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IMDSS 2018 - Innovative Models for Digital and Soft Skills (ins) S

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Innovative Models for Digital and Soft Skills - IMDSS 2018

15 - 17 March, 2018 - Funchal, Madeira, Portugal
Within the 10th International Conference on Computer Supported Education - CSEDU 2018


In the world of work where the student will enter after graduation, it is also necessary and above all to be able to communicate, work in groups,control stress; in short, soft skills, that is, transversal skills are needed.

These are the relational and behavioral abilities that characterize the way in which we are placed in the workplace. They are called "soft" to distinguish them from "hard skills", purely technical and professional skills.

Soft skills are more difficult to develop than hard ones, as they are often the result of our sociocultural background, the result of personal and professional experiences and experiences. It is therefore important that students to be able to measure soft skills so that they can improve their various aspects. The session intend to promove some ideas to do it, for example using game-based techniques.


Authors are welcome to submit papers, discuss theory or research issues, demonstrate tools:
  • Data integration
  • Digital skill
  • Compositive indicators
  • Tedrad analysis


Paper Submission: January 11, 2018
Authors Notification: January 25, 2018
Camera Ready and Registration: February 2, 2018


Renza Campagni
Università di Firenze
Brief Bio
Renza Campagni is a data-processing technician at the Department of Statistics, Computer Science and Application of the University of Florence. She graduated in Mathematics and obtained PhD in Computer Science at the University of Florence. In the academic year 2014-2015, he obtained the Master's degree in "Big Data & Social Mining" at the University of Pisa. She was a system engineer at Ing. C. Olivetti S.p.A. from 1988 to 1999, then computer data processing technician. She currently has research support positions (Data Mining and Social Indicators Area) and teaching assignmentsfor the Statistics and Computing Science laurea degrees.

Emma Zavarrone
Interantional University of Languages and Media
Brief Bio
Associate Professor of Social Statistics at the Faculty of Communication, Public Relations and Advertising at the Free University of Languages and Communication IULM, headquartered in Milan. She obtained a PhD in "Strategy, Management and Quantitative Methods of Business" at the State University of Milan. From 2000 to 2009 she held the role of university researcher then of associate professor at the Faculty of Economics, University of Milano-Bicocca,teaching Social Statistics, Quantitative Market Analysis , Quantitative Methods for Evaluating Tourist Services, Social Statistics for Market Surveys. Since February 2006 she has been teaching the School of Statistics and Market Research at the Faculty of Communication and Performing Arts - Laurea Public Relations and Advertising - IULM University.


CSEDU 2018, the International Conference on Computer Supported Education, aims at becoming a yearly meeting place for presenting and discussing new educational environments, best practices and case studies on innovative technology-based learning strategies, institutional policies on computer supported education including open and distance education, using computers. In particular, the Web is currently a preferred medium for distance learning and the learning practice in this context is usually referred to as e-learning. CSEDU 2018 is expected to give an overview of the state of the art as well as upcoming trends, and to promote discussion about the pedagogical potential of new learning and educational technologies in the academic and corporate world.

CSEDU seeks papers reporting research work, academic or business case-studies, on topics indicated below in the section “Conference Areas”. Papers describing advanced prototypes, systems, tools and techniques and general survey papers indicating future directions are also encouraged. Both technological and social-oriented papers are accepted. All papers must describe original work, not previously published or submitted to another conference. Accepted papers, presented at the conference by one of the authors, will be published in the Proceedings of CSEDU under an ISBN, and will be indexed by major indexes. Acceptance will be based on quality, relevance and originality. Both full research reports (regular papers) and work-in-progress reports (position papers) are welcome. There will be both oral and poster sessions.

Special sessions, dedicated to case-studies and commercial presentations, as well as tutorials dedicated to technical/scientific topics are also envisaged: companies interested in presenting their products/methodologies or researchers interested in holding a tutorial, workshop or special session are invited to contact the conference secretariat or visit the conference website.


Each of these topic areas is expanded below but the sub-topics list is not exhaustive. Papers may address one or more of the listed sub-topics, although authors should not feel limited by them. Unlisted but related sub-topics are also acceptable, provided they fit in one of the following main topic areas:



  • Authoring Tools and Content Development
  • Synchronous and Asynchronous Learning
  • Educational Data Mining
  • Classroom Management
  • e-Learning Hardware and Software
  • e-Learning Platforms, Portals
  • Tools for Educational Communication and Collaboration
  • Intelligent Tutoring Systems
  • Learning Analytics
  • Virtual Learning Environments
  • Virtual Worlds


  • Adaptive Educational Systems
  • Intelligent Teacher Dashboards
  • Intelligent Modelling of Affect for Learning
  • Authoring Tools for Intelligent Tutoring Systems
  • Empirical Studies of Learning with AI Educational Systems
  • Agent-based Learning Environments
  • Architectures for AI-based Educational Systems
  • Gamification for Learning


  • Tools to Assess Learning
  • Metrics and Performance Measurement
  • Project Based Learning and Engineering Education
  • Blended Learning
  • Educating the Educators
  • Game-based and Simulation-based Learning
  • Higher Order Thinking Skills
  • Immersive Learning
  • Flipped Classroom
  • Instructional Design
  • Mentoring and Tutoring


  • Assessment and Accreditation of Courses and Institutions
  • Teacher Evaluation
  • Theoretical Bases of e-Learning Environments
  • Social Computing for Learning and Knowledge Sharing
  • Computer-Supported Collaborative Learning
  • Community Building
  • Vocational Training
  • Course Design and e-Learning Curriculae
  • Distance and e-Learning in a Global Context
  • Active Learning
  • Constructivism and Social Constructivism
  • Lifelong Learning: Continuing Professional Training and Development


  • Distance Learning Strategies
  • e-Learning in Developing Countries
  • e-Learning in Engineering Education
  • e-Learning Success Cases
  • Health Sector Applications
  • Intelligent Learning and Teaching Systems
  • Children's Education using Computer Support and K12 Students


  • Universal Design for Learning
  • Cloud-based Learning and Assessment
  • Context Dependent Learning
  • Distance Education
  • Mobile Learning (M-learning)
  • Smart Devices as Collaborative Learning Tools
  • Virtual Labs and Virtual Classrooms
  • Massive Open Online Courses


Liz Bacon, University of Greenwich, United Kingdom
Hamadou Saliah-Hassane, TÉLUQ University, Canada
H. Chad Lane, University of Illinois, Urbana-Champaign, United States

Keynote Lectures

Impact of Artificial Intelligence and Automation on the Future of Education
Liz Bacon, University of Greenwich, United Kingdom

Standardization of Online Laboratories for Education -- Why and How?
Hamadou Saliah-Hassane, TÉLUQ University, Canada

Technology-Enhanced Informal Learning: Bringing Advanced Learning Technologies into Museums and Out-of-School Settings
H. Chad Lane, University of Illinois, Urbana-Champaign, United States

Impact of Artificial Intelligence and Automation on the Future of Education

Liz Bacon
University of Greenwich
United Kingdom

Brief Bio

Professor Liz Bacon BSc, PhD, CEng, CSci, CITP, FBCS, PFHEA, MACM is a Deputy Pro-Vice-Chancellor at the University of Greenwich in London, with a University wide remit leading the development of technology enhanced learning. She was President of BCS, The Chartered Institute for IT, in the year 14-15 and is a past Chair of the BCS Academy of Computing, and the CPHC (Council of Professors and Heads of Computing) national committee. Liz is a Professor of Software Engineering with over a hundred publications and a Co-Director of the eCentre research group. She is an experienced journal and conference reviewer, editorial board member, and PhD supervisor, and has been involved in several EU research projects, including being Principal Investigator and Project Coordinator for two EU FP7 projects in the past four years. She is an experienced systems designer and developer and her research interests include computing policy, smart systems, security and technology enhanced learning (TEL). Within TEL, she has applied her research in software engineering, artificial intelligence and security to a range of application areas such as crisis management and eHealth, focussing on: smart games-based learning environments; metacognition and learning strategies; and adaptable, adaptive and personalised systems. Liz has been involved in many professional activities during her career which include working with e-skills UK, the Science Council, Parliamentary IT Committee (PITCOM), EQANIE (European Quality Assurance Network for Informatics Education), the National HE STEM programme, EKKA (Estonian Quality Assurance Agency), and the University of Cambridge as an ICT Thought Leader for their International Examinations. She also researches, publishes, and is a regular international speaker, on the supply and demand of e-skills to the IT industry. Liz is passionate about the development of her discipline and keen to inspire more people to choose computing as a career, particularly women. During her BCS Presidential year she set up a senior women´s network in STEM (Science, Technology, Engineering and Maths), called STELLAR (bcs.org/stellar) which works to encourage more women to enter STEM professions.

Artificial Intelligence (AI) has already become pervasive in society however, our approaches to teaching and learning have to-date, remained relatively untouched by it. As AI advances along the human intelligence spectrum this will not be the case for much longer. This keynote will examine the impact of AI on society, jobs and hence future learning needs, discussing the potential directions, uses, dangers and the likely impact on staff, students, institutions, funding models and pedagogy.

Standardization of Online Laboratories for Education -- Why and How?

Hamadou Saliah-Hassane
TÉLUQ University

Brief Bio

Professor Saliah-Hassane earned a PhD in Electrical and Computer Engineering from McGill University in Montreal and a Bachelor and Master of Applied Science degree from École Polytechnique de Montréal, Canada. He is currently teaching Informatics and Computer Networks and Security at TELUQ University in Montreal. He is a senior researcher at TELUQ where he is carrying research on Intelligent Distributed Systems including Smart Networked Educational Devices for Online laboratories.

Professor Saliah-Hassane is member of Professional Engineers of Québec (OIQ); of the American Society for Engineering Education (ASEE); of African Engineering Education Association (AEEA); of Board of Governors of IEEE Education Society (2007 -2013 & 2014-2017) and Chair of its Standards Committee) and the Chair of the P1876™ IEEE Standards Association’s Working Group on “Standard on Networked Smart Learning Objects for Online Laboratories”. He is also member of IEEE Learning Technology Standards Committee and member of IEEE Transactions on Learning Technology Steering Committee;

In 2005 Professor Saliah-Hassane received the "2005 Achievement Award" from the International Network for Engineering Education (iNEER) for “Research and Innovation on Online laboratories and for the Advancement of International Collaboration”. Hamadou Saliah-Hassane is one of the founding members of the Global Online Laboratory Consortium called GOLC (2009). In 2012, Professor Saliah-Hassane was recognised with highest academic distinction of “Commander of the Order of Academic Palm” by Republic of Niger, his home country.

In our presentation, we will first discuss the need for online laboratories for teaching and learning and how a standard will promote their adoption and help to address this need. We then present the typology of online laboratories as well as the technologies that support these cyberinfrastructures, forming cyber physical labs that meet the pedagogical needs of both learners and teachers. From there, we outline the participatory action research methodology we chose under the sponsorship of the IEEE Education Society to implement the IEEE Standards Association's P1876 (tm) standard development project on Networked Smart Learning Objects for Online Laboratories. To show some of the examples of the online laboratories to be included in this standard, we introduce some of the types of remote laboratories that are emerging today. These include: mobile laboratories, Pocket Labs, and Lab@home or lab-in-a-book, which allows some degree of lightness and flexibility. Finally, we touch on some of the challenges of online labs relating to security, adoption, governance and federation of online lab networks.

Technology-Enhanced Informal Learning: Bringing Advanced Learning Technologies into Museums and Out-of-School Settings

H. Chad Lane
University of Illinois, Urbana-Champaign
United States

Brief Bio

H. Chad Lane is an Associate Professor of Educational Psychology and Informatics at the University of Illinois, Urbana-Champaign, USA. Prof. Lane's research focuses on the design, use, and impacts of intelligent technologies for learning and behavior change. This work involves blending techniques from the entertainment industry (that foster engagement) with those from artificial intelligence and intelligent tutoring systems (that promote learning), as well as running studies to better understand whether and how the resulting learning experiences impact learners. He has led design-based research projects involving educational games, intelligent tutoring systems, and immersive technologies. His current work focuses on the uses of game and sensing technologies for science learning in informal learning contexts. Prior to joining UIUC in early 2015, he was Director of Learning Sciences Research at the University of Southern California’s Institute for Creative Technologies where he led highly interdisciplinary efforts to build and evaluate a variety of educational technologies covering wide-ranging topics such as science learning, intercultural competence, gardening/cooking, computer programming, and motivational interviewing. He has over 60 publications, delivered invited talks around the U.S and Europe, and has hands-on experiences in informal and formal learning contexts. He was director of the Joseph Baldwin Academy from 1996-1998, an academic summer camp for kids in Missouri, and earned his PhD in Computer Science from the University of Pittsburgh in 2004. There, he conducted his doctoral research on intelligent learning technologies for problem understanding and solving skills in the Learning Research and Development Center (LRDC).


Although many of the most notable advances in Technology-Enhanced Learning research focus on formal learning, increasingly more attention is being paid to the role of advanced learning technologies in informal contexts, such as summer camps, after school programs, museums, and science centers. In this talk, I will discuss the broad goals of informal learning practices and research, and argue that a shift from formal settings to informal has profound implications for the design of educational technologies. For example, when a learner has complete “veto” power over a learning experience, learning technologies cannot assume that sufficient levels of motivation exist in the learner. They must earn that continued attention from the learner. This positions emotions as central to the learning experience, and suggests technologies must assume simultaneous roles to both promote learning and engagement. I will present two research efforts that seek to address this challenge: the first – completed when I was at the University of Southern California – focused on the use of pedagogical agents to teach basic computing literacy (at the Boston Museum of Science), and the second (ongoing) leverages the popular game Minecraft to trigger interest and learning in Astronomy. My talk will conclude with suggestions for new roles of advanced learning technologies in informal settings, with an emphasis on the increasingly blurred lines between formal and informal learning.

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