Open Call for papers: FabLearn Europe / MakeEd’22 Special issue in the International Journal of Child Computer Interaction
Based on this year’s FabLearn Europe / MakeEd conference on Computing, Design and Making in Education, we invite submission for a special issue in the International Journal of Child-Computer Interaction with the theme: makerSPACE\\SPACEmaking: Making space for bridging computing, design, and making with classrooms and common core subjects.
The special issue focuses on supporting children’s empowerment in the context of computing, design, and making in education, particularly positioning their work to impact the education of children and youth (K-12, 5-18 years), as well as non-formal and informal initiatives targeted at children.
We are seeking submissions for Research Papers that focus on computing, design, and making in education. The theme is echoing the FabLearn Europe / MakeEd 2022 conference theme which was makerSPACE\\SPACEmaking: Making space for bridging computing, design, and making with classrooms and common core subjects.
Recent years have seen the rise of research focusing on makerspaces and making in education to support children’s empowerment in the context of computing, design, and making in education, particularly positioning their work with children (Blikstein, 2013; Halverson and Sheridan). This field has seen trajectories of computing (Papavlasopoulou, 2015), design (Iversen et al., 2015), and making in education. Within these trajectories, the field has seen contributions regarding formal, non-formal, and informal settings. In this special issue on FabLearn Europe / MakeEd: Computing, Design and Making in Education, we focus on bridging computing, design, and making with classrooms and common-core subjects.
For this special issue we invite contributions including, but not limited to, the following:
- Development of children’s competencies and skills in computing, design and making in formal, non-formal, or informal educational settings (e.g., classrooms, museums, or fablabs).
- Innovation and entrepreneurship (e.g., child-led innovation), including innovative ideas for research and child-centered education with emerging technologies.
- Explorations and evaluations of computing, design and making in educational settings such as best practice case studies.
- Technological developments and advancements in technology education, including but not limited to the Internet of Things, Extended Reality, Robotics, and Machine Learning.
- Theoretical perspectives and concerns on societal aspects of digital technologies in the context of learning, such as more inclusive, equal, and sustainable futures.
- Education of teachers, pedagogues, social educators, or kindergarten teachers to support students’ work in computing, design, and making.
- Formal, non-formal, or informal learning initiatives through computing, design, and making, which are targeted at children or youth.
Finalized submissions must be between 4000 and 8000 words with the normal length being around 5500 words excluding references. Please carefully follow the author guidelines at https://bit.ly/2wOD1m9 while preparing your manuscript.
The submission website for this journal is located at: https://www.editorialmanager.com/ijcci/default2.aspx
When submitting your paper, you must select “VSI: FabLearn Europe/MakeEd’22” as the article type.
- Abstract Deadline (300 words): 23 December 2022 –> via email to Stine at sed(at)plan.aau.dk
- Notification of abstract acceptance sent out: 6 January 2023
- Full paper deadline:
10 March 2023–> 24 March 2023
- First review and feedback: 12 May 2023
- Revised paper submission: 16 August 2023
- Second review and final decisions: October 2023
- Stine Ejsing-Duun, Aalborg University, Copenhagen, Denmark.
- Mikkel Hjorth, VIA University College, Aarhus, Denmark.
- Heidi Hartikainen, Oulu University, Oulu, Finland.
- Gökçe Elif Baykal, Ozyegin University, Istanbul, Turkey.