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Call for Abstracts

16 September 2014

Deadline: 12 July 2014

Cloud created by:

Ilona Buchem
6 May 2014

Call for Abstracts #CMLT14

The organisers of the 3rd Workshop on Creatives Mobile Learning and Teaching 2014 (#CMLT14) to be held at the EC-TEL 2014 in Graz (AT) invite extended abstracts (max. 4 pages) related to creative mobile learning and teaching, ranging from work in progress, prototypes, case studies and results from research and practice. All submissions should focus on research-led practice. The deadline for abstract submission is 13th July 2014. Please submit via EasyChair:


Important dates:

  • CMLT14 workshop: 17th September 2014 at EC-TEL 2014.
  • Deadline for abstract submissions: 13th July 2014
  • Reviews and notifications sent to authors: 28th July 2014 

All abstracts should be submitted via Easy Chair. Abstract will be reviewed in the double blind peer-review. Authors of selected abstracts will be invited to present their work at the #CMLT14 workshop at the #EC-TEL 2014. All selected abstracts and workshop presentations will be published in cloudworks. After the #CMLT14 workshop authors will be invited to submit full papers which will be reviewed and selected by the Programme Committee for the Special Issue of an Open Access Journal.  

Workshop themes: 

The focus of #CMLT14 is on theory in practice. All submissions should report on applications in real-life settings. Since this approach is interdisciplinary, we welcome a diversity of participants, including students, teachers, designers, researchers, practitioners and developers. 

The topics of interest include:

  • Mobile and wearable technologies for creative learning and teaching

  • Applications and tools for creative learning and teaching

  • Interfaces and interaction designs for diverse users of creative mobile learners and teachers

  • Pedagogies for creative mobile learning and teaching including creative skills

  • Learning designs to enhancing creative mobile learning and teaching

  • Research methodologies on creative mobile learning and teaching

  • User stories and evaluations of creative mobile learning and teaching

  • Future visions for creative mobile learning and teaching

  • Ubiquitous context-aware mobile computing fostering creative learning and teaching (mobile sensors and sensor analytics, mobile social networking and social analytics, augmented reality, location-based and adaptive approaches,security and privacy aspects of mobile sensing applications)

Extra content

Embedded Content


Isa Jahnke
8:05pm 20 May 2014

Further readings


Isa Jahnke & Swapna Kumar (2014) Digital Didactical Designs: Teachers’ Integration of iPads for Learning-Centered Processes, Journal of Digital Learning in Teacher Education, 30:3, 81-88, DOI: 10.1080/21532974.2014.891876

ABSTRACT: "Mobile devices enable easy information access and sharing anywhere and any- place, but the power of tablets such as the iPad is in their potential for artifact creation, peer collaboration, and collabora- tive feedback. These affordances facilitate creativity, analysis, critical thinking, and reflection, if teachers integrate the iPads in a manner that constructively aligns digital didactical designs, mobile devices, and learning as a production process. The use of digital didactical designs is not the addition of an iPad to existing instruction or didactical designs but the design of new forms of digital didactics to enable and boost student learning. The complexity and richness of teachers’ digital didactical designs in this study illustrate how such designs can foster reflection, acquisition of digital skills, and connections to real life. "


Isa Jahnke (2013). Teaching Practices in iPad-Classrooms: Alignment of Didactical Designs, Mobile Devices and Creativity. In International Journal of Mobile and Blended Learning (ijMBL), July-Sept 2013, Vol 5, No 3, pp. 1-17.

ABSTRACT Creativity is socially constructed and is not an objective fact at all. How do teachers perceive students’ creativity and how can they foster students’ creative learning? From two case studies, one in higher education and a second on iPad-classrooms in schools, the paper reflects on didactical concepts for creativity using mobile devices. Interviews, classroom observations and qualitative data were analyzed. The results reveal that the most creativity has been observed when the teacher designed such activities for mobile learning where no correct solution is available. When there is a shift from traditionally separating ICT and education to new co-located settings where mobile devices and education merged into new learning expeditions, then there is a need to rethink traditional Didactics towards Digital Didactical Designs bridging ‘learning what is known’ (curriculum-driven learning) and ‘learning when the answer is not known’.

Isa Jahnke & Julia Liebscher: (2013). Towards a Didactical Design Using Mobile Devices to Encourage Creativity. IN: Journal "Enhancing Learning in the Social Sciences" 5(1), 51-64. DOI: 10.11120/elss.2013.05010051. PDF-Download from

ABSTRACT Mobile devices (iPods) were used to investigate whether technical devices can
support students in terms of group co-ordination and work organisation. The investigation involved a postgraduate course in industrial design at a German university. During one phase of the project, spread over some weeks, the student task required collaborative work connected to the corporate practice of an industrial firm. However, the implementation of the iPod project was deemed a failure. In this article we outline the study and give explanations as to why the mobile device usage did not seem to support learning. The project failure arose from limited ‘anywhere–anytime didactics’ and an apparently
incorrect interpretation of the students’ needs. This has led to the formulation of a new ‘creativity-supported didactic’ to enhance learning with mobile devices which can be used in further work.

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