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Welcome to the MoodleMoot AU 2010 abstract and paper submission system.
Call for contributions
The MoodleMoot 2010 Conference Committee invites the submission of:
This document specifies the formats and requirements for all categories of contribution.
Conference information
- MoodleMoot AU 2010 invites educational practitioners, managers and technologists from around the world to participate in a stimulating and dynamic forum to review, reflect on, and contribute to the growing body of knowledge that informs creation of Moodle learning environments for today's students.
- Melbourne, Australia is the venue for the MoodleMoot AU 2010 conference.
Conference Theme
The theme of MoodleMoot 2010 is 'without limits...'. Papers/workshops/posters based on research, development and/or innovations related to Moodle in teaching and learning may address one or more of the following general areas.
- Teaching & Learning with Moodle
- Educational Research
- LMS Administration & Support
- Software Development & Integration
- Management & Governance
- Moving to Moodle
- Complementary Learning Tools
- The Moodle Community & Philosophy
- Future Directions and New Ideas (including Moodle 2.0)
Submissions are sought from all sectors, including Schooling, Corporate, Vocational Education and Higher Education.
Authors are requested to comply with the following guidelines.
- For an accepted contribution to be included in the Conference Program, at least one author must register to attend before the close of early bird registration.
- Authors of successful contributions will be requested to submit a 500 word (maximum) abstract for inclusion in the Conference Program (posters excepted).
- All proposals are to be submitted via the submission system available on this conference website. When submitting, please read and follow carefully the instructions given.
Full papers will be reviewed by the Conference's external Review Panel. The Conference Organising Committee will review presentation abstracts, poster, and workshop proposals.
Full papers: Maximum ten A4 pages, presentation time 25 minutes (refereed)
Full papers may feature significant theoretical reviews, research studies in areas of emergent or innovative educational practice, case studies, evaluations or projects. As a general guide, a full paper might include an introduction, background and methodology sections, a description of work undertaken, results achieved, discussion and conclusions. All full paper submissions will be subjected to a double blind peer review process involving a panel of external reviewers. The panel will make recommendations of acceptance, conditional acceptance, and rejection. Offers of acceptance specify a publication and presentation format, and include advice on any required or desirable revisions.
Submission requirements
Full papers should not exceed ten pages including references and appendices. Please refer to the Paper style guide at the end of this document for details of page size, margins and fonts.
Submission limit
To ensure a balanced and varied program, any individual can only be the first author of one accepted paper. However, there is no limit on the number of times an individual can appear as an author other than first.
Online Submission
Use the online contribution system to submit an abstract as soon as possible (this gets our attention), you can then submit the full paper before the deadline.
Presentations: Maximum 500 words (abstract), presentation time 25 minutes (non-refereed)
Presentations provide a forum for discussion of key directions in research informed practice, for presentation of works in progress, reports on specialised topics, pilot studies or brief reports on innovative practice in technology supported teaching and learning. As a general guide, presentation materials may include Powerpoint presentations, live demonstrations or short papers, but any other presentation materials are acceptable.
Submission requirements
An abstract (500 words maximum) describing the presentation should be submitted.If approved, this abstract, will appear in the conference proceedings.
Submission limit
To ensure a balanced and varied program, any individual can only be the first author of one accepted paper or presentation. However, there is no limit on the number of times an individual can appear as an author other than first.
Online Submission
Use the online contribution system to submit an abstract as soon as possible. We will review your submission and let you know an outcome within a few weeks.
Workshops: Maximum 500 words (abstract), half-day duration
Workshops constitute the Conference's most direct contribution to professional development in educational technology related topics. Many workshops offered as part of the Conference Program are derived from staff development activities conducted at the presenters' own institution or elsewhere. Workshops enable participants to engage with colleagues and experts in specific fields, to acquire knowledge, enhance skills and develop broader perspectives in a hands-on learning environment.
The format of a workshop differs substantially from that of a paper presentation, although focus topics may include research skills or techniques. Workshops are half day, to enable detailed discussion and interaction around substantial topics and issues. Delegates pay a workshop fee in addition to the Conference registration charge. Income from workshops (after the deduction of venue hire, catering and other expenses) is divided equally between the presenters and the conference organisers.Workshops will be held at the same venue as the conference, and all participants will be required to provide their own laptop for the session. Wireless connectivity will be available in the workshop rooms.
Submission requirements
Workshop proposals of 200-500 words in length should include the following details:
- Workshop headline (i.e. a short name to be used in promotional materials);
- Maximum number of participants (rooms will have a capacity of approximately 35);
- Intended audience for the workshop;
- Degree of expertise or prior knowledge required by participants;
- A statement of the objectives of the workshop, including what participants will learn;
- A detailed description of the workshop format including the activities workshop participants will be expected to engage in;
- A brief bio including workshop presenter/s qualifications.
Submission limit
Workshop presentation does not count towards the limit of one first authorship for papers.
Online Submission
Use the online contribution system to submit an abstract as soon as possible. We will review your submission and let you know an outcome within a few weeks.
Full paper formatting guidelines
Use MS Word or compatible programs only. Use Normal style and do not apply a template. Refer to the Paper style guide below for detailed formatting instructions.
Papers submitted for review should omit author and affiliation details, acknowledgments and bio notes.
Paper title in sentence case Arial 16 bold
Author 1 In the cases of full and concise papers for review, omit these lines
Department or Centre
Institution
Author 2 In the cases of full and concise papers for review, omit these lines
Department or Centre
Institution
Place your abstract here ... no more than 150 words in Times New Roman 10, indented 1.0 cm left and right margins, left aligned. Title, author details and abstract are the only parts of your paper that will appear in the Conference's printed program booklet. Title and abstract are the most critically, vitally important parts of your writing!
Keywords: One line of key or focus terms by which your paper can be indexed.
First level heading in Arial 12 bold
Body of your paper use Times New Roman 10 point, left aligned, single spaced. Blank lines before and after headings and paragraphs are to be sized the same as text lines, i.e., 10 point (Times NR).
For paragraphing, use a single blank line between each paragraph, and no indents. Do not use Spacing Before or Spacing After your paragraphs.
Second level heading in Arial 10 bold
Put a blank line before and after the second level heading.
Third level heading in Times New Roman 10 point italic
Do not include a blank line after a third level heading. Use bulleted or numbered lists in preference to third level headings where possible.
[This is a quotation] Use Times New Roman 10 point, left aligned, single spaced, indented 1.0 cm left and right, not italicised, without quote marks, one blank line before and after. Indents may be varied slightly from 1.0 cm to improve the fit. Referencing for the quotation may be given in the running text immediately before the quotation, or may be appended to the end of the quotation. In general, very short quotations using only a few words should be given with quote marks in your running text, whilst only longer quotations using a line or more should be formatted as quotations. (reference)
This is a bulleted list:
Times New Roman 10 point
left aligned, single spaced
no indents except a hanging indent 0.5 cm.
This is an ordered list:
- Times New Roman 10 point
- left aligned, single spaced
- no indents except a hanging indent 0.5 cm. Indentation may be varied slightly to improve the fit.
- select only from these kinds of ordering: 1., 2., i., ii., a., b.,
Do not use any other kind.
Do not use page breaks or sections breaks. Where necessary or desirable, use several carriage returns to obtain a page break.
 Figure 1: Sample of a figure (legend is below figure, centred, bold) Figures must be placed in their correct location in your running text. All figures should be included in your Word file, and not in separate graphic or drawing package format. Labeling should be consistent with the fonts used in the text of your paper, i.e., Times New Roman. Number sequentially, Figure 1, Figure 2, etc. Do not use variations such as Figure 1a, 1b. Table 1: A sample table (title is above table, centred, bold)
Location
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Tables must be placed in their correct, appropriate locations in your running text
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General
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In general use Times New Roman 10 point and other body text specifications for all text within a table and its title, though 9 point may be used as required for narrow columns. Tables should have a title with consecutive numbering (e.g.: Table 1: Title of the table), bolded, using sentence case, centred, and located at the top of the table. For headings within tables use sentence case, with bold and centering optional.
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Format
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Centre each table and select appropriate widths for the table and for each column, using percentages. Use of borders for all cells ('All', with style '1/4 point') is recommended, mainly because borders seem to be helpful for on screen reading. In columns of numbers, use centre or decimal point alignment.
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Explanatory text
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If your table requires explanatory text that is inappropriate for placing in your running text, place it at the bottom of the table, formatted to the same width as the table.
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Other features
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Cell background colouring or shading may be used, but check that grey scale printing (600 dpi) is not impaired, and note that when a web version file is created, the Proceedings editors may use a standard background colour for the first row or other elements of a table.
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References
Use APA 5th edition style for references. This style prescribes alphabetical order by first author. Use Times New Roman 10 point, left aligned, hanging indent 0.5 cm, with no blank lines. Wherever possible, insert URLs for references. However, do not insert URLs for publications that only offer pay per view, institutional subscriber, or on campus only access to full text. The date of viewing may be omitted for journal and proceedings URLs considered to be of high reliability. The following list provides examples of referencing for the main kinds of publications:
Ally, M. (Ed.) (2009). Mobile learning: Transforming the delivery of education and training. Athabasca University Press (e-book).
http://www.aupress.ca/index.php/books/120155
Gerbic, P. & Maher, M. (2008). Collaborative self-study supporting new technology: The Mahara e-portfolio project. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008.
http://www.ascilite.org.au/conferences/melbourne08/procs/gerbic.pdf
Gunn, C. & Peddie, R. (2008). A design-based research approach for eportfolio initiatives. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008.
http://www.ascilite.org.au/conferences/melbourne08/procs/gunn.pdf
Herrington, A. (2008). Adult educators���¢�¯�¿�½�¯�¿�½ authentic use of smartphones to create digital teaching resources. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008.
http://www.ascilite.org.au/conferences/melbourne08/procs/herrington-a.pdf
Kearsley, G. (2004). Explorations in learning & instruction: The theory into practice database.
http://tip.psychology.org/ [viewed 13 Mar 2009].
Lefoe, G., Philip, R., O'Reilly, M. & Parrish, D. (2009). Sharing quality resources for teaching and learning: A peer review model for the ALTC Exchange in Australia. Australasian Journal of Educational Technology, 25(1), 45-59.
http://www.ascilite.org.au/ajet/ajet25/lefoe.html
Levy, P. (2006). 'Living' theory: A pedagogical framework for process support in networked learning. ALT-J: Research in Learning Technology, 14(3), 225-240. [verified 20 May 2009]
http://repository.alt.ac.uk/138/
Salmon, G. (2000). E-moderating: The key to teaching and learning online.
London: Kogan Page.
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