CfP: Learning Analytics – Implications for Higher Education

Ich bringe den u.g. CfP auf diesem Blog, da in meinem Verständnis “learning analytics” ein wirkungsvoller Ansatz ist, um den Mikrokosmos von Literacy Management zu beleuchten und zwar auf zwei Ebenen: a) auf der Ebene der Lernenden im Rahmen einer Lernendengemeinschaft als individuelles Literacy Management und b) auf der Ebene einer ganzen Praxisgemeinschaft bzw. Bildungsinstitution als institutionelles Literacy Management.

ZFHE (Zeitschrift für Hochschulentwicklung vol. 12/1) is calling for
contributions for an English-language special issue on “Learning Analytics:
Implications for Higher Education”.

Guest editors are Wolfgang Greller, Ulrich Hoppe & Hendrik Drachsler.
Planned date for publication is February 2017. The following topics are open
for contributions:

(1) Focus on the learner:
* How can learning processes be adapted based on the analysis of
learning-related data?
* Which possible (positive) effects on learner performance can we expect
from using learning analytics and/or educational data mining approaches?
* What are suitable indicators for predicting learning success/failure?
* Which principles and approaches can or should guide the usage, processing
and presentation of analytics results based on person-related data?

(2) Focus on courses and learning design:
* What can learning analytics reveal regarding the use of learning
resources, interactions and participation of learners?
* How to assess if the activities of students are in line with expectations
derived from pedagogical design principles?
* Does learning analytics offer interesting new information to enhance
course evaluation?
* Are teachers ready for exploiting learner data in order to optimise

(3) Focus on the institution:
* What are conditions and/or indicators for learning analytics “readiness”
of HE institutions?
* Can learning analytics help take decisions on when to plan courses and how
to structure programs?
* What are the conditions for sharing learner data within different parts of
a university?
* What measures are necessary at institutional management level to maximise
benefit of learning analytics and what are the potential benefits?
*  In what ways can predictive analytics influence future student cohorts?

Extendend Deadline for submissions: 30 June 2016
The complete call is available from the ZFHE website:

Beste Grüße aus der ZFHE-Redaktion
Michael Raunig
ZFHE – Zeitschrift für Hochschulentwicklung

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Call for papers: 9. EATAW conference 2017

Das Schwerpunkthema für die nächste Tagung der European Association of Teaching Academic Writing (EATAW) braucht m. E. Wissen zum Literacy Management der angezielten Praxisgemeinschaften als Basis für institutionelle und curriculare Konzepte mit hohem strategischem Gebrauchswert. Ein Beispiel: Die curriculare Verankerung von Kursen zum wissenschaftlichen Schreiben (Einführungskurse, schreibintensive Lehre, Hausarbeiten oder Abschlussarbeiten schreiben) benötigt eine detaillierte Bedarfsanalyse: a) hinsichtlich der bei den Studierenden vorhandenen bzw. angezielten Schreibkompetenzen, b) hinsichtlich der für erfolgreiches Studieren und wirkungsvolle Lehre erforderlichen Kompetenzen im Umgang mit Informationen, um wissenschaftliche Texte im definierten Diskursraum von Studium und Lehre zu produzieren, zu rezipieren und zu distribuieren. Die sinnvolle Kontextualisierung dieser Bedarfsanalyse benötigt in der Tat das von der Tagung anvisierte Spannungsfeld von “policy, pedagogy, and practice”, aber auch den Input von neuesten Forschungserkenntnissen zu Schreiben, Studium und Hochschullehre.

NOW OPEN: CALL FOR PROPOSALS (further information available here<>)

9th Biennial EATAW conference: 19-21 June 2017
Royal Holloway, University of London, United Kingdom
Conference theme: Academic Writing Now: Policy, pedagogy and practice

The EATAW 2017 conference aims to articulate a response to the shifting realities of higher education using the sub-themes of policy, pedagogy and practice.
Policy – whether governmental, institutional or departmental – has the potential to impact the teaching of academic writing profoundly, raising questions such as:
*  Where does writing development sit in universities?
*  How do departments effectively equip teachers with different academic backgrounds to
teach writing?
*  At what stage should academic writing be taught?

Pedagogy – drawing from a wide range of pedagogical traditions, this sub-theme aims to reflect on how these are responding to the changing landscapes in higher education to address questions such as:
*  Which pedagogic approaches are being used in different teaching contexts?
*  How do we measure ‘good’ writing in different contexts?
*  Is there a place for both generic and discipline-specific writing development?

Practice – a changing academic context has practical impacts on both staff and students provoking questions about how we academic writing teachers should respond to these impacts, leading to questions such as:
*  Is student writing changing?
*  When are digital technologies both used and avoided by students and teachers of
academic writing?
*  What physical and mental space do students need for effective academic writing?

The deadline for submission of proposals is 8 January 2017 (23.59 GMT).

The conference website can be reached on<>. Please direct any queries to

Silke Placzeck
Centre for the Development of Academic Skills (CeDAS)

IN033 | Royal Holloway, University of London | Egham | Surrey | TW20 0EX
T: +44 (0)1784 443110

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Literacy Management auf internationaler Ebene sichtbar gemacht

Hello All,

I am very pleased to announce Writing Programs Worldwide – a web
publishing initiative:
This is a completely open-access platform for teachers and scholars to
talk about individual or departmental initiatives that assist how writing
is taught and learned in their locales. We welcome teachers, program
managers, writing center directors, and college/university administrators
to share and discuss how writing is currently defined, taught, and supported
in their institutions with their prescribed baccalaureate and post baccalaureate
curricula and goals. This multimodal web project will consist of articles written
in multiple languages, video and audio interviews of Writing Program
Administrators and teachers, and photographs portraying the writing
programs and students at different colleges, universities, or technical
institutes around the world.

If you go to the website now, you will see the texts of more than 40
writing program profiles published in the 2012 anthology, Writing Programs
Worldwide: Profiles of Academic Writing in Many Places,  that was published
online by the open-access WAC Clearinghouse: and as print on demand by Parlor
Press ( With the hope to continue the
dialog and spirit in the book, the same editorial team (Aparna Sinha,
Chris Thaiss, Gerd Bräuer, Paula Carlino, Lisa Ganobcsik-Williams) brings
this web publishing initiative. The current website will begin to give you
an idea of the projected web portal, as well as information about the
initiatives profiled there.

Primary goals of are:
1. To establish the first, free, multilingual, multimodal, publication
web-portal that showcases how writing programs are managed across the world
at different institutions.
2. To build a dialogic transnational community of writing scholars,
teachers, and administrators.
3. To encourage research on the shaping of writing programs and writing
centers and related areas of inquiry;
4. To share discoveries of new approaches to teaching writing within a
programmatic framework;
5. To honor multilingualism, by allowing universities to share their
information in the language(s) of their choice.

You can collaborate and participate with us in the following ways:
Option 1: Published Article
If you would like your writing program and/or individual work to be
profiled in this web publication, you can collaborate with one of the
editors and publish an article. The Profile essays will be roughly
2000-3000 words in length. The editors will happily work with the
contributors in the language of their choice.

Option 2: Video/Audio Interview
If you would prefer not to contribute your own article, you have the option
of being interviewed by one of our editors. This video/audio interview will
be recorded and posted on the website. The scope of the interview will be
about your writing program and initiatives around teaching and learning

Option 3: Applying to be a Co-Editor also invites applications for
co-editors. Given the broad scope of this web portal, a diverse team of
editors will be essential, so please do apply. Graduate students and
Faculty in Composition & Rhetoric, Writing studies, or closely related
fields are all welcome. Applicants who are bilingual and/or fluent in
languages other than English are encouraged to apply. This is an
uncompensated, volunteer, position that will demonstrate your engagement in
scholarly research in the field. If you are interested in collaborating on
a publication or several publications, you can apply with your resume and
letter of interest to Aparna Sinha (<>).

Aparna Sinha, PhD
Assistant Professor, English Language Education,
College of Health Science, California Northstate University

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Call for Papers: Schreib-Peer-Tutor*innen Konferenz am 23.-25.9.16 in Freiburg

Nach den Tagungen in Frankfurt/Oder (2008), Bielefeld (2009), Hildesheim (2010), Göttingen (2011), Jena (2012), Bochum (2013), Frankfurt/Main (2014) und Hamburg (2015) findet die Tagung 2016 vom 23.-25.9. am Schreibzentrum der Pädagogischen Hochschule Freiburg statt. Das Freiburger Schreibzentrum wurde 2001 als erste Einrichtung dieser Art in der europäischen LehrerInnen-Ausbildung gegründet und hat seitdem auf vielfältige Weise versucht, zur Anleitung und Begleitung von Schreibenden an der Hochschule und in der Stadt Freiburg bzw. in den durch die Ausbildung an der PH angezielten Berufsfeldern Bildung und Soziale Arbeit wirkungsvoll beizutragen.

Dabei wurde deutlich, dass der Anleitungs- und Beratungsbedarf der Schreibenden nicht derselbe bleibt, sondern sich im Kontext der sich ständig verändernden Schreibkulturen in Schule, Studium, Beruf und Freizeit immer wieder verschiebt. Wie diese dynamischen Beratungsbedarfe kontinuierlich ermittelt werden und wie auf sie in der Schreibberatung und im Schreibzentrum flexibel reagiert werden kann, das wollen wir zum Gegenstand dieser Tagung machen.

Wir freuen uns auf eure aktive Teilnahme!
Hier findet ihr den Tagungsaufruf und weiterführende Informationen.

Das Team des Freiburger Schreibzentrums

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Conference program: Supporting L2 Writing at German-Language Universities

Dear Colleagues,

We are very excited to share the complete program for *Symposium 2016:
Supporting L2 Writing at German-Language Universities*, hosted by the
Language Center of the Technische Universität München on April 7 and 8, 2016.
Please visit our website to see the schedule and further details:

This year our conference includes a fantastic lineup of workshops and
presentations by educators, academics, and professionals from universities
and institutions around the world. We’ll discuss writing and teaching
writing in English and German from multifaceted perspectives, such as new
technological approaches, peer feedback, special requirements for working
with scientific writers, internationalization and the lingua franca,
bridging the L1/L2 divide, and many others.

We also look forward to welcoming our two keynote speakers: Dr. Leslie
Sage, Senior Editor of Physical Sciences at *Nature;* and Prof. Dr.
Christian Fandrych, director of the Herder Institute at the University of
Leipzig. Their presentations, along with our Writing Summit panel
discussion, will tackle the question “What is good writing?” from a variety
of scientific, academic, and professional viewpoints.

Please visit our website <> to
register and for information on planning your visit to Munich. Feel free to
email me at with any questions.

Thank you! We hope to see many of you on April 7 and 8!

Kind regards,
Ruth Shannon

*English Writing Center*

TUM Sprachenzentrum
Arcisstr. 21, Room 0241
80333 Munich

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Buch vergriffen – beim Autor bestellen

Mein Buch bei UTB (2014), Das Portfolio als Reflexionsmedium für Lehrende und Studierende, ist z.Zt. vergriffen und wird im Sommer neu aufgelegt. Bis dahin können Exemplare für 10 € (Versand incl.) beim Autor ( bestellt werden. Schicken Sie mir einfach eine Mail 🙂

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Special Issue of Writing and Pedagogy

Call For Papers: Writing Development Across the Lifespan
Proposals by 30 April 2017

The road to adult competence in writing is long, beginning before the earliest childhood scribbles and passing through many locations in and out of school and beyond. As well, writing competence enlists multiple dimensions of changing lives–experience of the world, development and repurposing of psychological resources, social interactions and organized activities that writing participates in, knowledge of cultural resources, emotional orientations, physical manipulation of technologies, social roles and status, and even economic power. Consequently, each person’s experienced path into writing is individual and leads to a different kind of writing competence. Yet our studies of writing and writing instruction tend to focus on a limited period in the life of a writer or a single level of education, and often view the competence as a single general thing. Even then, we have only a limited number of longitudinal studies that track change within the four or six years of a singe educational institution.

To foster more studies that look at writing development across the lifespan and writing policies and programs that extend across life periods, a special issue of Writing and Pedagogy is to appear in Summer 2018 (19:2). This issue invites submissions that have a longitudinal orientation or otherwise look at writing development, writing instruction, other interventions, curricula, or educational policies that stretch across age epochs or several years. Possible topics include:

  • Comparison of texts from different periods in students’ lives.
  • Writers’ retrospective views of their writing development over time.
  • Longitudinal case studies of writers’ development over life periods
  • Stratified samples of student writing at different ages
  • Curricula and other writing interventions that extend over several years of student’s lives
  • Writers’ transitions from one level of schooling or from one workplace experience to the next
  • Application of developmental research and theory from other disciplinary domains that bear on writing development
  • Studies of the influence of available social experiences and changes in those experiences on the changes in writing
  • Comparisons of writing development under different cultural, social, or economic conditions
  • Studies of writing development in moments of encounter with new writing opportunities
  • Studies of differences of curricula, standards, and assessments offered for students of different ages
  • Studies of the impact of different expectations and opportunities on writing development at different levels of schooling
  • Contributors may also address an issue or topic that is not listed above but which illuminates some aspect of writing development from a lifespan perspective.

Guest editor contact information:
Charles Bazerman
Gevirtz Graduate School of Education
University of California Santa Barbara
Santa Barbara, CA 93106 USA

For further information, please check:

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