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Social network papers particularly encouraged ...  /Caroline

HICSS 45: CFP for minitrack on Learning Analytics & Networked Learning 
(in the Internet and the Digital Economy Track)
January 4-7, 2012
Grand Wailea, Maui

Paper Deadline June 15, 2011

This minitrack calls for papers that address leading edge use of technology 
or system design to analyze, support, and/or create learning and learning 
environments. The remit is wide and calls for papers that use technology to 
examine how social learning happens, use data from learning environments 
to support learning processes, and examine new practices of formal and 
informal learning on and through the Internet. Papers that fit this minitrack 
fall under new and ongoing areas of learning research that may be referred 
to as learning analytics, networked learning, technology enhanced learning, 
computer-supported collaborative learning, ubiquitous learning, and mobile 
learning. Of particular interest are papers that capture, analyze and show 
novel use of data produced from online learning environments, develop 
and/or test methodologies for analyzing online learning, address automated 
data collection and analysis in support of learning, professional development 
and knowledge creation, and discuss issues and opportunities relating to 
information literacy, literacy and new media, ubiquitous learning, 
entrepreneurial learning and/or mobile learning.

We envision papers that

    * address the use of automated data capture to follow and analyze 
learning processes
    * develop methodologies for analyzing online learning
    * develop metrics for characterizing and following learning trends online
    * test the validity of automated data for capturing a true representation of 
learning and knowledge creation
    * analyze and/or support the role of social networks in learning
    * report on the development and maintenance of innovative online 
environments for learning
    * discuss trends in learning on and through the Internet, including issues 
and opportunities relating to information literacy, literacy and new media, 
ubiquitous learning and entrepreneurial learning
    * examine economic models, trends and markets for online learning, 
including open source and open access models
    * examine the foundations for learning in online networks, crowds and 
    * examine the design and facilitation of learning in online networks, 
crowds and communities
    * examine the validity of information and learning processes online, and 
trust in online information sources for learning
    * address the role of particular devices  laptops, mobiles, OLPC  in 
    * examine trends in how we learn with and through technology  in 
secondary and higher education, workplaces, society, developed and 
underdeveloped nations
    * discuss ethical issues relating to learning online, including issues relating 
to data capture, analysis and display, and learning about controversial 
subjects or anti-social activities.

Caroline Haythornthwaite is Director and Professor, School of Library, 
Archival and Information Studies, University of British Columbia. She joined 
UBC in 2010 after 14 years at the University of Illinois at Urbana-Champaign, 
where she was Professor in the Graduate School of Library and Information 
Science. In 2009-10, she was Leverhulme Trust Visiting Professor at the 
Institute of Education, University of London presenting and writing on 
'Learning Networks'. She has an international reputation in research on 
information and knowledge sharing through social networks, and the impact 
of computer media and the Internet on work, learning and social interaction. 
Major publications include The Internet in Everyday Life (2002, with Barry 
Wellman); Learning, Culture and Community in Online Education (2004, with 
Michelle M. Kazmer), the Handbook of E-learning Research (2007, with 
Richard Andrews), and E-learning Research and Practice (2011, with Richard 

Maarten de Laat is associate professor and director of the Networked 
Learning program at the Ruud de Moor Centrum, Open Universiteit 
Nederland. His research concentrates on learning and professional 
development through (online) social networks and the impact technology and 
social design has on the way these networks work and learn.

Shane Dawson is the Director of Instructional Support and Information 
Technology with the Faculty of Arts, University of British Columbia, Canada. 
His research focuses on the application of data derived from online student 
interactions to better enable teaching staff to make pedagogically informed 
decisions regarding the impact of their learning activities.


Caroline Haythornthwaite (Primary Contact)
University of British Columbia
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Maarten de Laat
Open University of the Netherlands
Email: [log in to unmask]

Shane Dawson
University of British Columbia
Email: [log in to unmask]

Caroline Haythornthwaite
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