CALL FOR PAPERS
Special Track on "Hybrid Learning"
during I-Know'04, June 30th - July 2nd, 2004, Graz, Austria
Special Track: www.i-know.at/hl
This one-day special track, which takes place during I-KNOW '04 in Graz
- Austria, provides an interdisciplinary forum for international
scientists and practitioners to discuss hybrid learning efforts.
Hybrid learning describes learning or training activities where
traditional forms of training such as "class room" training are combined
with eLearning supplements. There are many ways of combining these two
principles of teaching and for every situation the right composition has
to be found. Also the integration of hybrid learning into organizational
settings poses challenges.
A mix of traditional teaching and eLearning has a lot of promising
advantages compared to pure eLearning or pure traditional teaching. For
example, one serious problem of eLearning is the loss of learners'
motivation. Through recurrent classroom meetings the trainers can better
build up relationships with their trainees and are thus able to support
them better during their eLearning sessions. Traditional teaching in
turn cannot offer the flexibility of eLearning. If the trainees are
distributed among many different locations, the number of physical
meetings can signifficantly be reduced with the help of additional
eLearning units. If existing learning materials have to be used or
traditional methods of organisational education have to be applied,
hybrid learning can also be the better choice. It can also be applied if
there are topics in a syllabus of an organisational education plan that
are practically impossible to be taught with electronic means like for
instance how to apply social skills, how to carry on negotiations or
Some hybrid learning concepts have been suggested and initial
experiences have been made. However, many recent approaches neglect the
organizational setting in which they are to be employed. As with other
corporate development initiatives, hybrid learning has to be well
integrated within the organization, acknowledging its strategic
objectives, social and organisational conditions and other general
This special track seeks answers to the following questions:
How can hybrid learning be optimaly integrated into specific
organizational conditions? How can it be implemented? Which IT
infrastructure is needed for hybrid learning and how can it be selected?
How can one assess to wich degree a learning course should consist of
traditional and eLearning modules? What are requirements eLearning
systems have to meet to support hybrid learning? Wich standards do exist
for hybrid learning?
This special track aims to answer the questions above. It brings
together international researchers as well as practitioners to enable
the exchange of current research concerning hybrid learning initiatives.
The special track allows for networking among attendees to establish
focussed, international relationships.
TOPICS OF THE SPECIAL TRACK:
The special track seeks contributions that discuss expectations and
requirements, introduce new concepts or approaches, suggest software
architectures or present case studies and experiences concerning issues
of hybrid learning.
Topics may include, but are not limited to:
- Collaborative/distributive teaching and learning
- Evaluation of hybrid learning initiatives<./li>
- Selecting appropriate Learning Management Software
- Using standards for eLearning supplements
- Testing and assessing within hybrid learning
- Managing learners and learning resources
- Optimally balancing online learning, seminar based learning, electronic resources, collaboration of learners and other forms of communicating learning content
- Influences of organisational environments
- Supporting Initiation and maintenance of learner motivation and acceptance
- Influences of and integration into organisational settings
- The role of Hybrid learning in human ressource mangement, compentence management, knowledge management or organisational learning
- Effects of hybrid learning within the organization
- Structured procedures for implementing hybrid learning
Authors are encouraged to refer to the identified topics of this special
track in their contributions.
Please prepare your submission according to the J.UCS author guidelines
available at http://www.jucs.org/jucs_submit/style_guide.html. All
submissions, regardless of category, should include title, author(s),
abstract, keywords, body, and references.
Submissions are to be made electronically in PDF (Adobe's Portable
Document Format) or MS Word. Submissions are treated as confidential
communications during the review process, so submission does not
constitute public disclosure of any ideas therein. Submissions should
contain no information or materials that will be proprietary or
confidential at the time of publication, and should cite no publications
that are proprietary or confidential at the time of publication.
Please submit your contribution via http://www.i-know.at/submission. In
case of problems or questions concerning the submission of papers,
please contact the track organizer Herbert Pacnik at
January 26th, 2004 - Submission of papers (4 pages)
March 22nd, 2004 - Notification of acceptance
April 26th, 2004 - Camera ready paper (8 pages)
June 30th - July 2nd, 2004 - The special track takes place during I-Know
Accepted papers will be published within the I-Know'04 conference
proceedings in cooperation with J.UCS and Springer Co. Pub. In addition
to that, special track presenters have the possibility to publish an
extended version of their paper (up to 20 pages) in a special issue of
J.UCS to appear after the conference.
PROGRAM COMMITTEE (not yet closed):
Dietrich Albert, University of Graz, Austria
Eva Heinrich, Massey University, New Zealand
Andreas Holzinger, University of Graz, Austria
Kohtaro Kamizono, Nagasaki University, Japan
Armin Kreuzthaler, Magna Steyr, Austria (requested)
Thomas Pitner, Masaryk University Brno, Czech Republic
Maja Pivec, FH Joanneum, Austria
Gabi Reinmann Rothmeier, Uni Augsburg, Germany
Cathie Sherwood, Griffith University, Australia (requested)
Doru Ursutiu, University Transilvania Brasov, Romania
Vincent Wade, Trinity College Dublin, Ireland