Call for papers C2

ICCE 2022 Sub-Conference on Computer-Supported Collaborative Learning (CSCL) and Learning Sciences

We invite submissions from researchers who investigate phenomena in the field of Computer Supported Collaborative Learning and Learning Sciences. 

In today’s digital world, it is critical to understand the role of technology in teaching and learning. How can technology best support the development of disciplinary knowledge? How can it foster meaningful civic engagement? How can it cultivate 21st century skills? How can it provide expansive learning opportunities that develop learners’ interests and promote lifelong learning? Moreover, what is technology’s role in promoting diversity and access? How can learning designs contribute to greater societal equity and social justice?

The sub-conference on Computer Supported Collaborative Learning and Learning Sciences aims to promote pancontinental discussion about learning designs that bring together perspectives from educational technology, information science, educational psychology, museum research, learning sciences, library science, instructional science, computer science, cognitive science, design research, human-computer interaction, and more.

We welcome high quality conceptual, theoretical and/or empirical contributions that examine teaching and learning processes within formal and informal technology-supported learning environments, and that expand our understanding of technology, learning, teaching, and the contexts in which learning and teaching can take place.

We also encourage submissions from either mature or early-stage projects, and from senior and junior scholars.

Important Dates

PC Chair
Sahana MURTHY, Indian Institute of Technology Bombay, India

PC co-chairs
Daniel BODEMER, University of Duisburg-Essen, Germany
Camillia MATUK, New York University, USA
Chew Lee TEO, National Institute of Education, Singapore
Kate THOMPSON, Queensland University of Technology, Australia

Jen Alford, Queensland University of Technology
Sakinah Alhadad, Griffith University
Natasha Arthars, The University of Sydney
Naomi Barnes, Queensland University of Technology
Chris Blundell, Queensland University of Technology
Jürgen Buder, Leibniz-Institut für Wissensmedien
Chris Chalmers, Queensland University of Technology
Sanjay Chandrasekharan, Homi Bhabha Centre for Science Education, TIFR, Mumbai
Bodong Chen, University of Minnesota
Jennifer Clifton, Queensland University of Technology
Dr Iwona Czaplinski, Queensland Univeristy of Technology
Cynthia D’Angelo, University of Illinois at Urbana-Champaign
Sarah Dart, Queensland University of Technology
Chandan Dasgupta, Indian Institute of Technology Bombay
Amanda Dickes, Gulf of Maine Research Institute
Brendan Eagan, University of Wisconsin-Madison
Julia Eberle, Ruhr-University Bochum
Florence Gabriel, University of South Australia
Tamara Galoyan, University of Utah
Lakshmi T G, Kotak Education Foundation
Nick Kelly, Queensland University of Technology
Steven Kickbusch, Queensland University of Technology
Simon Knight, University of Technology, Sydney
Elizabeth Ruilin Koh, National Institute of Education Singapore
Aditi Kothiyal, EPFL
Polly Lai, Queensland University of Technology
Simon Leonard, Univeristy of South Australia
Rose Liang, National University of Singapore
Pei-Yi Lin, National Tsing-Hua University
Lori Lockyer, Queensland University of Technology
Sven Manske, University of Duisburg-Essen
Kelli McGraw, Queensland University of Technology
Michelle Mukherjee, Queensland University of Technology
Johanna Pöysä-Tarhonen, University of Jyvaskyla
Shilpa Sahay, New York University
Lenka Schnaubert, University of Duisburg-Essen
Kristin Searle, Utah State University
Antonette Shibani, University of Technology, Sydney
Bessie Stone, Queensland University of Technology
Seng Chee Tan, National Institute of Education Singapore
Mike Tissenbaum, University of Illinois at Urbana-Champaign
Selen Turkay, Queensland University of Technology
Marcelo Worsley, Northwestern University
Hongzhi Yang, The University of Sydney