ICITL International Conference, 29- Dec. 01, 2021

About this track:

This Special Track on “Technologies to promote Self and Co-Regulation of Learning (TECH to SCRL)” aims to share and value contributions on pedagogical experiences using technologies and innovative approaches in any context and level of learning, highlighting how they promote self-regulation and co-regulation learning strategies, which results were obtained and recommendations for future research in an international context. All teaching/learning situations are of interest (formal/informal, face-to-face/distance learning, K-12/VET/Higher Education/Professional Training/Continuing Education, etc.).

Likewise, this special track aims to offer a space for sharing ideas and reflections regarding pedagogical techniques and technological resources that allow for an in-depth understanding and effective development of strategies for self and co-regulation of learning in each phase of the human being's life.

We believe that this Special Track has significant potential to enrich ICITL 2021 because it brings together the fields of technologies and Self and Co-Regulation of Learning to promote meaningful learning experiences.

Self-regulation of learning (SRL) is a key element for successful learning throughout the various phases of life. It is a meta-process that depends on active involvement of students in the management of their own learning, in the definition of their personal learning strategies and in the development of life skills. However, self-regulation of learning is characterized by being a complex process that requires persistence, effort, and time for students to be able to manage and regulate cognitive, motivational, behavioral, and environmental aspects. In addition, there are biological, developmental, and contextual factors that can interfere with their regulatory efforts.

Co-regulation of learning (CRL) contributes to overcome the limitations of SRL, by including essential competencies in learning, such as: planning, coordination, coaching, and communication. These allow students to activate their strategies and goals (which may or may not be common with other team members). A successful learning co-regulation allows students to improve their awareness and regulation of their individual and team learning.

Their combination, SCRL strategies, can be improved with appropriate interventions and activities that promote active and collaborative learning, preparing for real-world challenges. However, it is necessary to consider that there are several types of student profiles, and that the processes of self-regulation of learning and co-regulation of learning may differ for each individual.

Due to changes occurring in current educational situations, namely in pedagogical innovations using technology as its foremost driver, or novel pedagogies that break out of traditional classroom dynamics, it is necessary to update and develop new pedagogical practices and approaches. The technologies help the process of educational changes and new ways of constructing educational experiences that promote the regulation of learning strategies. It is a means of pedagogical innovation that focuses on mediation in education, access to content and networked education.

It is urgent to understand how the various types of technologies and their characteristics help or indeed enable to develop strategies of self and co-regulation of learning. There is a clear need to understand what happens in each of these learning contexts, and what kinds of approaches and resources are most effective.

Topics of interest:

• Learning Technologies

• E-learning b-Learning and Pedagogy

• Digital Technologies and Instructional Design

• Big Data in Education and Learning Analytics

• Innovation in learning

Submission format:

Authors are invited to submit papers in a Full Paper (having a maximum of 10 pages) or a Short Paper (having a maximum of 6 pages) format.

Papers exceeding the page limits will be rejected without review.

Submitted papers have to be formatted according to the Springer LNCS Authors Guidelines.

Submission mail:

Any submission please submit the Microsoft Word file to the corresponding track chair – Prof. Daniela Cristina Carneiro Pedrosa, via email: dpedrosa@ua.pt ; jcravino@utad.pt ; Leonel.Morgado@uab.pt

Important Dates :

• Special Tracks Proposal Submission: May. 17, 2021

• Notification of Special Tracks Acceptance: May. 31, 2021.

• Paper Submission Deadline: Jul. 12, 2021. Extended to Aug. 07, 2021.

• Registration Begins: Aug. 30, 2021.

• Notification of Review Decision :Aug. 30, 2021.

• Camera-Ready Papers & Copyright: Sep. 13, 2021.

• Conference Dates: Nov. 29, 2021 – Dec. 01, 2021.

Chair:

Daniela Cristina Carneiro Pedrosa (dpedrosa@ua.pt)
Universidade de Aveiro, Aveiro, Portugal.
Research Centre “Didactics and Technology in Education of Trainers”, Aveiro, Portugal.
Universidade de Trás-os-Montes e Alto Douro, Vila Real, Portugal.

José Paulo Cravino (jcravino@utad.pt)
Universidade de Trás-os-Montes e Alto Douro, Vila Real, Portugal.
Research Centre “Didactics and Technology in Education of Trainers”, Aveiro, Portugal.

Leonel Caseiro Morgado (Leonel.Morgado@uab.pt)
Universidade Aberta, Coimbra, Portugal.
INESC TEC, Porto, Portugal.
LE@D, Laboratório de Ensino a Distância, Universidade Aberta, Lisboa, Portugal.
CIAC, Centro de Investigação em Artes e Comunicação, Faro, Portugal.

Audience:

The special track is intended for all professionals (Teachers, Researchers; Students; Institutional Officers; and other professionals in education and technology): 1) who explore lines of research in all areas of research and educational levels related to the use of technologies in the context of teaching and learning to promote the strategies of self and co-regulation of learning; 2) Who have developed or develop innovative teaching models or approaches with the aim of promoting strategies of self and co-regulation of learning.

Contact: dpedrosa@ua.pt ; jcravino@utad.pt ; Leonel.Morgado@uab.pt