I recently found this great list of guest speakers that Curtis Bonk has had in his class this semester.
I recently found this great list of guest speakers that Curtis Bonk has had in his class this semester.
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/
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.
December 2021 – 170 Events
January 2022 – 171 Events
February 2022 – 165 events
March 2022 – 213 Events
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.
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
? 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
? 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
? 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 (email@example.com) 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.
? 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 (firstname.lastname@example.org) or Penny Thompson (email@example.com).
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:
Rigorous, cutting-edge qualitative, quantitative, mixed methods research articles and systematic reviews are welcome.
To notify us of your intent to submit, please send your abstract for review to Dr. Ayesha Sadaf, firstname.lastname@example.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.
*Final acceptance will not be notified until fully revised manuscripts have been submitted.
Special Issue Guest Editors
Dr. Ayesha Sadaf, email@example.com
Dr. Larisa Olesova, firstname.lastname@example.org
Dr. Martha Cleveland-Innes, email@example.com
Dr. Nathaniel Ostashewski, firstname.lastname@example.org
Dr. Peter Shea, email@example.com
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
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
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:
This edited volume is part of the Springer Educational Communications and Technology: Issues and Innovations book series (https://www.springer.com/
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 2021. Contributions 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 2021. Guidelines for preparing chapters will be sent to authors upon acceptance of the chapter proposal.
The following represents a timeline for completing the edited volume:
Please use the following link for your inquires and submissions: https://gpeis.ifenthaler.info
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.
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 . 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 . 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 . 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 , . 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 ; 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 . . 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 . 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. , 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. , 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  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  and Limbu et al. . 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  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 , 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  or space  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  and learners may not have the capability to do this , 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 .
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:
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.
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:
Also of interest are investigations of specific technologies as applied to workplace and professional learning, such as:
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 firstname.lastname@example.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.
Please contact email@example.com with any questions, comments, or concerns.
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.
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
To submit, please send to firstname.lastname@example.org 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.
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
CALL FOR ARTICLES
Quaderns de Filologia ? Linguistics Series vol. 26 (2021)
Title of volume: The discourses of Gender, Violence and Social Inequality in the era of digital communication
Sergio Maruenda Bataller (Universitat de Val?ncia)
Dolors Palau Sampio (Universitat de Val?ncia)
Maite Taboada (Simon Fraser University)
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).
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
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.
Proposals must be sent to:
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:
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.