CALL FOR PROPOSALS: Women in eLearning

The United States Distance Learning Association’s International Forum for Women in eLearning (IFWE)
San Antonio, Texas
Wednesday, November 30, 2016 – Friday, December 2, 2016


Call for Proposals Now Open!
Due Date: June 17, 2016

USDLA is pleased to present the Call for Proposals for the seventh International Forum for Women in eLearning conference to be heldNovember 30 – December 2, 2016 at the Hotel Contessa, 306 W. Market Street, San Antonio, Texas. ( 2016 conference theme developed by your very creative IFWE 2016 Program Committee is: IFWE: Connecting the eLearning World

To complement the theme, the committee has selected six topic areas in Connect -themed tracks for which we are soliciting presentations. The topic areas are:

  • Making the connection: eLearning access and diversity
  • Interconnection: Networking and developing the leadership of today and tomorrow
  • Linking the connections: Mentoring and “herstory” including your story on how you got involved in distance education
  • Techconnect: Effective use of technology and best practices
  • Disconnect: Recharge your work life balance
  • Re-connect: The role of social media in maintaining and establishing relationships

Presentations are encouraged across a broad perspective of eLearning, as the conference participants typically represent all constituencies and types of eLearning. The primary constituencies include higher education, K-12 education, military, workforce and corporate training, but all are welcome. Please be specific in your description and submission about the topic or topic areas your presentation will primarily target.

We are planning three types of sessions this year:

  • Concurrent Sessions – These sessions provide an opportunity for 1-hour presentations in your field of expertise. Your session should include adequate time for questions at the end of your presentation. (Teams of co-presenters are welcome and encouraged)
  • Pre-conference Workshops– These are 1.5 hour workshops where presenters lead participants in new directions and allow them to practice new skills. Unfortunately, we do not have a facility for computer-based hands-on workshops. (Teams of co-presenters are welcome and encouraged)
  • Poster Sessions – Poster sessions are presented during the IFWE Opening Reception. Poster presenters will be provided a table where they can set up an actual standing poster that describes their project or program. The presenter can also have handouts and other materials on the table. During the poster session, IFWE participants will have a chance to visit with all of the presenters.

We recommend that proposals be specific about the value provided to attendees. Please do not plan to make a sales presentation. Proposals should be focused on innovative issues and working solutions.


Important Requirement: All presenters must register for the full conference.

Proposals are due on June 17, 2016

Review criteria:
IFWE participants will expect well-delivered presentations containing quality information that is of practical value to their day-to-day personal and professional lives. Each proposal will be reviewed by the IFWE Program Committee. Reviewers will look for clear descriptions. Considerable weight is given to proposals that specify session learning objectives and clearly describe why the content will be relevant and valuable to attendees.


Status of Proposals and Notification:
You will be contacted no later than August 19, 2016 about the status of your proposal. If your proposal is accepted, the lead presenter will receive an email containing information relevant to your presentation. Lead presenters are responsible for forwarding all information to their co-presenters.


The conference will provide a standard set up (LCD data/video projector and screen). We have limited space for sessions that require Internet connectivity. If you require Internet, please state that clearly in your proposal. You will need to provide your own laptop computer and speakers if your presentation requires sound. House sound will not be provided in the session rooms.


Preparing your proposal:
Please be specific and clear when you provide the required information requested on the electronic proposal submission system. Please make note of the email you use to create your profile and the Registrant ID you are assigned when in the system.


You can edit your proposal before submitting by entering the system using your Email address and Registrant ID. Please note that only proposals that are submitted will be reviewed by the Program Committee. You may edit your proposal until June 17, 2016.  Once a proposal is submitted, you will receive an email confirmation.


Please contact Kim Airasian at with any questions or technical problems regarding your proposal submission.

Good luck with your proposal!
We look forward to seeing you at IFWE 2016!

Submit Your Proposal Today!

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Gardner Campbell’s UNFIS 2015 Keynote – A Taxonomy of Student Engagement

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CALL FOR PAPERS: Special Issue on “Innovation in Technologies for Educational Computing”

*** Call for Papers ***

Joint Special Issue of IEEE TETC and TLT on “Innovation in Technologies for Educational Computing”

IEEE Transactions on Emerging Topics in Computing (TETC)
IEEE Transactions on Learning Technologies (TLT)


*** Guest Editors ***

Fabrizio Lamberti, Politecnico di Torino, Italy
Gwo-Jen Hwang, National Taiwan University of Science and Technology, Taiwan
Baltasar Fernández, Universidad Complutense de Madrid, Spain
Wenping Wang, The University of  Hong Kong, Hong Kong

*** Topics of interest ***

The goal of this joint Special Issue is to provide an overview of most recent emerging and “fringe” learning technologies. Sample topics of interest include:

1. Virtual, augmented and mixed reality: game-based learning, edutainment, gamification, intrinsic integration of game mechanics, virtual worlds and communities for education and training, digital humans and avatars in education, work-based and augmented learning

2. Learning at Scale: service-oriented architectures for learning, MOOCs, interoperability of learning systems, standards for knowledge sharing, open educational resources, linked open data, ontologies and reasoning

3. Ubiquitous and wearable computing: educational applications of sensor-based learning, smart watches and activity trackers, body sensor networks, ego-vision devices and life-logging equipment, Internet of Things, smart environments, context-aware services and tools

4. Social computing: educational data mining and filtering on social networks, social media for e-learning and e-assessment, social learning at scale, informal learning in social communities, peer review and assessment, trust and reputation in social communities

5. Big Data and data analytics: modeling of learners and learning processes, learning analytics, educational data mining, student profiling, behavioral and emotional analytics, learning data visualization, quantified self

6. Intelligent systems: adaptive learning, recommender systems, tools for smart tutoring and training, pedagogical agents and assistants, course and material personalization

7. Learning in the making: 3D printers and computer-controlled fabrication devices, open micro-controller, sensor and actuator technologies, smart programming environments, robotics

8. Human-computer interaction: natural and multi-modal interfaces, conversational agents, affective computing, interactive tabletops and surfaces, innovative interaction devices and techniques

*** Submission instructions ***

This partial list is not exclusive and does not cover all novel learning technologies. As a part of the submission letter the authors are requested to argue why the technology presented in the submission should be counted as “emergent” and “cutting edge”.

Submitted papers must describe original research which is not published nor currently under review by other journals or conferences. Authors are responsible for understanding and adhering to submission guidelines published on the IEEE Computer Society website (

Authors are invited to submit manuscripts focused on odd labeled topics directly to Transactions on Emerging Topics in Computing (TETC) at and papers focused on even labeled topics directly to Transactions on Learning Technologies (TLT) at

In special cases, authors are welcome to submit to the journal of their choice. Although with the above choice the authors are indicating which Transaction represents the primary target of their submission, they should be aware that papers may be published in TETC or TLT depending on the availability of space with the final allocation at the discretion of the Editor-in-Chief of the respective Transactions.

Correspondence should be addressed to:

*** Important dates ***

– Submission Deadline: December 1, 2016
– Reviews Completed: March 1, 2017
– Major Revisions Due (if Needed): April 1, 2017
– Reviews of Revisions Completed (if Needed): May 1, 2017
– Minor Revisions Due (if Needed): June 1, 2017
– Notification of Final Acceptance: July 1, 2017
– Publication Materials for Final Manuscripts Due: August 1, 2017
– Publication date: October-December Issues of 2017

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Call for Proposals

Distance Education (volume 38, number 2, 2017)
Special Issue on “Social Presence and Identity in Online Learning”


Social Presence is a multi-faceted  and complicated construct (see Biocca et al., 2003; Lombard & Ditto, 1997) that dates back to the 1970s (Short, Williams, & Christie, 1976). Short et al. originally defined social presence as the degree of salience (i.e., quality or state of being there) between two communicators using a communication medium, arguing that media differ in their degree of social presence, influencing how people interact. During the 1990s, as online education grew, researchers began to notice that computer-mediated discourse (CMC) can be social, interpersonal (Gunawardena, 1995; Gunawardena & Zittle, 1997), and at times even hyperpersonal (Walther, 1996). Online educators even began to argue that social presence is a key component to educational experiences (Garrison, Anderson, & Archer, 2000).

While the majority of research on  social presence is grounded in the Community of Inquiry framework (see Diaz, Swan, Ice, & Kupczynski, 2010; Lowenthal, 2009; Rourke & Kanuka, 2009), researchers over the years have investigated social presence from various perspectives (e.g., Bronack et al., 2008; Caspi & Blau, 2008; Gunawardena, 1995; Gunawardena & Zittle, 1997; Keengwe, Adjei-Boateng, & Diteeyont, 2012; Richardson & Swan, 2003; Rogers & Lea, 2005; Tu, 2001, 2002a, 2002b). Regardless of perspective, very few researchers–besides a few notable exceptions (e.g., Dennen, 2007; Rogers & Leas, 2005)–have focused on the role of identity when investigating how people establish themselves as “real” and “there” in online learning environments. Identity, like presence, is a complex topic (see Buckingham, 2007; Greenhow & Robelia, 2009; Hughes & Oliver, 2010). Identity is dynamic (Côté & Levine, 2002); people develop multiple identities (Gee, 2003), which shift and are influenced by cultural practices (Nasir & Hand, 2006). Identity is performed by the individual, communicated primarily via visual (e.g., avatars and photos) and textual cues (e.g., user names, profiles, writing style or voice). However, it’s also negotiated via discursive positioning (Dennen, 2007, 2011; Harré and van Langenhove, 1999) with other participants, who engage reciprocal membership categorization based on the identity cues that are provided (Schegloff, 2007).

This special issue focused on social presence and identity will bring together researchers working in these two areas and, in turn, various perspectives (e.g., CoI framework as well as others), whether focused on formal or informal learning, and whether situated in private or public discourse contexts.

Possible Topics:
We invite articles that investigate the interaction of social presence and identity in various online learning contexts, including but not limited to the following:

  • Development of social presence and identity in online classes
  • Effects of instructor social presence and identity on learning
  • Effects of learner social presence and identity on peer engagement and community development
  • The relationship between performed identity and level of social presence
  • Differences in how identity and social presence are conveyed across categories of tools
  • Effects of learning tool interface and features on the development of social presence and identity
  • Social presence and individual identity vs. group identity
  • Social presence, identity, and context
  • Social presence, identity, and social media
  • Instructor social presence, identity, and use of media
  • Presence, identity, and code switching in education
  • Instructor social presence, identity, and power
  • Group work, presence, and identity formation
  • Presence, identity, and privacy
  • Presence, identity, and language use
  • Community of inquiry and identity

Those interested should email a 300-500 word proposal outlining the focus of the proposed manuscript to Patrick Lowenthal ( and Vanessa Dennen ( by June 13th 2016.

Important Dates
June 13th 2016: Deadline for Proposals
June 18th 2016: Invited authors will be notified
September 16th: Full articles due to guest editors
November 30th: Notifications of acceptance
January 6th: Revised articles due
May 2017: Expected publication


Guest Editors
Patrick Lowenthal, Boise State University,
Vanessa Dennen, Florida State University,

More information about the call for proposals here

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CALL FOR CHAPTERS: Technology-Centric Strategies for Higher Education Administration


Dr. Purnendu Tripathi, Indira Gandhi National Open University (IGNOU), India
Dr. Siran Mukerji, Indira Gandhi National Open University (IGNOU), India

Call for Chapters

Proposals Submission Deadline: May 25, 2016
Full Chapters Due: July 15, 2016
Submission Date: November 15, 2016


Technologically Sustainable and Accessible Higher Education is new found theme of researchers, practitioners and educators across the globe. Due emphasis is now laid upon integrating the modes offered by technology for not only creating a sustainable educational environment but also providing quality driven accessible support services to the target group. Evidently, the area of Higher Education Administration needs to be analyzed from this perspective. With greater emphasis on integration of technology with education and trans-national collaboration amongst the Universities, Technology centric Higher Education Administration is a specialized area with ample research taking place in applying technology in Administration policy, governance, marketing, leadership and development etc. in Higher Education.

A background research of available literature on Technology assisted Higher Education revealed that there is a need for the Book on Technology assisted Higher Education Administration. Existing books on similar and related titles of Higher Education Management clearly shows that although there is significant amount of literature on Higher Education Administration as a whole but a Book on Technology centric Higher Education Administration and that too in the context of Research Studies/ Case Studies from Trans-national perspective is yet to be published. Hence, there is an urgent need to fill the gap with a Book on Technology Centric Higher Education covering the domain of Learning environment, Administration, Policy, Leadership, Governance, Marketing and Transnational Collaboration with a holistic perspective focusing on Higher Education.
Therefore, this book is proposed to be a sincere effort to collaborate with researchers to share their research studies, case studies, innovations and good practices in the various conceptual, functional and operational dimension of technology centric Higher Education Administration.


The Book has been planned and proposed to address the core issues of Technology centric Management, Governance, Administration, Leadership, Policy and Marketing etc. in the domain of Higher Education including Distance Education and non formal education with the following set of objectives:
a. To present a comprehensive volume of Research Studies/ Case Studies on Trans-national Technological and Institutional collaboration amongst institutions of Higher Education and related areas;
b. To provide the audience a comparative and analytical perspective of various issues like Technology centric learning environment, Management, Governance, Policy, Marketing etc. in Higher Education institutions, their educational programs and support services and the related issues in the context of international competition; and
c. To highlight the strategic framework adopted by Higher Education Institutions and policies of developing and advocating sustainable educational programs and student services in order to successfully meet global competitive challenges, thus having competitive advantage over other institutions.
Accordingly, the mission of this book is to provide an international platform to the technology end users, educational administrators, policy makers, teachers and researchers, educational program managers and developers, educators, trainers, educational marketing specialists etc. to contribute and share their research studies, experiences, ideas, attitudes and perspectives on how institutions in their respective countries are addressing the core issues of management of higher education towards providing quality and internationally accredited higher education.

Target Audience

The proposed book is perceptibly expected to be very useful for upper – level course supplement especially in Masters and Doctorate level programs in Higher Education Technology, Higher Education Management, Educational Administration, Marketing Management, Services Marketing, Educational Management, Higher Education Planning and Management, Higher Education Administration and Leadership, Policy on Higher Education, Higher Education Marketing as a specialized stream because students and researchers would get good deal of detailed and comparative resource as strategies, experiences and challenges in a single volume.
It is expected that this book would certainly be useful as a library reference in all the face to face as well as blended learning mode institutions of not only higher education but also non formal education including that imparted by community colleges, vocational education, distance education , skill enhancement and competence development etc around the world due to its comprehensive and comparative character.

The proposed publication is expected to be of use to the following audience:

a. Higher Education Policy makers and Administrators, Educators, Trainers and Teachers, and Researchers in Technology enabled learning environments: The proposed book will provide a comparative and comprehensive analysis of use of technology in higher education, administration, policy , Leadership and its overall management of various issues across the world and also highlight best practices and experiences from the varied range of countries. The audience of this book will benefit by having a single volume focussing on all these aspects. It will act as a good resource book for researchers in Technology centric Higher Education Environments and its administration besides for the scholars in Educational Management, Marketing of Educational Programs, Higher Education and Management and Development of Education. By concentrating on various experiences and perspectives across the world, scholars of different institutions through the present volume will get to know about latest advancements and applications of technology , management and administration ideas in higher education of other countries thus can apply and adopt these as best practices in their own institutions.

b. Educational Program Managers, Support Services Managers, External Relation, partnership managers and Business Development officers: Since the book is concentrating on the core issue of technology centric educational management in Higher Education from trans-national perspective so it is expected that this book would provide a comprehensive insight into key international collaborative strategies for higher educational institutions.

Recommended Topics

Technology in Higher Education Administration
Higher Education Management
Higher Education Administration and Leadership
Policy on Higher Education
Massive Open Online Courses (MOOCs)
Social Media in Higher Education
Virtual Spaces and Higher Education
Cross-cultural Virtual Classrooms in Higher Education
Flexible e-learning for Higher Education
Technology for Sustainable Educational Development
Technology for Quality Assurance in Higher Educational Programs and Support Services
Technology for Transnational Partnership and Collaboration in Education
Technology in Transnational Strategies for Higher Education
Hypermedia-based Learning Environments
Learning Management Systems
Online Teaching Partnerships
Blogging for effective Higher Education
International Blended Learning Programs
Online Global Knowledge Partnership
Blended Assessment Methods in Higher Education
Virtual Teacher Training
Support Services for Students in Higher Education
Technology for Marketing of Higher Education
Services Marketing in Higher Education
Higher Education Administration in Distance Education Institutions
Higher Education Development and Leadership
Management and Development in Higher Education
Quality Assurance in Higher Education
Training and Development in Higher Education
Transnational Higher Education Collaboration through international partnerships
Curriculum Development Strategies for International Outreach
Higher Educational opportunities for Rural and Inaccessible Areas
Management Training in Higher Education
Collaborative Knowledge Construction
Skill Development and Competence based Higher Education
Community Colleges and Collaborative Educational Environments
Ethical issues in Higher Education Marketing
Green marketing for Higher Education
Network Marketing of Higher Educational Institutions
Quality, Gap Analysis, and e-Grievance Redressal for Institutional Support Services
Societal Marketing and Higher Education

Submission Procedure

Researchers and practitioners are invited to submit on or before 25th May 2016, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter at Authors will be notified by 30th May 2016 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by 15th July 2016, and all interested authors must consult the guidelines for manuscript submissions at prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this publication. All manuscripts are accepted based on a double-blind peer review editorial process. All proposals should be submitted through the E-Editorial Discovery online submission manager.


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 This publication is anticipated to be released in 2017.

Important Dates

May 25, 2016: Proposal Submission Deadline
May 30, 2016: Notification of Acceptance of Proposal
July 15, 2016: Full Chapter Submission
September 15, 2016: Review Results Returned
October 5, 2016: Revised Chapter Submission
October 20, 2016: Final Acceptance Notification
November 15, 2016: Final Chapter Submission


Dr. Purnendu Tripathi
Indira Gandhi National Open University (IGNOU), India
Dr. Siran Mukerji
Indira Gandhi National Open University (IGNOU), India

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CALL FOR PAPERS: Special issue on “The Social Innovation capacity of Open Education and Learning”

Special issue on
“The Social Innovation capacity of Open Education and Learning”

to be published at the
Interaction Design and Architecture(s) Journal (IxD&A)
a SCOPUS and Web of Science – Emerging Sources (Thomson Reuters) indexed Journal
(ISSN 1826-9745, eISSN 2283-2998)
IxD&A implements the Gold Open Access (OA) road to its contents
with no charge to the authors (submission & paper processing)

If you wish to help us in improving the quality of the journal, please donate:

Extended deadline: May 20, 2016

Guest Editors:
• Carlo Giovannella, University of Rome Tor Vergata, Italy
• Demetrios G. Sampson, Curtin University, Australia

Other Important dates:
• Notification to the authors: June 20, 2016
• Camera ready paper: July 20, 2016
• Publication of the special issue: mid September, 2016

Open access to digital educational resources and tools (typically referred to as Open Educational Resources – OERs) and/or online courses (typically referred to as Massive Open Online Courses – MOOCs) has attracted significant attention worldwide from the different key stakeholders in Education and Training.  Despite the fact that the open access movement in Education has the potential to lead a disruptive Social Innovation in teaching and learning (including assessing of learning as well as accreditation of competences and qualifications), concerns are expressed that it could also lead to deepen the digital divide between regions, states and continents.
Ideally, unfolding the full potential of opening up education, anticipates not only the affordable availability and maintenance of efficient digital infrastructures, but mainly networks of people and professionals (representing the various existing key stakeholders in education, but also new ones emerged as a result of the transformations happening outside the formal educational settings) who are actively engaged in leading and supporting sustainable changes.
Digital technologies are the key enabler for the anticipated social innovations in education and learning through the open access movement. Furthermore, new challenges for governments, educational institutes, non-profit organizations, the private sector, the unions of professionals in education and training, as well as, individual professionals and citizens, are shaped and fostering the scientific dialogue of different perspectives can contribute to the advancement of the public discourse in these pressing issues.  This is the scope of this special issue on “the social innovation capacity of open education and learning”.

Topics of Interests
Considering all the above, this special issue welcome contributions describing working hypothesis and case studies focused at least one of the following topics:

• Strategies and policies for open access in education and training to contents, courses, curricula, competences, tools and physical spaces
• Strategies and policies for social capital generation to support open education and learning
• Sharing strategies and practices in education and learning
• Open learning eco-systems and tools that support social innovation in education and training
• Sustainable models of open education and training
• Cultural issues and social innovation related to openness in education and learning

Submission procedure

The manuscripts should be submitted either in .doc or in .rtf format.
All papers will be blindly peer-reviewed by at least two reviewers.
Authors are invited to submit 8-20 pages paper (including authors’ information, abstract, all tables, figures, references, etc.).
The paper should be written according to the IxD&A authors’ guidelines

Authors’ guidelines

Link to the paper submission page: (when submitting the
paper please choose Domain Subjects under: “IxD&A special issue on:
‘The Social Innovation capacity of Open Education and Learning’)

More information on the submission procedure and on the characteristics
of the paper format can be found on the website of the IxD&A Journal
where information on the copyright policy and responsibility of authors,
publication ethics and malpractice are published.

For scientific advices and for any query please contact the guest-editors:

• carlo [dot] giovannella [at] uniroma2 [dot] it
• demetrios [dot] sampson [at] curtin [dot] edu [dot] au

marking the subject as: “IxD&A special issue on ‘The Social Innovation capacity of Open Education and Learning’ “

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CALL FOR PAPERS: A special issue of Computers in the Schools, focusing on Research on One-to-One Learning

Call for papers for a special issue of Computers in the Schools, focusing on Research on One-to-One Learning

The special issue will be edited by Dr. William A. Sadera and Dr. Liyan Song.
One-to-one computing is a learning environment where every learner is provided a personal computing device. There is an increasing number of one-to-one computing initiatives worldwide and the topic is gaining significant attention. However, there is limited consistency in the research findings. Further research needs to be done to better understand the impact and inform practice. Therefore, we invite you to submit a manuscript for consideration of this special issue. Quantitative research, qualitative research, best practice, literature review, meta analysis and position papers are all acceptable. You may contact the editors to discuss the topic/area of your manuscript, if needed.

Submissions can address a variety of issues and aspects of one-to-one learning in education, including:
· Professional development and training;
· Implementation of one-to-one initiative;
· Professional development and training for the one-to-one classroom;
· Pedagogical issues associated with one-to-one learning;
· Social and ethical issues in one-to-one learning;
· Best practices or cases in one-to-one learning;
· Assessment on one-to-one learning;
· Curriculum Standards and one-to-one learning.
· Leadership and administration in one-to-one learning

Deadline for manuscript submission is August 1, 2016

All manuscripts received on or before the submission deadline will be considered for publication. Each submission will go through a rigorous two-stage blind peer review.

Questions about the special issue are welcome and can be sent to

· Manuscripts should be prepared according to the Publication Manual of the American Psychological Association (Sixth Edition), and should include an abstract and 5-10 key words.
· Manuscripts should not exceed 25 pages of double-spaced text including references, title page, abstract, figures, tables, etc, unless the authors obtain advance approval for a longer paper from the special issue editors.
· Tables and graphs should be held to a minimum, and if accepted, authors must supply final drafts in camera-ready format.
· A cover page is required including author’s name, academic title, working address, e-mail address, and telephone number.

Email your manuscript (MS Word files preferred) as an attachment to the editors of the special issue to Questions or inquiries can also be sent to this email address.

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Call for Proposals: Systems Thinking and Change in Education: (A Springer Major Reference Work)

Call for Proposals

Systems Thinking and Change in Education: (A Springer Major Reference Work)

Do you work on changing education? Do you employ a perspective where systems thinking (linear or non-linear) describes causes and effects impacting education contexts? A new online Major Reference Work (MRW) co-sponsored by AECT and Springer entitled Learning, Design, and Technology: An International Compendium of Theory, Research, Practice and Policy has been launched covering topics concerning research and practice related to the design, development, implementation, and evaluation of learning environments, instructional systems, and performance technologies. This is an ongoing effort with an evolving collection of contributions that are peer reviewed. Because the MRW is online, substantive contributions longer than a typical journal article are encouraged (e.g., 7,000 to 17,000 words), and contributions can include interactive elements and can be modified by authors as new findings become available.

The Systems Thinking and Change Volume is one of 16 Volumes. We specifically seek to update and explore Systems Thinking and Change Thinking for scholars and practitioners in education contexts with a desire to have more in-depth studies and reports that can include interactive multimedia. This MRW Volume will feature theory, focused studies and reports with rich descriptions and illustrations of one or more cases and studies, as well as meta-analyses and conceptual frameworks and analytic treatment of persistent issues. Expanded works previously published that incorporate additional findings, works that synthesize findings across several studies, and in-depth reports of evaluations and policy analyses are especially sought. All contributions will be peer-reviewed and will receive much wider dissemination than is possible in a typical journal publication.

We are seeking proposals by May 15, 2016 in (or beyond) the following 4 content categories:

A. Systems Thinking in General

a. Thinking about Systems – an update

i. Philosophical, epistemological approaches

b. Systems Theories in General – an update

B. Systems Approaches/Frameworks in Education

a. Critical Systems Theory

b. Educology

c. Complexity or Chaos Theory

d. Cultural Perspectives on Systems Thinking

C. Systems Thinking Applications in Education

a. Design Thinking

b. The Learner-Centered Paradigm

c. Cases and Examples in Education Contexts (K-12, Higher Education, Industry, Government)

i. Product or Program designs, applications, practices

D. Change Thinking and Change Leadership in Education Systems

a. Change or innovation theory in educational systems (K-12, HE, Industry, Government).

b. Systemic change: Processes, principles and practices

c. Change Issues or Imperatives: (educational technology, leadership, policy, economics, culture, philosophy or other perspectives)

d. System Design Thinking (i.e.: course, program, team, project, institutional change)

e. Applications and Interventions for Change

i. Integrated Education

ii. Systems Change Protocols

f. Cases and Examples of systemic change in education (K-12, Higher Education, Industry, Government)

We solicit your (300 word maximum) proposals for substantial works up to 17000 words. Please identify the content category (above) and organize your proposal using the following headings in outline format: (1) Objectives of the piece (2) Key Literature or theoretical frames involved; (3) Methods or Methodology; (4) Results, Outcomes or Impacts (frameworks, theory, practices, approaches, guidelines).

Please submit your proposals in Word format to Dr. Eugene G. Kowch, Section Editor: by May 15, 2017.

Key Dates:

§ April 15, 2016: Call for Proposals

§ May 15, 2016: Deadline for Proposal Submission (300 words max)

§ May 30, 2016: Notification of invitation to submit an elaborated/revised proposal (outline)

§ June 20, 2016: Deadline for Elaborated/Revised Proposal Submission

§ June 30, 2016: Notification of Accepted Proposal (outline)

§ October 30, 2016: Deadline for Chapter Submission

§ December 15, 2016: Request for revisions based on peer review

§ January 30, 2017: Deadline for Revised Manuscript

§ July, 2017: Publication

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Call for Proposals: Technology, Instruction, Cognition, and Learning Special Issue

Call for Proposals: Technology, Instruction, Cognition, and Learning Special Issue:

Meaningful transformation of instruction with rapidly changing learning technologies: Practice, theory, research, and ethical considerations and opportunities

Technology, Instruction, Cognition and Learning (TICL) is an international, interdisciplinary journal of structural learning – promoting and disseminating interdisciplinary advances in theory and research at the intersection of four focus disciplines: Technology, Instruction, Cognition and Learning. Important developments in both theory and software technologies open a plethora of new opportunities for scientific and technological advance barely foreseen even a few years ago. These opportunities will be realized to the extent that advances can be synthesized to provide more inclusive solutions. To assure that articles build on the state of the art, each will be peer-reviewed by experts in at least two areas. More information about the journal and submission guidelines may be found at:

Special issue information:

As technology continues to grow in complexity, it can be challenging to determine how to best employ it in classrooms. There are many considerations for instructors and designers regarding the theoretical and ethical soundness of different approaches to implementation. There are many factors involved in making good choices about the design and use of modern hardware. These include tools ranging from tablets to learning games, content management systems, transmedia experiences, social media, and on to modern computer-based instruction tools.

However, the technology on offer often moves more quickly than we can validly study it and some studies only touch the surface of what we need to know in order to meaningfully transform face-to-face and/or online instruction. Related to this, many of the research methods and theories we use tend to be taken from historical periods when the number of confounding factors were far less. In the past, we could draw conclusions about the efficacy of a learning technology such as a short film included as a supplement to lecture run simple statistical comparisons of a treatment and control class, without worrying about the complexity of social, cognitive, and political contexts of the medium itself.

The purpose of this special issue edited by Scott J. Warren is to solicit articles that examine innovative attempts to address the opportunities and challenges that come with trying to significantly transform today’s classroom practices with learning technologies. These articles may take different world views, be grounded in current theory, research, or attempt to improve pedagogy or research methods. Of special interest are pieces that address ethical, design, theory, practice, or research opportunities and challenges that come from using the newest technology tools or innovative learning and teaching approaches. Possible topics include but are not limited to:

Research methods that capture the complex contexts and experiences of instructors and learners using today’s learning technologies
Studies examining the use of learning technologies in an attempt to transform learning both in the short and long term
Design and development approaches to create innovative learning technologies such as course delivery systems, learning games, simulations, transmedia, and social media
Theoretical and ethical frameworks for choosing or developing appropriate modern learning technologies
Typologies and conceptual frameworks for practical consideration of the appropriate classroom use of learning technologies

Expected schedule:

June 1, 2016: 3-page proposal due

June 10, 2016: Invitation will be sent to selected authors to submit full manuscript

July 15, 2016: Full manuscript submission due to editor

August 12, 2016: Reviewers’ feedback sent to authors

September 9, 2016: Revised manuscripts due from authors

September 30, 2016: Editor’s feedback will be sent to selected authors as needed

October 31, 2016: Final revised manuscripts due from authors

TICL strongly encourages the electronic submission of manuscripts, with copies to each of the editors. Each manuscript should be sent as a single complete attachment with a cover email indicating that the article is being submitted for publication in TICL. The attachment should be in current Microsoft Word format and sent to with the heading TICL: Special Issue Proposal on Transformation.

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INFOGRAPHIC: 2016 Higher Education Online Learning Landscape

Infographic of online learning landscape

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