Important Dates
| 19 Apr 2024 | Submission of: (i) structured abstracts (for full and short papers) for the conference (ii) Special Session proposals |
| 29 Apr 2024 | Notification of acceptance for abstracts for the conference. Special Sessions notification and announcement |
| 03 Jun 2024 | Submission of: (i) complete papers for all submission types (ii) proposals for round tables, workshops, tutorials |
| 19 Jun 2024 | Notification of acceptance |
| 15 Jul 2024 | Camera-ready due & Author registration deadline |
| 24 Sep 2024 | Pre-conference workshops |
| 25 Sep 2024 | ICL2024 opening |
Remote presentations will be possible.
ICL Main Conference
Call for Papers
Download Detailed Call as PDFOverview
The 27th International Conference on Interactive Collaborative Learning (ICL 2024) and the 53rd IGIP International Conference on Engineering Pedagogy will be held in Tallinn, Estonia, on September 24-27, 2024.
This interdisciplinary conference aims to focus on the exchange of relevant trends and research results as well as the presentation of practical experiences in Interactive Collaborative Learning and Engineering Pedagogy.
Topics of interest include, but are not limited to:
- Academia-Industry partnerships
- Adaptive and intuitive environments
- AI and Learning Analytics in Engineering Education
- Collaborative learning
- Computer aided language learning (CALL)
- Digital Transition in Education
- Diversity in engineering education
- Educational virtual environments
- Engineering Pedagogy Education
- Entrepreneurship in Engineering Education (EiEE)
- Ethics and Engineering Education
- Evaluation and outcomes assessment
- Flipped classrooms
- Future of Education
- Games in Engineering Education (GinEE)
- Green Transition in Education
- Lifelong learning
- Mobile learning applications
- New generation of engineering students
- Open Engineering Education best practices
- Peace Engineering
- Project based learning (PBL)
- Public policy in education
- Real-World experiences
- Remote and virtual laboratories
- Research in Engineering Pedagogy
- Social aspects of digitalization
- Teaching best practices
- Technical Teacher Training (TTT)
- Virtual and Augmented learning (VAL)
- Virtual mobility and platforms
- Women in engineering careers
Other Ways to Participate
Posters/workshops/tutorials, interactive demonstrations and exhibitions can also be proposed. Prospective organizers of other ICL2024 events are encouraged to contact the conference chair.
Round Table and Panel Discussion Proposal
Please submit the Round Table Proposal Form to the the ConfTool® Submission Server.
Organization of a Workshop
Please submit the Workshop Proposal Form to the the ConfTool® Submission Server.
Organization of a Demonstration
The main goal of the demonstration session is to foster participants discussion simultaneously with demonstration of remote and virtual labs. Online demonstrations or lectures from a remote location are also welcome. The author is supposed to use his/her personal computer.
Please submit the Demo Session Proposal Form to the the ConfTool® Submission Server.
Organization of a Special Session
Please refer to the Call for Special Session Proposals just below.
Back to TopICL Special Sessions
Calls for Papers
ESG & Digital transformation (DigitalESG)
Background and Overview
Digital ESG special session aims to tackle a critical challenge facing organizations today. It delves into the dynamic interplay between digital transformation and Environmental, Social, and Governance (ESG) principles, with a particular focus on fostering sustainability, transparency, and ethical business practices across various sectors. This session serves as a platform for exploring innovative approaches, sharing best practices, and addressing implementation challenges, the session aims to advance the collective understanding and adoption of digital ESG transformation across diverse sectors and stakeholders. The implementation of ESG in a resource consuming effort, but it is mandatory for EU organisations. Many organizations face challenges in balancing the costs of ESG implementation with the potential benefits, particularly in the context of competing priorities and limited resources. Alignment with Company Strategy: The integration of Green transformation into the company's overall strategy ensures that ESG goals are embedded into core business objectives. This alignment facilitates a coherent and consistent approach to sustainability across all business functions and operations, enhancing long-term value creation and competitiveness. Overall, while existing ESG transition solutions offer valuable tools and resources for organizations seeking to transition to ESG practices, they also have drawbacks that need to be addressed. These include complexity, cost, lack of standardization, and potential short-term focus on improving ESG ratings.
Topics
We encourage you to submit your research on the next (but not restricted) topics:
- Digital Transformation and ESG Integration
- Case Studies Highlighting Successful Digital ESG Transformation
- Organizational Skills and Capabilities for Digital ESG Implementation
- Challenges and Obstacles in Digital ESG Education
- Innovations and Best Management Practices in Digital ESG
- Social Impact of Digital ESG
- Assessing the Impact of Digital ESG Transformation on Supply Chain Performance
- Ethical and Cybersecurity Considerations in Digital ESG Transformation
- Frameworks for Evaluating the Maturity and Readiness of Digital ESG Transformation
Dance of Data in Educational Science and Practice (DODESP)
Background and Overview
Understanding the complexities of our surrounding environment, comprehending the governing principles that determine its functioning, and acquiring relevant information are essential components of human existence. This imperative is emphasised by the necessity to grasp the current situation while employing acquired data to update present decision-making processes and reinforce preparatory processes for the future. Data, in this context, represent invaluable knowledge, serving as a basis for shaping and enhancing our trajectory. This fundamental premise resonates not only within the sphere of everyday interactions but also through the domains of science, technology, and education. Indeed, individuals, societies, and the global community rely on data-driven insights to navigate their course of action. The ubiquity of data highlights its key role in engineering pedagogy and technical education, wherein the dissemination of knowledge and cultivation of practical skills are principal objectives. The primary aims of organisations such as the International Society for Engineering Pedagogy (IGIP) meet upon the enhancement of pedagogical methodologies across technical and general disciplines. This pursuit covers the refinement of instructional approaches, the development of curricula tailored to meet the evolving demands of students and employers, multimedia integration in educational practices and the incorporation of interdisciplinary perspectives, including languages and humanities, into technical education. Initiatives directed by IGIP extend to the cultivation of managerial skills among students, the propagation of environmental consciousness, and the facilitation of technical education in developing countries. The thematic focus of the Special Session is focussed on the acquisition, manipulation, and application of data within educational contexts. Alongside the objectives presented by IGIP, the session aims to foster a collaborative atmosphere to exchange experience and present good practices. Through this intensive effort, the session aspires to provide advancements in educational practices, contributing to the key objectives of increasing pedagogical efficiency and holistic development among learners.
Topics
We encourage you to submit your research on the next (but not restricted) topics:
- Digital education strategy and engineering pedagogy
- Engineering pedagogy
- Quality of education
- Trends in teacher education
- Improving teacher training
- Digital competencies of teachers
- Pedagogical diagnostics and evaluation
- School safety and indoor quality
- Education and social distance
- Startups
- Improving the employability of graduates in the labor market
Enhanced Learning with Gamification and Social Networking (ELGSN)
Background and Overview
This special session, "Enhanced Learning with Gamification and Social Networking" (ELGSN), aims to explore the innovative integration of gamification and social networking principles within education. By bringing together experts, researchers, and professionals from different fields of science, such as educational technology, computer science, psychology, and others, ELGSN seeks to uncover new insights and methodologies that leverage these tools to enhance learning outcomes. The session will discuss the pioneering research and future landscape of gamification and social networking in learning environments. We will examine how these strategies can increase learners' engagement and motivation. Moreover, we will address technological advancements, pedagogical approaches, case studies, and empirical research findings that contribute to the understanding and development of more effective learning. Selected papers will have the opportunity to submit their extended versions to SocioGamify: Extended Applications of Social Networking and Gamification, a special issue that will be published in Entertainment Computing (Elsevier, JCR, Impact Factor: 2.8).
Topics
We encourage you to submit your research on the next (but not restricted) topics:
- Theories and models of gamification in education
- Social networking strategies for collaborative learning
- Case studies on the successful integration of gamification and social networking
- Technological tools and platforms supporting gamified/networked learning environments
- Impact of social networking on learner engagement and communication
- Design and implementation of gamified activities for educational purposes
- Ethical considerations and privacy issues in gamified and networked learning
- Empirical evidence of the effectiveness of gamification and social networking in education
- Future trends and innovations in gamified learning and educational social networking
Innovative Approaches to STEAM Education and Music Therapy through Emerging Technologies (IA-STEAM-MT)
Background and Overview
In today's rapidly evolving digital landscape, the intersection of artificial intelligence (AI), Science, Technology, Engineering, Arts, and Mathematics (STEAM) education, and music therapy presents a promising frontier for transforming interactive collaborative learning experiences. The “Innovative Approaches to STEAM Education and Music Therapy through Emerging Technologies” (IA-STEAM-MT) session aims to explore the intersection of new technologies, particularly AI, with STEAM education and therapeutical practices, leveraging music therapy for holistic learning and well-being. We invite researchers, educators, technologists, and therapists to share their insights, methodologies, and success stories in integrating AI-driven tools, virtual reality, augmented reality, and interactive music technologies into educational and therapeutic settings. The session will foster interdisciplinary discussions, showcasing cutting-edge approaches, and fostering collaborations to shape the future of interactive collaborative learning.
Topics
We encourage you to submit your research on the next (but not restricted) topics:
- Artificial Intelligence (AI)
- Music therapy
- Internet of Things (IoT)
- Creative solutions in STEAM Education
- Remote sensing and monitoring
- Cloud and Edge Computing
- Lifelong Learning
- Cybersecurity
- School – University-Industry Collaborations
- Smart Homes and Systems (Illumination control, Automation, Monitoring, etc.)
Building Blocks of STEM: Developing and Sharing High-Quality OERs (OER4STEM)
Background and Overview
Science, Technology, Engineering, and Mathematics (STEM) education faces a critical challenge: ensuring equitable access to high-quality learning materials while fostering a dynamic and engaging classroom environment. Open Educational Resources (OERs) offer a powerful solution, but their effectiveness hinges on strategic development, effective dissemination, and robust quality assessment. This special session will delve into the strategic development, effective dissemination, and robust quality assessment of Open Educational Resources (OERs) specifically designed for Science, Technology, Engineering, and Mathematics (STEM) education. The session will explore how to leverage appropriate repositories and social media promotion to connect OERs with a wide audience of educators and learners. Additionally, ongoing maintenance strategies will be addressed to ensure the continued relevance and usability of these resources. Furthermore, the session emphasizes the crucial role of quality assessment in maximizing the impact of OERs.
Topics
We encourage you to submit your research on the next (but not restricted) topics:
- Crafting Effective OERs: Share best practices for developing OERs that align with STEM curriculum standards, integrate engaging activities, and cater to diverse learning styles.
- Dissemination Strategies for Maximum Impact: Explore innovative approaches to sharing OERs with a wider audience. Discuss the role of repositories, social media promotion, and ongoing maintenance strategies.
- The Art of Quality Assessment for OERs: Examine established frameworks for STEM OERs. Discuss the importance of peer review, student feedback mechanisms, and analytics to ensure quality and effectiveness.
- Promoting Sustainability through OERs: Explore how OER can be used to promote sustainability. As the use of OER continues to grow, we can expect to see even more innovative ways to use OER to support sustainability education.
Accessible Learning and Technologies (SALT)
Background and Overview
This session includes papers related to accessibility and accessible learning with related technologies, resources, standards, repositories, policies, methods, environments and best examples. Accessibility (incl. people with disabilities) is not wishful thinking anymore, it is a must and an obligation for institutions, organizations, and education facilities in different nations and countries across the world (and especially in EU), part of human development. Technologies also develop fast and enable new ways for communication and presentation of information in ways that are more interactive, understandable and adjustable to different needs. An estimated 1.3 billion people – or 16% of the global population, or 1 of every 6 experience significant disability, according to WHO (https://shorturl.at/lmrX3, 2020-2021). One of every 4 people in the EU happens to live with a disability in their life and the percentage rate is increasing considering EU demography. Worldwide technologies, practices, laws and policies at national and international level are improving toward more inclusive and accessible education, including for people with different disabilities, as education and cultural access is part of human rights and policies for peace and human development.
Topics
We encourage you to submit your research on the next (but not restricted) topics:
- Accessible Educational Resources, Standards, Guidelines
- Accessible Technologies
- Inclusive Learning and Education
- Accessibility Policies, Best Examples
- Innovative Technologies, Methods, Environments for Inclusive and Accessible Education, etc.
Entrepreneurship in Engineering Education 2024 (EiEE'24)
Background and Overview
Entrepreneurship for Engineers is no longer a contradiction, but rather the requirement to develop innovative marketing strategies and to place the corresponding products on the global markets successfully. Therefore, companies need employees who are able to combine different disciplines and to merge them into a new approach to engineering, as for example the integration of technology and business administration. The 9th edition of the Special Session Entrepreneurship in Engineering Education 2024 (EiEE’24) provides an opportunity for the global engineering education community to debate and share ideas, approaches, developments and experiences. The organizers are the founders of the IGIP Working Group "Entrepreneurship in Engineering Education (EiEE)" - http://www.igip.org/IGIP_working-groups_EiEE.php - and encourage participation from all those interested in the topics below. This platform will enable experts in the field to venture deeper into this new territory, to speak about latest trends and developments, and to draw conclusions for the future.
Topics
We encourage you to submit your research on the next (but not restricted) topics:
- Entrepreneurial education at the secondary and tertiary education levels (study program and curricula, approaches, goals)
- Developing entrepreneurial education models
- Developing, supporting and evaluating entrepreneurial mindsets, attitudes and creativity in an educational context
- The novel use of digital technologies in entrepreneurial education
- The use of innovation management tools in the context of entrepreneurial education
- Embedding engagement and entrepreneurship across education and research
- Incentivizing and enhancing entrepreneurship activities among students and academics
- The management and support of student and academic entrepreneurship
- The dangers of research commercialization
- Dealing with complex real-world challenges (e.g. viral threats, food security, over-population, sustainable development) from an entrepreneurial education perspective
Engineering education for production and service structures of the future (IPW)
Background and Overview
Technical education in the vocational and academic sectors is subject to constant change. This change is driven by technical and technological developments, changes in production and service structures and political influences. The replacement of Taylorist structures of work organisation by lean management from the 1980s onwards and increasing automation have halved the proportion of low-skilled employment to date and enormously increased the demands on skilled labour in Germany. The dismantling of functional hierarchies has led to greater personal responsibility and self-direction. Simple tasks have been replaced by complex, complete work processes, and individual work has been replaced by teamwork. [Frieling 1993, p.32] In addition, the inseparable combination of mechanics, electrical engineering/electronics and information technology in technical systems has produced highly qualified mechatronics engineers in many occupational fields. The 30% increase in the number of employees with higher vocational qualifications (technicians, master craftsmen) in Germany over the last 40 years is also an indicator of the higher demands placed on skilled labour. The strongest growth, with a tripling of the proportion during this period, was among academically trained workers. On the one hand, this is due to an enormous shift from the manufacturing sector and the agricultural sector to the service sector, but on the other hand, it is also due to changes in the world of work. This is also associated with changing requirements for engineers. Business management thinking, project management skills, leadership, communication and negotiation skills, social responsibility, intercultural behavior, entrepreneurship and, of course, digitization are key buzzwords in this regard. Of course, the industry also expects an "all-rounder" in the relevant engineering discipline with a broad knowledge base. A demand-oriented and employment-oriented engineering education must take this into account, whereby it has to be geared strongly to the job requirements in business and society that are determined by the specifics of engineering activities. In the context of the development of modern production and service structures, in addition to the actual technical education and its scientific fundamentals, communicative skills, ethical questions, critical ability in dealing with digital tools, information and data, thinking structures typical for engineers for the development, optimization and diagnosis of more complex smart technical systems, interdisciplinary cross over thinking and much more will get into the focus of engineering education. The promotion of such complex personality dispositions requires a humanistic engineering education, requires “Persönlichkeitsbildung”. The session “Engineering education for production and service structures of the future”, organized by the Scientific Society for Engineering Pedagogy (IPW), addresses essential questions about the requirement-based engineering education against the background of development processes in economy. This includes objectives and content of engineering education and its methodological design.
Topics
We encourage you to submit your research on the next (but not restricted) topics:
- didactic design of engineering training
- Artificial intelligence in engineering education
- Work with augmented realities
- Laboratory didactics
- Entrepreneurship