The two-volume set LNCS 10295 and 10296 constitute the refereed proceedings of the 4th International Conference on Learning and Collaboration Technologies, LCT 2017, held as part of the 19th International Conference on Human-Computer Interaction, HCII 2017, in Vancouver, BC, Canada, in July 2017, in conjunction with 15 thematically similar conferences. The 1228 papers presented at the HCII 2017 conferences were carefully reviewed and selected from 4340 submissions. The papers cover the entire field of human-computer interaction, addressing major advances in knowledge and effective use of computers in a variety of application areas. The papers included in this volume are organized in the following topical sections: multimodal and natural interaction for learning; learning and teaching ecosystems; e-learning, social media and MOOCs; beyond the classroom; and games and gamification for learning.

This book constitutes the proceedings of the 26th International Conference on Collaboration Technologies and Social Computing, CollabTech 2020. The conference was scheduled to take place in Tartu, Estonia, in September 2020. It was held virtually due to the COVID-19 pandemic. The 10 full and 5 work-in-progress papers presented in this volume were carefully reviewed and selected from 25 submissions.

This book constitutes the refereed proceedings of the Third International Conference on Learning and Collaboration Technologies, LCT 2016, held as part of the 18th International Conference on Human-Computer Interaction, HCII 2016, in Toronto, Canada, in July 2016, in conjunction with 14 thematically similar conferences. The 1287 papers presented at the HCII 2016 conferences were carefully reviewed and selected from 4354 submissions. The papers cover the entire field of human-computer interaction, addressing major advances in knowledge and effective use of computers in a variety of application areas. The papers included in this volume are organized in the following thematic sections: instructional design; interaction techniques and platforms for learning; learning performance; web-based, mobile and ubiquitous learning; intelligent learning environments; learning technologies; collaboration technologies; and cultural and social aspects of learning and collaboration technologies.

This two-volume set LNCS 12205 and LNCS 12206 constitutes the proceedings of the 7th International Conference on Learning and Collaboration Technologies, LCT 2020, held as part of the 22nd International Conference, HCI International 2020, which took place in Copenhagen, Denmark, in July 2020. The total of 1439 papers and 238 posters included in the 37 HCII 2020 proceedings volumes was carefully reviewed and selected from 6326 submissions. The papers in this volume are organized in the following topical sections: designing and evaluating learning experiences; learning analytics, dashboards and learners models; language learning and teaching; and technology in education: policies and practice. As a result of the Danish Government's announcement, dated April 21, 2020, to ban all large events (above 500 participants) until September 1, 2020, the HCII 2020 conference was held virtually.

Students who know how to collaborate successfully in the classroom will be better prepared for professional success in a world where we are expected to work well with others. Students learn collaboratively, and acquire the skills needed to organize and complete collaborative work, when they participate in thoughtfully-designed learning activities.Learning to Collaborate, Collaborating to Learn uses the author’s Taxonomy of Online Collaboration to illustrate levels of progressively more complex and integrated collaborative activities.- Part I introduces the Taxonomy of Online Collaboration and offers theoretical and research foundations.- Part II focuses on ways to use Taxonomy of Online Collaboration, including, clarifying roles and developing trust, communicating effectively, organizing project tasks and systems.- Part III offers ways to design collaborative learning activities, assignments or projects, and ways to fairly assess participants’ performance.Learning to Collaborate, Collaborating to Learn is a professional guide intended for faculty, curriculum planners, or instructional designers who want to design, teach, facilitate, and assess collaborative learning. The book covers the use of information and communication technology tools by collaborative partners who may or may not be co-located. As such, the book will be appropriate for all-online, blended learning, or conventional classrooms that infuse technology with “flipped” instructional techniques.

This two-volume set LNCS 11590 and 11591 constitutes the refereed proceedings of the 6th International Conference on Learning and Collaboration Technologies, LCT 2019, held as part of the 21st International Conference on Human-Computer Interaction, HCII 2019, in Orlando, FL, USA in July 2019. The 1274 full papers 209 posters presented at the HCII 2019 conferences were carefully reviewed and selected from 5029 submissions. The papers cover the entire field of human-computer interaction, addressing major advances in knowledge and effective use of computers in a variety of applications areas. The papers in this volume are organized in the following topical sections: mobile and ubiquitous learning; virtual reality and augmented reality systems for learning; and collaborative technology.