Themes

Theme 1: Pedagogies

  • New learning supported by new technologies: challenges and successes.
  • Old learning using new technologies, for better or for worse.
  • Traditional (didactic, mimetic) and new (transformative, reflexive) pedagogies, with and without new technology.
  • Changing classroom discourse in the new media classroom.
  • Peer to peer learning: learners as teachers.
  • From hierarchical to lateral knowledge flows, teaching-learning relationships
  • Supporting learner diversity.
  • Beyond traditional literacy: reading and writing in a multimodal communications environment.
  • Digital readings: discovery, navigation, discernment and critical literacy.
  • Metacognition, abstraction, and architectural thinking: new learning processes in new technological environments.
  • Formative and summative assessment: technologies in the service of heritage and new assessment practices.
  • Evaluating technologies in learning.
  • Shifting the balance of learning agency: how learners become more active participants in their own learning.
  • Recognising learner differences and using them as a productive resource.
  • Collaborative learning, distributed cognition and collective intelligence.
  • Mixed modes of sociability: blending face to face, remote, synchronous and asynchronous learning.
  • New science, mathematics and technology teaching.
  • Technology in the service of the humanities and social sciences.
  • The arts and design in a techno-learning environment.

Theme 2: Institutions

  • Blurring the boundaries of formal and informal learning.
  • Times and places: lifelong and lifewide learning.
  • Always ready learnability, just in time learning, and portable knowledge sources.
  • Educational architectures: changing the spaces and times.
  • Educational hierarchies: changing organisational structures.
  • Student-teacher relations and discourse.
  • Sources of knowledge authority: learning content, syllabi, standards.
  • Schools as knowledge producing communities.
  • Planning and delivering learning digitally.
  • Teachers as curriculum developers.
  • Teachers as participant researchers and professional reflective practice.

Theme 3: Technologies

  • Ubiquitous computing: devices, interfaces and educational uses.
  • Social networking technologies in the service of learning.
  • Digital writing tools; wikis, blogs, slide presentations, websites, writing assistants etc.
  • Supporting multimodality: designing meanings which cross written, oral, visual, audio, spatial and tactile modes.
  • Designing meanings in the new media: podcasts; digital video, digital imaging etc.
  • Learning management systems.
  • Learning content and metadata standards.
  • Designed for learning: new devices and new applications.
  • Useability and participatory design: beyond technocentrism.
  • Learning to use and adapt new technologies.
  • Learning through new technologies.

Theme 4: Social Transformations

  • Learning technologies for work, civics and personal life.
  • Ubiquitous learning in the service of the knowledge society and knowledge economy.
  • Ubiquitous learning for the society of constant change.
  • Ubiquitous diversity in the service of diversity and constructive globalism.
  • Inclusive education addressing social differences: material (class, locale), corporeal (age, race, sex and sexuality, and physical and mental characteristics) and symbolic (culture, language, gender, family, affinity and persona).
  • Changing the balance of agency for a participatory culture and deeper democracy.
  • From one to many, to many to many: changing the direction of knowledge flows.
  • Beyond the traditional literacy basics: new media and synaesthetic meaning-making.