#CFP @EuroCALLlanguages 2016 abstract deadline 31 Jan 16

 

23rd EUROCALL Conference (http://eurocall2016.org/)

24-27 August, 2016, Lemesos, Cyprus

THEME: CALL Communities & Culture

Call for Papers
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Call for Participation
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Do not miss the exciting opportunity to present a paper, a symposium, an EU-funded project, a workshop, or a poster at the EuroCALL 2016. The 23rd EUROCALL Conference will be held at the Cyprus University of Technology in Lemesos (Limassol) Cyprus from 24th to 27th August 2016.

EUROCALL conferences are hosted under the auspices of the EUROCALL Association. They bring together educators, researchers, PhD students, administrators, designers of software and language learning systems, policy makers and other professionals involved in Computer-Assisted Language Learning (CALL) around the globe.

Conference languages: English and Greek (Plenary sessions will be in English, some parallel sessions may be in Greek).

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Thematic Areas
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· Interculturalism/ Multilingualism/ Bilingualism in CALL:
o CALL, inclusion and social justice
o Cultural Inclusion
o Interdisciplinarity and Internationalization through CALL
o CALL and less commonly taught languages
· Materials and modes of CALL:
o Social Networking
o Telecollaboration and CMC
o MOOCs for language learning
o Mobile Assisted Language Learning (MALL)
o Preparing and delivering Open Educational Resources (OER), open courseware and open online courses for language learning
· Teacher education and professional development
· New research trends in CALL:
o Learning analytics and CALL design
o DBR (Design-Based Research)
· Designs and pedagogy for CALL, e.g.:
o Task-based learning
o Autonomous and lifelong learning
o Competence or outcome-based frameworks (CEFR, IATEFL, etc.) in CALL design
o Open and independent online language learning
o Computer-based language tests
· Other topics can also be considered as long as they as long as they are relevant to the conference theme.

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Important Deadlines
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Deadline for submissions of proposals: January 31st 2016
Notification of acceptance: April 8th 2016
Online registration opens: April 10th 2016
Early-bird Registration ends: May 31st 2016
Deadline for registration for accepted authors: May 31st 2016

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Conference contact
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Conference Organiser: salomi.papadima@cut.ac.cy
Programme Administration: info@easyconferences.eu

Proposals are invited for individual papers, symposia, european projects, workshops and posters:

1. Individual papers

Papers can be submitted for either 45 minute presentations or 30 minute presentations:

· 45-minute presentations: 30 minutes presentation, 10 minutes for questions, 5 minutes for room changes
· 30-minute presentations: 20 minutes presentation, 5 for questions, 5 minutes for room changes

Three types of papers may be submitted:

1. Research: papers focusing on a clearly specified research topic supported by a rationale, including a brief literature review. The thrust may be empirical or theoretical. The methodology should be clearly outlined as well as the actual or potential findings.
2. Research and development: papers focusing on the development of applications and programmes integrating CALL. The research should be original and may emphasize practice rather than research. They may also be based on projects either completed or under development (European, national, local).
3. Reflective practice: papers dealing with the integration of ICT in different contexts and for different purposes. The reflection could take the form of evaluation or action-research. Proposals should include elements that are of relevance beyond the context of the practice described.
2. Symposia

Symposia consist of from three to six presentations on a similar topic, proposed and organised by a chairperson, and should normally address the conference theme. Sessions last for 90 minutes, with NO changeover during the symposium. The proposal should outline the purpose of the symposium, the names and institutions of the participants, with a sentence mentioning what aspect of the main problem that each will address.

Submissions for symposia from EUROCALL’s SIGs are particularly welcome, with a view to promote their work to the conference delegates and encourage participation in the SIGs. Current Eurocall SIGs are: Teacher Education, Virtual Worlds, Natural Language Processing, CorpusCall, Computer Mediated Communication, and Mobile-Assisted Language Learning.

3. European Projects

This year’s conference will again offer a forum for the showcasing and dissemination of EU-funded projects. Each project will be allocated a 30-minute slot, including questions.

4. Workshops

Workshops are either half a day or a full day in duration and typically involve a hands-on session, where participants have the opportunity to become familiar with the latest developments in relevant topic areas in language teaching and learning and tools associated with these. We particularly welcome workshop proposals addressing the conference theme from theoretical and/or practical perspectives. The proposal should include the intended duration of the workshop, its main purpose and a brief outline of topics covered/ activities as well as technical requirements. Workshops will be scheduled on 24th August.

5. Posters

Since posters aim to attract attention to a particular project or research domain, they should mainly focus on work in progress. They may, however, report previous or preliminary findings. Posters should be clear, easy to read and attractively laid out. Submissions from advanced students are especially welcome in this category. A prize will be awarded for the best poster in two categories: PhD/Graduate student and non-PhD student.

For formatting instructions and more information please see: http://eurocall2016.org/

Proposal submission system: https://www.openconf.org/EUROCALL2016/openconf.php

Tasks, technologies and Machinima Prof. M. Thomas @Cambridge_Uni

 

IMG_20151027_180502

RSLE Talk 27 Ocober 2015, University of Cambridge

Michael Thomas, UCLAN (www)

The Camelot Project

New project on learning analytics, focus on detection. Visualization.

Other projects: http://avalonlearning.eu/

Techno-evangelism

Diane Laurillard

Neil Seelwyn & Facer The politics of education and technology

Methodoogical weaknesses in CALL research

TBLT in technology-mediated contexts

 

TBLT: Current research overwhrlmingly focuses on teachers’ perceptions

Education as product, as employability, getting a job

Opportunities offered by TBLT: Ortega 2009

Online technologies: constructuvist pedgogies, simulation, learner motivation, collaboration, IT and digital literacy skills

Other projects: http://avalonlearning.eu/

 

EU FUNDED CAMELOT PROJECT (2013-2015)
CAMELOT stands for” CreAting Machinima Empowers Live Online Language Teaching and Learning”. This project has been funded with support from the European Commission (Project number: 543481-LLP-1-2013-1-UK-KA3-KA3MP). The information on this website reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Different types of activities. Emphasis on anybody can produce.

Camelot webinars: http://camelotproject.eu/webinars/

Camelot MOOT (MOOC): http://camelotproject.eu/moot-3/

 

 

 

 

5th Valencian Workshop on CALL: Telecollaboration & social media

 

5th Valencian Workshop on Computer-Assisted Language Learning: TELECOLLABORATION & SOCIAL MEDIA

  
V Jornadas Valencianas en torno al aprendizaje de lenguas asistido por ordenador: Telecolaboración y redes sociales

Noticia en la UPV 

13-14 noviembre 2015

Escuela Técnica Superior de Ingeniería del Diseño, Universidad Politécnica de Valencia

Precio inscripción: 40 euros (35 euros PDI, PAS y estudiantes UPV)
Política de devolución: hasta el 01/11/2015 (75%)

 

Flyer here

Programa
Viernes, 13 de noviembre de 2015
9.00 – 9.30
Recogida de documentación. Vestíbulo de la Escuela Técnica Superior de Ingeniería del Diseño (edificio 7B), UPV

9.30 – 10.00

Apertura de las Jornadas. Salón de Actos de la Escuela Técnica Superior de Ingeniería del Diseño
10.00 – 10.30

Exposición novedades editoriales y café
Vestíbulo de la Escuela Técnica Superior de Ingeniería del Diseño

10.30 – 13.30

Presentaciones teóricas. Salón de Actos de la ETSID:

Joan Tomàs Pujolà. Universitat de Barcelona – Christine Appel. Universitat Oberta de Catalunya
Melinda Dooly. Universitat Autònoma de Barcelona
Caoimhín Ó Dónaill. Universidad de Ulster, Irlanda del Norte
13.30 – 14-00

Presentación a cargo de editorial. Salón de Actos ETSID.

14.00 – 16.00

Descanso para comer

16.00 – 17.00

Taller práctico impartido por Joan Tomàs Pujolà y Christine Appel

17.10 – 18.10

Taller práctico impartido por Melinda Dooly

18.20 – 19.20

Taller práctico impartido por Caoimhín Ó Dónaill

Sábado, 14 de noviembre de 2015
10.00 – 12.00
Presentaciones teóricas. Salón de Actos ETSID:

Giorgos Ypsilandis. Universidad Aristotélica. Salónica, Grecia
Camino Bueno Alastuey, Universidad Pública de Navarra
12.00 – 12.30

Exposición novedades editoriales y café
Vestíbulo de la Escuela Técnica Superior de Ingeniería del Diseño

12.30 – 13.30
Presentación teórica. Salón de Actos ETSID:

Pascual Pérez Paredes. Universidad de Murcia
13.30 – 14.00 Presentación a cargo de editorial. Salón de Actos ETSID.
14.00 – 16.00

Descanso para comer

16.00 – 17.00

Taller práctico impartido por Giorgos Ypsilandis

17.10 – 18.10

Taller práctico impartido por Camino Bueno Alastuey

18.20 – 19.20

Taller práctico impartido por Pascual Pérez Paredes

19.30

Conclusiones. Puesta en común y clausura de las Jornadas. Salón de Actos ETSID.

 

Conferenciantes invitados

Camino Bueno Alastuey, Universidad Pública de Navarra

Telecollaboration and the development of competences

The rapid advancement of Information and Communications Technologies (ICT) has allowed for new ways of teaching and learning. As those technologies have become an essential part of our daily life, they have brought about new possibilities for education and the need to integrate them purposefully into the curriculum. One of the possibilities for integration is telecollaboration. Based on sociocultural approaches to learning which claim that people learn through social interaction, many studies have analyzed the effect of telecollaboration endeavours. This presentation will analyze some of those studies to present the various possibilities of telecollaboration to develop different kinds of competences. First, I will show the results of some telecollaboration projects based on the development of language and cultural competences. Secondly, I will focus on the possibilities of telecollaboration for teacher training and for the development of techno-pedagogical competences. Finally, I will describe our current research project (REDTELCOM), whose aim is to analyze the development of less-assessed key competences (digital competence, learning to learn, sense of initiative and entrepreneurship, social competence, and cultural awareness and expression) through telecollaboration, and to create instruments to evaluate their development.

Workshop: In this workshop, we will explore aspects which have been shown to contribute to the successful implementation and development of telecollaboration projects. Considering the results of studies that have signal the advantages and disadvantages of such projects, this workshop will show what needs to be considered, the steps to be followed and how to mitigate some of the most common obstacles telecollaboration projects present for the teachers and students involved.

Caoimhín Ó Dónaill. Universidad de Ulster, Irlanda del Norte

What is my role? Exploring the impact of Social Media/Telecollaboration on teacher-learner-learner relationships.

In spite of the widespread participation in social media networks by a broad cross section of society, and the dominance of electronic methods of communication, language educators still face the traditional duty of guiding their students through a defined programme of study and measuring success against set criteria. Introducing computer-mediated communication (CMC) to the language classroom, real or virtual, breaks down barriers and opens up a wealth of possibilities, however, this can conversely bring new challenges e.g. participation in social media networks often serves to increase the quantity of communication without regard to quality, and for younger age groups issues relating to pastoral care become more acute. This talk will examine examples of current best practice in using CMC in language education and consider the changing role of the language teacher in web enriched study programmes.

Workshop: Planning and assessing computer-mediated communication activities

During this session participants will engage in a series of activities designed to evaluate a range of CMC tools and use templates to plan and review practical activities relating to their own teaching and using the resources available to them.

Melinda Dooly. Universitat Autònoma de Barcelona

Telecollaborative Language Learning: What, why and how?

This talk is divided into two parts. The first part of the talk will look at ways in which Telecollaborative Language Learning (TcLL) has been defined, designed and implemented within educational contexts in the past twenty years. Taking a brief look at research results, the pros and cons of TcLL, as well as underlying assumptions of this approach will be interrogated. The second part (the workshop) will deal with more practical aspects of how to design, implement and assess effective TcLL exchanges, with a particular emphasis placed on TcLL projects.

Giorgos Ypsilandis. Universidad Aristotélica. Tesalónica, Grecia

The notion of feedback in computer-assisted language learning

Feedback in language learning has been an issue for research since the Skinnerian behaviorist days. While different types of corrective feedback have been tested over the years, supportive feedback (provided automatically by software) is an issue that has only recently begun to attract a small number of scientists and findings resulting from experimental research are not solid yet. This keynote discusses the different notions of feedback and concentrates on feedback provided by language learning software. The methodology for data collection is presented. Effectiveness to short and long term memory is explored while findings from past experimental research is summarized. Future research on the topic is presented in relation to learner’s cognitive and learning style.

Workshop: Decoding and improving feedback provision strategies in CALL software

This workshop follows the relevant keynote and further presents an opportunity for participants to use acquired knowledge in practice and: a) decode existing feedback strategies in ready-made CALL software, b) improve existed feedback strategies and further, c) design feedback provision strategies for new software. Participants will prepare and present their ideas to the group and contribute to the creation of a list of different feedback strategies they will take with them at the end of the workshop.

Pascual Pérez Paredes, Universidad de Murcia

Normalising corpus use in the language classroom

Much has been said about the use of language corpora in the language classroom during the past 25 years. This includes both regular contributions to well-established conferences in the area such as TALC or Corpus Linguistics, as well as a wealth of edited volumes. This plethora of studies, mostly non-empirical, seems to suggest, in very general terms, that data driven learning (DDL) is beneficial for language learning. However, the use of corpora in the language classroom is far from being mainstream, and even farther from normalisation. This keynote will explore the factors that impede a wider spread and use of language corpora in FLT. In particular, this paper will discuss the teaching logistics, the learners’ conception and skills, the syllabus and software integration, as well as the training of the educators and learners that are involved in the use of corpora in the language classroom. A follow-up session will offer the opportunity to examine these factors across different applications and will offer the analytical tools to draw a picture of the role(s) of corpora in CALL.

Joan Tomàs Pujolà. Universidad de Barcelona
Christine Appel. Universitat Oberta de Catalunya

From gaming to gamification in language learning

Games have always been present in language teaching, from traditional methods to communicative approaches. The playful features of games help us develop students’ interaction, cooperation, and proactive involvement in doing language tasks. They are the catalyst to improve students’ motivation and to engage them with the content that is being provided. In recent years a new approach to enhance students’ motivation called gamification has started to make its way as an effective pedagogical approach. Now we are experimenting with game elements, game mechanics and game thinking to make the language teaching and learning experience game-like. In the workshop we will explore ways of how to gamify activities in the language class.

CFP Synchronous communication technologies in language and intercultural learning and teaching in higher education

 

Through the EUROCALL list

 

Special issue of Language Learning in Higher Education:
“Synchronous communication technologies in language and intercultural learning and teaching in higher education”

Submissions are invited for a special issue of the journal focusing on synchronous communication technologies in language and intercultural learning and teaching in higher education. Mediated communication in general continues to receive much attention from practitioners and researchers, as online technologies have become a central part of the communicative landscape. But the properties and potentials of particular types of mediated communication have rarely been brought sharply in focus. This special issue aims to address this with respect specifically to synchronous communication technologies, such as text-based chat and instant messaging, online video, and mixed-modality platforms. We welcome papers that address questions including, but not limited to, pedagogy, interactional dynamics, discourse, and language with respect to these technologies. It is essential that papers focus especially on the relationship between learning and communication on one hand, and the properties of synchronous technologies on the other.

Submission of articles 15 January 2016
Review process February – May 2016
Notification of acceptance June 2016
Revision of articles July – September 2016
Publication of the special issue Spring 2017

Please address any inquiries or proposals to Breffni O’Rourke (breffni.orourke@tcd.ie) and Ursula Stickler (ursula.stickler@open.ac.uk), with “LLHE” in the subject line.

Breffni O’Rourke (Trinity College Dublin) & Ursula Stickler (The Open University)

De Gruyter page for Language Learning in Higher Education: http://www.degruyter.com/view/j/cercles
This CFP: http://www.degruyter.com/view/supplement/s21916128_Call_for_Papers.pdf

CFP ALSIC special issue on telecollaboration

 

Through the CALICO list

Call for proposals, ALSIC special issue on telecollaboration.

Submissions will be accepted in French or English. For more information, please see the link https://alsic.revues.org/2819
The studies included in this issue will:

cover the different players and bodies involved in telecollaboration projects;

focus on telecollaboration in primary, secondary and university teaching (or even outside any formal context), within the framework of multilingual and intercultural education;

relate experiences of language learning and teaching via telecollaboration and the use of synchronous and/or asynchronous tools;

opt for exchanges in tandem and/or in lingua franca;

reflect on methods of work (pooling, discussion, cooperation, working together), on negotiation of meaning and development of learning tasks, and on the link between proposed tasks and communication scenarios (Dejean-Thircuir & Mangenot, 2006);

highlight the intercultural and multilingual aspects of these exchanges and issues concerning stereotyping and conflicts of opinion (O’Dowd & Ritter, 2006) or even different educational cultures;

demonstrate the interest of approaches focused on reflexivity and (re)discovery of oneself and others under the prism of distancing implemented, for instance, by keeping logs and/or by verbal exchanges aimed at mediation and reflection (Schneider & Von der Emde, 2006).
Initially we require a 4,000-character abstract (not including spaces and references), to be sent to anthippi.potolia@univ-paris8.fr

and

sofia.stratilaki@univ-paris3.fr

by 30th October 2015. The selected authors must send their complete text in the first quarter of 2016. The submissions accepted will be published online during 2016. If you are interested and not able to send us an abstract by 30th October, you can still contact us by sending an e-mail.