Guest Speakers on Instructional Technology

I recently found this great list of guest speakers that Curtis Bonk has had in his class this semester.

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Call for Chapters on a book on Inclusion and Belonging in Higher Education

Call for chapters for Tactics of Belonging in Higher Education. Inclusion and belonging in higher education. More information here: https://pages.vassar.edu/belonging-in-higher-education/call-for-proposals/

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Educational Technology Learning Conferences 2021 & 2022

The following list was adapted from Clayton R. Wright’s Educational Technology and Education Conferences List #46. 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. However, with COVID-19, conference travel has stopped and moved virtual in most places. Double-check each conference because some more are bound to be canceled.

November 2021

December 2021 – 170 Events

January 2022 – 171 Events

February 2022 – 165 events

March 2022 – 213 Events

April 2022

June 2022

July 2022

August 2022

  • August 1-5, 2022 Digital Pedagogy Lab. Hosted by the School of Education and Human Development, University of Colorado, Denver, Colorado, USA. In 2022, the event will be offered online. https://digitalpedagogylab.com/
  • August 4-5, 2022 International Symposium on Information and Communication Technology (SoICT, covering artificial intelligence, big data, communication networking, image and natural language processing, and digital technology trends), 11th. School of Information and Communication Technology, Hanoi University of Science and Technology, Hanoi, Viet Nam. https://soict.org/
  • August 4-6, 2022 American Psychological Association (APA) Annual Convention, 130th. (The association has over 122,000 members.) Minneapolis, Minnesota, USA. https://convention.apa.org/future-conventions or https://convention.apa.org/proposals
  • August 22-November 4, 2022 EDUCAUSE Learning Technology Leaders Institute. Organized by EDUCAUSE which “is a nonprofit association whose mission is to advance higher education through the use of information technology”. The event will be held online. https://events.educause.edu/educause-institute/learning-technology-leadership-institute/2022/online-2 or https://events.educause.edu/event-finder
  • August 23-26, 2022 European Educational Research Association (EERA) European Conference on Educational Research (ECER): Education in a Changing World – The Impact of Global Realities on the Prospects and Experiences of Educational Research. Yerevan State University, Yerevan, Armenia. https://eera-ecer.de/ecer-2022-yerevan/

September 2022

  • September 5-8, 2022 British Educational Research Association (BERA) Annual Conference. University of Liverpool, Liverpool, United Kingdom. https://www.bera.ac.uk/conference/bera-conference-2022
  • September 6-8, 2022 International Conference of the Association for Learning Technology (ALT). Manchester, United Kingdom. https://www.alt.ac.uk/altc
  • September 7-9, 2022 International Conference on Universal Design: Transforming Our World through Universal Design for Human Development, 6th. Co-organized by University of Brescia, Ca’ Foscari University of Venice and University of Trieste. Brescia, Italy. https://ud2022.unibs.it/

October 2022

  • October 24-28, 2022 Association for Educational Communications and Technology (AECT) International Convention. Planet Hollywood Resort and Casino, Las Vegas, Nevada, USA. https://aect.org/allevents.php
  • October 25-28, 2022 EDUCAUSE Annual Conference. (For higher education instructional technology professionals and technology providers). Denver, Colorado, USA. https://events.educause.edu/3-year-event-calendar

November 2022

February 2023

March 2023

June 2023

July 2023

August 2023

October 2023

November 2023

  • November 28-December 1, 2023 Council for Exceptional Children Division for Early Childhood Conference, 39th annual. Minneapolis, Minnesota, USA. https://www.decconference.org/

March 2024

June 2024

July 2024

August 2024

September 2024

  • September 17-20, 2024 Council for Exceptional Children Division for Early Childhood Conference, 40th annual. New Orleans, Louisiana, USA. https://www.decconference.org/
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Teaching in Online, Distance, and Non-Traditional Contexts

Edited by:
Cary Roseth, Michigan State University
Penny Thompson, Oklahoma State University

A volume in the series: Theory to Practice: Educational Psychology for Teachers and Teaching. Editor(s): Mike Yough, Oklahoma State University. Jane S. Vogler, Oklahoma State University. Eric M. Anderman, The Ohio State University.

Call for Chapters

We are seeking proposals for chapters in an upcoming volume, Teaching in Online, Distance, and Non-Traditional Contexts, a volume in the series Theory to Practice: Educational Psychology for Teachers and Teaching. The series is intended for instructors who teach educational psychology content in teacher preparation programs.

Educational psychology courses can be taught in a variety of formats beyond the face-to-face classroom, including fully online (asynchronous or synchronous), hybrid, or flipped environments. The COVID-19 pandemic has increased the prevalence of additional multimodal options, such as environments where students in the face-to-face classroom meet simultaneously with remote students connecting through video conferencing. These formats pose both challenges and new opportunities for creating rich and engaging learning environments. For this volume, we seek chapters that will help teacher educators in these varied delivery formats create engaging courses that are theoretically grounded while taking advantage of the affordances of available technologies. Chapters may focus on helping teacher educators teach effectively in their own online or hybrid contexts or on preparing future teachers to teach in these environments.

In the Teaching in Online, Distance, and Non-Traditional Contexts volume, we seek chapters that fall into one of the following broad themes:

Part 1: Design of Online Learning Environments

Guiding Questions:

? How do online/hybrid teaching and learning differ from face-to-face teaching and learning? How are they similar? What are the implications of these similarities and differences when designing online learning environments?

? How do you choose the modality (e.g., fully online versus hybrid, asynchronous versus synchronous, etc.) and technologies that best fit your content?

? What are the unique challenges (related to learning, motivation, etc.) for different modalities?

? What developmental considerations should preservice and in-service teachers consider when choosing a teaching modality? What does it mean to make sure an online or hybrid learning environment is “age-appropriate”?

? What represents well informed practice in accessibility in online teaching and learning?

? How can online/hybrid environments facilitate adapting to individual differences among learners?

? What considerations are important in online/hybrid course design with respect to culture, diversity, inclusion, and/or social justice?

Part 2: Implementation of Online Learning

Guiding Questions:

? How do you create a sense of community, belonging, or social connection in online/hybrid environments?

? How do you encourage and support learner participation and engagement (behavioral, emotional, or cognitive) in online learning environments?

? What is the role of interaction in online learning? How do you facilitate different types of interaction – learner-instructor, learner-learner, and learner-content?

? What kind of support (e.g., technology, professional development, personal/professional learning networks, etc.) is needed to help instructors teach effectively in online environments?

? How is carefully planned online/hybrid teaching and learning different from the emergency remote instruction we experienced during the pandemic? What valuable lessons learned during the pandemic can inform online/hybrid course design in the future?

Part 3: Assessment, Evaluation, and Iterative Improvement of Online Learning

Guiding Questions:

? What is the role of assessment (formative and summative) in online/hybrid learning environments?

? What are the challenges of assessing student performance in online/hybrid environments, and how can these challenges be overcome?

? What role does/should trace or surveillance data (e.g., clicking on topics, time spent watching video, frequency and timing of online access) play in guiding online instruction, learning, and/or assessment?

? How do you evaluate the overall success of an online course?

? Do established instructional design standards, benchmarks, or metrics (e.g., Quality Matters, Online Learning Consortium) play a role in helping instructors evaluate and improve their online courses?

Chapters may include comprehensive literature reviews, case studies of effective instructional practice, or systematic discussions of issues and areas in need of research. In all instances, chapters should focus on teaching Educational Psychology, specifically, within teacher education.

Proposals should be between 500-750 words and address the following:

? Scope and summary of the proposed chapter
? Fit to the series and volume, as well as the theme listed above

In the spirit of collaboration and mentorship, we encourage authors to include graduate students or colleagues who teach the same or similar courses as co-authors.

Proposals are due November 1, 2021. Submit proposals to Penny Thompson (penny.thompson@okstate.edu) as a .docx or .pdf attachment named FirstAuthorLastName_EdPsychOnline_Part1 (or 2 or 3). Please include a separate title page with the title, author names, degrees, and institutions, as well as contact information for the corresponding author (named FirstAuthorLastName_Title Page).

Proposals will be reviewed and evaluated based on: a) usefulness to college instructors of educational psychology, b) evidence of theoretical/empirical support, c) broad accessibility and applicability of topics, d) quality of writing, and e) overall quality of ideas.

Estimated Timeline:

? 11/1/2021: Proposal due
? 1/15/2022: Authors notified
? 4/15/2022: Chapter due
? 6/15/2022: Feedback from editors
? 9/15/2022: Revisions due
? 2023: Chapters sent to publisher

Final chapters will be approximately 25-35 double-space pages including references, tables, and figures.

Questions should be directed to volume co-editors Cary Roseth (croseth@msu.edu) or Penny Thompson (penny.thompson@okstate.edu).

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Call for Articles on Advances in Cognitive Presence Special Issue of Online Learning

In this special issue, we invite researchers to submit studies on cognitive presence in online and blended learning environments. In the past decade, the Community of Inquiry (CoI) framework has gained the most attention from scholars for its capability of capturing the collaborative construction of personally meaningful and shared understanding in the online community of learners (Jan et al. 2019; Park & Shea, 2020; Stenbom 2018). According to Garrison (2017), understanding the dynamics of the collaborative process of learning is the strength of cognitive presence and the CoI framework.

Although the importance of cognitive presence to generate high-level learning in online environments is well documented in literature, researchers suggest that it is the least researched of the three constructs of the CoI framework and little progress has been made in understanding the development of cognitive presence and higher-order thinking and learning effectiveness online (Garrison, 2017; Sadaf, Wu, & Martin, under review). According to Garrison (2017), “much research is needed to fully appreciate the inquiry process (cognitive presence) that occurs in a shared learning environment.” Therefore, there remains a clear need for more conceptual and empirical research to explore processes and strategies that create and sustain conditions necessary to facilitate cognitive presence and higher-order learning in online environments.

This special issue on the topic of cognitive presence will bring together researchers working in this area and, in turn, advance various new perspectives on conceptualizations and processes related to cognitive presence. Bringing researchers together in a single issue will help advance this aspect of the field of online learning, and via an editorial, we can begin to synthesize the current work that is being done and make suggestions for future steps.

Possible Topics: Topics for the special issue include but are not limited to research on:

  • Cognitive presence and the learning sciences
  • Strategies to facilitate cognitive presence
  • Instructional design principles and/or strategies to foster cognitive presence
  • Cognitive presence and learning outcomes–perceived and actual
  • Cognitive presence, learning, and emotion in online and blended learning environments
  • Online student engagement and cognitive presence
  • Cognitive presence and ill-structured problem solving online
  • Motivational factors as predictors of cognitive presence
  • Cognitive presence in different disciplines
  • The relationship of cognitive presence to other forms of presence (e.g. teaching presence)
  • The relationship between interaction and levels of cognitive presence
  • Cognitive presence, shared metacognition, self-and co-regulated learning

Rigorous, cutting-edge qualitative, quantitative, mixed methods research articles and systematic reviews are welcome.

SUBMISSION GUIDELINES

To notify us of your intent to submit, please send your abstract for review to Dr. Ayesha Sadaf, special.issue@onlinelearning-c.org

Invited authors will submit full manuscripts through the Open Journal System (OJS), the OLC journal system. When submitting, be sure you select the section corresponding “Advances in Cognitive Presence Special Issue of Online Learning”.

Author Guidelines include general APA Style 7th edition except for the single-spacing requirement. Papers should be about 6,000-8,000 words. The Guide for Authors can be found here: http://onlinelearningconsortium.org/read/guide-authors/ For detailed assistance with APA style, refer to Purdue Online Writing Lab: https://owl.english.purdue.edu/owl/resource/560/01/ Please note that contributors will also be requested to serve as reviewers for this project.

Preliminary Timeline:

  • Indicate intention to submit to Special Issue by July 12th (Send author information, contact details, and abstract to Ayesha Sadaf)
  • Invited authors notified by July 26th
  • Submit full manuscript through the OLC journal system by September 20th
  • Manuscripts sent out for review between September 21-23rd
  • Return reviews to editors on October 11th
  • Feedback from special issue editors by October 25rd
  • Return revised articles to editors by November 22th
  • Additional revisions as requested (date TBD)
  • Send manuscripts for copyediting on December 20th (absolute last day to be included)
  • Special Issue published March 2022 (anticipated)

*Final acceptance will not be notified until fully revised manuscripts have been submitted.

Special Issue Guest Editors
Dr. Ayesha Sadaf, asadaf@uncc.edu
Dr. Larisa Olesova, lolesova@gmu.edu
Dr. Martha Cleveland-Innes, martic@athabascau.ca
Dr. Nathaniel Ostashewski, nostashewski@athabascau.ca
Dr. Peter Shea, pshea@albany.edu


Online Learning, the official journal of the Online Learning Consortium promotes the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice in online environments. The journal has been published for over 20 years and is known to many by its former name, the Journal of Asynchronous Learning Networks (JALN).

OLJ is always open to receive submissions.  For more information please contact Sturdy Knight, OLJ’s Managing Editor, at Sturdy.Knight@onlinelearning-c.org

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Call for Proposals: Global Perspectives on Educational Innovations for Emergency Situations

Global Perspectives on Educational Innovations for Emergency Situations

An edited volume by

Vanessa Dennen (Florida State University), Camille Dickson-Deane (University of Technology Sydney), Xun Ge (University of Oklahoma), Dirk Ifenthaler (University of Mannheim, Curtin University), Sahana Murthy (IIT Bombay), Jennifer C. Richardson (Purdue University)

to be published open access by Springer, Cham

Introduction

On March 11, 2020 the World Health Organization declared the COVID-19 outbreak a pandemic and a global health crisis. The pandemic has affected society and individuals on many levels and throughout various aspects of life, including education. All over the world, schools and universities were mandatorily closed, moved online, or delivered in alternative formats. COVID-19 has forced society to adapt to emergency situations and seek innovative solutions to continue to educate students in all kinds of settings, from PK-12 education to higher education and beyond. Such emergency situations have presented unprecedented challenges to educators, students, administrators, parents, policymakers, and many other stakeholders. The urgency of the situation has called for a system-wide response to transition from in-person, classroom education to other feasible modes of education or to transform classrooms into safer, socially-distanced spaces and adjust teaching plans accordingly. Educators have explored new approaches and technologies in their quest to meet their students’ needs. All of this has compelled us to rethink education. The unprecedented global nature of this situation has united educators and educational researchers around the world to ask new questions about what should be done in response to the current crisis as well as how to be better prepared for the future . Research questions involve, but are not limited to, the following: pedagogical issues, technological and infrastructure challenges, teacher professional development, issues of disparity, access and equity, and impact of government policies on education.

This edited volume will produce a contemporary document of the current global crisis. Further, this work will present a rich resource for future emergency scenarios in the educational arena. The tentative topics of this edited volume are as follows:

  • Conceptual or philosophical contributions reflecting on the educational arena during emergency situations
  • Educational solutions developed during emergency situations (tools, artifacts, stories or design cases)
  • Studies providing rigorous empirical evidence and implications for emergency situations (qualitative, quantitative, mixed-methods, data analytics)
  • Perspectives on events that influence changes policies and practices

    This edited volume is part of the Springer Educational Communications and Technology: Issues and Innovations book series (https://www.springer.com/series/11824) and will be published open access to enable a global outreach to researchers, practitioners, administrators and policy makers.

    Call for Proposals

    Prospective authors (co-authors are welcome) are invited to submit a chapter proposal, including title, authors, affiliations, abstract describing the content of the chapter (max. 300 words), five keywords, three key references, and a 2-3 sentence describing how the chapter fits the theme of the edited volume (see above), no later than 15 March 2021. Please submit the chapter proposal as PDF document including all required information using the online submission form: https://gpeis.ifenthaler.info

    The proposed chapter should be a previously unpublished work. Upon acceptance of the chapter proposal, the chapter should be completed no later than 31 July 2021Contributions will undergo a review process where the authors identity will be concealed. Comments to authors will be returned by 31 August 2021. Finalised chapters are due no later than 01 October 2021Guidelines for preparing chapters will be sent to authors upon acceptance of the chapter proposal.

    Timeline

    The following represents a timeline for completing the edited volume:

  • 15 March 2021: Proposal due including title, authors, affiliations, abstract, keywords, references, theme
  • 31 March 2021: Notification and additional information for accepted authors
  • 31 July 2021: Draft chapters due
  • 31 August 2021: Chapters returned with reviewers’ comments
  • 01 October 2021: Final chapters due
  • 01 November 2021: Pre-print version of the edited volume available for AECT 2021 International Convention
  • End of 2021: Edited volume available as open access publication

Please use the following link for your inquires and submissions: https://gpeis.ifenthaler.info

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Call for Papers TLT Special Issue on Designing Technologies to Support Professional and Workplace Learning for Situated Practice

Call for Papers

TLT Special Issue on Designing Technologies to Support Professional and Workplace Learning for Situated Practice

Abstract Submission (Optional): 15 April 2021
Full Manuscripts Due: 15 June 2021

In an era of global, organizational, and technological change, all of which are transforming the world of work, professional and workplace learning are critical for both employability and organizational competitiveness. Such learning is therefore needed on a greater scale than ever before, and the only way to provide that scale is through the integration of technology and learning. At the same time, if it is to serve the goal of boosting productivity, professional and workplace learning needs to be based around and integrated with work. Yet most advances in learning technologies have been made within K–12 and higher education settings, and in the area of formal learning environments in general. Technologies developed within formal education settings are nevertheless also increasingly being appropriated for use with/by professional learners in contexts other than those for which they were originally designed.

This special issue of the IEEE Transactions on Learning Technologies (TLT)? on “Designing Technologies to Support Professional and Workplace Learning for Situated Practice” aims to showcase the latest developments and innovations in, and advance the scientific discourse on issues specific to, designing technologies that support learning for work. In setting out to achieve this aim, we place focus on learning that is intended to improve work practice, and that is situated within work activities and contexts.

View Call for Papers PDF?

Background and Context

Global change impacts professional learning

Work is becoming increasingly specialized, which means professionals with specific expertise have to work in collaborative and networked ways; increasingly global, making work more distributed across sites; and increasingly time- and place-independent, as people work and connect via digital technologies [1]. Globalization, automation, digitalization, and advances in medical and material sciences are important drivers of change. At the time of writing, the global COVID-19 pandemic is ongoing and has triggered one of the biggest and most agile sets of changes to work practices and working environments in generations, possibly ever. In April 2020, more than two-thirds of the world’s working population was in lockdown in an attempt to stop the spread of this disease. Many organizations asked their employees to work from home where possible. Although long-term effects cannot be predicted with certainty, plausible effects include an acceleration of digitalization and automation of workplaces alongside economic disruption characterized by a rapid decline in the gross domestic product (GDP), business closures, uncertainty across whole sectors (e.g., hospitality and tourism) with possible re-regionalization of production. Globally, millions of people face job losses and will have to re-train as they change jobs or careers. Even those who retain their positions will likely have to adapt their work practice within work environments that are transformed.

Professional and workplace learning will be even more critical

Such learning increases the responsiveness and adaptability of both individuals and organizations. Continuous professional learning is important to help people prepare for ongoing changes in work and for new work roles and this has become accepted as a crucial component to help people re-skill as jobs are lost, and to upskill knowledge within specific professional domains as practices transform [1]. In summary, professional learning is understood as a critical component to ensure people continue to be employable, and for organizations to remain competitive.

Professional learning and technologies research needs to be ramped up

Despite this, most advances in the research and development of learning technologies are focused on formal learning, such as school, university, or professional training outside the workplace [2]. Some of the most visible examples include massive open online courses (MOOCs) and other forms of open education. MOOCs are formal educational environments that have been used to support professional learning [3], [4]. However, although open education can support professional learning, they often are based on formal learning paradigms, rather than supporting situated learning of professional practice. Overall, while digitalization has been a triggered substantial change in many areas of life, it has not significantly changed the ways professionals learn [1]; and in the context of the ongoing COVID-19 pandemic, there is a critical need to focus on the research and development of technologies to support situated learning of professional practice.

This challenge of building imaginaries describing how technologies could support and transform professional learning has been critiqued [5]. [6]. One critique concluded that, because technology-enhanced professional learning sites at the intersection of work psychology, learning science, and computer science, concepts from each of the three domains have to be brought together to find solutions; these concepts have been superficially pieced together, and not (yet) transformed into an unorthodox and imaginative conceptualization of technology-enhanced professional learning [6]. Examples of research that connect self-tracking and quantified self, individual and collaborative computer-mediated reflection, professional learning analytics, and (work) behavior change, include Rivera-Pelayo et al. [7], who investigated how manually tracked and shared mood serves as a simple, agile fast tool to support group awareness. This tool serves as an entry point for work-related reflection, and hence as a trigger for work behavior change. Another example is the work of Ruiz-Calleja et al. [8], who carried out research on a learning analytics infrastructure for professional learning that addresses the need to integrate data and analytics services across a heterogeneous IT landscape. Fessl, Bratic, and Pammer [9] examined the effectiveness of automatic prompts for reflection that connect between work analytics and learning. Other examples of research and development of technology tools for professional learning that bring together diverse domains include work that connects augmented reality training for work practice, work process assistance, and reflection by Büttner, Prilla, and Röcker [10] and Limbu et al. [11]. These studies investigate training effectiveness and user satisfaction as professionals engage in augmented reality training, a form of immersive learning that takes into consideration the reality of the workplace.

Littlejohn and Pammer-Schindler [1] have argued for the need to integrate perspectives, theories, and methods from psychology, learning science, and computer science in ways that enable the research and development of effective technology tools for professional learning. The adaptation of theories and methods from the learning and computer sciences alone are not sufficient because of the qualitative difference between learning for work and learning in formal education. In formal education, the motivation to learn usually is to gain specific knowledge and qualifications to progress. Professional learning often is motivated by getting a job done better and improving professional practice. Therefore, in professional contexts, “learning” tends to be relevant only in relation to professional practice, in the sense that it changes and improves (some aspects of) practice. In workplace environments, professional learning has a lower priority compared with work performance. This can be traced to a fundamental view of the organization as a social construct with shared goals [12], which tends to focus on services, product production, and so on. This results in a tight integration of working and learning, of individual and organizational aspects of learning (such as human resource management, personnel development, knowledge management, or continuous process improvement), and of learning and knowledge creation. Another important and relevant factor is that it can be difficult to find the time [13] or space [14] to learn in a busy workplace. Finally, it can be challenging for learners to transfer knowledge from an educational context to a workplace context, or from one workplace context to another [15] and learners may not have the capability to do this [16], even though it is critical for effective learning. In summary, professional learning is characterized by a distinct socio-technical system of technology-enhanced, professional learning, in which professional learners live, work, and learn; these systems operate differently compared with the socio-technical systems that define formal education [6].

Role of the Special Issue

As a starting point in bringing together the relevant, but fragmented, areas of research that underpin professional learning and workplace learning, we are calling for papers that contribute to the domain of technology-enhanced, professional learning by:

  1. Identifying characteristics of professional learning that are due to the social context in which professional learning is embedded and that are relevant for technology design;
  2. Interrogating technology practices specific to these characteristics of professional learning, and using the results to inform design—examples are issues of setting aside time and space for learning, privacy issues or issues related to existing power hierarchies, and the potential non-sharedness of learning as a goal of organizational relevance, to name a few;
  3. Evidencing the ways in which emerging, novel technologies might improve professional learning in a variety of work contexts. Such papers could both be based on experimental studies on emerging, novel technologies that consider salient aspects of professional learning in the experiment design as well as based on field studies investigating the design, development, and application of the technologies in professional learning settings. Special emphasis could be placed on reducing risks introduced by modern technologies, such as increased surveillance in the workplace.

We look forward to receiving papers detailing relevant studies and hope the special issue seeds discussion and debate, raising important questions to help advance the field.


Suggested Topics

Topics of interest for the special issue thus include, but are not limited to, the design and development of technological solutions and applications aimed at:

  • Remote or distributed work-based learning
  • Workplace and professional learning that helps ensure resilience to continuity crises (e.g., pandemics, natural disasters)
  • Supporting and assessing the transfer of learning to, and between, on-the-job situations
  • Learning-as-knowledge-creation in the workplace and in professional settings
  • Learning in complex professional domains and/or in domains with low uptake of learning technologies
  • Coaching and mentoring in the workplace (both human and intelligent agent-based)
  • The development of “soft” skills in the workplace and professions
  • Supporting the links between individual learning, organizational learning, and capability building
  • Learning through reflection on workplace and professional practice, including collaborative or shared reflection
  • Assessment and credentialing of the workplace and professional learning
  • The modeling, development, and management of workplace and professional competencies (i.e., competency-based learning and assessment)
  • Computer-supported collaborative workplace and professional learning

Also of interest are investigations of specific technologies as applied to workplace and professional learning, such as:

  • Adaptive and personalized learning systems, including learner models for enabling those systems
  • Authoring and instructional design tools/platforms
  • Games and gamification
  • Modeling, simulation, and digital twin technologies and applications
  • Reusable learning objects and learning designs
  • Semantic Web services, applications, and ontologies
  • Social networking and knowledge-sharing infrastructures
  • Virtual reality (VR), augmented reality (AR), mixed reality (MR), and other extended reality (XR) technologies
  • Wearable devices and interfaces
  • Learning analytics and data mining technologies/applications

Note: TLT is somewhat unique among educational technology journals in that it is both a computer science journal and an education journal. In order to be considered for publication in TLT, papers must make substantive technical and/or design-knowledge contributions to the development of learning technologies as well as show how the technologies can be used to support learning. Papers that are concerned primarily with the evaluation of existing learning technologies and their applications are suitable for TLT only if the technologies themselves are novel, or if significant technical and/or design insights are offered.


Submission and Review Process

Abstracts may be submitted to the guest editors via email at tlt-workplacelearning@ieee.org; this is not mandatory but will enable the editors to offer early feedback on the paper’s suitability with respect to the aims and scope of the special issue.

Full manuscripts should be prepared in accordance with the IEEE Transactions on Learning Technologies guidelines and submitted via the journal’s ScholarOne Manuscripts portal?, being sure to select the relevant special issue name during the submission process. Manuscripts must not have been published or currently be under consideration for publication elsewhere. Only full manuscripts intended for review, not abstracts, should be submitted via the ScholarOne portal, and conversely, full manuscripts cannot be accepted via email.

Each full manuscript that passes an initial prescreening will be subjected to rigorous peer review in accordance with TLT’s editorial policies and procedures. It is anticipated that 7 or 8 articles (plus a guest editorial) will ultimately be published in the special issue.


Important Dates

  • Abstract submission (optional): 15 April 2021
  • Feedback from guest editors to authors on abstracts: 22 April 2021
  • Full manuscripts due: 15 June 2021
  • Completion of first review round: End of September 2021
  • Revised manuscripts due: End of November 2021
  • Final decision notification: End of January 2022
  • Publication materials due: End of March 2022
  • Publication of special issue: Summer 2022

Guest Editors

  • Viktoria Pammer-Schindler – Graz University of Technology, Austria
  • Allison Littlejohn – University College London, U.K.
  • Tobias Ley – Tallinn University, Estonia
  • Joachim Kimmerle – IWM-KMRC Tuebingen, Germany
  • Mark J. W. Lee – Charles Sturt University, Australia

Please contact tlt-workplacelearning@ieee.org with any questions, comments, or concerns.


References

  1. A. Littlejohn and V. Pammer-Schindler, “Technologies for professional learning,” in Handbook of Research Approaches on Workplace Learning, D. Gijbels and C. Hartelis, Eds., Berlin, Germany: Springer-Verlag, in press.
  2. I. Roll and R. Wylie, “Evolution and revolution in artificial intelligence in education,” Int. J. Artif. Intell. Educ., vol. 26, no. 2, pp. 582–599, Jun. 2016. doi: 10.1007/s40593-016-0110-3?.
  3. A. Littlejohn and C. Milligan, “Designing MOOCs for professional learners: Tools and patterns to encourage self-regulated learning,” eLearn. Papers, vol. 42, Jun. 2015, Art. no. 4.
  4. C. Milligan and A. Littlejohn, “Why study on a MOOC? The motives of students and professionals,” Int. Rev. Res. Open Distrib. Learn., vol. 18, no. 2, pp. 92–102, 2017. doi: 10.19173/irrodl.v18i2.3033?.
  5. G. Fischer, “A conceptual framework for computer-supported collaborative learning at work,” in Computer-Supported Collaborative Learning at the Workplace, S. Goggins, I. Jahnke, and V. Wulf, Eds. Boston, MA, USA: Springer, 2013. doi: 10.1007/978-1-4614-1740-8_2?.
  6. A. Littlejohn and A. Margaryan, Eds., Technology-Enhanced Professional Learning: Processes, Practices, and Tools, Evanston, IL, USA: Routledge, 2013. doi: 10.4324/9780203745052?.
  7. V. Rivera-Pelayo, A. Fessl, L. Müller, and V. Pammer, “Introducing mood self-tracking at work: Empirical insights from call centers,” ACM Trans. Comput.-Hum. Interact., vol. 24, no. 1, Feb. 2017, Art. no. 3. doi: 10.1145/3014058?.
  8. A. Ruiz-Calleja, S. Dennerlein, D. Kowald, D. Theiler, Dieter, E. Lex, and T. Ley, “An infrastructure for workplace learning analytics: Tracing knowledge creation with the social semantic server,” J. Learn. Analytics, vol. 6, no. 2, pp. 120–139, Aug. 2019. doi: 10.18608/jla.2019.62.9?.
  9. A. Fessl, G. Wesiak, V. Rivera-Pelayo, S. Feyertag, and V. Pammer, “In-app reflection guidance: Lessons Learned across four field trials at the workplace,” IEEE Trans. Learn. Technol., vol. 10, no. 4, pp. 488–501, Oct.–Dec. 2017. doi: 10.1109/TLT.2017.2708097?.
  10. S. Büttner, M. Prilla, and C. Röcker, “Augmented reality training for industrial assembly work—are projection-based AR assistive systems an appropriate tool for assembly training?,” in Proc. 38th Annu. ACM Conf. Human Factors in Computing Systems (CHI’20), Honolulu, HI, USA, Apr. 2020. doi: 10.1145/3313831.3376720?.
  11. B. H. Limbu, H. Jarodzka, R. Klemke, F. Wild, and M. Specht, “From AR to expertise: A user study of an augmented reality training to support expertise development,” J. Universal Comput. Sci., vol. 24, no. 2, 2019. doi: 10.3217/jucs-024-02-0108?.
  12. C. Argyris and D. A. Schön, Organizational Learning II: Theory, Method, and Practice. Reading, MA, USA: Addison Wesley, 1996.
  13. Renner et al., “Computer-supported reflective learning: How apps can foster reflection at work,” Behav. & Inform. Technol., vol. 39, no. 2, pp. 167–187, Feb. 2020. doi: 10.1080/0144929X.2019.1595726?.
  14. A. Fessl, M. Bratic, and V. Pammer, “Continuous learning with a quiz for stroke nurses,” Int. J. Technol.-Enhanced Learn., vol. 6, no. 3, pp. 265–275, 2014. doi: 10.1504/IJTEL.2014.068362?.
  15. A. Littlejohn, K. Charitonos, and H. Kaatrakoski, “The role of professional learning in addressing global challenges: Tensions and innovations associated with AMR,” Frontiers Educ., vol. 4, 2019, Art. no. 112. doi: 10.3389/feduc.2019.00112?.
  16. M. Eraut, “Informal learning in the workplace,” Stud. Continuing Educ., vol. 26, no. 2, pp. 247–273, Jul. 2004. doi: 10.1080/158037042000225245?.
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Call for Chapter Proposals – Handbook of Communication and Disability

Call for Chapter Proposals

Deadline:         November 30, 2020
Book project: The Palgrave Handbook of Communication and Disability
Publisher:        Palgrave-MacMillan
Editors:            Michael S. Jeffress, PhD, Tennessee State University
Jim Ferris, PhD, University of Toledo
Joy M. Cypher, PhD, Rowan University
Julie-Ann Scott-Pollock, PhD, University of North Carolina Wilmington

We welcome proposals for original scholarship, meta-analysis studies, and theoretical essays from communication scholars who approach the topic of communication from a disability studies frame.  We desire a wide variety of methodological approaches and diverse theoretical frameworks. We invite proposals from any sub-discipline of communication studies; however, we are not seeking proposals related to representation in film, television, or print media.  We encourage proposals that explore the insectionalities of disability with race, gender, and sexual orientation, as well as the voice of disability in social movements related to social and environmental justice.

Project timeline:

11/30/2020 – Review of proposals begins
1/1/2021 – Invite contributors of selected proposals to submit full chapters for review
4/30/2021 – Deadline for first drafts
6/30/2021 – Feedback returned
9/30/2021 – Final drafts due
11/30/2021-Manuscript delivered

To submit, please send to mjeffres@tnstate.edu with “Handbook CFP” in the subject line a Word document containing your working title, abstract of no more than 200 words, and a brief bio that lists the author(s) highest earned degree and institutional affiliation.

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Educational Technology, Instructional Design, and Online Learning Conferences 2020 & 2021

The following list was adapted from Clayton R. Wright’s Educational Technology and Education Conferences List #44. 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. However, with COVID-19, conference travel has stopped and moved virtual in most places. Double check each conference because some more are bound to be canceled.

Educational Technology and a Few Education Conferences for December 2020 to June 2021, Edition #44

December 2020

January 2021

February 2021

March 2021

April 2021

May 2021

June 2021

July 2021

August 2021

 

September 2021

October 2021

November 2021

March 2022

June 2022

July 2022

August 2022

October 2022

February 2023

March 2023

July 2023

October 2023

  • October 17-21, 2023 Association for Educational Communications and Technology (AECT) International Convention. Doubletree by Hilton, Orlando, Florida, USA. https://aect.org/allevents.php

 

 

 

 

 

 

 

 

 

 

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Call for articles – The discourses of Gender, Violence and Social Inequality in the era of digital communication

CALL FOR ARTICLES
Quaderns de Filologia ? Linguistics Series vol. 26 (2021)
(https://ojs.uv.es/index.php/qfilologia/index)

Title of volume: The discourses of Gender, Violence and Social Inequality in the era of digital communication

Editors:
Sergio Maruenda Bataller (Universitat de Val?ncia)
Dolors Palau Sampio (Universitat de Val?ncia)
Maite Taboada (Simon Fraser University)

Summary:
This volume aims to study and analyse the public discourses on gender, violence and social inequality in the so-called digital media (Couldry 2012) and, more precisely, their evolution and political, cultural, social and ideological impact on these in the digital era and ?new? forms of social, institutional and political communication (Fuchs 2007; Bennet & Segerberg 2013; Winseck 2017). This volume aims to gain insights into the discourses generated and communicated through the so-called Internet society (Castells 2001), as we reach the 25th anniversary of the net. Thus, the present volume adopts a critical and communicative theoretical approach to the analysis of the current discourses that linguistically and discursively construct and constitute gender, violence and social inequality (Critical Discourse Studies, Flowerdew & Richardson 2018), as forms of cognitive and social representation that may become hegemonic or peripheral (Butler 1990; Bell 1991; Wodak 2001; Lazar 2005; Fairc
lough 2006; van Dijk 2008; Cotter 2010; Erlich, Meyerhoff & Holmes 2014).

Although not restricted to a specific methodology, this volume advocates for mixed-method approaches that combine qualitative research and corpus-based analyses for the identification of recurrent and ?normalised? discourse patterns (Corpus-Assisted Discourse Studies [CADS] – Mautner 2009; Baker et al. 2008; Partington et al. 2013; Gabrielatos & Duguid 2014; Baker & Levon 2015).

Themes:
1.      Discursive (multimodal) studies on specific topics and aspects on gender, violence and social inequality in the digital media, including press, social media, and other forms of institutional, social and political communication. Examples:
a.      The discursive representation of gender violence
b.      Women in the new forms of communication
c.      The ideological construction of diverse identities and LGTBQphobia.
d.      The discourses on migration
e.      The discourses on extremism and hate
f.      The discourses on disabilities
g.      The discourses on aporophobia
h.      etc.

2.      Historical (diachronic) and contrastive studies among cultures, languages and semiotic modes (Potts et al. 2005).
3.      Methodological proposals and models of qualitative and/or quantitative analysis of the themes of the volume.
4.      Corpus compilation and description on gender, violence and social inequality.

Abstract submission*
Proposals must be sent to:
sergio.maruenda@uv.es
Subject: abstract QF ELING 2021 Until December 15, 2020

Communication of acceptance     From January 1, 2021 to January 7, 2021

Deadline for submission of originals (full article)
Proposals must be sent to:
sergio.maruenda@uv.es
Subject: article QF ELING 2021  May 1, 2021
Peer-reviewing process  from May 1, 2021
Publication of volume   December 2021

* Abstracts must be 250-300 words, excluding references. Please provide title, author, affiliation + email, text, keywords (5), references.

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