ICER 2016 Call for Papers: Abstracts due April 15

March 16, 2016 at 8:05 am Leave a comment

Call for Papers and Submissions

ICER’16: International Computing Education Research Conference

September 8-12, 2016, Melbourne, Australia
http://icer.hosting.acm.org/

The twelfth annual ACM International Computing Education Research (ICER) Conference aims to gather high-quality contributions to the computing education research discipline. We invite submissions across a variety of categories for research investigating how people of all ages come to understand computational processes and devices, and empirical evaluation of approaches to improve that understanding in formal and informal learning environments.

Research areas of particular interest include:

  • discipline based education research (DBER) in computer science (CS), information sciences (IS), and related disciplines
  • learnability/usability of programming languages and the psychology of programming
  • pedagogical environments fostering computational thinking
  • design-based research, learner-centered design, and evaluation of educational technology supporting computing knowledge development
  • learning sciences work in the computing content domain
  • learning analytics and educational data mining in CS/IS content areas
  • informal learning experiences related to programming and software development (all ages), ranging from after-school programs for children, to end-user development communities, to workplace training of computing professionals
  • measurement instrument development and validation (e.g., concept inventories, attitudes scales, etc) for use in computing disciplines
  • research on CS/computing teacher thinking and professional development models at all levels

Submission Types

Continuing ICER’s longstanding commitment to fostering discussion and exploring new research areas we offer several ways to contribute.

  • Research Papers: Empirical and theoretical contributions to the computing education research literature will be peer-reviewed by members of the international program committee and will be published in conference proceedings in the ACM digital library. (8 pages, plus references)
  • Lightning Talks: Brief, timed talks highlighting a research issue/opportunity, a new project, other early-stage work. A lightning talk may be accompanied by a poster. (abstract submission)
  • Posters: Posters provide another avenue to disseminate your work in computing education at ICER. (abstract submission)
  • Work-in-Progress Workshop: An in-depth workshop environment providing extensive feedback on in-progress research (application form required)
  • Doctoral Consortium: PhD students pursuing research related to computing education are invited to submit abstracts for participation in the doctoral consortium. Abstracts from accepted participants are published in the conference proceedings (application and 2-page extended abstract)
  • Co-located Workshops: Pre/post conference workshop proposals related to computing education research are welcomed. (contact conference chairs)

For full details and submission information, see the conference website: http://icer.hosting.acm.org/icer-2016/cfp/

Important Deadlines

15 April, 2016 – Research paper abstract submission (mandatory)
22 April, 2016 – Research paper full copy, blind submission
22 April, 2016 – Co-located workshop proposals
20 May, 2016 – Doctoral consortium submissions due
3 June, 2016 – Notification to research paper authors
17 June, 2016 – Lighting talk & poster abstracts
17 June, 2016 – Work in progress workshop application deadline

Conference Chairs

Judy Sheard, Monash University, Australia – judy.sheard@monash.edu
Josh Tenenberg, University of Washington, Tacoma, USA – jtenenbg@uw.edu
Donald Chinn, University of Washington, Tacoma, USA – dchinn@uw.edu
Brian Dorn, University of Nebraska at Omaha, USA – bdorn@unomaha.edu

Entry filed under: Uncategorized. Tags: .

The capacity crisis in academic computer science – guest blog post by Eric Roberts Brain training, like computational thinking, is unlikely to transfer to everyday problem-solving

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