Monthly Archives: November 2014

Call for Papers : International Journal Of Advanced Computer Science and Applications (IJACSA)

Dear Colleague,

Hope you are doing well today.

We invite you to submit your papers for International Journal of Advanced Computer Science and Applications (IJACSA); and please feel free to circulate this information among your colleagues and students.

IJACSA publishes carefully refereed research, review and survey papers which offer a significant contribution to the computer science literature, and which are of interest to a wide audience. Coverage extends to all main-stream branches of computer science and related applications. IJACSA is an Open Access Journal and all past issues are available freely at the Archives section.

You may submit your research/review/survey results as per the following schedule:

Volume 5 No 12 December 2014
Paper Submission Due: 01 December 2014
Review Notification: 15 December 2014
Publication Date: 01 January 2015

Journal Overview: http://thesai.org/Publications/IJACSA
Call For Papers: http://thesai.org/Publications/CallForPaper?code=IJACSA (Papers can be submitted online or by email.)

All papers published in IJACSA are assigned individual DOI’s. The DOI information for each article is available at the respective webpage of that article. Each published paper also has a dedicated webpage with all information about the paper that is linked to the respective DOI.

All published papers are indexed in various International databases and University Libraries. Some of the indexes include INSPEC, DOAJ, Google Scholar, Microsoft Academic, EBSCO Host and many more.

Looking forward to your submission(s).

Regards,
Managing Editor
International Journal of Advanced Computer Science and Applications (IJACSA)
The Science and Information (SAI) Organization

BERA BJET Fellowship 2015

Applications are now invited from BERA members for the 2015 Fellowship.

Background/purpose

The Fellowship will last for one year and the award of £5000 will be made available to an individual with the most compelling proposal for a piece of research in the field of educational technology. There are no restrictions as to age or experience: applications are welcome from all those working in the field.

The Fellow and their work is also used an opportunity to promote the work of the Journal.

It is expected that a progress report on the research will be presented at the BERA 2015 Conference and should lead to the submission of an academic paper to BJET in early 2016.

2015 Theme

The theme for submissions this year is “How can educational technology use support or increase inclusion and participation of all learners?” Some examples of research topics that might fit under this theme are listed below. Applicants may also submit applications on other topics that are clearly related to the above theme.
• What impact has use of learning technology had in the UK (or ‘your home country’) since 2012 on one of a) children or adults with disabilities, b) pre-school children from disadvantaged backgrounds, c) children or adults living in remote or rural areas?
• How can educational technology help to increase participation of more learners in schooling in developing countries? Can it help to reach children who are not in school, especially those in rural areas?
• How can mobile technology help to support or increase inclusion and participation (in UK or any country)?
• How do Bring Your Own Device (BYOD) schemes help to increase access to technology in schooling, and what challenges arise? How can we ensure that children from disadvantaged families can participate equitably in BYOD schemes?

Criteria

The Fellowship is awarded to an individual with the most compelling proposal for a piece of research in the field of educational technology. There are no restrictions as to age or experience: applications are welcome from all those working in the field.

As a condition of the award the Fellow must provide BERA with a brief report at the end of the Fellowship period. It is expected that work undertaken in connection with the Fellowship suitable for publication, should be submitted to BET in the first instance.

Eligibility

1. The BERA BJET Fellowship may be made biennially.
2. Proposals should be for work up to a year.
3. Candidates for the award must be members of BERA at the time of nomination and remain so through the life of the Fellowship.

Nomination process

Individuals or teams can self-nominate. The application should be compelling: length is not a particular virtue! Submissions should include the following:

I. Applicant’s name, title and BERA membership number;
II. Title / theme of proposed research;
III. Brief (600 words maximum) outline of proposed research, and its relevance to the stated purposes of the Fellowship (see above);
IV. Why you want to do this work.
V. The aim, design, methods and anticipated outcomes of the research.
VI. The timescale of the work.
VII. How the Fellowship award will be spent.
VIII. Amount of grant requested (£5000 maximum) and how this will be used over the life of the Fellowship;
IX. A short CV;
X. The date when the work would commence and the date when a brief report (1-2 sides of A4) would be submitted to the BERA office, outlining the achievement of the research, accounting for expenditure, listing any publications arising from the work, and summarising where it is hoped it leads;
XI. Signature of applicant / date;
XII. Signature of institutional authority responsible for administering the grant (if applicable).

Selection process

The judging panel will consider the nominations and make a recommendation for the Award to the Academic Publications Committee. All nominees will be notified of the outcome.

The awarding of the fellowship is made by judging the content of the proposal alongside the following criteria:
* Relevance e.g. to the aims of BERA and promotion of educational research; relevance to the theme for this year’s submissions
* Clarity e.g. of research question(s); of focus of research; of proposal, etc.
* Quality e.g. is the research robust, ethical, well designed etc.
* Significance e. g. will the research make a contribution to knowledge, theory building, practice or policy etc.

Timing

Applications must be made by 5th January 2015. If necessary, interviews of the shortlisted candidates will take place (probably via Skype) in January 2015, and the successful applicant will take up their Fellowship on 1st February 2015.

Prize details

The winner will receive:
• Up to £5,000, depending upon the detail of their application.
• The opportunity to have a summary of their research published in summary in either Insights or Research Intelligence.

All nominations and enquiries should be made to admin@bera.ac.uk

Research stories: A graduate forum #hwl #yreUBC #UBC #bced

RESEARCH STORIES: A GRADUATE FORUM

 How We Learn Media and Technology (across the lifespan)
Department of Curriculum and Pedagogy
University of British Columbia

Wednesday, November 19, 2014
10:00-11:30     Scarfe 1209
Year of Research in Education event

GIRLS DESIGNING GAMES, MEDIA, ROBOTS, SELVES, AND CULTURE
Paula (PJ) MacDowell
University of British Columbia

This research involved 30 co-researchers, girls aged 10–13, who were recruited into 101 Technology Fun, a series of intensive research camps offering learning labs in game design, video production, and robotics. Utilizing design-based and participatory techniques, including artifact production, mind scripting, and storymaking, this research examines how girls, through their artifact making and designerly practices, story themselves and express their understandings of technology. Highlighting the importance for girls’ voices to be recognized and given influence in research concerning their lives and learning circumstances, findings focus on the catalytic or generative artifacts and “little stories” that reveal how a team of girls analyze their experiences of girlhood-in-interaction-with technology.

MIGRANT MEXICAN YOUTH IN THE PACIFIC NORTWEST
Mike D. Boyer
Boise State University

 What are the stories of migrant, undocumented Mexican youth, as they struggle with language and acculturation in the English-speaking rural Northwest? As Michael Boyer describes, his own study of a set of such stories takes as its starting point narratives written and illustrated by students in his grade 7-12 ESL classroom some 10 years ago. Of course, these stories subsequently diverge as they continue to the present, and as these former students, now adults, connect back to their earlier experiences and reflect on the relation of these experiences to the present. The collection and investigation of these stories, new and old, and their relationship to past realities and future possibilities offers startling insights into the experiences of those othered and marginalized as “immigrant Hispanic children” in America. At the same time, it also entails the creative combination or a range of narratological, political and cultural categories and modes of analysis.

DESIGNING THINGS, PRACTICES AND CONCERN FOR THE GOOD LIFE
Yu-Ling Lee
University of British Columbia

 This research examines the complex relationship between design, the sacred and online learning, framed by matters of concern. It is the culmination of a yearlong ethnographic research project in the lives of Christian undergraduate students in Vancouver. Focal concerns in the form of things and practices have disclosive power if they are designed for the good life. The task of the designer, then, is to purposefully move away from matters of fact towards matters of concern. The interviews were open-ended and based on a loosely structured set of questions about faith background, Internet usage, online spiritual experiences, and other factors. Conversations and participant observations were then analyzed as matters of concern.

New #UBC Grad Program in Critical Pedagogy & Education Activism #bctf #bced #yreubc #hwl

NEW MASTERS PROGRAM IN  CRITICAL PEDAGOGY AND EDUCATION ACTIVISM
THE INSTITUTE FOR CRITICAL EDUCATION STUDIES

BEGINS JULY 2015

APPLY NOW!

The new UBC Masters Program in Critical Pedagogy and Education Activism (Curriculum Studies) has the goal of bringing about positive change in schools and education. This cohort addresses issues such as environmentalism, equity and social justice, and private versus public education funding debates and facilitates activism across curriculum and evaluation within the schools and critical analysis and activism in communities and the media. The cohort is organized around three core themes: solidarity, engagement, and critical analysis and research.

BCTFRallySignJune2014

The new UBC M.Ed. in Critical Pedagogy and Education Activism (Curriculum Studies) is a cohort program in which participants attend courses together in a central location. It supports participation in face-to-face, hybrid (blended), and online activism and learning.

A Perfect Opportunity

  • Earn your Master’s degree in 2 years (part-time)
  • Enjoy the benefits of collaborative study and coalition building
  • Channel your activism inside and outside school (K-12)
  • Develop your knowledge of critical practices with media and technology

Research stories: A graduate forum #hwl #yreUBC #UBC #bced

Research Stories: A Graduate Forum

 How We Learn Media and Technology (across the lifespan)
Department of Curriculum and Pedagogy
University of British Columbia

Wednesday, November 19, 2014
10:00-11:30     Scarfe 1209
Year of Research in Education event

GIRLS DESIGNING GAMES, MEDIA, ROBOTS, SELVES, AND CULTURE
Paula (PJ) MacDowell
University of British Columbia

This research involved 30 co-researchers, girls aged 10–13, who were recruited into 101 Technology Fun, a series of intensive research camps offering learning labs in game design, video production, and robotics. Utilizing design-based and participatory techniques, including artifact production, mindscripting, and storymaking, this research examines how girls, through their artifact making and designerly practices, story themselves and express their understandings of technology. Highlighting the importance for girls’ voices to be recognized and given influence in research concerning their lives and learning circumstances, findings focus on the catalytic or generative artifacts and “little stories” that reveal how a team of girls analyze their experiences of girlhood-in-interaction-with technology.

MIGRANT MEXICAN YOUTH IN THE PACIFIC NORTWEST
Mike D. Boyer
Boise State University

 What are the stories of migrant, undocumented Mexican youth, as they struggle with language and acculturation in the English-speaking rural Northwest? As Michael Boyer describes, his own study of a set of such stories takes as its starting point narratives written and illustrated by students in his grade 7-12 ESL classroom some 10 years ago. Of course, these stories subsequently diverge as they continue to the present, and as these former students, now adults, connect back to their earlier experiences and reflect on the relation of these experiences to the present. The collection and investigation of these stories, new and old, and their relationship to past realities and future possibilities offers startling insights into the experiences of those othered and marginalized as “immigrant Hispanic children” in America. At the same time, it also entails the creative combination or a range of narratological, political and cultural categories and modes of analysis.

DESIGNING THINGS, PRACTICES AND CONCERN FOR THE GOOD LIFE
Yu-Ling Lee
University of British Columbia

 This research examines the complex relationship between design, the sacred and online learning, framed by matters of concern. It is the culmination of a yearlong ethnographic research project in the lives of Christian undergraduate students in Vancouver. Focal concerns in the form of things and practices have disclosive power if they are designed for the good life. The task of the designer, then, is to purposefully move away from matters of fact towards matters of concern. The interviews were open-ended and based on a loosely structured set of questions about faith background, Internet usage, online spiritual experiences, and other factors. Conversations and participant observations were then analyzed as matters of concern.