Due to the Covid-19 pandemic SLERD 2020 will be in a full blown virtual conference format and has been postponed to  29-30 June 2020.

the physical to virtual switch and the conference postponement has been considered as an opportunity to share with a larger number of colleagues the efforts about the development of smart learning ecosystems and, as well, to build together a brilliant post pandemic future; because of this the call for paper will be re-opened for a narrow window
till 19th of April (see important dates below)


5th International Conference on Smart Learning Ecosystem and Regional Development

Pedagogical Approaches, Ludic and Co-Design Strategies & Tools supporting Smart Learning Ecosystems and Smart Education

Bucharest 2020, 25-27 May

After a first tour of Europe Timisoara (East), Aveiro (West) and Aalborg (North), Rome (South) is time to start a new journey so that the fifth edition of the SLERD conference will be held in Bucharest.  SLERD 2020 is organized by the University Politehnica of Bucharest and, as for previous editions, supported by ASLERD.

SLERD 2020 welcome researchers and practitioners from all over the world involved in the development of Smart Learning Ecosystems and Smart Education, as engines of social innovation and  territorial development.

At the core, the adjective smart comprises terms like intelligent, purpose oriented, supportive, artful, clever and the like. Thus, smart does not necessarily includes the usage of technology (neither does it exclude technology!).

Smart referred to learning ecosystems in ASLERD and SLERD contexts, thus, does not simply means “technology enhanced” (to include expert systems or AI). The smartness is a more complex multilayered construct related to the wellbeing of the players operating in the ecosystems, that hopefully are also in relation with the territory (see Declaration of Timisoara, the wikipedia page of ASLERD, the proceedings of the previous SLERD conferences published by Springer (Aveiro, Aalborg, Rome) and the special issues (N.16, N.17, N.20, N.27, N.31, N.35, N.39 and N.43 in preparation) devoted to SLERD by IxD&A journal). Smartness is affected by the improvement of any relevant aspects of the learning processes and ecosystem functioning, especially if connected with territorial development and social innovation.
Technologies are mediators. Hopefully they should be included but they are not a “sine qua non”.

The achievement of the learning ecosystems’ smartness is a process that need a long term vision, multidisciplinary competences, an attitude to understand people and contexts and to mediate point of views, a dynamic resilience to keep on track to achieve, step by step, the foreseen goals: in short a design literacy from which to make emerge projects and processes capable to reify them, all aimed at achieving a people centered smart education, social innovation and territorial development.



Albert Sangrà Morer (Universitat Oberta de Catalunya)

Becoming Smarter: Lifelong Learning Ecologies for Personal and Professional Development

The concept of learning ecologies arises as a perspective integrating the catalysts of the current learning metamorphosis: the generation and maintenance of learning networks where collective knowledge is created, the initiative of individuals who seize the reins of their own learning process, and decide which opportunities they will pursue, and which they will not; in a context where the parameters of space and time are not limiting, and where learning is both visible and invisible (formal, non-formal and informal), based on activities, resources, relationships and interactions taking place in different contexts (face-to-face, blended and online) and processes.
This capacity for integration makes ecologies a valuable framework for analysing the ways and patterns in which different individuals and groups learn, both personally and professionally. Evidence of this is provided by the different research projects that have already been undertaken based on this concept. A specific focus will be given to the need of raising awareness to take greater advantage of the potential of learning ecologies: the more we know about how we learn, the better we perform and achieve our learning goals. 

Nic Nistor (Ludwig-Maximilians-Universität München)

How smart are online communities? A Learning Sciences perspective

Due to potential advantages such as the collaborative construction of applicable knowledge, both face-to-face and online communities are regarded as learning environments and have become an established focus of the Learning Sciences research. The recently emerging discipline of Learning Analytics also includes online communities as an important research focus. This presentation gives an overview over knowledge communities from a Learning Sciences perspective and aims to build a bridge between this and Learning Analytics. The keynote includes examples of online community studies and includes suggestions for further research.