Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE)

Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE)

Colloque en éducation

7th Annual Sloan-C International Symposium for Emerging Technologies for Online Learning


Dates for the 2014 ET4Online Symposium:April 9-11, 2014     Call for Presentations is scheduled to open
August 30, 2013.
 Mark April 9-11 on your 2014 calendar for the upcoming ET4Online Symposium in Dallas.    

Please note that there will not be an extension to the CFP this year and the CFP close date will be November 1, 2013.


The Sloan Consortium and MERLOT invite you to submit a proposal for the 7th Annual Emerging Technologies for Online Learning International Symposium, to be held April 9-11, 2014 at the Sheraton Dallas Hotel in Dallas, Texas.

The Emerging Technologies for Online Learning International Symposium, a joint Symposium of Sloan Consortium and MERLOT, is designed to bring together individuals interested in the review and evaluation of emerging technologies' impact on online teaching and learning. We seek interactive sessions that engage and inform participants. Presenters and facilitators from the following areas are encouraged to submit proposals:

  • Higher Education and K-12 Faculty
  • Educational technology leaders
  • Instructional technologists
  • Students
  • Future professors and graduate students
  • Instructional designers
  • Academic administrators

Proposed sessions can be targeted to all attendees or novice, intermediate, or expert levels of proficiency.

The symposium, devoted to the emerging and innovative uses of technology designed to improve teaching and learning online, will accept presentations that offer attendees “real solutions,” pioneering practices, and future trends. Symposium tracks highlight and demonstrate research, application and effective practices and emerging technological tools in the following areas: (click on track name to go to submission form, which will be available at some time on Aug 30, 2013.)

ET4Online seeks submissions which emphasize evidence-based practice and the impact of topic tracks on teaching practices and student learning outcomes using a range of research methodologies (e.g. case study, longitudinal comparisons, within group comparisons, quasi-experimental, etc.) and rigorous approaches to the analysis of supporting data, qualitative or quantitative.

The Conference Committee is also planning another Unconference Event to take place in conjunction with the 2014 ET4Online Symposium. More details on this event will be forthcoming as conference planning continues.


Recordings from our 11/29/12 "Five Tips on How to Submit a Successful Conference Proposal"


Please review this information before submitting your proposal.

1. Submission checklist 6. A/V & Media
2. Conference Tracks (also below) 7. Presentation Repository
3. Session Types 8. General Conference Information
4. Selection Criteria 9. Sloan-C Vendor Presentation Policy
5. Timeline  


Register at the submission site. Please include as much information as possible, including your biography and most current contact information. All corresponding authors need to also be registered, however, this can be completed at a later stage. Sloan-C and MERLOT elect to use a robust, third-party call for paper and abstract management service. Please keep in mind that once you have registered or submitted a paper, all conference-related information can be found here at the Emerging Technologies For Online Learning Symposium website.

Once registered, return to this site to complete your submission.

Begin the submission process by selecting your track below.


(Click on track name to enter submission - CFP will begin accepting submissions on Aug 30, 2013)


Learning Environments

As the range and diversity of learning environments increase, so do questions concerning the impact of learning environments on educational processes and outcomes. The learning environment- whether campus-based, online, hybrid, formal or informal, fixed or mobile- creates both affordances and limitations on the cognitive, affective, and behavioral aspects of teaching and learning. This track welcomes data-driven proposals (quantitative or qualitative) that examine the impact of the learning environment on instructional practices and student outcomes (including learning, satisfaction, engagement, etc.).

Suggestions include:
  • What are the most important features of each learning environment for fostering student learning?
  • How does the learning environment impact learning, learning processes or the student experience?
  • Are various pedagogical approaches and learning activities more conducive to specific learning environments?
  • What learning objects, exercises, or approaches are most effective for specific learning environments?
  • What considerations, benefits or challenges are associated with different learning environments?
  • How can teaching techniques from one learning environment be adapted for effective use in alternate learning environments?

Open Education

Recent initiatives in education seek to make education more affordable and accessible to everyone. Open-licensed resources allow educators to combine some of the best materials that suit their needs into something new. Other technologies are opening up the virtual classroom to more people in more places. This track explores the uses and implications of open educational initiatives and resources. Topics include Accessibility, Massive Open Online Courses (MOOCs), OpenCourseWare (OCW), Open Educational Resources (OER), Open Textbooks, Open Licenses, Open Data, Mobile Learning, Social Networking, and more.

Sample questions include:

  • In what measurable ways has open education had an affect on the openness, accessibility, and affordability of education?
  • How has open education led to improved learning outcomes, faculty satisfaction, or student satisfaction?
  • In what innovative ways are MOOCs and other open education initiatives being utilized inside (and outside) of institutions of higher education?
  • How have resources from the likes of MERLOT, Khan Academy, and MOOCs best been leveraged in traditional online educational settings for long-term results?
  • What benefits, risks, and costs are there for an institution in using or making available open content?
  • How have social networking tools, mobile devices, and other technologies enabled education to permeate beyond the confines of the traditional classroom (both face-to-face and online classrooms) with demonstrated positive results?


Sessions in this track will explore the intersection between learning, technology, and assessment, highlighting innovative assessments and analytics that foster rich and lifelong learning. The track seeks to answer the question, how do we know students are learning: And, in what ways can learning be enhanced by technology, innovative assessments, and learning analytics? Topics in this track include: ePortfolios, performance assessment, project-based learning, experiential learning, authentic learning techniques, and learning analytics. The track will also include sessions that focus on the iterative uses of data to inform decisions at the course design level, departmental level, and institutional level.

Key questions include:
  • How can analytics be woven into the fabric of student and course assessment to provide holistic views of student learning? How can analytics assist learning in technical disciplines? What are ways to best teach the use of analytics online?
  • What examples do we have of effective electronic portfolio practices? Performance assessment practices? How are electronic portfolios best integrated into learning and institutional practices?
  • What technologies best support “evidence-based learning” and what significance does this hold for the future of education?
  • How can institutions use analytics culled from learning platforms to enhance learning and teaching practices?
  • What role do MOOCs play in informing and changing the culture of learning and assessment?
  • How can we effectively and holistically analyze student learning data? What is the role of our analyses in decision-making and in the design of learning experiences? How might our analyses change the structures and roles within our institutions?
Faculty and Student

This track focuses on new paradigms for learning and information technology to support student and faculty services, emphasizing support for online and blended environments, including 24/7 learning, professional development, and academic continuity.  

Suggestions include:

  • How do instructional models compare?  Do instructional delivery (online, blended, face-to-face, etc.) models improve, maintain or reduce student learning?
  • What are student perceptions of online, blended and traditional delivery models. How do these perceptions compare to faculty perceptions?
  • What are proven methods faculty development and support? How should faculty development efforts be evaluated?
  • How have the myriad new applications and technologies affected student, faculty and staff support systems and models?
  • What processes and procedures are effective and efficient for reviewing and evaluating emerging technologies?
  • What are creative and cost effective applications of technology for student, staff and faculty development and training, library, academic and student support services?
Innovative Media
and Tools

This track is especially for conference participants to share fresh perspectives on the use of tech tools to support both learning outcomes and student engagement, to explain the results of related media studies, and to describe inventive  instructional approaches for the 21st century classroom.  Sessions might explore such topics as mobile apps and mLearning, BYOT initiatives, social media, digital storytelling, cloud computing, and overall best practices for the use of new media in education.

Presentations would address these questions:
  • With the ubiquity of social media and apps for learning, which emerging technologies make sense for use in everyday instruction?
  • Which emerging technologies best support student success in the STEM disciplines?
  • What is the evidence that inventive uses of media and tools really improve outcomes in learning, accessibility, affordability, faculty satisfaction, or student satisfaction?
  • How can we use mobile learning and social networks to support what we teach?
  • What types of tools can be utilized to gauge student success?


Dallas, Texas, United States of America

Durée du colloque

2014-04-09 au 2014-04-11

Date limite d'appel à contributions



Logos des universités associées au CRIFPE

Adresse civique

Université de Montréal
Faculté des Sciences de l'Éducation
90, avenue Vincent d'Indy
Pavillon Marie-Victorin – C-536
Outremont (Québec) H2V 2S9

Adresse postale

Université de Montréal
Faculté des Sciences de l'Éducation
CRIFPE – C-543
C.P. 6128, succursale Centre-ville
Montréal (Québec) H3C 3J7