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{{Event | {{Event | ||
|Acronym=IWILDS 2020 | |Acronym=IWILDS 2020 | ||
| − | |Title= | + | |Title=International Workshop on Investigating Learning During Web Search |
| + | |Ordinal=1 | ||
| + | |In Event Series=Event Series:Fb089625-3bed-43c1-984d-7dc18d204e39 | ||
| + | |Single Day Event=no | ||
| + | |Start Date=2020/10/19 | ||
| + | |End Date=2020/10/19 | ||
| + | |Event Status=as scheduled | ||
| + | |Event Mode=online | ||
|Type=Workshop | |Type=Workshop | ||
| − | | | + | |Official Website=https://iwilds2020.wordpress.com/ |
| − | |||
|Twitter account=@Iwilds2 | |Twitter account=@Iwilds2 | ||
| − | | | + | |Submission Link=https://easychair.org/my/conference?conf=iwilds2020# |
| − | |||
| − | |||
|has general chair=Anett Hoppe, Ran Yu, Yvonne Kammerer, Ladislao Salmerón | |has general chair=Anett Hoppe, Ran Yu, Yvonne Kammerer, Ladislao Salmerón | ||
|Has PC member=Franck Amadieu, Sören Auer, Ralph User:Curator 48, Inmaculada Fajardo, Ujwal Gadiraju, Jacek Gwizdka, Carolin Hahnel, Sherzod Hakimov, Peter Holtz, Gábor Kismihók, Mônica Macedo-Rouet, Ivana Marenzi, Dwaipan Roy | |Has PC member=Franck Amadieu, Sören Auer, Ralph User:Curator 48, Inmaculada Fajardo, Ujwal Gadiraju, Jacek Gwizdka, Carolin Hahnel, Sherzod Hakimov, Peter Holtz, Gábor Kismihók, Mônica Macedo-Rouet, Ivana Marenzi, Dwaipan Roy | ||
| − | |||
|pageCreator=User:Curator 18 | |pageCreator=User:Curator 18 | ||
|pageEditor=User:Curator 18 | |pageEditor=User:Curator 18 | ||
|contributionType=1 | |contributionType=1 | ||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
}} | }} | ||
| + | {{Event Deadline | ||
| + | |Paper Deadline=2020/07/15 | ||
| + | |Submission Deadline=2020/07/15 | ||
| + | }} | ||
| + | {{S Event}} | ||
==Topics== | ==Topics== | ||
Web search is one of the most ubiquitous online activities and is often used for learning purposes, i.e. to acquire or extend one’s knowledge or skills about certain topics or procedures. The importance of learning as an outcome of Web search has also been recognized in research at the intersection of information retrieval, human-computer interaction, psychology, and educational sciences. Search as Learning (SAL) research examines relationships between querying, navigation, and reading behavior during Web search and the resulting learning outcomes, and how they can be measured, predicted, and supported. IWILDS aims to provide a platform to the interdisciplinary SAL community, with the objective to bring together interested researchers from all related disciplines, provide space for presentation and discussion of novel research insights and future directions of SAL research. We thus invite submissions addressing topics related to the understanding of online learning, specifically during Web search, or the technological support of such learning processes. | Web search is one of the most ubiquitous online activities and is often used for learning purposes, i.e. to acquire or extend one’s knowledge or skills about certain topics or procedures. The importance of learning as an outcome of Web search has also been recognized in research at the intersection of information retrieval, human-computer interaction, psychology, and educational sciences. Search as Learning (SAL) research examines relationships between querying, navigation, and reading behavior during Web search and the resulting learning outcomes, and how they can be measured, predicted, and supported. IWILDS aims to provide a platform to the interdisciplinary SAL community, with the objective to bring together interested researchers from all related disciplines, provide space for presentation and discussion of novel research insights and future directions of SAL research. We thus invite submissions addressing topics related to the understanding of online learning, specifically during Web search, or the technological support of such learning processes. | ||
Topics of interest include the following (but are not limited to): | Topics of interest include the following (but are not limited to): | ||
| − | * Understanding learning during Web search | + | *Understanding learning during Web search |
| − | ** Role of individual differences (e.g. self-regulation, confidence, engagement, affect, etc) on learning while searching | + | **Role of individual differences (e.g. self-regulation, confidence, engagement, affect, etc) on learning while searching |
| − | ** Modeling & predicting learning processes and outcomes in Web search | + | **Modeling & predicting learning processes and outcomes in Web search |
| − | ** Information literacy & multiple documents comprehension | + | **Information literacy & multiple documents comprehension |
| − | ** Methods of data collection (e.g. query & navigation logs, eye-tracking) to understand learning | + | **Methods of data collection (e.g. query & navigation logs, eye-tracking) to understand learning |
| − | ** Indicators of learning (while searching) & learning outcome measures | + | **Indicators of learning (while searching) & learning outcome measures |
| − | ** Collaborative aspects of SAL | + | **Collaborative aspects of SAL |
| − | ** Context effects (e.g. search at the library, outdoors, etc) on learning while searching | + | **Context effects (e.g. search at the library, outdoors, etc) on learning while searching |
| − | * Support of learning during Web search | + | *Support of learning during Web search |
| − | ** Interventions, tools, & user interfaces to foster SAL | + | **Interventions, tools, & user interfaces to foster SAL |
| − | ** Information/multimedia retrieval for SAL | + | **Information/multimedia retrieval for SAL |
| − | ** Learning analytics & educational data mining in Web-based (informal & formal) learning | + | **Learning analytics & educational data mining in Web-based (informal & formal) learning |
| − | * Fairness and transparency of Web-based learning | + | *Fairness and transparency of Web-based learning |
| − | ** Source credibility evaluation during Web search | + | **Source credibility evaluation during Web search |
| − | ** Transparency of retrieval & ranking in SAL | + | **Transparency of retrieval & ranking in SAL |
| − | ** Implications of SAL for different populations: e.g., children, low-literacy searchers | + | **Implications of SAL for different populations: e.g., children, low-literacy searchers |
| − | ** Bias in recommendation, user profiling etc. for SAL scenarios | + | **Bias in recommendation, user profiling etc. for SAL scenarios |
==Submissions== | ==Submissions== | ||
We welcome two types of contributions: | We welcome two types of contributions: | ||
| − | * long papers (up to 8 pages) presenting high-quality contributions of completed research, and | + | *long papers (up to 8 pages) presenting high-quality contributions of completed research, and |
| − | * short papers (up to 4 pages) presenting positions, work in progress, and minor contributions. | + | *short papers (up to 4 pages) presenting positions, work in progress, and minor contributions. |
All submissions must be written in English and formatted according to CEUR-WS format [1] (the two-columned style, no page numbers) and submitted via Easy Chair [2]. Submission will be reviewed by the Program Committee based on (a) quality of its contribution, (b) quality of the content’s presentation, (c) fit to the workshop’s topics. Accepted papers will be invited for presentation during the workshop; the corresponding papers will be published in the CIKM companion volume. | All submissions must be written in English and formatted according to CEUR-WS format [1] (the two-columned style, no page numbers) and submitted via Easy Chair [2]. Submission will be reviewed by the Program Committee based on (a) quality of its contribution, (b) quality of the content’s presentation, (c) fit to the workshop’s topics. Accepted papers will be invited for presentation during the workshop; the corresponding papers will be published in the CIKM companion volume. | ||
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==Committees== | ==Committees== | ||
| − | * General Chairs | + | *General Chairs |
| − | ** [[has general chair::Anett Hoppe]], Leibniz Information Centre for Science & Technology (TIB), Hannover, Germany, | + | **[[has general chair::Anett Hoppe]], Leibniz Information Centre for Science & Technology (TIB), Hannover, Germany, |
| − | ** [[has general chair::Ran Yu]], Leibniz Institute for the Social Sciences (GESIS), Cologne, Germany, | + | **[[has general chair::Ran Yu]], Leibniz Institute for the Social Sciences (GESIS), Cologne, Germany, |
| − | ** [[has general chair::Yvonne Kammerer]], Leibniz-Institut für Wissensmedien (IWM), Tübingen, Germany / Open Universiteit, Heerlen, | + | **[[has general chair::Yvonne Kammerer]], Leibniz-Institut für Wissensmedien (IWM), Tübingen, Germany / Open Universiteit, Heerlen, |
| − | ** [[has general chair::Ladislao Salmerón]], University of Valencia, Department of Developmental and Educational Psychology, Research Unit on Reading (ERI Lectura), Valencia, Spain. | + | **[[has general chair::Ladislao Salmerón]], University of Valencia, Department of Developmental and Educational Psychology, Research Unit on Reading (ERI Lectura), Valencia, Spain. |
| − | * Program Committee Members | + | *Program Committee Members |
| − | ** [[has PC member::Franck Amadieu]], University of Toulouse, France | + | **[[has PC member::Franck Amadieu]], University of Toulouse, France |
| − | ** [[has PC member::Sören Auer]], L3S Research Center, Hannover, Germany | + | **[[has PC member::Sören Auer]], L3S Research Center, Hannover, Germany |
| − | ** [[has PC member::Ralph User:Curator 48]], L3S Research Center, Hannover, Germany | + | **[[has PC member::Ralph User:Curator 48]], L3S Research Center, Hannover, Germany |
| − | ** [[has PC member::Inmaculada Fajardo]], University of Valencia, Spain | + | **[[has PC member::Inmaculada Fajardo]], University of Valencia, Spain |
| − | ** [[has PC member::Ujwal Gadiraju]], Delft University of Technology, Netherlands | + | **[[has PC member::Ujwal Gadiraju]], Delft University of Technology, Netherlands |
| − | ** [[has PC member::Jacek Gwizdka]], University of Texas, Austin, US | + | **[[has PC member::Jacek Gwizdka]], University of Texas, Austin, US |
| − | ** [[has PC member::Carolin Hahnel]], Leibniz Institute for Research & Information in Education, Frankfurt, Germany | + | **[[has PC member::Carolin Hahnel]], Leibniz Institute for Research & Information in Education, Frankfurt, Germany |
| − | ** [[has PC member::Sherzod Hakimov]], Leibniz Information Centre for Science and Technology, Hanover, Germany | + | **[[has PC member::Sherzod Hakimov]], Leibniz Information Centre for Science and Technology, Hanover, Germany |
| − | ** [[has PC member::Peter Holtz]], Leibniz-Institut für Wissensmedien (IWM), Tübingen, Germany | + | **[[has PC member::Peter Holtz]], Leibniz-Institut für Wissensmedien (IWM), Tübingen, Germany |
| − | ** [[has PC member::Gábor Kismihók]], Leibniz Information Centre for Science and Technology, Hanover, Germany | + | **[[has PC member::Gábor Kismihók]], Leibniz Information Centre for Science and Technology, Hanover, Germany |
| − | ** [[has PC member::Mônica Macedo-Rouet]], Université Paris 8, France | + | **[[has PC member::Mônica Macedo-Rouet]], Université Paris 8, France |
| − | ** [[has PC member::Ivana Marenzi]], L3S research centre, Hanover, Germany | + | **[[has PC member::Ivana Marenzi]], L3S research centre, Hanover, Germany |
| − | ** [[has PC member::Dwaipan Roy]], Leibniz Institute for the Social Sciences (GESIS), Cologne, Germany | + | **[[has PC member::Dwaipan Roy]], Leibniz Institute for the Social Sciences (GESIS), Cologne, Germany |
Latest revision as of 14:12, 19 October 2022
Deadlines
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Venue
Warning: Venue is missing. The map might not show the exact location.
Topics
Web search is one of the most ubiquitous online activities and is often used for learning purposes, i.e. to acquire or extend one’s knowledge or skills about certain topics or procedures. The importance of learning as an outcome of Web search has also been recognized in research at the intersection of information retrieval, human-computer interaction, psychology, and educational sciences. Search as Learning (SAL) research examines relationships between querying, navigation, and reading behavior during Web search and the resulting learning outcomes, and how they can be measured, predicted, and supported. IWILDS aims to provide a platform to the interdisciplinary SAL community, with the objective to bring together interested researchers from all related disciplines, provide space for presentation and discussion of novel research insights and future directions of SAL research. We thus invite submissions addressing topics related to the understanding of online learning, specifically during Web search, or the technological support of such learning processes.
Topics of interest include the following (but are not limited to):
- Understanding learning during Web search
- Role of individual differences (e.g. self-regulation, confidence, engagement, affect, etc) on learning while searching
- Modeling & predicting learning processes and outcomes in Web search
- Information literacy & multiple documents comprehension
- Methods of data collection (e.g. query & navigation logs, eye-tracking) to understand learning
- Indicators of learning (while searching) & learning outcome measures
- Collaborative aspects of SAL
- Context effects (e.g. search at the library, outdoors, etc) on learning while searching
- Support of learning during Web search
- Interventions, tools, & user interfaces to foster SAL
- Information/multimedia retrieval for SAL
- Learning analytics & educational data mining in Web-based (informal & formal) learning
- Fairness and transparency of Web-based learning
- Source credibility evaluation during Web search
- Transparency of retrieval & ranking in SAL
- Implications of SAL for different populations: e.g., children, low-literacy searchers
- Bias in recommendation, user profiling etc. for SAL scenarios
Submissions
We welcome two types of contributions:
- long papers (up to 8 pages) presenting high-quality contributions of completed research, and
- short papers (up to 4 pages) presenting positions, work in progress, and minor contributions.
All submissions must be written in English and formatted according to CEUR-WS format [1] (the two-columned style, no page numbers) and submitted via Easy Chair [2]. Submission will be reviewed by the Program Committee based on (a) quality of its contribution, (b) quality of the content’s presentation, (c) fit to the workshop’s topics. Accepted papers will be invited for presentation during the workshop; the corresponding papers will be published in the CIKM companion volume.
[1] Format guidelines: http://ceur-ws.org/Vol-XXX/samplestyles/
[2] Submission page: https://easychair.org/my/conference?conf=iwilds2020#
Important Dates
Submission deadline: 2020-07-15
Acceptance notification: 2020-08-15
Camera-ready submission:
Workshop date: 2020-10-19
Committees
- General Chairs
- Anett Hoppe, Leibniz Information Centre for Science & Technology (TIB), Hannover, Germany,
- Ran Yu, Leibniz Institute for the Social Sciences (GESIS), Cologne, Germany,
- Yvonne Kammerer, Leibniz-Institut für Wissensmedien (IWM), Tübingen, Germany / Open Universiteit, Heerlen,
- Ladislao Salmerón, University of Valencia, Department of Developmental and Educational Psychology, Research Unit on Reading (ERI Lectura), Valencia, Spain.
- Program Committee Members
- Franck Amadieu, University of Toulouse, France
- Sören Auer, L3S Research Center, Hannover, Germany
- Ralph User:Curator 48, L3S Research Center, Hannover, Germany
- Inmaculada Fajardo, University of Valencia, Spain
- Ujwal Gadiraju, Delft University of Technology, Netherlands
- Jacek Gwizdka, University of Texas, Austin, US
- Carolin Hahnel, Leibniz Institute for Research & Information in Education, Frankfurt, Germany
- Sherzod Hakimov, Leibniz Information Centre for Science and Technology, Hanover, Germany
- Peter Holtz, Leibniz-Institut für Wissensmedien (IWM), Tübingen, Germany
- Gábor Kismihók, Leibniz Information Centre for Science and Technology, Hanover, Germany
- Mônica Macedo-Rouet, Université Paris 8, France
- Ivana Marenzi, L3S research centre, Hanover, Germany
- Dwaipan Roy, Leibniz Institute for the Social Sciences (GESIS), Cologne, Germany
