***** To join INSNA, visit http://www.insna.org *****
We welcome social network analyses of all forms of online learning in this venue:
HICSS Social Media & Learning Minitrack
Track: Digital and Social Media
Chairs: Maarten de Laat, Caroline Haythornthwaite & Dan Suthers
Hawaii International Conference on System Sciences (HICSS) 49,
January 5-8, 2016
FULL PAPERS DUE: June 15, 2015 via the HICSS conference system
Social Media & Learning Minitrack
This minitrack calls for papers that address leading edge innovation, research methods and design to analyze and support learning through social media. Social media such as social networking sites, blogging, microblogging, wikis, etc. provide powerful tools for engaging in networks and communities and that stimulate social interaction for learning around topics of shared interest. Traditional boundaries (institutional, epistemological and spatial) are fading, creating open spaces that increase possibilities to connect and develop personal learning interests.
This minitrack invites papers that address the use of social media for learning, whether this is planned intentional learning or spontaneous during work or play. Research can be in formal learning settings or arrangements that are non-formal and informal. It can engage the learning of individuals, or learning that encompasses work groups, leisure groups, communities of interest and of practice.
We are interested in papers that examine theoretical issues; provide empirical data, innovative designs or new perspectives on learning; or that look into new forms of analytics to provide feedback about the learning that takes place in social media environments.
We invite empirical and theoretical papers that address current trends and developments in social media and learning, and address such questions as:
How are we learning in the social media age?
What measures, techniques, or analyses provide insight into learning on and through social media?
How do social media support, extend, or supplant other forms of learning?
What kinds of social media use support individual, group, or community learning?
How are social media transforming the learning landscape?
What theories of learning work for social media?
Topics include but are not limited to
Theories, perspectives and paradigms
Learning on and through the web, for formal, informal and non-formal learning
Social learning in networks, communities, crowds
Individual, group, community, or organizational learning through social media
Contributory behavior in social media supported learning communities
Professional learning, lifelong learning, and/or workplace learning and social media
Open access, social media and learning
Learning across multiple media, and the role of social media in learning
Self-directed learning, social learning, adult learning
Design and use of social media (MOOCs, Twitter, Wikis, Blogs) for learning
Design and/or analysis of multi-media learning ecologies
Integration of social media across multiple media (Open platforms, Business Social Media) and existing practices
Methods for analyzing social media and learning
Tools for automated data capture and analytics on social media and learning
Awareness and visualization of learning via social media
Maarten de Laat, Open University of the Netherlands
[log in to unmask]
Caroline Haythornthwaite, University of British Columbia
[log in to unmask]
Dan Suthers, University of Hawaii
[log in to unmask]
ABOUT HICSS CONFERENCES
HICSS conferences are devoted to the most relevant advances in the information, computer, and system sciences, and encompass developments in both theory and practice. Accepted papers may be theoretical, conceptual, tutorial or descriptive in nature. Those selected for presentation will be included in the Conference Proceedings published by the IEEE Computer Society and maintained in the IEEE Digital Library.
How to Submit a Paper: Follow Author Instructions posted on the conference web site:
HICSS papers must contain original material. They may not have been previously published, nor currently submitted elsewhere. All submissions undergo a double-blind peer review process.
Abstracts are optional, but strongly recommended. You may contact the Minitrack Chair(s) for guidance or verification of content.
Submit a paper to only one Minitrack. If a paper is submitted to more than one minitrack, then either paper may be rejected by either minitrack without consultation with author or other chairs. If you are not sure of the appropriate Minitrack, submit an abstract to the Track Chair(s) for determination, and/or seek informal opinion(s) of Minitrack Chair(s) before submitting.
Do not author or co-author more than 5 papers. This means that an individual may be listed as author or co-author on no more than 5 submitted papers. Track Chairs must approve any names added after submission or acceptance on August 15.
IMPORTANT 2015 DEADLINES FOR AUTHORS
June 15 -- SUBMIT FULL MANUSCRIPTS FOR REVIEW as instructed. The review is double-blind; therefore, this initial submission must be without author names.
Aug 16 -- Review System emails Acceptance Notices to authors. It is very important that at least one author of each accepted paper attend the conference. Therefore, all travel guarantees including visa or your organizations fiscal funding procedures should begin immediately.
Sept 15 -- SUBMIT FINAL PAPER. Add author names to your paper, and submit your Final Paper for Publication to the site provided in your Acceptance Notice.
Oct 1 -- Early Registration fee deadline. At least one author of each paper should register by this date in order secure publication in the Proceedings. Fees will increase on Oct 2 and Dec 2.
Oct 15 -- Papers without at least one paid-in-full registered author may be deleted from the Proceedings and not scheduled for presentation; authors will be so notified by the Conference Office.
SOCNET is a service of INSNA, the professional association for social
network researchers (http://www.insna.org). To unsubscribe, send
an email message to [log in to unmask] containing the line
UNSUBSCRIBE SOCNET in the body of the message.