/IT/IS learning, capstone project/project-based CS/IT/IS courses, and accreditation and quality assurance of CS/IT/IS programs.

Core Track 4: Technology-Enhanced Learning

This track is intended to serve as a venue for research studies as well as reports of innovative practice involving the use of technologies for supporting and enhancing learning, teaching and assessment processes, and for the creation of environments that are conducive to those processes. Some topics of interest include pedagogical applications of games and simulations; mobile, wearable and ubiquitous technologies for learning; artificial intelligence for adaptive instruction and personalisation; and teacher/faculty development in the use of technology for learning and teaching.

Track 6: Laboratory Learning (F2F - Remote -Virtual)

The focus of this track is on strategies and approaches for improving student learning in laboratory-based environments—including physical, remote-access, and virtual labs. Some topics of interest include: new laboratory experiments and simulations; the design and management of lab spaces and facilities; assessment and evaluation of lab learning objectives; transfer of learning beyond the lab; laboratory safety; and training of lab teaching assistants.

Core Track 8: Community-Based & Informal Learning

This track appreciates the benefits and opportunities that arise from fostering connections with the community such as community-based or sourced projects. This also includes outreach to the community and providing informal learning opportunities to develop digital literacy capabilities.  This includes after-school and community education programs (e.g., robotics clubs, public makerspaces).

Core Track 10: Equity, Diversity & Widening Participation

This track aims to tackle limitations within engineering and computing education to ensure that everyone and anyone can engage and feel comfortable and included in learning. This includes new knowledge or approaches to encourage and support females and those from developing communities with opportunities to engage and develop.

 

Special Tracks

Engineering of Technologies for Learning: An Emerging Discipline

Track Chairs: Mark J. W. Lee, Charles Sturt University, Australia; Edilson Arenas, Central Queensland University, Australia; Leon C. U. Lei, The University of Hong Kong (Email the Track Chairs​)

Organised in cooperation with the IEEE IC Industry Consortium on Learning Engineering (ICICLE)

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XR (VR/AR/MR) & Immersive Learning Environments

Track Chairs: Jonathon Richter, Salish Kootenai College, USA; Minjuan Wang, San Diego State University, USA; Nian-Shing Chen, National Sun Yet-sen University, Taiwan; Mark J. W. Lee, Charles Sturt University, Australia (Email the Track Chairs)

Organised in cooperation with the Immersive Learning Research Network (iLRN)

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Big Data, Analytics & Machine Learning in Education

Track Chairs: Abelardo Pardo, University of South Australia; Vitomir Kovanović, University of South Australia  (Email the Track Chairs​)

Organised in cooperation with the Society for Learning Analytics Research (SoLAR)

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