18 Sep
2023
18 Sep
'23
5:14 p.m.
/Apologize for unintended cross-mailing/
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/Note: //*Interaction Design and Architecture(s) Journal has migrated to
https://ixdea.org/*//
//The old website is no longer be updated since last 5 March 2023 onwards./
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Special Issue on
*Smart Learning Ecosystems as engines of the twin transitions *Call for
Papers -> link
<https://ixdea.org/smart-learning-ecosystems-as-engines-of-twins-transitions/>
to be published at the
/*Interaction Design and Architecture(s) Journal (IxD&A)*/
(ISSN 1826-9745, eISSN 2283-2998)
https://ixdea.org/
https://doi.org/10.55612/s-5002-000
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established in 2005
SCOPUS and ESCI (Emerging Sources Citation Index - Web of Science,
Thomson Reuters) indexed Journal
that implements also video presentations of the published contributions.
CiteScore 2022: 2.0 (Q1: Design (/Architecture); Q2: Media Technology,
Education; Q3: Human Computer Interaction) *
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IxD&A implements the Gold Open Access (OA) road to its contents
with no charge to the authors (submission & paper processing)
Help us in improving the quality of the editorial process and of the
journal, please donate: -> link
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*Guest Editors:*
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--
• Mihai Dascalu, University Politehnica of Bucharest
• Óscar Mealha, University of Aveiro, Portugal
• Sirje Virkus, Tallinn University, Estonia
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*Important dates:*
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• Deadline: *October 15th, 2023*
• Notification to the authors: December 15th, 2023
• Camera ready paper: January 15th, 2024
• Publication of the special issue: March 2024 (tentatively)
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*Overview*
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The development of Smart Learning Ecosystems is of strategic relevance
for all the territorial ambits on which they insist, either because they
can act as a bulwark against degradation in the most critical areas, or
because they can contribute to increasing the well-being of students and
their communities of reference; moreover, they can also act as a driver
for sustainable development of the territories.
The achievement of an adequate level of smartness in the learning
ecosystems is, however, a process that needs a long-term vision,
multidisciplinary competencies, an attitude to understand people and
contexts and to mediate points of view, a dynamic approach to resilience
to keep on track and achieve, step-by-step, the foreseen goals: in
short, an attitude to design and implement sustainable projects and
processes aimed at achieving a people-centered smart environments and
education.
Climate change, pandemics, wars (more or less uncovered), and the energy
and food crises triggered by them, all point towards the need to change
our lifestyles and make them fully sustainable. The SDGs [1] and the
cultural and technological transitions they foster – such as the green
transition – therefore become new challenges with which smart learning
ecosystems and communities must measure themselves to support the
education of competent and responsible future citizens.
Citizens whose future behaviour implies the entrenchment of a sense of
membership [2] and the development of meta-design competencies [3]-,
i.e., the competence of knowing how to explore and manage, the ambiguity
and uncertainty that changes will bring.
Within such an evolving scenario, we also have to face the amplifying
power of digital technologies, which – as discussed in the UNESCO
document “The futures of education for participation in 2050” [4] –
could contribute, through educational processes, to the development of a
fairer and more equitable society and, at the same time, to more careful
use of resources; but, on the other hand, if not adequately utilized,
they could also lead to deepening the existing gaps. Thus, we have to
face a parallel digital transition that raises many questions about its
impact on humans and the environment, including its energy
sustainability. The digital transition – which complements the other
cultural transitions induced by SDGs (giving rise to multiple twin
transitions) – thus, left us with complex questions about when, how, and
why to use digital technologies in and for learning, that can be
approached through multiple perspectives and angles. How can they
contribute sustainably, to transform education, support cultural
transitions, reduce inequalities, and at the same time, empower
individuals according to their needs, expectations, and talents?
1. https://en.unesco.org/sustainabledevelopmentgoals
2. Haste H., Chopra V., “The futures of education for participation in
2050: educating for managing uncertainly and ambiguity”, 2020,
https://unesdoc.unesco.org/ark:/48223/pf0000374441
3. Giovannella C. “Is complexity tameable? Toward a design for the
experience in a complex world” IxD&A Journal, N. 15, 2012, pp. 18-30,
https://doi.org/10.55612/s-5002-015-002
4. Futures of Education. A new Social Contract for Education.
https://unesdoc.unesco.org/ark:/48223/pf0000379707
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*Topics of Interest*
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General topics of interest acting as background and frame for the twin
transitions can be grouped under three big themes: places for smart
education, people in place- centered design for smart education,
supportive learning technologies and tools for smart education. All can
be related to studies that develop on a post-pandemic view and strategy
for a better learning world, namely nurtured by the pertinence of smart
learning ecosystems as engines of the twin transitions, like the green
and digital one.
*Places for smart education*
* future of institutional learning
* interplay between formal and informal learning
* new educational models and settings
* continuity-discontinuity of time, technology, place/space in the
learning process
* role of games and gamification case studies in smart education
* dual education and other alternate scheme approaches
* monitoring and benchmarking of smartness (individual, institution,
city, region)
*People in place- centered design for smart education*
* general frameworks and methodological advancement
* competence based learning, evaluation and certification
* design, data and other relevant literacies
* literacies, skills and competences of future citizens
* communities and co-design in smart learning ecosystems
sharing & participatory practices
* open access to any resources and disparity
* cultural influences
*Supportive technologies and tools for smart education*
* AI for smart learning ecosystems: Ethical aspects, tools and H-AI
interaction
* knowledge graphsx and applications
* text/opinion mining and sentiment analysis
* intelligent tutoring systems
* real/virtual communities and social network analysis
* interoperability and application of open/smart data and services
* safety & security in education
* IoT, ubiquitous and wearable technologies
* adaptability to educational contexts and citizens
* role of VR in education
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/*Submission guidelines and procedure*/
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All submissions (abstracts and later final manuscripts) must be original
and may not be under review by another publication.
The manuscripts should be submitted either in .doc or in .rtf format.
All papers will be blindly peer-reviewed by at least two reviewers.
Authors are invited to submit 8-30 pages paper (including authors'
information, abstract, all tables, figures, references, etc.).
The paper should be written according to the IxD&A authors' guidelines
->https://ixdea.org/authors-guidelines/
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*Authors' guidelines*
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Paper submission page:
-> link <https://www-2020.ixdea.uniroma2.it/ojs/ixdea/login>
(Please upload all submissions using the Submission page.
When submitting the paper, please, choose the section:
"SI: Smart Learning Ecosystems as Engines of Twins Transitions")
More information on the submission procedure and on the characteristics
of the paper format can be found on the website of the IxD&A Journal
where information on the copyright policy and responsibility of authors,
publication ethics and malpractice are published.
For scientific advice and queries, please contact the IxD&A scientific
editor marking the subject as:
/SI: Smart Learning Ecosystems as Engines of Twins Transitions/
• mihai [dot] dascalu [at] upb [dot] ro
• oem [at] ua [dot] pt
• sirje [dot] virkus [at] tlu [dot] ee
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