C2: Call For Papers

ICCE Conference on Computer-supported Collaborative Learning (CSCL) and Learning Sciences

Nara, Japan


November 30-December 4 (Sunday-Thursday), 2014

Organized by the Asia-Pacific Society for Computers in Education


Hosted by

Japanese Society for Information and Systems in Education,
Japan Society for Educational Technology, and
Japanese Association for Education of Information Studies

In response to emerging research diversity, ICCE2014 will be a meta-conference, comprising of seven co-located theme-based conferences. This is the Call for Papers for the theme-based conference, C2: Computer-supported Collaborative Learning (CSCL) and Learning Sciences.

All the accepted papers will be published in proceedings which will be indexed by Elsevier Bibliographic Databases (e.g., Scopus, Engineering Village and others). Authors of accepted distinguished full papers will be invited to submit extended versions of the papers for consideration of publication in Research and Practice in Technology Enhanced Learning (RPTEL), the official academic journal of the Asia Pacific Society for Computers in Education.

Since the emergence of the field on Learning Sciences, many researchers have developed a passion for understanding how learning occurs. Visions and goals that drive this interdisciplinary field include developing theories of learning, designing technology-supported learning environments and examining learning in context for understanding, transforming and creating opportunities towards deep, enriched and innovative learning. Researchers in the Learning Sciences go beyond learning outcomes; they are concerned with deep analyses of learning and collaborative processes, how technology and designs are informed with learning theories, and deriving design principles and successful conditions through which change and innovation occur for optimal learning. A strong tradition of research in the Learning Sciences is Computer Supported Collaborative Learning (CSCL), a fast-developing area centrally concerned with how learning takes place through computer-mediated interactions, and how computers and designed space may support and promote collaboration.

In C2, we want to highlight research efforts in Learning Sciences and CSCL that include and also go beyond those that are developed in North America and Europe. There are many researchers and academics active in this part of the world working on similar research issues and challenges in the field. With the more centralized education systems in Asia, various countries have articulated educational policies and the need to reform pedagogy and learning design towards more constructivist and social-constructivist orientations. These educational changes in the region are advantageous for the field and they provide good possibilities of appropriating the research outcomes of CSCL and Learning Sciences to impact practice, and to inform and chart new research directions. Researchers from different parts of the Asia-Pacific region also pursue their research from different theoretical orientations and contexts. Such diversity and synergy may spark progress in bringing together different perspectives to CSCL and Learning Sciences. We invite you to participate in this dialogue at this year’s ICCE in Bali, Indonesia.

The scope of the ICCE Conference on CSCL and Learning Sciences will cover but not be limited to the following:

  • how people learn and analyses of how learning takes place in context
  • design of technology and learning environments to promote and transform learning, inquiry and collaboration
  • analyses of group, collaborative and collective processes
  • designing tools for analyzing and assessing collaborative learning and knowledge building
  • methodological advances and issues on how collective activity and knowledge building is mediated, supported and transformed by technology
  • psychological, social and technological impacts of CSCL and Learning Sciences on individual, group, organization and society
  • theoretical and methodological issues for research in CSCL and Learning Sciences
  • teacher initiative and change to support deep and innovative learning
  • theories and pedagogical approaches to CSCL
  • informal, workplace, organization and community-based learning
  • role of culture in learning, collaboration and technology
  • collaborative inquiry process, conceptual change, scaffolding, transfer, complex system, virtual communities, design principles, implementation of innovation in CSCL and Learning Sciences

We welcome contributions that report on accomplished research as well as work in progress.

Paper categories (Note the revised page limits):

  • Full paper (8-10 pages)
  • Short paper (5-6 pages)
  • Poster paper (2-3 pages)

The paper template is available on PAPER TEMPLATE. For past authors of ICCE, please note that the template has been substantially revised. Do download the latest version of the template in preparing your manuscript.

All the accepted full papers are eligible for the competitions of:

  • Best Overall Paper Award
  • Best Student Paper Award (restricted to papers whose first authors are graduate or undergraduate students)
  • Best Technical Design Paper Award

In addition, all the accepted poster papers are eligible for the competition of Best Poster Design Award(s).

Please visit this URL for the award rules and criteria.

Important dates (Main Conference):

Paper Submission Due: May 12, 2014 May 26, 2014 (Extended!)
Notification of Acceptance: August 4, 2014

Paper Submission System (PSS):

Please click HERE for submission.

Program Co-chairs:

Jun OSHIMA, Shizuoka Univ, (Executive program chair:)
Wenli CHEN, Nanyang Technological University, Singapore
Ulrike CRESS, Knowledge Media Research Center, Germany
Clark CHINN, Rutgers University, USA

Program Committee:

Daniel BODEMER, University Duisburg-Essen, Germany
Tak-Wai CHAN, National Central University, Taiwan
Wenli CHEN, NIE, Singapore
Yu-Hui CHING, Boise State University, USA
Clark CHINN, Rutgers University, USA
Ulrike CRESS, Knowledge Media Research Center, Germany
Joshua A. DANISH, Indiana University, USA
Hideo FUNAOI, Souka University, Japan
Xiaoqing GU, East China Normal University, China
Tessai HAYAMA, Kanazawa Institute of Technology, Japan
Yugo HAYASHI, University of Tsukuba, Japan
Tsukasa HIRASHIMA, Hiroshima University, Japan
Huang-Yao HONG, National Chengchi University, Taiwan
Kian Sam HONG, Universiti Malaysia Sarawak, Malaysia
Ronghuai HUANG, Beijing Normal University, China
Heisawn JEONG, Hallym University, Republic of Korea
Hiroshi KATO, Open University, Japan
Beaumie KIM, University of Calgary, Canada
Timothy KOSCHMANN, Southern Illinois University, USA
Eleni KYZA, Cyprus University of Technology, Cyprus
James LAFFEY, University of Missouri, USA
Yanyan LI, Beijing Normal University, China
Rose LIANG, National University of Singapore, Singapore
Chiu-Pin LIN, National Hsinchu University of Education, Taiwan
Chen-Chung LIU, National Central University, Taiwan
Chee-Kit LOOI, Nanyang Technological University, Singapore
Rosemary LUCKIN, The London Knowledge Lab, UK
Hiroyuki MASUKAWA, Shziuoka University, Japan
Toshio MOCHIZUKI, Senshu University, Japan
Sahana MURTHY, Indian Institute of Technology Mumbai, India
Jun OSHIMA, Shizuoka University, Japan
Ritsuko OSHIMA, Shizuoka University, Japan
Peter REINMANN, University of Sydney, Australia
Dirk RIEHLE, Friedrich-Alexander University of Erlangen-Nürnberg, Germany
Ronald RINEHART, Rutgers University, USA
Lars SORENSEN, Rutgers University, USA
Hideyuki SUZUKI, Ibaraki University, Japan
Seng Chee TAN, Nanyang Technological University, Singapore
Etsuji YAMAGUCHI, Kobe University, Japan
Jennifer WEIBLE, Pennsylvania State University, USA
Lung Hsiang WONG, Nanyang Technological University, Singapore
Jianhua ZHAO, South China Normal University, China