Conference announcement: CHI 2014 Learning at Innovation at Scale Workshop

The CHI 2014 Learning Innovation at Scale workshop ( aims to bring together diverse and cross-disciplinary sources of innovation and expertise in examining the currently emerging field of online education research and practice.

Online education has the potential to reshape learning for thousands, from universities to K-12 schools to workforce training. Rapid development must therefore be accompanied by a thoughtful and evidence-based consideration of how content and design of educational resources impacts learners. This goal can be advanced through greater mutually beneficial contact between platform development and existing scientific research on learning & technology.

We invite position and research papers that advance theory, methods, practice, and design of online environments and resources for learning. Accepted submissions require an author registration for conference and workshop. This one-day workshop will be held in Toronto, Canada, on Sunday, April 27, 2014. Topics include broadening participation, peer and social learning, alternative formats, richer interactivity/machine learning, and motivation.

Particularly welcome are papers and presenters that articulate concrete and innovative solutions, shed light on practical improvements to existing platforms, report empirical evidence, integrate work with existing scientific literature on learning and technology, and are committed to collaboratively building an interdisciplinary foundation for future work.

The submission deadline is January 22 (notifications by February 10). Use for 3-6 page submissions in extended abstract format, accompanied by your suggestions of 3-5 references/resources (with PDFs/hyperlinks) for a shared bibliography of work relevant to Online Learning. More details at

The extended abstract is available at

Anyone with questions is welcome to contact

Joseph Jay Williams, Ph.D
Lytics Lab, Office of the Vice Provost of Online Learning
Graduate School of Education, Stanford University

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