CELE 2012
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CELE 2012

Call for papers

On behalf of the Organising Committee we are happy to invite you to take part in The Future Learning Environments Conference (FLEC).

The FLEC is an international refereed conference dedicated to the advancement of the theory and practices in education. It will be an international forum for those who wish to present their projects and innovations, having also the opportunity to discuss the main aspects and the latest results in the field of Education.

We kindly invite you to submit your abstract by 16 January 2012 (extended deadline) .

Papers will be presented in eight parallel sessions. The sessions are related to the eight topics of Innovative Learning Environments in Educational context. These topics may be broadly interpreted and present research projects and studies from various angles.

Paper sessions will consist of presentations and discussions of papers that focus on an ongoing or a completed research project. 3–6 papers will be presented at each parallel session. The paper sessions are organised by the organizing committee. You are expected to present your paper within 20 minutes including discussion and question time.

We in particular welcome papers that, when put together in the parallel sessions, show the broad spectrum of relevant methods within the frame of Innovative Learning.

Poster sessions provide as well an informal as a focused opportunity to present and discuss your research work, findings, projects etc.


Abstracts of 300–500 words should be submitted through the application on the conference website. All abstracts must be submitted in English. Abstracts should include 1) research objectives, 2) methods, and 3) conclusions/findings.

The submitted abstracts will be evaluated by a select team of peer-reviewers in January. Notification of abstract acceptance will be given in consecutive order. After that the abstract will be published on the conference website.
Aim: The aim of the networks is to stimulate young and senior researchers and teachers to meet, discuss and exchange scientific and practical ideas encompassing both theoretical and empirical topics. The objective of the networks is also to contribute co-operation between teachers and researches.

Link to abstract submission form

Please indicate in the submission form your preferred workshop (see descriptions below)

Group 1: School ethos /Marjaana Soininen
In a learning process not only school environment is important but also school ethos. The concept school ethos can be understood in different ways. It can be seen as school atmosphere, school climate, school well-being, or something else that makes us feel good and safe inside or outside a school building. School ethos is connected to the affective side of a learning process.

Group 2: Learning in Clouds/ Sampsa Kullas
Learning in Clouds is related to learning with portable technologies including, but not limited to, handheld computers, MP3 players, notebooks and mobile phones. The focus of the group is on the mobility of a learner interacting with portable technologies. The goal is to reflect on how society and its institutions can accommodate and support an increasingly mobile population. Cloud computing includes the delivery of computing rather as a service than as a product, whereby shared resources, software and information are provided to computers and other devices as a utility over the Internet.
The group aims to find answers to e.g. the following questions: What kind of new learning practices have been developed? How learning is supported in social networks? How does information sharing help in learning processes? What kind of advantages can personal learning environments offer?

Group 3: Cultural Learning Environments/ Marja-Leena Rönkkö
The group focuses on international research and development projects, targeting at pre-school age children. The aim is to examine the opportunities basic education provides for students to learn in different cultural environments. In addition, studies related to different school subjects (such as art, nature and environmental education) as well as to learning and promoting the development of broader themes (e.g. cultural learning environments’ significance for social skills development and motivation) are of interest.

Group 4: Learning Environments in Mathematics and Natural Sciences/ Tomi Kärki

The group focuses on research and practical solutions concerning learning environments especially dedicated for learning mathematics and natural sciences in early childhood, at school, as well as in higher education.

Group 5: Craft Education (Learning Environments), Jaana Lepistö
The group focuses on international research and development projects, targeting at Craft Education in every educational context (pre-school; primary, secondary and upper secondary levels 1-9; university studies; university of applied sciences etc.). The proposals can be aligned to craft, technology, design and art learning environments. In addition, theoretical and practical studies of how craft can be researched in any educational context and what kinds of learning environments are needed are welcome.

Group 6: Learning Environments in Contemporary Music Education, Pirkko Martti
The group explores new challenges faced by music educators in the modern western society where media and technology have a central role in children’s life. Audiovisual media is a part of the music industry, which has a strong effect on children’s everyday life in the market society. It challenges educators to include media education in the curriculum to help children to become media competent citizens, thus promoting media literacy.

The modern information-intensive society, the new communication technology, as well as the new concepts of learning set their challenges to music education. Sound education is needed as a part of music education. Children should learn to observe and become aware of the soundscape around us, and to understand the effect of noise and silence to a human being. The group invites presentations that document and theorize media, technology and soundscape in contexts of music education.

Group 7: Learning Environments in Contemporary Literacy and Literature Education/ Juli Aerila
Language learning and awakening of children’s interest in reading requires appropriate, modern learning environments. The main focus of the theme group is on such environments. We are particularly interested in studies that aim to provide pre-school (six-year-olds) or school children (7–16-year-olds) opportunities for multi-sided communication, reading and writing in a supportive and challenging learning environment. The proposals can be aligned to psychological, physical emotional or social learning environments. In addition, theoretical and practical studies of how information and communication technologies can be combined with the didactics of literacy and literature are welcome.

Group 8: Learning Environments in Early Childhood and Preschool Education /Marita Neitola
The main focus of the network is on learning during the early years. Studies related to children’s learning, growth and development in different environments: home, kindergarten (0-5-year-olds), preschool (six-year-olds) and first grade (seven-year-olds) are of special interest. The goal is to find answers to the question how different kind of environments and their quality or other attributes can either prevent or promote children’s learning. The proposals can be aligned to psychological, physical emotional or social learning environments. The network also invites different methodological approaches to the study of early childhood learning environments.

Publication of articles based on papers presented at the FUTURE LEARNING ENVIRONMENTS conference is planned in the beginning of the year 2013.

The selection of papers for the publication will be done by the editors of the publication in cooperation with the scientific committee of the conference.

Editorial Board

Marjaana Soininen, Professor,
University of Turku Department of Teacher Education, Rauma

Marja-Leena Rönkkö, Lecturer of Craft Science
University of Turku Department of Teacher Education, Rauma

Tuula Merisuo-Storm, Assistant Professor
University of Turku Department of Teacher Education, Rauma

Jaana Lepistö, University Research Fellow in craft education
University of Turku Department of Teacher Education, Rauma

Tomi Kärki, University Lecturer (Mathematics),
University of Turku Department of Teacher Education, Rauma