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From my inbox, AERA Open Access Journal Now Accepting Article Submissions

New AERA Open Access Journal Now Accepting Article Submissions

WASHINGTON, D.C., October 9, 2014 – AERA Open, a new scholarly journal from the American Educational Research Association (AERA), is now accepting article submissions. …

AERA Open is edited by an inaugural team of leading scholars—Mark Warschauer, Greg Duncan, and Jacquelynne Eccles. The editors are joined by an accomplished associate editor team and editorial board. The editorial team is committed to upholding the highest standards of rigorous and rapid review.

In the journal’s inaugural editorial, Warschauer, Duncan, and Eccles describe what a truly “open” journal means. In addition to being open and accessible to a broad audience, AERA Open is open to diverse authors, disciplines, and contexts, and to inspection and replication studies.

Through AERA Open, the editors note that they “seek to promote strong education research; strengthen the ties between researchers, policy makers, and practitioners; and foster greater international communication and collaboration in education scholarship.”

“With the launch of AERA Open, AERA continues its leadership role in scholarly open access publishing,” said AERA Executive Director Felice J. Levine. “We are eager to open the submission system for AERA’s newest journal, which we anticipate will become a venue for innovation, data sharing, and connections across interdisciplinary arenas of inquiry.”

As with AERA’s other six journals, SAGE is publishing AERA Open on behalf of AERA—and is similarly committed to this effort as AERA’s publishing partner.

AERA Open will cross disciplinary and geographical boundaries to make significant advances in global education research,” said Bob Howard, Vice President of Journals, SAGE. “We are confident in the exceptional editorial team put together by AERA and are delighted to be serving as the journal’s publisher.”

The submission site for AERA Open is on the ScholarOne platformAERA Open’s manuscript guidelines, list of author payment fees, and other important information can be viewed here.

About AERA

The American Educational Research Association (AERA) is the largest national professional organization devoted to the scientific study of education. Founded in 1916, AERA advances knowledge about education, encourages scholarly inquiry related to education, and promotes the use of research to improve education and serve the public good. Find AERA on Facebook andTwitter.

This release is available online.

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Call for Papers — Learning Technology “eLearning and Linked Open Data”

Call For Articles:
Special Issue of the Bulletin of the Technical Committee on Learning Technology “eLearning and Linked Open Data”

Guest Editors:

Salvador Sanchez-Alonso and Enayat Rajabi
Information Engineering research unit
University of Alcalá, Spain
{salvador.sanchez, enayat.rajabi}

With the proliferation of e-learning resources on the Web, exposing, and
sharing educational resources in digital form has become an important issue.
Many of these resources are implicitly related to each other or to the
interest, cultural and technical environment of learners. Connecting
different kinds of learning objects promotes a new scenario where currently
isolated data repositories would progress towards an open discovery space
including resources independent of their geographic and system boundaries.
Finding links  is also very useful for enriching educational materials and
provides the added benefit of giving access to richer contents to both
educators and learners.
The Linked Data approach, as a de facto standard for interlinking data on
the Web, includes a set of successful principles which facilitate sharing
and reusing data on the Web and lead to vast amounts of publicly available
datasets. Using Linked Data, the repository owners can publish structured
data and establish typed links among them from various sources. This
approach enables enriching existing resources, enhances casual discovery,
and improves resource discovery. However, applying the Linked Data in
eLearning contexts needs more research attention and many aspects remain
largely unexplored.

This special issue discusses how the Linked Data approach can be applied for
sharing, reusing and enriching the eLearning resources on the Web and what
advantages it can bring to the eLearning stakeholders.

The Bulletin of the Technical Committee on Learning Technology publishes
articles, project reports, and case studies which may be of interest to
academics, researchers, and professionals involved in the field of existing
and emerging learning technologies.

This special issue will be published in Volume 16, No 4 (October, 2014).

Submission procedure
•       Articles, case studies and project reports can be submitted to this
special issue. Manuscripts are limited to 4 pages. Use the IEEE template for
preparing your manuscript and follow the IEEE guidelines. The IEEE template
is available online at:
manuscripts should be either in Word or in RTF format, with any figures
embedded in the text at appropriate places. In addition, figures used in the
contributions should be provided in separate graphics files (gif, bmp, or
jpeg files).
•       Please send the manuscripts and all relevant material by email as an
attachment to and (Please user
subject line: IEEE-TCLT Bulletin Submission).
•       In the email, please state clearly that the manuscript is original
material that has not been published, and is not being considered for
publication elsewhere.

Important Dates
Deadline for submission of articles: October 31, 2014.
Notification of review results: November 15, 2014.

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Call for Papers on Technology support for fostering life-long learning of learners with disabilities

Call for Papers

Special Issue on
Technology support for fostering life-long learning of learners with disabilities  in Journal of Educational Technology & Society (SSCI indexed)

Special issue publication date: January 2016

Full papers due : 15 March 2015
Feedback to authors: 1 July 2015
Revised papers due: 5 September 2015
Special issue publication: January 2016

Technology support for learning and its societal impact have great potential to offer a wide range of opportunities and equality for learners with disabilities. Technology-enhanced learning environments provide opportunities for diffusion of knowledge anywhere and anytime, and hence are excellent vehicles for facilitating construction of knowledge within the frame of lifelong learning to foster transferable skills for all learners, including disabled learners.
Existing research suggests that instructional design and learning procedures need to adapt to learners’ characteristics and expectations to reach successful learning outcomes. This is particularly critical in life-long learning situations where the learning process primarily relies on the actions and motivation of the learners. Novel approaches are needed to be designed and developed to support learners with disabilities in such situations. Technology-enhanced learning environments therefore need to cater to different types of learner disabilities.
This special issue aims to offer insights into research directions related to pedagogy, technology, social impact and other related aspects of technology-enhanced learning environments in lifelong learning for learners with disabilities. Contributions are invited in, but are not limited to, the following topics:
-Technology support for learners with disabilities in social life
-Technology-enhanced learning environments for learners with disabilities
-Social networking tools as learning platform for learners with disabilities
-E-learning strategies as learning and teaching in education of learners with disabilities
-Using unobstructed information technology in education of learners with disabilities

Interested authors are invited to submit full manuscripts by 15 March 2015 using EasyChair system at:
The papers should be no more than 7000 words each and should be formatted as per the author guidelines available at the ETS website:
Manuscripts should be original, unpublished, and not being considered for publication elsewhere at the time of submission to Journal of Educational Technology & Society or during the review process.

Guest Editors
Dr. Kursat Cagiltay, Middle East Technical University, Ankara
Dr. Fahriye Altınay, Near East University, Nicosia
Dr. Zehra Altınay, Near East University, Nicosia
Dr. Mohamed Jemni, ALECSO, Tunis

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Instructional Design and Technology, Educational Technology, Online Learning Conferences 2014

The following are selected conferences that interest me related to instructional design, educational technology and online learning. These were taken from Educational Technology and Education Conferences #31 June to December 2014 Clayton R Wright (1)


September 2014

October 2014

November 2014

December 2014



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Infographic: Can I use that Image?

By the


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Cider Session Recording — Meta-analysis of the CoI Framework

The following information came from the Canadian Initiative for Distance Education Research (CIDER) website.

October 1, 2014

Meta-analysis of the CoI Framework
Madelaine Befus, Athabasca University

This presentation focuses on exploring the shape and scope of the corpus of CoI research literature. The Community of Inquiry Research Integration and Practice Alliance, comprised of Drs. M. Cleveland-Innes, D. R. Garrison, M. Koole, N. Vaughan, and doctoral student, M. Befus, and sponsored by an Athabasca University Mission Critical Research grant, recently completed phase one of an applied meta-analysis of 73 quantitative and mixed-methods empirical studies citing the Garrison et al., 2000, Arbaugh et al. (2008) and using the CoI survey tool. Preliminary results of this study confirm the CoI framework continues to resonate with post-secondary educational researchers. Separate and on-going doctoral dissertation research to explain and define the phenomena and influence of the CoI framework on education that brings further definition to this expansive and rapidly expanding body of literature will be shared.

Watch the recording here:

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E-Learning and Digital Media (

GUEST EDITORS: Heather M. Pleasants & Ryan M. Rish

Digital literacy practices have often been celebrated as means of transcending the constraints of the physical world through the production of new social spaces, though Mills and Comber (2013) write that ‘place matters to literacy because the meanings of our language and actions are always materially and socially placed in the world’ (p. 1). In this special issue, we consider how the U.S. South offers opportunities to examine the links between space, place, justice, and the role of digital literacies in creating possibilities for our individual and collective futures (Avila & Zacher Pandya, 2013; Pleasants & Salter, 2014). We find Soja’s (2010) trialectic of the social, the spatial, and the historical to provide a helpful heuristic in examining the ways that the materiality of place is an important anchor to determining the ‘so what’ of work that involves digital media and literacies.

In this Special Issue of the journal E-Learning and Digital Media (, the editors encourage manuscripts that consider how the U.S. South is a particularly generative context for exploring how social, cultural, historical and political literacies are brought to bear on a range of places that traverse the urban, rural and suburban, with emphasis placed on the ways digital technology is used to create identities and do work within social and material worlds. This focus on the South foregrounds the ways that place matters within our understanding of ourselves and the world around us. As Robinson (2013) writes, ‘The South is forever rural, forever 1964, sometimes forever slavery, which obscures the way it both is and is not those things. To say that the South ain’t changed and is all country is not true. But then neither is saying it has changed and is new and shiny and cosmopolitan.’ In our social and spatial imaginaries (Appadurai, 1996), the South is often constructed as a monolith; yet, in actuality, notions of what the South is/isn’t, was/will be are continually contested, negotiated, reified, and renegotiated. Considering the heterogeneity of the South across intersections of differences (including, but not limited to race, class, gender, sexuality, ability and language), we argue that studies of digital literacies in the South have great potential for informing how the investigations of other regions within and outside of the U.S. context can be conducted in regard to social, spatial, and historical considerations.

This special issue encourages manuscripts that consider the following questions:
- How do particular digital literacy practices challenge or complicate monolithic or binary notions of place, identity, and issues relevant within the U.S. South?
- How are representations of the South interrogated, contested, reinforced, or reified through the digital literacy practices of youth and adults?
- In what ways do digital spaces and tools allow individuals to understand, transgress, and/or reimagine the material and historical realities of Southern physical places and/or social imaginaries?
- How do place-based struggles, tensions, and issues in the South impact teaching and learning with digital tools and spaces? How or to what extent do the affordances of technology (digital and/or multimodal means of representations of learning) support students’ abilities to speak to and interrogate their own social/cultural, spatial, and historical contexts?
- How does an awareness of context-specific norms of Southern places, mobilities, and/or boundaries help students and teachers practice critical perspectives (e.g., the ability to express and critique what is permitted and not permitted, what is possible and not possible) for the purposes of social/spatial justice and ethical action?

All contributions should be original and should not be under consideration elsewhere. Authors should be aware that they are writing for an international audience and should use appropriate language. Manuscripts should not exceed 8000 words. For further information and authors’ guidelines please see:

All papers will be peer-reviewed, and evaluated according to their significance, originality, content, style, clarity and relevance to the journal. Please submit your initial abstract (300- 400 words) by email to the Guest Editors.

Heather Pleasants, University of Alabama (
Ryan Rish, Kennesaw State University (

Deadline for abstracts to guest editors: November 15, 2014
Deadline for submissions/full papers: February 15, 2015
Deadline for feedback from reviewers: March 30, 2015
Final deadline for amended papers: April 30, 2015
Publication date: June 1, 2015

Appadurai, A. (1996). Modernity at large: Cultural dimensions of globalization. Minneapolis, MN: University of Minnesota Press.
Avila, J. & Zacher Pandya, J. (Eds.). (2012). Critical digital literacies as social praxis: Intersections and challenges. New York, NY: Peter Lang.
Mills, K.A., & Comber, B. (2013). Space, place and power: The spatial turn in literacy research. In K. Hall, T. Cremin, B. Comber, & L. Moll (Eds.), International Handbook of Research in Children’s Literacy, Learning and Culture (pp. 1 26). London: Wiley-Blackwell Publishing, Inc.
Pleasants, H.M., & Salter, D.E. (Eds.). (2014). Community-based multiliteracies and digital media projects: Questioning assumptions and exploring realities. New York, NY: Peter Lang.
Robinson, Z.F. (2014). This ain’t Chicago: Race, class, and regional identity in the post-soul South. Chapel Hill, NC: The University of North Carolina Press.
Soja, E.W. (2010). Seeking spatial justice. Minneapolis, MN: University of Minnesota Press.

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Learning Styles: Research and expert opinion by Charles B. Hodges

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What do we know, and what should we know, about virtual schools? Michael K. Barbour

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