Call for Papers2018-10-15T22:19:52+00:00

Highlighted Theme

The Use of Virtual Environments as Extended Classrooms

A concept that is deeply studied at present by the philosophers of science and technology is the “extended mind” (Clark and Chalmers, 1998). The thesis of the extended mind (also called “extended cognition”) is that some mental processes occur outside the brain (and outside the body) of the biological subject that triggers them. This view of the mind implies that cognitive processes would be strongly conditioned by the natural, technological and social environment (Hutchins, 1995). According to this perspective, we should talk about “cognitive systems” rather than “cognitive subjects” (Clark, 2008). Therefore, if we consider virtual learning environments as extended classrooms, we must analyze their impact on teachers and students as distributed and strongly interconnected and interdependent cognitive systems.

Nowadays, technology is more than a toolbox of artefacts that are used as partial solutions to particular problems. It constitutes a virtual environment with information, tools and social structures for every task related to the production and communication of knowledge. Therefore, we need to understand the virtual environment where our educational tasks are deployed, and we need to teach about the skills and competences about technology in order to take advantage of that rich educational environment. If both approaches are blended, educational virtual environments extend the range of teaching activities, opening up our classroom and enriching to a broad range the kind of strategies that we can consider as educational strategies. When and how can we use those extended classrooms and educational strategies, is a matter of good researching activities.

In this edition of the Congress, we will embrace this new field of study to fully understand how technologies are being used as an extension of our teaching possibilities. Thus, scholars and practitioners alike are welcome to present how they are using virtual environments to extend the traditional boundaries of educational activities and the cognitive processes we deploy in learning activities.

Other Themes

Teaching Innovation and Theoretical Aspects

  • Internet in the classroom
  • Graphics for learning
  • Educational videos
  • New methodologies driven by new technologies
  • Technology and philosophy of education
  • Techno-education and techno-learning
  • Technology, education, and globalization
  • Multitasking students

Learning Tools

  • Digital boards.
  • E-readers, e-books
  • Digital tablets
  • Social networks
  • Youtubers, influencers
  • Apps
  • M-learning
  • The use of mobile/cell phone in the classroom
  • 3D printing applied to teaching and learning
  • Internet and the fragmentation of learning

Virtual Learning Environments

  • Virtual universities
  • Personal Learning Environment (PLE)
  • Computational simulation models applied to learning
  • Didactics of robotics
  • Smart university / smart school
  • Augmented and mixed reality
  • Usability
  • Social networks
  • Wikis, blogs, vlogs
  • Multimodal teaching and learning
  • Transmedia storytelling

Blended Learning

  • Models of online courses (Mooc, e-Learning, etc.)
  • Technologies for formal, informal and non-formal education
  • M-Learning
  • B-Learning
  • Ubiquitous learning
  • Continuous training
  • Knowledge networks

Technologies for Inclusive Education

  • Assistive technologies and adaptive strategies
  • Attention to diversity
  • Emerging technologies
  • Digital divide and accessibility
  • Open access to knowledge

Technologies for Educational Assessment

  • Assessment methods and technologies
  • Self-assessment methods and technologies
  • Self-learning communities
  • Technologies for educational research

Gamification of Learning

  • Videogames and new educational competences
  • Virtual and augmented reality
  • Intellectual property, objects and learning repositories

Types of Sessions


This type of session is best suited for works about investigations already undertaken or academic papers. The authors will present a summary of their work (purpose, procedures, results or products). The formal oral presentation of the work should be limited to 15 minutes. Presentations will be grouped according to the theme or perspective of these thematic sessions (which can be 60, 75 or 90 minutes) with a question/answer time and group discussion after all presentations. All rooms will be equipped with projectors for presentations in PDF or PPT.


This format is ideal for presenting the preliminary results of work in progress or for projects that are rendered in posters or panels. In these sessions (usually about 40 minutes), the authors have the opportunity to exhibit their work and participate in an informal discussion with other attendees. Each poster must include a brief summary of the purpose and work procedures. The dimensions of the poster should not exceed 85 cm wide by 110 cm long.


This type of session is best suited to teach or demonstrate certain procedures, skills or techniques. Some considerations that are appropriate for this session format are for example: a demonstration, performance, presentation, discussion or dialogue with the public. These sessions are usually scheduled for about 30 minutes and should be structured so that any explanatory information or input is provided and there is sufficient time for interaction with the public time, participation and involvement.

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