***** To join INSNA, visit http://www.insna.org ***** 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 http://www.hicss.hawaii.edu/hicss_45/apahome45.htm 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 communities * 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 Ð laptops, mobiles, OLPC Ð in learning * examine trends in how we learn with and through technology Ð 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 Andrews). 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. 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