SIG 6 and 7 Conference 2020
"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.
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.
Format: Regular paper sessions are scheduled for 20 minutes (15 minutes presentation and 5 minutes discussion). The proposal template can be found here.
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.
Format: Presentations will be scheduled for 20 minutes (10 minutes presentation and 10 minutes discussion). The proposal template can be found here.
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.
Format: A symposium is scheduled for 90 minutes, allowing 15 minutes presentation time per speaker, ten minutes for the discussant, and 20 minutes for open discussion. The proposal template can be found here.
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.
Format: Poster sessions are scheduled for approximately 60 minutes. Materials for fixing posters on the walls or poster boards will be provided. The proposal template can be found here.
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.
Format: Demonstrations will be scheduled for 45 minutes. The proposal template can be found here.
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.
Tübingen is a traditional university city, and one of the youngest municipalities in Germany (one-third of the inhabitants are students). Located between the Swabian Jura and the Black Forest, Tübingen with its lovely historic town center offers a lot of potential for additional traveling activities. Tübingen can be easily reached by public transportation (train, plane).
The conference will be hosted in the Alte Aula (Münzgasse 30), the historic main building of the University of Tübingen. The Alte Aula is located in the city center of Tübingen.
January 10th, 2020submission opens
February 28th, 2020submission deadline
March 14th, 2020registration opens
April 24th, 2020notification of acceptance
May 15th, 2020deadline for early bird registration
August 24st - August 26th, 2020EARLI SIG 6 & 7 conference in Tübingen
Registration will open in March, 2020.
Once the registration form is in place, you can register for the conference and can opt to join our conference dinner. More information on the conference dinner will follow as soon as possible.
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.
We are happy to announce our three keynotes for this conference:
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 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 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.
TRAVEL AND ACCOMODATION
Tübingen can easily be reached via local trains from Stuttgart or by plane (Airport Stuttgart). The conference venue (Alte Aula, Münzgasse 30) is in the town center of Tübingen with a walking distance of 10 minutes from Tübingen train station.
We have blocked several rooms for you in various hotels. Please book your room as soon as possible, since a limited number of rooms is available for a limited time in each hotel.
The booking code for all hotels: SIG 6/7
1. Gästehaus Uni Tübingen
rooms from August 24st to August 26th, 2020 (book before June 30th, 2020)
single rooms: 55€
double rooms: 77€
2. Hotel Domizil
rooms from August 23rd to August 26th, 2020 (book before June 20th, 2020)
single rooms: 105€
3. Hotel am Schloss
rooms from August 23rd to August 26th, 2020 (book before June 2nd, 2020)
double rooms: 125€
4. Ibis Hotel
rooms from August 23rd to August 26th, 2020 (book before July 12th, 2020)
double rooms: 100€
single rooms: 85€
The SIG meeting will be organized by EARLI SIG 6 & 7 in partnership with the Eberhard Karls Universität Tübingen.
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
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
primary address: Sig6and7@gmail.com
secondary address: email@example.com
Alte Aula Eberhard Karls Universität Tübingen
c/o Andreas Lachner
+49 7071 979 356