T h e 1 7 t h A n n u a l S l o a n C o n s o r t i u m

International Conference on Online Learning

C a l l f o r P r e s e n tat i o n s
& Call for Workshops

Onli n e L ea r ni n g , T eac h in g , a n d R e s ea r c h
i n t h e N e w M e d ia Ecolog y

NOVEMBER 16-18, 2011

Walt Disney World Swan and Dolphin Resort
Lake Buena Vista, FL
 C a l l f o r P r e s e n t a t i o n s

November 16-18, 2011

Walt Disney World Swan and Dolphin Resort • Lake Buena Vista, FL

The Sloan Consortium invites you to submit a proposal

for presentation and/or workshops for the 17th Annual
Sloan-C International Conference on Online Learning to
be held November 16–18, 2011 at the Walt Disney World
Proposals for Swan and Dolphin Resort in Lake Buena Vista, FL.
presentations must
be submitted by The theme of this year’s conference is “Online
Learning, Teaching, and Research in the New Media
May 2, 2011
Ecology”. It’s clear we are witnessing rapid and ongo-
ing changes in how we communicate and represent
ideas and these changes have profound consequence
for how we know, learn, think, and teach in higher edu-
cation and beyond. The dizzying pace of change is evi-
dent as established conventions of online education are
now challenged by emerging means of access, such as
mobile and cloud computing, new forms of communica-
tion such as video streaming and real-time information
networks, and innovative modes of participation repre-
sented in new social media. Millions of online students
are at the forefront of this evolving landscape and it’s
crucial we gain a clear understanding of pedagogies,
policies, and practices that leverage the new media
ecology to support our students learning.

Our understanding needs to be rooted in solid research

that can promote best practices. We are confident
that this year’s conference will create opportunities for
learning, networking, and sharing that will make this a
reality. Our keynote and plenary speakers each have a
unique perspective on the promises and pitfalls of the

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 C a l l f o r P r e s e n t a t i o n s

new media ecology. Lee Raine, Director of the Pew Internet and
American Life Project has vast experience in studying the impacts of
the digital age on the citizens of the United States. His insights on top-
ics ranging from the digital divide, health, safety, gaming, teens, and
social networking in the age of the internet will provide breadth in our
investigation of the new media ecology for learning.

Additionally, Cable Green, Director of eLearning and Open

Education for the Washington State Board for Community and
Technical Colleges will help us to focus in depth on the new Open
Educational Resources movement which inevitably leads to discus-
sions of the crucial topic of the economics of higher education. Cable’s
participation also marks the opening of a new track in the 2011 confer-
Don’t miss the ence dedicated to issues surrounding Open Educational Resources.

17th Annual
Adding another dimension to our theme is cognitive neuroscientist
Sloan-C
Maryanne Wolf, author of Proust and the Squid, who will share with
International
us her research on the transition from a reading brain to an increasing-
Conference on ly digital one. This work holds promise in illuminating the evolution of
Online Learning human intelligence, and the choices we might face in shaping that fu-
ture through online education.

We eagerly anticipate your participation in this year’s meeting. We

firmly believe that the theme and speakers we have identified are
timely and essential and we look forward to your contributions. The
many forums for participation include both face-to-face and online
modes. Our new venue, the award-winning Walt Disney World Swan
and Dolphin featuring the Mandara Spa, 17 spectacular restaurants
and lounges, five pools, a white sand beach and much more promis-
es to be a well-appointed backdrop to the stimulating conversations at
this year’s event. We urge you to attend the premier annual gathering
of professionals concerned with the future of online education.
The conference strongly encourages presentation and workshop

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G e n e r al I n fo r matio n

proposals that reflect the implications for the field of

specific e-learning experience and practices. We are
Proposals for
looking for proposals that are innovative and cutting
presentations must
edge and will provide important take-aways for partici-
be submitted by pants. Proposals that address blended learning, issues
May 2, 2011 of diversity, international applications of online learn-
ing, open educational resources, social networking, on-
line learning and community colleges, and/or K-12 on-
line education are especially encouraged. Last year’s
conference attracted 1200+ onsite and over 250 virtual
participants to more than 230 presentations, as well as
60 exhibits, 40 vendor showcase sessions, 18 total pre-
and post-conference workshops, keynote and plenary
addresses, and a variety of other special events.

Conference tracks highlight and demonstrate research,

application and effective practices in the following
areas:

●● K-12 Online Education

●● Faculty and Professional Development and Support

●● Open Educational Resources*

●● Learning Effectiveness

●● Technology and Emerging Learning Environments

●● Student Services and Learner Support

●● Leadership, Values and Society

* The OER track is a new addition to the 2011 Program.

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w o r k s h op i n fo r matio n

Pre-conference workshops are a significant session that participants

pay an extra fee to attend. Our workshop standards for selection are
very stringent. The workshops have a high standard for innovation,
creativity and the value-add that participants will take from the ses-
sion. It is generally expected that there be a significant set of program
materials beyond a power-point slide set, including sample materials,
guides, etc. The program should not be a show and tell from one insti-
tution, but instead it must demonstrate a larger view.

We will be offering Pre-Conference workshops in 2011.

Workshop time slots include:

Wednesday, Nov. 16 9:00 AM-12:00 PM and 1 PM-4 PM

The conference committee will make all decisions on scheduling. For

those workshops selected, Conference Management will waive confer-
ence registration fees for up to 2 presenters per workshop.

Special Note to Vendors: Confirmed exhibitors/sponsors are wel-

come to submit proposals for workshops. Proposals must be submitted
through the Call for Proposals system. Submissions are required to be
directly related to the focus of the conference. Presentations must pres-
ent original research or applications that are not product related.

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S u bmit a P r oposal

By completing the electronic submission form at

http://sloanconsortium.org/conferences/2011/aln/call_for_presentations

Step 1: Choose the area of focus that best fits your topic.

K - 1 2 Online The 2009 U.S. Department of Education “Evaluation of Evidence-

E ducation based Practices” noted the dearth of rigorous studies into online
learning at K-12 levels. Nevertheless, online learning is exploding
across the K-12 sector. Over 1.5 million K-12 learners are taking
online courses every year. In 2009 alone, online enrollments at state
virtual schools increased by 40%. The range of models, modes and
concerns for implementing online learning in the K-12 sector encom-
passes issues that are both the same—and very different from—those
experienced in post-secondary education. Learner development/inde-
pendence, parental roles, administrative structures, state regulations
and instructional standards, to name just a few, pose and prescribe
significantly different responses for curriculum designers, teachers
and education leaders.

Proposals submitted to this track will investigate questions, issues

and lessons learned in the application, management, development
and evaluation of online learning practices and policies within the
K-12 educational sector.

Faculty and Research continues to show the important role online faculty play in
Professional student learning, yet many faculty members come to higher education
Development without training on pedagogy and practice in the area of online and
and Support blended learning. As online learning increasingly expands into corpo-
rate training, military training and education, workforce initiatives and
professional certification programs, alternative pedagogical approach-
es have emerged. This track is designed to explore the wide range of

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S u bmit a P r oposal

Step 1 (Continued)

evolving pedagogical models, practices, case studies and institutional

strategies that inform those models.

Proposals submitted to this track might consider, for example: in-

novative faculty development programs; quantitative and qualitative
research on faculty satisfaction with online and/or blended teaching;
studies of the relationship between faculty development and faculty
and student satisfaction; studies of the relationship between faculty
effectiveness and student retention and achievement; administer-
ing faculty development efforts in online and blended environments;
and unique approaches to faculty support. Also to be considered are
new research on training strategies, instructional design issues in
workforce training; reports on innovative corporate training models;
working with the military; online and blended approaches to workforce
development, blended approaches to workforce training and develop-
ment, or creative partnerships between academic institutions and
corporations, unions, and government agencies.

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S u bmit a P r oposal

Step 1 (Continued)

Open Educational It is estimated that the average U.S. college student in 2010–2011
Resources will spend $1,137 (College Board) on course materials. The cost
of textbooks has risen faster than the cost of tuition and far faster
than inflation in recent years. As a result, efforts have been made to
create, adopt and sustain open educational resources that will make
high quality, openly licensed course materials available to students at
significantly lower or no cost. This track invites papers to document
and offer new ideas for sustainable efforts to reduce the costs of
educational resources and expand access to those resources.

Proposals submitted to this track might consider such topics as:

documenting cost savings for students at an institution, document-
ing the process of reviewing and accessing open resources; open
licensing policies for open courseware, textbooks and/or research,
processes for moving from proprietary to open textbooks; projects
with Connections, Wikibooks, FlatWorld Knowledge, Merlot, and oth-
ers; strategies for inter-institutional collaborations in the development
of shared original texts; and assessment of learning outcomes using
open educational resources.

Learning Research continues to show the important role online faculty play in
Effectiveness student learning. It Online learning is reaching a more mature stage
in development and evaluation in which comparative research is be-
ing replaced by research explaining learning effectiveness and theory
development. Papers submitted to this track should reflect this with a
focus on theory and/or research-based approaches to the design and
delivery of online or blended learning.

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S u bmit a P r oposal

Step 1 (Continued)

Proposals submitted to this track might consider, for example: ap-

plications of learning theory to the design of online learning environ-
ments; quantitative and qualitative research on the effects of particu-
lar aspects of course design on student learning; the changing nature
of learning online; innovative design of online courses or course
activities to support collaboration and community; ways of assessing
student learning in online courses; creating affective outcomes toward
development of the whole person; diversity perspective and cross-
cultural issues; and faculty approaches to promoting learning online.

Technology and Online learning is evolving to include multiple blended approaches,

Emerging Learning new media for online learning, and new kinds of learning environ-
Environments ments. The existence of new learning environments has a multitude
of consequences—curricular, administrative, and pedagogic—as well
as impacts on cognition—both individual and cultural “habits of mind.”
Additionally, changes in learning environments have consequences
for what it means to be literate. This track invites papers that investi-
gate each of these areas.

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S u bmit a P r oposal

Step 1 (Continued)

Proposals submitted to this track might consider: the design, develop-

ment, and assessment of innovative environments for learning (e.g.
the role and impact of gaming, mobile learning, simulations, e-port-
folios, etc.); the use and impact of new kinds of computer-mediated
communications; designs for and the impact of incorporating multi-
media in online courses; real-world, case-based learning designs and
their outcomes; the changing nature of literacy in the age of “You-
Tube” and other visual media; effective blended learning strategies;
environments to promote diversity of students, content, and learning
approaches; and other quantitative and qualitative research on such
new learning environments.

Student Services Student services are critical to the support of learning at any institu-
and Learner tion of higher education. When programs move online, student ser-
Support vices need to be re-conceived in ways that are not always obvious.
Papers submitted to this track should focus on issues surrounding
the provision of student services to online and/or blended learners.
Proposals submitted to this track might consider, for example: library
services for students learning at a distance; emerging technolo-
gies used in recruitment and retention initiatives; the development
of community in online programs; orientation to online programs;
advisement and counseling for online learners; services for diverse
students; outsourcing of student services; perspectives on the global
environment; how student services data (student survey findings,
summaries of support desk calls, etc.) can inform faculty and course
development services; and how student services can promote
student success.

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S u bmit a P r oposal

Step 1 (Continued)

Leadership, Online learning is one way that higher education institutions are
Values responding to social change and the changing expectations society
and Society has for higher education. Online learning is transforming all aspects
of higher education including teaching, student services, finance,
and administration, impacting and challenging the underlying values
of the academy. Institutions and institutional leaders are designing
new structures to deal with the opportunities and challenges online
learning affords.

Proposals submitted to this track should directly address the relation-

ships that online learning, values, and society share and the role of
leadership at the institutional level. Papers in this track might consider
societal factors such as: changing technologies; diversity and student
and faculty demographics; economic, social, and civic capacity
development; engagement and partnership, globalization and inter-
nationalization of education; open education including open source
educational software and open educational resources; access to
education; and outcomes based education. Proposals may focus on
leadership in terms of governance, policy, or programs, and should be
supported by examples of practice.

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S u bmit a P r oposal

Step 2: Please indicate what ■■ Universities and 4-year Institutions

institutional level your proposal ■■ Community Colleges
would be most applicable. ■■ K-12
■■ Multiple

Step 3: Who is your target ■■ All

audience? ■■ Novice
■■ Intermediate
■■ Expert

Step 4: Please indicate which, ■■ Diversity

if any, of this year’s areas of ■■ Blended Learning
special interest your proposal ■■ International Programs
■■ Open Educational Resources
would be most applicable
■■ Social Networking
(optional).
■■ Online Learning and Community Colleges
■■ K-12 Online Education

If none of the above apply, you do not need to indicate a special interest area.

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S u bmit a P r oposal
Step 5: Select the session type that is most appropriate for your presentation.
Please indicate your first and second choice.

Information Give a 35 minute presentation in which you (and your co-presenters, if

Session* applicable) share information related to one of the learning tracks. Each
(35 minutes) 35 minute session should include a 25–30 minute presentation and 5–10
minutes for questions, answers, and discussion with the audience.

Extended This session format may be more suitable for a group of 3 or more present-
Information ers for an in-depth discussion of a particular topic. You will engage the au-
Session* dience with a 55–60 minute presentation plus 10–15 minutes for questions,
answers, and discussion with the audience. These presentations should
(70 minutes)
address a single topic from multiple perspectives. Inter-institutional panel
proposals are encouraged.

Poster Design a poster presentation to share the main points of your research re-
Session sults or program related to a learning track. You will participate in a presen-
tation of your poster for one 90-minute session dedicated to poster presen-
(90 minutes)
tations only. Poster presentations provide the opportunity for you to both
expand your audience and interact individually with interested viewers. We
will provide a display space and a small table for your graphic materials
and computer.

Pre-Conference Design an interactive group session related to a specific area of focus that
Workshop ** will provide tangible “take-away” information and engage the audience for
(Half Day - 3 hours; either a 3 hour or 6 hour session, depending on the length needed for the
workshop. Each workshop session should include time for hands-on group
Full Day- 6 hours )
activities as well as questions, answers, and discussion with the audience.
Final determination of workshop length will be made by the Program Chair.

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S u bmit a P r oposal

Step 5 (Continued)

*NOTE: THERE ARE A LIMITED NUMBER OF FULL-LENGTH 70 MINUTE PRESENTA-

TIONS THAT CAN BE ACCOMMODATED. THE PROGRAM COMMITTEE MAKES THE
FINAL DECISION ON THE SESSION LENGTH (35 MINUTES OR 70 MINUTES) THAT EACH
INDIVIDUAL OR GROUP PRESENTATION IS ASSIGNED. THE PROGRAM COMMITTEE
ALSO RESERVES THE RIGHT TO CHANGE THE PRESENTATION TYPE FROM THE TYPE
ORIGINALLY REQUESTED BY THE PRESENTER IN ORDER TO ENCOURAGE MORE
PARTICIPATION.

Best-in-Track Selection: Each accepted presentation is eligible to be considered within its

assigned track for the “Best-in-Track” Award. Track Chairs who are experts in this field are
charged with selecting the Best-in-Track session for their particular track. Each Best-in-Track
selection is reviewed and approved by the Program Chair and Conference Chair. Best-in-Track
Award recipients will be notified prior to the conference and will be recognized with a certificate
of achievement at the conference.

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S u bmit a P r oposal

Step 6: Please compile all of the following information before

submitting your proposal:

■■ Register at the submission site at this address:

http://edas.info/newPerson.php?noauth=1 with complete name, title, organization,

address, phone and fax numbers, email address, and biographies of each presenter.
All corresponding authors need to also be registered, however this can be com-
pleted at a later stage. Sloan-C elects to use a robust, third-party call of paper and
abstract management service. Please keep in mind that once you have registered
or submitted a paper, all conference-related information can be found at the Annual
Sloan Consortium International Conference on Online Learning website.

■■ Presentation Abstract (25-50) words for inclusion in the conference program.

■■ Presentation Description and Goals (up to 1000 words). Please provide a longer
description of the presentation.

●● For research presentations, please include a brief, concise description of con-

text, questions, methods, results, conclusions, and a discussion/interpretation.

●● For presentations focused on practical applications, please describe the context,

problem approach, and results.

●● For workshops, please includes:

●● Workshop description (250 words outlining topic, relevant research and/or

practice examples and relevance to the field at this time).

●● Workshop Agenda (including presentation titles, exercises, etc.).

●● Learning Objectives (100 words or less).

●● Teaching/learning strategies to be used to provide workshop impact (e.g.

posing questions, exercise formats, presentation formats, etc.).

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S u bmit a P r oposal
Step 6 (Continued)

■■ Title of presentation (limit of 100 characters).

■■ Program track to which topic relates.

■■ Areas of special interest addressed (if any).

■■ Target audience: novice, intermediate, expert, or multiple audiences (all).

■■ Institutional level targeted: Universities and 4-year Institutions, Community Colleges,

K-12, Multiple.

■■ Type of session (please choose a preferred and backup): Information session,

Extended information session, or Poster session.

■■ Media to be used and audiovisual equipment needed (if any).

NOTE: The following standard audiovisual equipment will be provided in each room:
data projector equipped with a universal VGA cable to accommodate both PC and
Macintosh platforms, an Internet connection, and a screen. Overhead projectors and
TV/VCR unites will be made available upon request. There is a place on the submission
form to indicate special A/V or media requirements which could result in extra fees.
Please indicate if you plan to use special media such as PowerPoint, YouTube, Twitter,
Facebook, etc. in your presentation.

Presenters should plan to provide their own computer equipment or

other specialized equipment.

■■ Brief biographical sketch of each presenter. For workshops, include workshop

facilitation experience in the recent past.

■■ Complete name, title, organization, address, phone and fax numbers, and e-mail
address for each session presenter.

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S u bmit a P r oposal

Helpful Tips

■■ When developing your title choose key words that

describe the presentation content. (The system will
Proposals for limit you to 120 characters.)
presentations must
be submitted by ■■ The Presentation abstract should contain a
May 2, 2011 maximum of 25-50 words. This abstract is
published in the program book.

■■ When developing your Presentation description

and goals (up to 1,000 words), please make sure
you identify how you plan to engage the audience.
This can be accomplished through a number
of techniques including small group moments,
interactive question and answers, audience
contribution, interactive handouts, games, partner
exercises, etc.

Please make sure you check your work for grammar,

spelling, and punctuation. Keep the abstract short and
to the point. Since a broad audience will view your
abstract you should spell out all acronyms. Also keep
in mind that all information submitted through the online
system will be used verbatim to generate the web
agenda and the printed Conference Program. Please
make sure that your information is accurate and care-
fully edited. This includes information about you and
your co-presenters.

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S u bmit a P r oposal

Helpful Tips (Continued)

When developing your presentation abstract and presentation description

and goals, keep in mind they should:

■■ Be concisely written, accurate, self-contained, and

coherent.

■■ Use a clear and direct writing style with active voice

rather than passive.

■■ Describe who would benefit from attending this session.

■■ Give a clear statement of what participants will learn

from this presentation.

■■ List what materials—slides, handouts, web links—

will be provided during the presentation, posted
on the conference web site, or submitted to the
conference proceedings.

■■ Give participants a good idea of the content and

format of your presentation.

■■ Persuade the proposal reviewers and conference

attendees that you are going to present something
unique, valuable and engaging.

Step 7: Have the designated contact person submit the completed proposal at:
http://sloanconsortium.org/conferences/2011/aln/call_for_presentations.

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P r oposal RE V I EW A ND s e l e ctio n c r it e r ia

Proposal Review Process

Proposals will be reviewed by at least two
reviewers who will use the rubric below to
evaluate and select proposals. The proposal
review process matches proposals with re-
viewers with appropriate expertise.
The following rubric will be used to evaluate
all proposals in the refereed proposal review
process.
■■ What are the session outcomes?
■■ Will this session positively contribute to the
conference and to the field?
■■ Are the format and session type select-
ed for the presentation the most appro-
priate to the topic and format of the
presentation?

■■ Do the title and abstract clearly describe ■■ Is the session designed to be interactive and
the session? engage the audience?

■■ Is the proposed topic timely and/or ■■ Are you sharing research data or assess-
appropriate? ment information during the session?

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P r oposal RE V I EW A ND s e l e ctio n c r it e r ia

Specific Criteria

■■ Relevance to the conference

■■ Clarity
■■ Audience Appeal
■■ Relevance to Research/Theory/Practice

Proposals for presentations must

be submitted by May 2, 2011
http://sloanconsortium.org/aln/call_for_presentations

Acceptance

If your proposal is accepted, you will be asked to:

■■ Register for the conference and pay the published fees.

■■ Edit all materials used in your session.

■■ Transmit your Power Point Slides, Handouts (PDF files), data

charts, and other presentation materials to the conference com-
mittee prior to the conference for inclusion on the conference web-
site. Please make sure your documents are a reasonable size.
Remember that graphics and pictures take a lot of space. Register
your ownership of your presentation materials with a Creative
Commons designation.

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P r oposal RE V I EW A ND s e l e ctio n c r it e r ia
Timeline
■■ Proposals due by: May 2, 2011
■■ Notification of acceptance:
June 1, 2011
■■ Deadline for presenters to
accept: June 15, 2011
■■ Presentation schedule posted
to website: July 1, 2011
■■ Deadline for presenters to
register: September 16, 2011
■■ Final date for presenters to edit
abstracts: October 1, 2011
■■ Presentation submission for
Proceedings: November 1, 2011
International Conference on Online Learning
P r e s e n t a t i o n s
Presentation Repository
If your presentation is accepted, you are strongly
encouraged to post it as a text or PowerPoint file to
the presentation repository by November 1, 2011.
The contributions will remain online as part of the
conference materials after the conference. You will be
notified of the presentation repository site at a later
at a later date by the conference management team.
Session abstracts and information about the present-
ers also will be included on the site.
IMPORTANT: In order to post your final presenta-
tion to the conference website, you will need an
account on http://sloanconsortium.org. Presenters
will be provided instructions on how to create an
account and upload their presentation materials.
Publications
This year presenters will also have the option to have
a 4–6 page paper included in the published conference
proceedings. Additional details will be available when
final decisions have been made on presentations that
have been accepted for the 2011 conference.
You may also submit an expanded version of your
proposal as a paper for consideration for publication
in the Journal of Asynchronous Learning Networks
(JALN). The JALN is a research journal and consid-
ers only research papers with data and new results.
Papers should be submitted electronically at:
http://jaln.sloanconsortium.org/index.php/jaln/login
for review.
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G e n e r al co n f e r e n c e I n fo r matio n

Conference All sessions and pre-conference workshops will be held at the

Location Walt Disney World Swan and Dolphin Resort in Lake Buena Vista,
Florida. In the heart of the Walt Disney World® Resort, the award-
winning Walt Disney World Swan and Dolphin is your gateway to
Central Florida’s illustrious theme parks and attractions. Attendees
of the conference must book their hotel room through the confer-
ence website no later than October 28, 2011 in order to receive the
discounted rate of $177.00 per night plus taxes. The special confer-
ence rate also applies for three days prior to and three days after the
conclusion of the conference.

Conference Early bird registration fee for the conference is $495. After October
Fees 16, 2011 the fee will be $545. Sloan-C members are provided a $50
discount off the conference registration fee. The registration fee in-
cludes access to over 250 presentations in 13 concurrent sessions,
the cost of all materials, Wednesday welcome reception, continen-
tal breakfasts, Thursday awards luncheon, all refreshment breaks,
Thursday afternoon poster session, Thursday evening special event,
and access to exhibit hall. Pre-conference workshops are not in-
cluded in the conference registration fee. Pre-conference workshops
are $125 for ½ day and $225 for full day. Lunch is provided between
the morning and afternoon pre-conference workshop sessions for
workshop attendees only, and is included with all pre-conference
workshop registrations.

Conference The conference website will include the latest conference informa-
Updates tion as soon as it is available. The site will be updated regularly as
the schedule develops and will provide information on lodging, trans-
portation, exhibitors, program schedules, and special events.

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 C a l l f o r P r e s e n t a t i o n s

G e n e r al co n f e r e n c e I n fo r matio n

For additional information about the conference arrangements, visit our website
www.sloanconsortium.org/aln, or contact us at conference@sloanconsortium.org
or TEL 781-583-7561.

Christine Hinkley Katie Fife Schuster

Director, Conference Services Director, Conference Administration
TEL 407.415.9053 kfifeschuster@sloanconsortium.org
chinkley@sloanconsortium.org

This Call for Proposals is being sent electronically only.

Please share this information with colleagues who may be interested.

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