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.