Teaching and learning conceptual modeling

2020-10-30

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Guest Editors

- Kristina Rosenthal, University of Hagen, Germany

- Estefanía Serral, KU Leuven, Belgium

- Monique Snoeck, KU Leuven, Belgium

- Stefan Strecker, University of Hagen, Germany

 

Associate Editors

- Dominik Bork, TU Wien, Austria

- Hans-Georg Fill, University of Fribourg, Switzerland

- Ulrich Frank, University of Duisburg-Essen, Germany

- Frederik Gailly, Ghent University, Belgium

- Christian Huemer, TU Wien, Austria

- Dimitris Karagiannis, Vienna University of Economics and Business, Austria

- Oscar Pastor, Universitat Politécnica de Valencia, Spain

- Geert Poels, Ghent University, Belgium

- Henderik A. Proper, Luxembourg Institute of Science and Technology, Luxembourg

- Irene Vanderfeesten, Open University, The Netherlands

- Barbara Weber, University of St. Gallen, Switzerland

 

Conceptual modeling constitutes a learning task faced by most students of Informatics related fields such as Business Informatics, Information Systems,and Software Engineering. Viewed as an activity, conceptual modeling involves an intricate array of cognitive processes and performed actions including: abstracting, conceptualizing, associating, contextualizing, interpreting & sense-making, judging & evaluating, drawing & visualizing; and, in group settings: communicating, discussing and agreeing. Learning conceptual modeling is, hence, construed as a complex task based on codified & tacit knowledge and learning processes involving knowledge acquisition through experience. Learning conceptual modeling involves mastering theoretical foundations, modeling languages and methods, and applying them to practical problems. Teaching conceptual modeling is a likewise challenging task faced by didactic and practical challenges.

Research on teaching and learning conceptual modeling forms a diverse body ofknowledge involving foci on learning tool support, feedback to learners and the use of learning theories and methods. Due to its relevance for education and practice, research on teaching and learning conceptual modeling provides several starting points for innovative and original contributions taking complementary angles and methodological stances on learning conceptual modeling.

In this special issue of Enterprise Modelling and Information Systems Architectures (EMISA) – International Journal of Conceptual Modeling, we invite researchers and practitioners to discuss the multifaceted topic of teaching and learning conceptual modeling. Topics of interest for this special issue include, but are not limited to:

• Fundamentals of learning conceptual modeling

• Learning paradigms, learning theories & learning approaches and conceptual modeling

• Instructional Design methods for teaching conceptual modeling

• Learning processes of conceptual modeling

• Learning outcomes, competencies and difficulties in learning conceptual modeling

• Feedback approaches for learners of conceptual modeling

• Conceptual modeling curriculum

• Modeling tool support for learning conceptual modeling

• Educational technology (eLearning, learning management systems, virtual & mobile learning, social media, and more) for learning conceptual modeling

• Learning analytics for conceptual modeling

• Gamification of learning conceptual modeling

• Teaching & learning conceptual modeling and emerging topics (Virtual Reality, Augmented Reality, Artificial Intelligence, and more)

• Adaptive systems and techniques for the teaching of conceptual modeling

• Teaching and learning conceptual modeling in the digital age

• Approaches and methods for studying the teaching and learning of conceptual modeling

 

Time schedule

• Publication and Distribution of the CfP: October 2020

• Intent to submit: March 1, 2021 (via email to kristina.rosenthal@fernuni-hagen.de - You are welcome to discuss suitability and scope of your proposed submission with the guest editors before manuscript preparation.)

• Deadline for paper submission: April 15, 2021

• First round of reviews completed: July 2021

• Submission of revisions if needed: September 2021

• Second round of reviews if needed: November 2021

• Publication of Special Issue: A rolling publication mode ('publish-as-you-go') will be employed for the SI with submissions accepted for publication appearing as soon as the final publication document has been produced, starting in October 2021.

Submissions

Submissions to this special issue shall follow the journal's author guidelines for general submissions and will be subject to the regular journal review process. For author guidelines and further information on submitting to EMISAJ, see https://www.emisa-journal.org/emisa/about/submissions#authorGuidelines

Important note: Make sure to enter ‘SI Teaching and learning conceptual modeling' in the 'Comments to the editor(s)' text field in step 1 of the online submission process. Also, please make sure to select the appropriate type of submission (i.e. 'Original Research Contributions' or 'Experience Reports').