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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Future of Accessibility and Video Captions

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Cider Session: Community of Inquiry

We invite you to the September CIDER session, the first session of our tenth anniversary season and the launch of a special ten-part Community of Inquiry Webinar Series. This free, online session will feature Drs. Marti Cleveland-Innes, D. Randy Garrison, and Norman Vaughan.

Title: Introduction to the Community of Inquiry Webinar Series
This session will provide an overview of the webinar series and the Community of Inquiry framework. An advance reading for this session is available at our website:

When: Wednesday, September 17, 2014 – 11am to 12noon Mountain Time (Canada)
Where: Online through Adobe Connect at:

The CIDER Community of Inquiry Webinar Series will include monthly sessions running from September 2014 to June 2015. These sessions will feature presentations by leading researchers on the CoI framework and its application to blended, distance, and online learning. The Community of Inquiry website at will act as a companion site for the series and includes a wealth of background materials and further readings.

Registration is not required; all are welcome. For more information on CIDER and our monthly Sessions, please visit our new website:

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Layering a Presentation

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Video: A Glance Back at Charles A. Wedemeyer

A Glance Back at Charles A. Wedemeyer from Pongid, LLC on Vimeo.

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CALL FOR CHAPTER PROPOSALS – Handbook of Research on Gaming Trends in P-12 Education

Proposal Submission Deadline: August 30, 2014
Handbook of Research on Gaming Trends in P-12 Education
A book edited by Dr. Donna Russell (University of Missouri, USA) and Dr. James Laffey (University of Missouri, USA)

The term gaming has radically changed in the last few years as technologies that are mobile, multi-media, interactive, and collaborative have become more advanced and sophisticated. The process of gaming holds promise for advancing learning in P-12 education if designed and developed with educational goals and standards. Gaming in P-12 Education has the potential to develop advanced knowledge and skills required by the learners while providing a transformative educational experience for both learners and teachers. In order to understand the potential of games in P-12 education this book will bring together experts in multiple fields to develop a new understanding of the trends of gaming in education.

Objective of the Book
This book will provide a holistic discussion including multiple perspectives on the potential of gaming in P-12 education. As a result it will provide a definitive guide for educators, researchers and game designers on the future of gaming. The Handbook is designed in strands that will bring together experts’ and practitioners’ voices on gaming in education. The result is that the Handbook of Research on Gaming Trends in P-12 Education will be a definitive guide to how virtual immersive learning environments, gaming, is or will become a transformative aspect of P-12 education.

Target Audience

The target audience of this book will be composed of educators, researchers, parents, and game developers interested in engaging in a holistic dialog on the future game-based immersive virtual learning environments in P-12 education.

Recommended topics include, but are not limited to, the following:
There would be four strands (chapter groupings) that focus on gaming related issues. Each strand will include chapters focusing on concepts and practice.

1. Research on gaming:
• The research strand will include essays on related philosophies of immersive learning including constructivism,
• cultural historical activity theory
• telepresence,
• the evaluation of learning in immersive learning environments,
• the evaluation of holistic learning environments.
• Research on sociocultural learning theory
• Research on immersive learning environments design
• Research on gaming

2. Pedagogical Concepts and Related Practice
The chapters on pedagogical trends will identify the pedagogical aspects of learning in games including
• problem-based learning,
• collaborative learning environments,
• immersive learning environments
• pedagogical issues relevant to gaming
• simulation-based learning
• research of learning in constructivist models e.g. problem-based learning, inquiry-based learning, project-based learning, simulations and case-based learning,
• practioners’ experiences designing, evaluating, and implementing problem-based learning, simulations, or games as immersive learning environments e.g. educators or game designers.

3. Discipline Cases
These chapters will include conceptual chapters as well as research that describe current implementation or future trends in immersive learning environment in P-12 education. These chapters will focus on practical issues including lessons learned and future implications of these cases.

These chapters may include
• cases of virtual and real-world simulations
• cases of real-world and virtual immersive learning.
• research of current game-based programs
• Lessons learned integrating games in P-12 learning environments.
• Educational game design, development and implementation.
• cases of games designed to develop social awareness or advanced content knowledge.

4. Gaming Trends
These chapters will be descriptive cases of new games or gaming related technologies. These chapters will focus on highly innovative new aspects that are being developed or in planning.
These chapters may describe
• learning analytics for understanding and evaluating learning games,
• new or future applications, products, mobile learning, interactive and multimedia components
• trends in delivery systems and/or learning managements systems in games
• innovative interactive components such as motion sensors or haptic devices
• innovative design features or devices such as mobile learning environments
• game design and relevant innovation
position papers on trends in innovation
• conceptual chapters on the potential of virtual immersive learning environments, games, in education

Submission Procedure
Researchers and practitioners are invited to submit on or before August 30, 2014, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified on or before September 30, 2014 about the status of their proposals and sent chapter guidelines.

Full chapters are expected to be submitted by December 30,2014. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project. All proposals should be submitted through the “Propose a Chapter” link at the bottom of this page.
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the Information Science Reference (formerly Idea Group Reference), Medical Information Science Reference, Business Science Reference, and Engineering Science Reference imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2015.
Important Dates

August 30, 2014: Proposal Submission Deadline
September 30, 2014: Notification of Acceptance
December 30, 2014: Full Chapter Submission
February 28, 2015: Review Results Returned?
March 30, 2015: Revised Chapters Due?
April 30, 2015: Final Chapter Submission
Please submit your proposals for chapters for Handbook of Research on Gaming Trends in P-12 Education using the IGI Global website:
Propose a Chapter link:

Inquiries can be forwarded to
Faculty, School of Information Science and Learning Technologies
Dr. Donna Russell

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If you record it, will they watch it?

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Free webinar — Building a Research Agenda using Design-Based Research (DBR)

July 24 at 12:00 pm (EST) — 45 minutes

Building a Research Agenda using Design-Based Research (DBR)

Dr. Susan McKenney and Dr. Thomas Reeves


Abstract and Presenters:

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