Call: Emerging Learning Design 2012 Conference

Call Announcement

Emerging Learning Design 2012 Conference
“Innovative Practices for Digital Teaching and Learning”

June 1, 2012
Montclair State University

This one-day event will bring together educators from a wide variety of settings to share and learn about exemplary practices in hybrid, online, and emerging instructional technology pedagogy. [Note the “Immersive Technology” track below]

Proposals will be peer reviewed and must be submitted via the online form at by December 1st, 2011. For the proposal submission, please provide a title, 50-word description and 250-word abstract.

#ELD12 Keynote – Joshua Adam Danish

The Emerging Learning Design 2012 Organizing Committee is pleased to announce that our Keynote Speaker for #ELD12 will be Joshua Adam Danish, Phd.

#ELD12 Conference Theme – Innovative Practices for Digital Teaching and Learning

The theme for the Emerging Learning Design 2012 Conference (#ELD12) is “Innovative Practices for Digital Teaching and Learning” and, like last year’s event, promises an eclectic mix of presentations and session styles for a wide variety of comfort levels with technology.

Who should attend?  Those in Higher Education or K-12 who are experienced in, or just aspiring to use, technology in teaching and learning, are sure to find helpful and useful information in our Keynote, Concurrent, 3×15, or the always fun and exciting Ignite! sessions. As the theme indicates, sessions will focus on innovative practices with regard to both teaching and learning in the modern digital age. Whether it is a technology rich, hybrid, or online class, this event hopes to showcase best practices in design and implementation.  For more details on the program, check regularly as updates and new information becomes available.

Who should submit a proposal?  If you have used technology in your classroom, whether it went the way you expected or not, your experiences are almost certainly of benefit to others.  The #ELD12 Conference is an excellent way to share your success and tribulations with colleagues and perhaps even form new collaborations through networking.  Most teachers have said, at one time or another, “If you have a question, ask it, because it’s likely others have the same question”.  The same can be applied to submitting your experience as a proposal.  If you found something interesting enough to invest time in, we’re sure there are others out there who are interested in as well, and can benefit from, your perspective.

Track Descriptions

Hybrid and Online Teaching and Learning

Given the range of technologies that are available to both students and instructors, one could argue that no course is solely a face-to-face classroom-based experience. But the needs of a digital learning environment can be unique compared to the more traditional classroom. In addition, fully online programs continue to expand in response to student demand and organizational pressures to reach new markets.

Proposals for this track should provide examples of teaching practices that higher education, K-12, or both, could apply in their classes. Possible topics include activities that promote student learning in either synchronous or asynchronous environments, and the innovative use of other tools such as forums, blogs, wikis, chat rooms, and learning management systems. Approaches for developing faculty who will be, or are teaching online or in hybrid courses are also appropriate for this track.

Immersive Technology

Immersive technology includes, but is not limited to, augmented reality, computer-based applications, games, simulations, and virtual environments. Although exciting, Integration of these technologies can present a unique set of implementation challenges. The classroom use of immersive technologies could provide a unique addition to a curriculum as well as an innovative approach to learning.

Proposals for this track could address the effective use of immersive technology at any level of education and in a wide variety of subject areas. Although not restricted to, submissions could focus on the use of the following technologies and approaches in the classroom: mobile / tablet apps, intuitive environments, augmented reality, digital story telling, games as tools to teach academics as well as social skills, and instruction in 3D virtual environments. Presentations could also touch upon how to integrate specific technology in a variety of classroom situations or as a possible approach to professional development for potential instructors.

Instructional Design and Pedagogy

The Instructional design and pedagogy track promotes the development of instructional design theories and practices and the improvement of pedagogical approaches in online/hybrid learning. This track is aimed at K-12, higher education, or faculty/staff training.

Proposals for this track could be related to innovative or effective instructional design approaches, theoretical approaches, faculty development programs and training workshops, the professional relationship between a content developer and an instructional designer, or pedagogical issues in online learning. The proposal could be based on empirical data, theory, the reflection of the instructional design, or pedagogy implementation.

Leadership and Administration

Emerging Technology is one way that educational institutions are responding to social change and the changing expectations society has for K-20 education. Online and hybrid learning are transforming all aspects of K- 12 and higher education including teaching, student services, finance, and administration, while also impacting and challenging the underlying values of the academy. Institutions and institutional leaders are designing new structures to deal with the opportunities and challenge that technology and online/hybrid learning affords.

Proposals submitted to this track could directly address the relationships that emerging technology, online/hybrid learning, values, and society share and the role of leadership and administration at the institutional level. Presentations in this track might consider societal factors such as: changing technologies; diversity and student and faculty demographics; how education leaders support and promote innovative uses of technology in educational settings; address the technological tools used to provide leadership in educational institutions; access to education; and outcomes based education. Proposals may focus on leadership and administration in terms of governance, policy, or programs, and should be supported by examples of practice.


The Library Track addresses topics of those interested in how emerging technologies mesh with library and information resources and services, to best facilitate information and media fluency, collaborative learning, and promote critical thinking skills in learners of all ages, in traditional and online learning environments.

Proposals submitted to this track could address one of more of the following areas: innovations and technologies in library services that directly relate to student learning; embedded librarianship; library instruction; information literacy; and librarian / faculty collaborations. Proposals may focus on specific types of librarians / libraries (i.e., K-12, or academic), and may address practical applications of innovations or technologies – interactivity and hands-on learning are encouraged!


The Research track addresses topics that are more theoretical, abstract, and foundational in nature. All emerging learning technology is experimental or speculative to some extent, but this track is specifically aimed at foundational research in using technology to stimulate deep learning experiences.

Proposals submitted to this track could address one or more of the following: take established results from academic research and show attendees how they can impact, influence or improve our conceptions of learning, pedagogy or teaching using technology; demonstrate fruitful and challenging foundational connections between learning, technology and the classroom; draw abstractions from current approaches to applying technology for learning to stimulate attendees’ critical analysis of the role of technology in teaching and learning; present discipline-specific theoretical views that may illuminate or critique particular uses of technology for teaching & learning, or challenge the role of technology in learning.


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