Call for Chapters: Advanced Research and Practice in K-12 Online and Blended Learning

Editors

Tina L. Heafner, Ph.D.
Professor of Social Studies Education
University of North Carolina at Charlotte
Department of Middle, Secondary and K-12 Education
Cato College of Education

Richard Hartshorne, Ph.D.
Associate Professor of Instructional Design & Technology
University of Central Florida
Department of Educational and Human Sciences
College of Education & Human Performance

Call for Chapters

Proposals Submission Deadline: June 15, 2018
Full Chapters Due: August 10, 2018
Submission Date: September 30, 2018

Introduction

Over the past decade, the World Wide Web has become a critical tool for educators to utilize in their teaching and learning experiences. National efforts have been made to encourage technology integration in teacher preparation with expectations for frequent and successful applications with K–12 learners. One consequence of this is that there has been a growing trend in K–12 education to provide students with more online educational opportunities. While online learning has become pervasive in many fields in education, other than for a few states, it has been somewhat slow to catch on in K–12 settings. However, for a variety of reasons (e.g., technological advances, budgeting concerns, technological expectations of students, diversity of course offerings, addressing individualized and specialized student needs, charter school movement), online learning in K–12 settings is becoming increasingly available at the elementary, middle, and high school levels. While this trend is growing, little research has empirically explored the effectiveness of online education in K–12 settings.

Objective

The book aims to promote high-quality research by bringing together researchers and practitioners from academia and industry. This book will present emerging research and practice related to the unique and complex challenges facing K–12 online and blended teaching and learning. This book publication will be comprised of original and invited works, as well as, enhanced, expanded, and updated versions of chapters previously published in Exploring the Effectiveness of Online Education in K–12 Environments and Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation.

We define K–12 online and blended learning as technology-mediated learning that enhances learning beyond traditional classroom structures and cultivates students as knowledgeable and skilled digital citizens. Teachers to create authentic, digital-age learning experiences which help students understand their roles as digital citizens and employ research-informed strategies to develop students as intentional and skilled digital citizens. In these innovative learning environments, students engage with academic disciplines and content instruction through both asynchronous and synchronous use of technology. Technological tools include software and hardware used to facilitate virtual learning. Teachers embrace social networking, interactive tools, and other technologies that support the development of an educational community by establishing a cognitive, social, and cultural presence between instructor and pupil and among students. K–12 online and blended learning also includes development of courses and explorations of how content is delivered, as well as how this varies across disciplines. Consideration for how online learning supports current educational initiatives such as Common Core State Standards (http://www.corestandards.org/) , the Partnership for 21st Century Skills (http://www.p21.org/) , and ISTE (https://www.iste.org/) will be addressed. Another more emergent online initiative is the creation of online and blended K–12 schools and learning communities. Examples of such programs and educational environments will be included and explored. Finally, associations between online and blended instruction and student achievement will be a primary focus.

Target Audience

The target audience for this book will include university faculty, university administrators, researchers and practitioners considering online, blended, and technologically innovative teaching and learning issues K-–12 settings. This book will serve as a reference for individuals in teacher education programs or state departments of education, a resource for course developers and online instructors, as well as a course text for courses related to online teaching and learning and other higher education issues. The book is designed to support decision-making about launching and developing online, blended, and technologically innovative teacher education programs.

Recommended Topics

Learning Theory and Online Learning in K–12 Education
Best Practice in Online K–12 Education
Instructional Models in Online K–12 Education
Online Teaching and Learning Initiatives in K–12 Education
Innovative Online Teaching and Learning Practices in K–12 Education
Comparisons of Delivery Options in K–12 Education (Online, Blended, Face to Face)
Promoting Collaborative Learning in Online K–12 Education
Usability and Evaluation of Online Environments in K–12 Education
Institutional Policies for Online K–12 Schools
Internationalization and Cultural Aspects of Online K–12 Education
Issues and Trends in Online K–12 Education
Student Achievement in Online K-12 Environments
The Role of the Teacher in Online K–12 Environments
The Impact of Traditional and/or Emerging Technological Applications in Online K–12 Education
Implications of Online K–12 Education and Future Practice
Relationship between K–12 Student Learning Outcomes and Online Learning
K–12 Online Schools and Program Structures

Submission Procedure

Researchers and practitioners are invited to submit on or before June 15, 2018, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Additionally, authors are invited to enhance, expand, or update versions of previously published chapters or articles related to the overall theme of the book. All interested authors must consult the guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. Authors of accepted proposals will be notified by June 30, 2018 about the status of their proposals and sent chapter guidelines. Full chapters of 7,000-10,000 words are expected to be submitted by August 10, 2018. All submitted chapters will be reviewed on a double-blind review basis. Contributors will also be requested to serve as reviewers for this project.

Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2019.

Important Dates

May 15, 2018: Call for Chapters
May 5-June 15, 2018: Chapter Proposal Submission
August 10, 2018: Full Chapter Submission
September 7, 2018: Review Results Returned
September 30, 2018: Final Chapter Submission

Inquiries

Inquiries can be sent electronically to:

Dr. Tina Heafner
Department of Middle, Secondary, and K–12 Education
UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE
Tel.: 1.704.687.8875
E-mail: theafner@uncc.edu

or

Dr. Richard Hartshorne
Department of Learning Sciences & Educational Research
UNIVERSITY OF CENTRAL FLORIDA
Tel.: 1.407.823.1861
E-mail: richard.hartshorne@ucf.edu

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Call for Papers: Special issue call for papers from Information Discovery and Delivery

Guest editor(s):

Dr. Xu Du
National Engineering Research Center for E-Learning,
Central China Normal University
Wuhan
China

Dr. Jui-Long Hung
Department of Educational Technology
Boise State University
Boise, ID
USA

Dr. Chih-Hsiung Tu,
Educational Technology
College of Education
Northern Arizona University
Flagstaff, AZ
USA

Learning Analytics (LA) and Educational Data Mining (EDM) are highly related subjects that overlap in definition and scope. Although both communities of researchers within LA and EDM have similarities where learning science and analytic techniques intersect, there are some significant differences between them in terms of origins, techniques, fields of emphasis and types of discovery. EDM refers to computerized methods and tools for automatically detecting and extracting meaningful patterns and information from large collections of data from educational settings. LA is focused on understanding and optimizing learning and learning environments by measuring, gathering, analyzing and reporting of data about learners and learning contexts.

The aim for this special issue on Applications in LA and EDM cover all aspects of data analytics in supporting teaching, learning, and administration for researchers in P-16 education. The development of technology enriched formats of instructional delivery, such as various categories of blended and online learning. Traditionally, the main data source of LA and EDM research replied on the database in the Learning Management System (LMS). The development of IoT or sensors, at some levels, make up the gap of activity tracking outside the LMS. The special issue endeavors to publish research and practice which explores the applications of Learning Analysis and Educational Data Mining by including data sources outside the Learning Management Systems, such as open data, in classroom devices, IoT, mobile devices, academic data warehouse, and other devices which can track, diagnose, and store learning activities.

We are also interested in innovative approaches of feature extraction, pattern identification/recognition, data anonymization, modeling, and intervention to support innovative applications of Machine Learning and Deep Learning in Education.

  • Innovative applications of learning analytics and educational data mining
    •    Deep learning applications in education
    •    Initiatives or analytics in Open Education Data
    •    Analytics in smart learning environment
    •    Emerging trends of data and text mining in education
    •    Learning analytics in formal, non-formal, and informal learning environments
    •    Data standards and feature extractions in learning analytics and data visualization
    •    Emerging trends of academic analytics, game-based analytics, mobile learning analytics
    •    Emerging trends of social media interactions and social analytics in teaching and learning
    •    Systematic review of learning analytics and educational data mining in practice
    •    Case study of learning analytics adoption for supporting educational decisions.
    •    Problems or concerns associated with educational data analytics and adaptive learning
    •    Case study in big data analytics

Submissions should comply with the journal author guidelines which are here. They should be made through ScholarOne Manuscripts, the online submission and peer review system. Registration and access is available here.

Timeline:

Initial submissions due date: August 31, 2018

Preliminary Feedback notification: October 15, 2018

Revised submissions due: November 30, 2018

Peer review / editorial decisions due: December 31, 2018

Final submissions due: January 30th, 2019

Expected publication: Spring / Summer 2019.

http://www.emeraldgrouppublishing.com/products/journals/call_for_papers.htm?id=7835

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Educational Technology, Instructional Design, and Online Learning Conferences Summer 2018

The following list was adapted from Clayton R. Wright’s Educational Technology and Education Conferences List #39. Please refer to Wright’s complete list for other conferences as well as each conference website for more details. Each year I attend AECT, AERA, and 1-2 other conferences. I use this list to identify what other conferences I might attend. Thus, this list is focused on my research interests and/or convenient or interesting locations.

MAY 2018

  • May 14-16, 2018 International Conference on Networked Learning: A Research-based Conference on Networked Learning in Higher Education, Lifelong Learning and Professional Development, 11th biennial. Zagreb, Croatia. http://www.networkedlearningconference.org.uk/
  • May 15-16, 2018 Spotlight on Digital Capabilities: From Theory to Action. Organized by the Digital Capabilities Group (DCG) of the Universities and Colleges Information Systems Association (UCISA). Radcliff Conference Centre, University of Warwick, Warwick, United Kingdom. https://www.ucisa.ac.uk/groups/dcg/Events/2018/digcaps4 or https://www.ucisa.ac.uk/events
  • May 22-25, 2018 State University of New York (SUNY) Conference on Instruction and Technology (CIT): Elevate Learning – Taking Education Higher, 27th annual. Sponsored by the State University of New York Faculty Advisory Council on Teaching and Technology (SUNY FACT2). SUNY Cortland, Cortland, New York, USA.  http://cit.suny.edu/cit-2018/
  • May 24-25, 2018 European Association for Distance Learning (EADL): Making Learning Visible and Viable. Manchester, United Kingdom. http://www.eadl.org/ or http://www.eadl.org/conferences/forthcoming-eadl-conferences-2/
  • May 24-28, 2018 International Communication Association (ICA) Conference: Voices, 68th annual. Prague, Czech Republic. http://www.icahdq.org/page/cfp2018
  • May 28-31, 2018 International Society for Design and Development in Education (ISDDE) Conference: Culture and Educational Design, 14th. National University of Ireland, Galway, Ireland. http://www.isdde.org/isdde/index.htm
  • May 28-June 1, 2018 International Conference on Computer Graphics, Visualization and Computer Vision (WSCG), 26th. Primavera Hotel and Congress Center. Plzen (Pilsen), Czech Republic. http://www.wscg.eu/
  • May 29-30, 2018 Accessibility Conference, 10th annual. University of Guelph, Guelph, Ontario, Canada. http://accessconf.ca/
  • May 30-June 1, 2018 EdTech Conference. Organized by the Irish Learning Technology Association. Institute of Technology, Carlow, Ireland. http://ilta.ie/project/edtech2018/
  • May 30-June 1, 2018 Inclusion International World Congress, 17th. Birmingham, United Kingdom. http://inclusion-international.org/worldcongress2018/

 

JUNE 2018

 

JULY 2018

AUGUST 2018

SEPTEMBER 2018

OCTOBER 2018

NOVEMBER 2018

DECEMBER 2018

  • December 5-8, 2018 International Conference on Interactive Digital Storytelling (ICIDS), 11th. Trinity College, Dublin, Ireland. http://www.icids.org/
  • December 10-13, 2018 World Congress on Special Needs Education (WCSNE): Inclusive Education. University of Cambridge, United Kingdom. http://wcsne.org/

JANUARY 2019

  • January 4-7, 2019 International Conference on Distributed Computing and Networking (ICDCN), 20th. Indian Institute of Science, Bangalore, India. http://www.icdcn.org/
  • January 5-8, 2019 Hawaii International Conference on Education, 17th annual. Co-sponsored by California State University East Bay, Drexel University, Pepperdine University, and the University of Louisville. Hilton Hawaiian Village, Waikiki Beach, Honolulu, Hawaii, USA. http://www.hiceducation.org/
  • January 10-13, 2019 International Conference on E-Education, E-Business, E-Management and E-Learning (IC4E), 10th. Faculty of Science and Engineering, Waseda University, Tokyo, Japan. http://www.ic4e.net/
  • January 16-19, 2019 Joint Mathematics Meeting (JMM) including the Mathematical Association of America (MAA), 103rd; American Mathematical Society (AMS), 125th; Association for Symbolic Logic; Association for Women in Mathematics; the National Association for Mathematicians; and, the Society for Industrial and Applied Mathematics. San Diego, California, USA. http://jointmathematicsmeetings.org/jmm, http://www.ams.org/meetings/national/national or http://www.maa.org/meetings
  • January 27-30, 2019 Florida Educational Technology (FETC) Conference: The Future of Education Technology Conference, 39th. Orange County Convention Center, Orlando, Florida, USA. http://www.fetc.org/
  • January 29-February 2, 2019 Council for Exceptional Children (CEC) Special Education Convention and Expo: All Educators, Every Child, No Limits. Indianapolis, Indiana, USA. http://www.cecconvention.org/ or http://www.cec.sped.org/Professional-Development

FEBRUARY 2019

MARCH 2019

  • March 11-12, 2019 International Conference on Technology, Knowledge, and Society: The Social Impact of Artificial Intelligence – Policies and New Governance Models for Social Change, 15th. ELISAVA Barcelona School of Design and Engineering, Barcelona, Spain. http://techandsoc.com/2019-conference
  • March 14-16, 2019 Computer-Using Educators (CUE) National Conference, annual. Palm Springs, California, USA. http://www.cue.org/conference/ or http://spring.cue.org/
  • March 18-22, 2019 Society for Information Technology and Teacher Education (SITE) International Conference, 30th. Organized by the Association for the Advancement of Computing in Education (AACE). Las Vegas, Nevada, USA. http://site.aace.org/conf/
  • March 19-21, 2019 eLearning Expo. Paris Porte de Versailles, Paris, France. http://www.e-learning-expo.com/
  • March 20-21, 2019 Intermountain Consortium for Teaching for Learning (T4L) Conference, 3rd annual. Utah State University, Logan, Utah, USA. https://empowerteaching.usu.edu/ICFDhome
  • March 24-25, 2019 International Conference on Education and E-Learning (ICEEL). Organized by the International Society for Engineering Research and Development (ISERD). Melbourne, Australia. http://iserd.co/Conference2019/Australia/1/ICEEL/
  • March 25-28, 2019 Texas Distance Learning Association (TxDLA) Conference, 22nd annual. Moody Gardens, Galveston, Texas, USA. http://www.txdla.org/
  • March 28-30, 2019 Diversity, Learning, and Student Success. Organized by the Association of American Colleges and Universities (AAC&U). Omni William Penn, Pittsburgh, Pennsylvania, USA. http://www.aacu.org/events

APRIL 2019

MAY 2019

JUNE 2019

JULY 2019

AUGUST 2019

  • August 12-16, 2019 European Association for Research on Learning and Instruction (EARLI) Conference for Research on Learning and Instruction, 18th biennial. Rheinisch-Westfälische Technische Hochschule (RWTH) Aachen University, Aachen, Germany. https://www.earli.org/EARLI2019

SEPTEMBER 2019

OCTOBER 2019

  • October 19-25, 2019 Association for Educational Communications and Technology (AECT) International Convention. Westgate Las Vegas Resort and Casino, Las Vegas, Nevada, USA. http://aect.site-ym.com/?futureevents

NOVEMBER 2019

  • November 4-7, 2019 World Conference on Online Learning: Transforming Lives and Societies, the 28th International Council for Open and Distance Education (ICDE) World Conference. Organized and hosted by Dublin City University. Convention Centre Dublin, Dublin, Ireland. http://wcol2019.ie/ or http://www.icde.org/
  • November 4-7, 2019 World Conference on E-Learn. Organized by the Association for the Advancement of Computing in Education (AACE). New Orleans, Louisiana, USA. http://www.aace.org/conf/
  • November 14-16, 2019 Association for the Study of Higher Education (ASHE) Annual Conference, 44th. Hilton Portland and Executive Tower, Portland, Oregon, USA. https://www.ashe.ws/futureconference
  • November 14-17, 2019 National Communication Association Convention, 105th annual. Baltimore Convention Center, Baltimore, Maryland, USA. http://www.natcom.org/convention/

 

MARCH 2020

APRIL 2020

JUNE 2020

JULY 2020

NOVEMBER 2020

  • November 3-7, 2020 Association for Educational Communications and Technology (AECT) International Convention. Hyatt Regency Jacksonville Riverfront, Jacksonville, Florida, USA. http://aect.site-ym.com/?futureevents
  • November 19-21, 2020 Association for the Study of Higher Education (ASHE) Annual Conference, 45th. Hilton New Orleans Riverside, New Orleans, Louisiana, USA. https://www.ashe.ws/futureconference

 

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Call for Manuscripts: Learning and Identity in Virtual Learning Environments

Guest editors
Aroutis Foster & Mamta Shah
Drexel University
Scope

The Journal of Experimental Education

This special issue of The Journal of Experimental Education seeks to provide education scholars with insight into current theoretical and methodological approaches to conceptualize, facilitate, and empirically examine learning and identity in virtual learning environments (VLEs) such as games, virtual realities, and simulations. In recent years, increasing research has shown virtual learning environments to provide effective contexts for learning and identity exploration through students’ enactment of player roles (Barab et al., 2010; Foster, 2011; Khan, 2012; Kafai et al., 2010; Shaffer, Nash & Ruis, 2015). From a situative perspective on learning and identity, digital games and virtual worlds support transformation of game-players’ knowledge and self through participation in the gaming activity that involves the whole person in a dynamic individual-environment interaction (Barab, Bransford, Greeno, & Gee, 2007; Shah, Foster, & Barany, 2017). However, this domain is still in its infancy and requires research for developing theories of the learning and identity mechanisms occurring in VLEs, evidence-based measurement of these processes, and design principles for virtual learning environments and experiences that promote learners’ knowledge, identity processes, and career paths.This special issue seeks to bring together empirical examples of conceptually, methodologically, and analytically well-grounded research to illustrate the learning and identity processes, characteristics, and outcomes that VLEs can facilitate. For this special issue, the guest editors define learning and identity in VLEs as the process by which a person engaging in digital gameplay or virtual environment enacts an activity-based identity with the potential to modify the person’s learning and identity in this and other domains (Foster, 2014). Accepted manuscripts will illuminate characteristics of VLEs that provide learning and identity change opportunities, explicate learning and identity development within VLEs, and/or demonstrate the role of educators and contexts in supporting learning and identity change in VLEs.

Content Criteria for Submission
The Journal of Experimental Education (JXE) invites empirical manuscripts for the special issue that address one or more of the journal’s areas of (1) Learning, Instruction and Cognition; (2) Motivation and Social Processes; and (3) Measurement, Statistics, and Research Design. The goal of this special issue is to showcase a wide range of theoretical underpinnings and empirical inquiries that can advance the burgeoning field of learning and identity in VLEs. Manuscripts may propose and demonstrate an emerging theoretical conception of learning and identity in VLE, build upon existing frameworks for examining learning and identity in VLEs, and/or illustrate emerging and established ways of examining learning and identity in VLEs. Authors should consider their proposed contribution along dimensions of an ecological approach to learning and identity in VLEs (Foster, 2014), including, but not limited to, the consideration of the following questions:

  • ‘How’ are the processes of learning and identity exploration conceptualized?
  • ‘What’ cognitive, pedagogical, and social processes are involved in learning and identity exploration in virtual environments?
  • ‘Who’ are the learners, in terms of biological, social, cognitive, experiential, and affective characteristics?
  • ‘Where’ in these environments is the learning and identity exploration taking place?
  • ‘Which’ academic and professional domains facilitate learning and identity exploration?
  • ‘When’ in the process do learners undergo meaningful transformations in knowledge structures and identities?
  • How can learning and identity exploration of diverse students in variety of virtual environments be assessed?

Criteria for empirical research for this special issue correspond to those for regular JXE submissions, and include diverse methodologies, units-of-analysis, and scopes (e.g., may include detailed report of case studies, simulations, or illustrations), but must have a strong conceptual orientation. Consideration for inclusion in the special issue will involve evaluation of substantive sophistication and contribution, theoretical grounding of the topic, a clear alignment among the framework, method, analysis, and results from a learning and identity in VLEs perspective, and a strong rationale for a fit with the special issue. Excellent submissions that will not be included in the special issue may be considered for publication in JXE through the regular submission process.

Timeline and Submission/Review Process
May 11, 2018 – Authors should submit a one-page summary that provides a brief description of the topic and how the intended submission addresses learning and identity in virtual learning environments within one or more of the three main emphasis areas of JXE: Learning, Instruction, and Cognition; Motivation and Social Processes; or Measurement, Statistics, and Research Design. Summaries and questions should be submitted via email to Mamta Shah at jxe.identity.vle@gmail.com. The guest editors will respond to all summary submissions. Authors of selected summaries will be invited to submit complete manuscripts for a double-blind peer-review.

January 11, 2019 – Complete original manuscripts will be due to be submitted on the Journal’s online submission system. Authors should comply with all submission criteria. In the cover letter, authors should include a statement that the manuscript is intended for submission to the special issue and to which section of the journal (Learning, Instruction, and Cognition; Motivation and Social Processes; and Measurement, Statistics, and Research Design) their work best applies.

April 12, 2019 – The editors will provide authors feedback and decisions regarding the acceptance, request for revision, or the rejection of their manuscripts. Authors asked to revise their manuscript would be required to provide a revision within 90 days for inclusion in the special issue.

Manuscripts are expected to be published online during 2019 and the print special issue is expected to be published early in 2020.

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Call for Chapters: “Storytelling outside the context of entertainment, where the narration progresses as a sequence of patterns impressive in quality, relates to a serious context, and is a matter of thoughtful process”

In human culture, storytelling has a long tradition. The reasons why stories have been told are manifold: to entertain, to transfer knowledge between generations, to keep cultural heritage, or to warn others of dangers. With the emergence of the digitalization of media many new possibilities to tell stories emerged in serious and non-entertainment contexts. A very simple example is the idea of serious gaming – thus digital games without primarily an entertainment purpose. Within this handbook, we generalize the approach of serious games, on other genres of digital storytelling, and call for handbook typical contributions which introduce „serious storytelling: storytelling with a purpose beyond entertainment“ as new approach. We seek for handbook alike contributions, reviews of existing application areas, established theories and methods, fundamental concepts, ground breaking research results in a transdisciplinary approach. The handbook shall range across domains, and illustrate storytelling outside an entertainment context in e.g. data science, artificial intelligence, well-being and health, medicine, psychology, education, ethical problem solving, eLeadership, and business/management, robotics, storytelling in deep learning and big data, qualitative journalism, serious games, storytelling in simulations, HCI research and storytelling, VR/AR training, user-experience studies, and online communication.

Themes and Topics

The handbook is suited for people with interest in entertainment computation, human-computer-interaction, media technology and design, information systems research, multimedia, data science, digital games, eLearning, eHealth, new media scholars, and visualisation.

  • Storytelling in/for data science, AI, Big Data, and deep learning
  • Storytelling in HCI and User-Experience research
  • Human-Computer-Interaction supporting serious storytelling
  • Animation, graphics, 3D, VR, and AR storytelling
  • Serious storytelling in business, leadership, and law
  • Education and serious storytelling
  • Digital forensics and storytelling
  • Storytelling and social media
  • Anthropological perspectives of serious storytelling
  • Storytelling as part of the innovation process
  • Medicine, wellness, and therapy and storytelling
  • Storytelling in science, and scientific PR and publishing
  • Automated generation of stories
  • New computational paradigms (e.g. quantum computing) in storytelling
  • Narrative form, structure, and expression
  • Media technology, multimedia, and entertainment computation
  • Theories, methods, frameworks, and concepts
  • Your idea?

Contributions

We seek for full research papers, literature surveys, technical solutions, surveys of the field, theory of storytelling, essays, state of the art descriptions, best practices in real life projects, and point of views and critique of the topic. As it’s a handbook, contributions not essentially need to be new, we also seek for proofed concepts, methods, existing projects, and ideas that contribute to a handbook type of book.

We would like to focus on shaping a NOVEL research direction, and define Digital Serious Storytelling as a new research pathway. Therefore, we are seeking for establishing theory. As we would like to have a tightly controlled editing process, we will mix authors of different contributions as well as we will step into the chapter authoring processes as it is required to get a red line through the book. We would not like to have an edited book consisting of a set of loosely connected chapters. We want to create a reference book, which will have impact, and act as teaching reference.

Submission Deadlines

  • June 30th 2018 : Expression of Interest and Intend to Submit a Chapter (or Final Chapters)
  • July 30th 2018 : Invitation of a Selected set of Expression of Interests as Final Full Chapter
  • Sept. 30th 2018 : Final Full Chapters (also authors who did not submit an expression of interest can
    contribute)
  • Nov. 30th 2018 : Review Results to Authors after (Double Blinded Review)
  • Jan., 15th 2019 : Final Chapters Due

Submission Guidelines

  • Please format your submission according the guidelines in: https://www.crcpress.com/assets/images/crc/T%26F%20Text%20Preparation%20Instructions_Disk_Word_v1_1.pdf (Microsoft Word) or https://www.crcpress.com/assets/images/crc/T%26F%20Text%20Preparation%20Instructions_Disk_Latex_v1_1.pdf (LaTeX)
  • Expressions of interests should contain title, author information, short one sentence pitch of the proposed chapter, perspective of the chapter (technical, business, computer science, HCI, new media, data science….), author short bios, author pictures, 1500 word description of the contribution, own research publication contributing the final book chapters, and list of references to be considered for the final contribution.
  • Authors are encourage to submit final chapters as their expression of interest, and these efforts will be rewarded and help us to decide upon the final accepted chapters. However, we also fully consider thoroughly written expression of interests, which are contributing directly to the book, and will invite a selected set of high quality contributions to submit a final full chapter. Authors who did not submit an expression of interest, are encouraged to submit a final chapter at the final chapter due date.
  • We only accept submissions through the submission system. If you have multiple files (e.g. word document, pdf, and multiple figures) to submit, please upload ALL THE FILLES AS A .ZIP ARCHIEVE to the submission system.
  • The submission system can be found on: http://www.artur-lugmayr.com/Submissions/2017Story/
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From my inbox, Making Digital Learning Work: Success strategies from six leading universities and community colleges

Here is a new report titled “Making Digital Learning Work: Success strategies from six leading universities and community colleges

Image of the ASU Report cover page

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CALL FOR CHAPTERS: Social and Emotional Learning in Teaching and Teacher Education

CALL FOR CHAPTERS: Volume 1: Social and Emotional Learning in Teaching and Teacher Education

Edited by Roisin P. Corcoran, IRINSTITUTES & UCD,
Patricia Jennings, University of Virginia
Kimberly A. Schonert-Reichl, University of British Columbia

A volume in the Contemporary Perspectives on Social and Emotional Learning Series
Roisin P. Corcoran, IRINSTITUTES & UCD

This volume of the Contemporary Perspectives on Social and Emotional Learning (SEL) Series will explore social and emotional learning (SEL) in teaching and teacher education. SEL involves the process of implementing the skills needed to understand and manage emotions, show empathy for others, achieve positive goals, maintain positive relationships, and make responsible decisions (CASEL, 2015). Several jurisdictions have begun to incorporate social and emotional learning in teacher practices, policies or programs designed to improve teacher effectiveness and student learning. The editors invite chapter proposals involving high quality research drawing on diverse methodologies advancing the integration of SEL into teaching and teacher preparation. We welcome related research evaluating interventions including practices, policies or programs designed to embed SEL to improve teacher effectiveness. Interventions of interest are those implemented during teacher preparation, or for those employed already in the teaching profession. Relevant categories of interventions include: 1) teacher preparation (universitybased traditional teacher preparation programs or alternative teacher preparation programs), 2) teacher induction (interventions targeting novice teachers), 3) teacher professional development. Conceptual proposals that critique theoretical frameworks and analyze policy dimensions are also encouraged.

Proposal:

Chapter proposals should be submitted on a single-spaced page, and should include your name, affiliation, email address, a tentative title, and abstract (200 words maximum). Also include a brief biography (300 words maximum) and relevant high-quality publications. Chapter proposals must be emailed as a single Word file document consisting of 2 pages to Roisin P. Corcoran (rcorcoran@irinstitutes.org) by April 30, 2018.

Chapter Submission:

Authors of accepted proposals will be notified by June 30, 2018 about the status of their submission and sent chapter guidelines. Full chapters, ranging from 7,000 to 8,000 words in Times New Roman 12, double spaced text, inclusive of title, abstract, manuscript, and references, should be submitted as a Microsoft Word email attachment by July 30, 2018. Manuscripts should conform to 6th edition APA style conventions. See Author Guidelines at http://www.infoagepub.com/guidelines.html. Graphics and images may be included.

Drawing on the author(s) own research, chapters should include questions for readers to think critically about key concepts. Text boxes should be used to explain key themes in order to engage readers in the arguments outlined. The chapter should conclude with a summary of research methodology insights, and recommendations readings for further exploration.

Send Inquiries to: Roisin P. Corcoran rcorcoran@irinstitutes.org

Tentative Schedule for Publication:
Abstract Submissions: April 20, 2018
Notification of invite to submit chapter: May 30, 2018
Submission of book chapter: June 30, 2018
Reviews of book chapter manuscripts sent to author(s): September 30, 2018
Receipt by editors of final draft of book chapters: December 30, 2018
Final book submitted to publisher: January 2019
Anticipated publication: Spring 2019

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AECT Webinar: Why we (don’t) discuss: Online instructors speak out about success, constraints, and needs

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Call for Chapters: Social and Emotional Learning in Teaching and Teacher Education

Social and Emotional Learning in Teaching and Teacher Education

Edited by:
Roisin Corcoran, IRINSTITUTES & UCD
Patricia Jennings, University of Virginia
Kimberly A. Schonert-Reichl, University of British Columbia

A volume in the series: Contemporary Perspectives on Social and Emotional Learning. Editor(s): Roisin Corcoran, IRINSTITUTES & UCD.

CALL FOR CHAPTERS

This volume of the Contemporary Perspectives on Social and Emotional Learning (SEL) Series will explore social and emotional learning (SEL) in teaching and teacher education. SEL involves the process of implementing the skills needed to understand and manage emotions, show empathy for others, achieve positive goals, maintain positive relationships, and make responsible decisions (CASEL, 2015). Several jurisdictions have begun to incorporate social and emotional learning in teacher practices, policies or programs designed to improve teacher effectiveness and student learning. The editors invite chapter proposals involving high quality research drawing on diverse methodologies advancing the integration of SEL into teaching and teacher preparation. We welcome related research evaluating interventions including practices, policies or programs designed to embed SEL to improve teacher effectiveness. Interventions of interest are those implemented during teacher preparation, or for those employed already in the teaching profession. Relevant categories of interventions include: 1) teacher preparation (university based traditional teacher preparation programs or alternative teacher preparation programs), 2) teacher induction (interventions targeting novice teachers), 3) teacher professional development. Conceptual proposals that critique theoretical frameworks and analyze policy dimensions are also encouraged.

Proposal:
Chapter proposals should be submitted on a single-spaced page, and should include your name, affiliation, email address, a tentative title, and abstract (200 words maximum). Also include a brief biography (300 words maximum) and relevant high-quality publications. Chapter proposals must be emailed as a single Word file document consisting of 2 pages to Roisin P. Corcoran (rcorcoran@irinstitutes.org) by April 30, 2018.

Chapter Submission:
Authors of accepted proposals will be notified by June 30, 2018 about the status of their submission and sent chapter guidelines. Full chapters, ranging from 7,000 to 8,000 words in Times New Roman 12, double spaced text, inclusive of title, abstract, manuscript, and references, should be submitted as a Microsoft Word email attachment by July 30, 2018. Manuscripts should conform to 6th edition APA style conventions. See Author Guidelines. Graphics and images may be included.

Drawing on the author(s) own research, chapters should include questions for readers to think critically about key concepts. Text boxes should be used to explain key themes in order to engage readers in the arguments outlined. The chapter should conclude with a summary of research methodology insights, and recommendations readings for further exploration.

Tentative Schedule for Publication:
Abstract Submissions: April 20, 2018
Notification of invite to submit chapter: May 30, 2018
Submission of book chapter: June 30, 2018
Reviews of book chapter manuscripts sent to author(s): September 30, 2018
Receipt by editors of final draft of book chapters: December 30, 2018
Final book submitted to publisher: January 2019
Anticipated publication: Spring 2019

Send Inquiries to: Roisin P. Corcoran rcorcoran@irinstitutes.org

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Call for Papers: A Call for Articles on AMTE’s Standards for Preparing Teachers of Mathematics Use of Technology in K-12

“The Association of Mathematics Teacher Educators released the Standards for Preparing Teachers of Mathematics (SPTM; amte.net/standards) in 2017. To generate guidance as to how to apply teaching of mathematics with technology, a call for manuscripts is being extended by Contemporary Issues in Technology and Mathematics Teacher Education (CITE-Math). The following quote from the SPTM illustrates how important preservice teacher (PST) preparation can be:

Well-prepared beginners are able to guide students in exploring how technology can be used to explore patterns, shape, transformations, and sequences. Technology can assist one in making connections between multiple representations, and it can help students communicate their mathematical ideas to their classmates. Well-prepared beginning teachers are particularly prepared to use “mathematical action technologies” (p. 125).

Technology use is not to be taken lightly in building a healthy mathematics identity for all students. Mathematical reasoning and sense making is essential in students’ knowing and doing of mathematics. Teachers need to know when to support students’ learning needs with the use of technology. To understand appropriate design and implementation of technology, one must understand how mathematics learning takes place when using these tools. “These are powerful tools for doing mathematics that will be a part of the lives of the students they teach” (p. 125). This claim applies to elementary and middle levels of mathematics education as well as high school.

Being mindful of teaching techniques in intentionally designed technology can help change the teaching of mathematics into a joyful and purposeful activity while reinforcing effective teaching practices, promoted by the National Council of Teachers of Mathematics (NCTM) and AMTE through their SPTM. First, one must start with a well-defined goal, then look for visual, interactive patterns to help in making predictable relationships that support mathematical sense making.”

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