SIG 6 and 7 Conference 2020

 

SIG6-7 online

Important update

Unfortunately, our SIG 6 and 7 conference in Tübingen had to be canceled due to the COVID 19 restrictions. However, we decided to move the conference online on 24th-25th of August, 2020. We are honoured that our Keynote presenters are willing to provide their keynote online during our virtual conference. 

Below you can find the adjusted presentation formats and fees.

Note that we will keep updating the website during the coming month.

Kind regards,
your SIG 6 and SIG 7 coordinators

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"Instructional Design and Technology: From the lab to the classroom"

The implementation of research-based knowledge into real-world classroom contexts is one of the major challenges that educational researchers face these days. Therefore, research should be designed in a way that facilitates the transfer of evidence-based knowledge to educational practice. This goal could be achieved by addressing research questions that are inspired by actual problems in educational practice or by conducting intervention studies in realistic settings that allow for an assessment of the robustness of research findings under realistic conditions. Further, research should systematically investigate potential chances and barriers that may constrain the effectiveness of instructional interventions in different educational contexts such as school, (applied) university, or adult education.

During the meeting, state of the art research within the field of (technology-enhanced) learning and instruction will be presented, with special attention to our theme, for example in our keynotes. Although the highlighted theme does not impose any restriction on submissions, it is strongly encouraged to submit use-inspired research that addresses issues of practical relevance – as outlined above – or somehow related to the conference theme. However, all proposals that fit the scope of Instructional Design and/or Technology-Enhanced Learning and Instruction are most welcome.

SUBMISSIONS


The submission of contributions is closed. 

 

The conference has been moved online due to the COVID-19 restrictions. Consequently, the presentation formats also had to be adjusted as follows. Please carefully consider the requirements indicated below.
Independent of the format, general instructions on how to manage the online presentation and interaction will follow.

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Regular paper sessions

Regular paper sessions are oral presentations that allow for presenting empirical or theoretical work. Research that is at a very early stage might be very suitable for Poster or Work-in-Progress sessions. 

Online format: Regular paper sessions are scheduled for 15 minutes (10 minutes presentation and 5 minutes discussion). During the session, you will share your screen to display your presentation to all attendees.
 

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Work-in-Progress

Work-in-progress sessions provide presenters the opportunity for presenting and discussing empirical work which is at an early stage (research ideas or work in progress). For submitting a proposal, please use the Poster/Paper Proposal Template. Please note that this is not the appropriate format for null results. Well-conducted research with null findings should be submitted as regular paper presentations or poster presentations.

Online format: Presentations are scheduled for 15 minutes (10 minutes presentation and 5 minutes discussion). During the session, you will share your screen to display your presentation to all attendees.

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Symposia

Symposia provide an opportunity to present research on one topic, often from multiple perspectives, compiling a coherent set of papers for discussion. Symposia sessions are directed by a chair, involving four presenters and one discussant, from at least two different countries. We recommend that each individual submission is checked for its own quality and its relevance and coherence to the topic of the symposium prior to formal submission.

Online format: 
Symposia are scheduled for 60 minutes and are structured as follows:

  • Each presentation is scheduled for 10 minutes. Only very short comprehension questions can be put at the end of each presentation.
  • The discussion (by the discussant) is also scheduled for 10 minutes after all the presentations.
  • The remaining 10 minutes will be devoted to the interaction with all attendees.

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Interactive poster sessions

Interactive poster sessions will be scheduled during the opening reception on the first day of the conference, making this an interactive session. The poster sessions offer researchers the chance to present their work in a visual format and offer more opportunities for interaction and discussion.

Online format:  We scheduled one poster session of one hour with 3 parallel slots including 8 posters each. Each poster will be given 5 minutes to be presented once, plus 2 to 3 minutes for interaction. To facilitate sharing a poster on the screen, please convert your poster into a set of max. 3-4 slides. 

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Demonstrations

During the conference, it will be possible to show software, multimedia products, innovative platforms, and instructional tools that allow innovative research on (technology-enhanced) instructional design.

Online format: Demonstrations are scheduled for 20 minutes each, during which the tool can be tested (if possible) or for interactive discussion.
To facilitate understanding of the tools, please share a link with us that includes a short demonstration video (approx. 5 minutes) that shows the main functioning and features of your product. 

Please share your link with your video by August 15th, 2020, so that we can make it available to the conference attendees in advance. The link can be sent to Sig6and7.2020[at]gmail.com.

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Early-career mentoring

PhD students who attend this conference and present their work (regular paper presentation, work-in-progress presentation, or poster presentation) are invited to additionally opt for the early career-mentoring program in which they receive feedback from one of the senior researchers attending the conference. 

VENUE


We moved online! Updates on what platform will be used, the program, and additional instructions will follow soon!

IMPORTANT DATES

  • January 10th, 2020
    submission opens
  • March 2th, 2020
    registration opens
  • March 13th, 2020
    extended submission deadline
  • May 1st, 2020
    notification of acceptance
  • May 30th, 2020
    decision regarding online conference
  • August 24st - August 25th, 2020
    online EARLI SIG 6 & 7 conference

REGISTRATION


Because of the corona virus and its possible implications for the planned SIG 6/7 conference, we have temporarily closed registrations for the SIG 6/7. We will keep you updated once the registration is open.

 

Conference Fees:

Earli members: No fee

Non Earli members: € 35

 

 

PROGRAM


An overview of the EARLI SIG 6 & 7 conference program will be uploaded before summer 2020. 

Next to three keynotes, of which one junior keynote, we will have paper, work-in-progress, and poster presentations. There will be room for symposia and research/software demonstrations. 

KEYNOTES


We are happy to announce our three keynotes for this conference:

Gesa van den Broek

Gesa van den Broek from Utrecht University (Junior Keynote)

Retrieval practice in practice: Making effortful learning more effective and attractive

Retrieval practice is a well-investigated, beneficial strategy for fact learning that involves repeated recall of information from memory, for example, through self-testing with flashcards. Many educational software programs for vocabulary learning incorporate this principle. However, there is limited   insight into the question how the instructional design of retrieval exercises influences learning outcomes and affective-motivational outcomes such as learner enjoyment and feelings of competence. In this talk, I will present findings from empirical studies in which we tested how characteristics of retrieval practice - including response format and modality, feedback, and difficulty level - influence students’ learning and affective-motivational outcomes. These studies were set up to shed light on the question how to make retrieval practice both effective and attractive to learners, in order to support the successful implementation of retrieval practice in practice and to stimulate learners to engage in self-study with retrieval practice.

 

Katharina Scheiter

Katharina Scheiter from the IWM Tübingen and University of Tübingen

From Basic Psychology Research to Technology-Enhanced Science Learning in Real-World Educational Contexts: Linking Different Levels of Granularity

The use of technology holds great potential for science learning. Technology provides a rich variety of representational formats, allows for in-depth exploration of phenomena that are not accessible through direct observation alone, and enables (self-regulated) use of a wide range of different approaches to learning. However, for students to benefit from these potentials, the design and implementation of technology-enhanced learning scenarios needs to be grounded in scientific knowledge on how students learn. In the keynote I will describe a 10-year research journey from basic psychology research conducted in highly controlled lab settings to the development of evidence-based, technology enhanced learning scenarios that are evaluated in real-world educational contexts.

 

Ronny Scherer

Ronny Scherer from the University of Oslo

The Potential and Challenges of Learning with Technology: From Cognitive Benefits for Students to High Demands on Teachers’ Competences

Learning with technology can impact the lives of students and teachers in different ways: While some cognitive benefits for acquiring knowledge and skills that are essential for twenty-first century education can be documented, more and more evidence on the detrimental, psychological consequences for students surfaces. Besides, integrating technology in teaching and learning scenarios requires of teachers a set of competences that enable them to create meaningful learning environments and tasks. This keynote presentation explores three aspects of learning with technology: (1) The cognitive benefits of learning with technology for acquiring twenty-first century skills, such as collaborative, complex problem-solving, and creative thinking skills; (2) The knowledge, skills, and attitudes required of teachers to successfully integrate technology in classrooms; (3) The psychological challenges associated with the use of educational technology. Besides reviewing the extant body of research on these aspects, future directions and the current challenges within educational technology research are highlighted and discussed.

 

ORGANISERS


The SIG meeting will be organized by EARLI SIG 6 & 7 in partnership with the Eberhard Karls Universität Tübingen.

 

Scientific committee

SIG 6:

Martin Merkt, German Institute for Adult Education, Germany

Alberto Cattaneo, Swiss Federal Institute for Vocational Education and Training, Switzerland

Moritz Sahlender, German Institute for Adult Education, Germany

 

SIG 7:

Andreas Lachner, University of Tübingen, Tübingen, Germany

Margot van Wermeskerken, Erasmus Medical Center, Rotterdam, The Netherlands

Milou van Harsel (JURE), Utrecht University, The Netherlands

 

If you have any questions, do not hesitate to contact us at Sig6and7@gmail.com

CONTACT


email:

primary address: Sig6and7@gmail.com

secondary address: andreas-maximilian.lachner@uni-tuebingen.de

 

mail:

Alte Aula Eberhard Karls Universität Tübingen

c/o Andreas Lachner

Schleichstraße 6

72074 Tübingen

 

phone:

+49 7071 979 356