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ITS'2012 - Second CALL FOR PAPERS
11th International Conference
on Intelligent Tutoring Systems
June 14-18, 2012 Chania, GREECE
http://its2012.teicrete.gr/
We invite submissions of:
Full Papers (10 pages)
Young Researchers Track Papers (3 pages)
Workshop Proposals
Tutorial Proposals
Complete submission instructions:
http://its2012.teicrete.gr/submission-instructions
******** Important Note : Double Blind reviewing *********************
This year and for the first time at ITS, in order to increase high quality
papers and independent merit, the evaluation process will be double blind.
Double blind review policy: The papers submitted for review MUST not
contain the authors' names, affiliations, or any information that may
disclose the authors' identity (this information is to be restored in the
camera-ready version upon acceptance).
Please replace author names and affiliations with Xs on submitted papers.
In particular, in the version submitted for review please avoid explicit
auto-references, such as "in [1] we show" -- consider "in [1] it is
shown". I.e., you may cite your own previous works provided that it is not
deducible from the text that the cited work belongs to the authors. When
citing your previous work, please keep the names with Xs.
* Papers not following this policy will be rejected *
******** Important dates *********************
January 23, 2012 - Conference Papers : Full Papers (10 pages + abstract
before January 15, 2012)
January 23, 2012 - Young Researchers Track Papers (3 pages).
March 1, 2012 - Author notifications (Full and YRT)
March 16, 2012 - Camera-Ready due (Full and YRT)
January 30, 2012 - Workshop Proposals
February 17, 2012 - Workshop Proposal notifications
March 15, 2012 - Workshop Papers submission
April 30, 2012 - Author notifications (Workshops)
May 15, 2012 - Camera-Ready due (Workshops)
More details: http://its2012.teicrete.gr/important-dates
**** Theme: Co-adaptation in Learning *********
The Intelligent Tutoring Systems (ITS) 2012 conference is part of an
on-going bi-annual series of top-flight international conferences (the
first ITS conference was launched in 1988) on technologies - systems- that
enable, support or enhance human learning. This occurs by means of
tutoring – in the case of formal learning - and by exposing learners to
rich interactive experiences in the case of learning as a side effect
(informal learning). The intelligence of these systems stems from the
artificial intelligence technologies often exploited in order to adapt to
the learners (e.g: semantic technologies, user modeling) but also from the
fact that today's technologies, for instance the Web and the service
oriented computing methods, facilitate new emergent collective behaviors.
These practices may outperform previously conceivable learning or tutoring
scenarios because they modify significantly the power, speed and focus of
multi-parties' interactions independently from space and time constraints.
These highly interdisciplinary ITS conferences bring together researchers
in computer science, informatics and artificial intelligence on the one
side (the « hard » sciences); cognitive science, educational psychology
and linguistics on the other (the « soft » sciences).
The specific theme of the ITS 2012 conference is co-adaptation between
technologies and human learning. There are nowadays two real challenges to
be faced by ITS. The main technical challenge is due to the unprecedented
speed of innovation that we notice in Information and Communication
Technologies (ICT), in particular: the Web. Any technology seems to be
volatile; only of interest for a short time span. The educational
challenge is a consequence of the technical one. Current educational uses
of technologies have to consider the impact of ICT innovation onto
unexpected changes in human practices in any domain including learning,
modifying substantially the classical human learning cycle that since the
nineteenth century was mainly centered on formal teaching institutions
such as the schools. An example of these changes is given by educational
games, another one by the measurable role of emotions in learning.
Therefore, our focus for ITS 2012 will be not just in the use of
technologies but rather in the co-adaptation effects. Rapidly evolving
technologies entail significant new opportunities and scenarios for
learning, thus support the need for analyzing the intersection between new
learning practices and innovative technologies in order to advance both in
the technologies and in understanding human learning. This approach
privileges studying with respect to constructing, in much the same way as
the Web Science movement adds to the classical Web Technologies the
priority of a reasoned analysis of human communities in different
interaction contexts before considering the interest of any new
infrastructure or application.
On the one side this scientific analysis will guide us to avoid well-known
pitfalls, on the other it will teach us lessons not only about how to
exploit the potential learning effects of current advanced technologies –
the applicative approach – but also how to envision, elicit, estimate,
evaluate the potential promising effects of new technologies and settings
to be conceptualized, specified and developed within human learning
scenarios – the experimental approach –. We expect this experimental
approach to produce the desired long term scientific progress both in the
hard and in the soft sciences consolidating at the same time the expected
important socio-economic effects due to the new infrastructures and the
new applications for human learning.
ITS'2008 will be supported by a strong international program committee
that will ensure full and effective refereeing of all submitted papers.
********** Topics of ************
Original papers related to the design, implementation and evaluation of
intelligent tutoring systems are solicited.
Topics include, but are not limited to, the followings:
Co-adaptation between technologies and human learning
Intelligent tutoring
Informal learning environments, learning as a side effect of interactions
Collaborative and group learning, communities of practice and social networks
Simulation-based learning, intelligent (serious) games
Ubiquitous and mobile learning environments
Empirical studies of learning with technologies, understanding human learning on the Web
Adaptive support for learning, models of learners, diagnosis and feedback
Modeling of motivation, metacognition, and affect aspects of learning
Recommender systems for learning
Virtual pedagogical agents or learning companions
Discourse during learning interactions
Ontological modeling, semantic web technologies and standards for learning
Multi-agent and service oriented architectures for learning and tutoring environments
Educational exploitation of data mining and machine learning techniques
Instructional design principles or design patterns for educational environments
Authoring tools and development methodologies for advanced learning technologies
Domain-specific learning domains, e.g. language, mathematics, reading, science, medicine, military, and industry.
Non conventional interactions between artificial intelligence and human learning
********* Contacts ******************
Program Chairs:
Stefano A. Cerri, LIRMM: University of Montpellier and CNRS, France, Chair
William J. Clancey, NASA and Florida Institute for Human and Machine
Cognition, USA
Proceedings of the conference will be published by Springer Verlag in its
Lecture Notes in Computer Science series.
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