CALL FOR CHAPTERS: “Digital Affordances: Techno-Social and Critical Concerns”

*Call for Chapters*

“Digital Affordances: Techno-Social and Critical Concerns”

In the wake of numerous articles attempting to comprehend digital spaces
and their impact on social and cultural norms, the idea of “affordances”
has garnered much attention. But where do we go now? This edited book aims
to move beyond the observation of digital affordances’ existence to
investigate the many ways in which affordances have implications for the
creation, use, and impact of digital spaces.Chapter topics may include, but are not limited to:

Digital affordances and…

  • social network sites (Facebook, Twitter, Instagram, Snapchat, Tumblr,
  • Youtube
  • dating spaces (, Tinder, etc.)
  • personalized music services (Spotify, Pandora, etc.)
  • programming languages (critical code studies)
  • hardware
  • video games
  • mobile apps
  • rating apps (Yelp, etc.)
  • travel apps (Airbnb, Homeaway, Tripadvisor, etc.)
  • wearables (Apple watch, Oculus Rift, Fitbit, etc.)
  • sharing/gig economy apps (Uber, Lyft, etc.)
  • Google/Apple/Microsoft/web-based software platforms

Implications for…

  • race/ethnicity
  • gender
  • class
  • sexuality
  • age
  • religion
  • identification
  • power

Please send 500 word chapter abstracts and 100 word author bios to and by September 1, 2016.

Angela M. Cirucci, PhD
Assistant Professor
Communication Studies
Kutztown University
@angelacirucci <>

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CALL FOR CHAPTER PROPOSALS: End-User Considerations in Educational Technology Design

Proposal Submission Deadline: July 15th, 2016
End-User Considerations in Educational Technology Design
Editors: Rod D. Roscoe, Scotty D. Craig, and Ian Douglas (Arizona State University)

Educational technology development traditionally emphasizes strong pedagogical foundations and innovative applications from software engineering and learning analytics (e.g., intelligent tutoring via natural language). These dual approaches have resulted in an impressive landscape of technologies such asintelligent tutors, educational games, simulations, and automated writing evaluation. However, a third aspect of technology development—iterative usability testing and user-centered design—is often neglected (or at least not reported in the literature). Consequently, promising educational technologies may achieve lackluster results because intended users (e.g., students and teachers) cannot use the system… or do not want to.

Objective of the Book
A central premise of this volume is that the success of educational technologies depends upon attention to end-user considerations during design and development. This book aimsto present contemporary learning sciences perspectives on learning with technology along with overviews of best practices in user-centered design. Applications of these principles and methods will be highlighted in chapters wherein researchers, developers, and educators share their findings and lessons drawn from a variety of technologies and disciplines. We specifically solicit chapters that discuss how qualitative and/or quantitative findings from iterative usability, user experience, and design studies have contributed to educational technology efficacy.

Target Audience
The target audience of this book spans researchers, practitioners, developers, and professionals working in the field of educational technology. This multidisciplinary field synthesizes diverse contributions from education, psychology, learning science, computer science, software engineering, artificial intelligence, human factors, and user-experience design. This book seeks to provide theoretical and practical insights for how experts across disciplines can improve educational technologies by taking end-user considerations into account.

Recommended topics include, but are not limited to, the following
augmented/mixed reality
automated writing evaluation
blended learning and hybrid classrooms
educational games
e-learning and online learning
immersive virtual worlds
intelligent tutoring systems
multimedia learning
simulations and training
affect detection and sensors
human-computer interaction
human factors
human systems engineering
instructional design and pedagogy
software and interface design
TPACK and technology adoption
usability and user-centered design
user experience and attitudes

Submission Instructions
Authors are invited to submit, on or before July 15th, 2016, a chapter proposal of 1,000 to 2,000 words that clearly explains the mission, methods, and/or findings of their proposed chapter. Authors will be notified by July 31st, 2016 about the status of their proposals, and will be sent detailed guidelines for preparing and formatting their chapter submission.

Full chapters are expected to be submitted by October 15th, 2016, and all interested authors must consult the guidelines for manuscript submissions prior to submission (see link below). All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.


Submission Website:

Please note that there are no submission or acceptance fees for manuscripts submitted to this book publication, End-User Considerations in Educational Technology Design. All manuscripts are accepted based on a double-blind peer review editorial process, and all proposals should be submitted through the E-Editorial DiscoveryTM online submission manager.

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information about the publisher, please visit This publication is anticipated to be released in 2017.

Important Dates

July 15, 2016: Proposal Submission Deadline
July 31, 2016: Notification of Acceptance
October 15, 2016: Full Chapter Submission
December 15, 2016: Review Results Returned
January 30, 2017: Revised Chapter Submission
February 28, 2017: Final Acceptance Notification
March 30, 2017: Final Chapter Submission

Editorial Advisory Board Members:


Inquiries can be forwarded to any of the editors

Rod D. Roscoe
Assistant Professor, Human Systems Engineering
Arizona State University

Scotty D. Craig
Assistant Professor, Human Systems Engineering
Arizona State University

Ian Douglas
Executive Director, Research Professor, Institute for the Science and Teaching of Learning
Arizona State University

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International Journal of Designs for Learning


Are you a student of instructional design or learning sciences?

Have you designed an instructional project, in class or outside of class?

Share your design with other designers!

Sign up for the Student Design Case SLAM at AECT 2016 in Las Vegas. Bring your project and leave with a manuscript ready to submit to the journal.

The International Journal of Designs for Learning (IJDL), a peer-reviewed journal sponsored by AECT and Indiana University, publishes design cases – descriptions of designs for learning written by designers for other designers.  A design case focuses on helping the reader get a vicarious experience of the artifacts, environments or experiences you have created to support or enhance learning.

The Student Design Case SLAM, an AECT Workshop scheduled on October 17 at the 2016 convention, will take you from idea to draft manuscript in a single day!

Let us know what your project will be. Come on your own or sign up with one or more people who worked on this design with you. Write like crazy and submit your manuscript at the end of day. We will have five editors from the journal on hand to work with you throughout the day, and to ask you thought-provoking questions that will help you get at the heart of the ingenuity embodied in your design. A panel of readers will give you feedback and for fun we will award some prizes in the afternoon. Every submitted manuscript will be placed in the review process for IJDL.

Questions? Send them to Elizabeth Boling < >

We look forward to seeing you at the Student Design Case SLAM!

CLICK Here to register for the 2016 AECT Convention and choose the ‘Student Design Case Slam!’ workshop.

The Association for Educational Communications & Technology
320 W. 8th Street. Suite 101
Bloomington, Indiana 47404
Office: 812-335-7675
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Call for Presentations: Learning Analytics, Quantified Self, & Personalized/Personal Learning: Keeping up with big data

Call for Presentations

AECT-ICEM-USA Graduate Students Panel Presentations in Emerging Technologies: Learning Analytics, Quantified Self, & Personalized/Personal Learning: Keeping up with big data


An active professional community should observe and facilitate the contributions of graduate students.  ICEM-USA has long history of support for graduate students’ professional and personal growth. ICEM-USA is committed to build and support a learning community for ICEM graduate students.


  1. This panel discussion is a collaborative session that provides a forum for graduate students from all over the world to share their research and practices in emerging technologies at AECT 2016 conference, Las Vegas, U.S.A.
  2. Up to six panelists will be selected.  Each student would have 5-10 minutes (vary from the numbers of participants)  to present their current research or practices on the annual emerging technology theme.
  3. An ICEM-USA professional member will facilitate this panel discussion while ICEM-USA professional members will serve as commentators at the end of the discussions to support graduate students panelists to continue and improving their professional growth in the theme topics.

Theme for 2016: Learning Analytics, Quantified Self, & Personalized/Personal Learning: Keeping up with big data

  • Any topics in the annual theme
  • The topics can be research based, practices, technology demonstration, case study etc.


  • Any graduate students who study anywhere on earth at the time of submitting the proposals.
  • If the proposal is accepted, the participants are required:
    • to agree to present at the AECT annual conference
    • to register for the AECT annual conference.
    • to join as an AECT student member
  • Because of budget concerns, ICEM, the sponsor to this session, will not be able to reimburse costs associated with this session.

Selection Criteria


  • Proposal Due Date: June 30, 2016
  • Author Notification: July 31, 2016
  • Proposal: One-page in length.  E-mail to Chih-Hsiung Tu at:
  • Presentation date/time at the AECT conference: To be announced when the AECT conference program is published.
  • All student presenters are invited to attend ICEM-USA membership meeting. Date/Time to be announced

Please forward any correspondence to Chih-Hsiung Tu Ph.D., ICEM-U.S.A. Deputy, at


The Association for Educational Communications & Technology
320 W. 8th Street. Suite 101
Bloomington, Indiana 47404
Office: 812-335-7675


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Call for Proposals: “Big data in higher education: Research methods and analytics supporting the learning journey” to be published in 2017

The Technology, Knowledge and Learning (TKNL) journal invites submissions for a special issue “Big data in higher education: Research methods and analytics supporting the learning journey” to be published in 2017.

One of the promises of big data in higher education is to enable a new level of evidence-based research into learning and instruction and make it possible to gain highly detailed insight into student performance and their learning trajectories as required for personalizing and adapting curriculum as well as assessment. In the new era of data-driven learning and teaching, researchers need to be equipped with an advanced set of competencies that encompass areas needed for computationally intensive research (e.g., data-management techniques for big data, working with interdisciplinary teams who understand programming languages as well as cognitive, behavioral, social and emotional perspectives on learning) and professional knowledge (including heuristics) that incline a researcher toward computational modeling when tackling complex research problems.

This special issue on data analytics focuses on the enabling computational approaches and challenges in research that support the journey of a learner from pre-university experiences, to marketing and recruitment, to personalized learning, adaptive curriculum and assessment resources, to effective teaching, to post-university life-long learning.

Authors are encouraged to submit any of the manuscript types outlined below, including Work-in-Progress reports which highlight implemented systems in higher education and Emerging Technology reports focusing on data analytics applications. Interested scholars should submit a 1-page proposal including a tentative title, information about contributing author(s), abstract, article type (see below), keywords, and key references to David Gibson ( by 15 July 2016 – early submissions are encouraged. All proposals will be reviewed by the special issue review board who will recommend full submissions from among the proposals. All full manuscript submissions will undergo rigorous double-blind peer review by at least three reviewers of the special issue review board and regular TKNL reviewers who will recommend revisions or acceptance.

Important dates and manuscript submission process
Proposal submission: 15 July 2016
Full manuscript invitation: 01 September 2016
Deadline for full manuscript submissions:  31 December 2016
Manuscripts returned to authors for revision:  01 March 2017
Final manuscripts due:  31 May 2017
Publication of the Special Issue (TKNL 22/3): 15 October 2017
Select “S.I.: Big Data in Higher Education” when submitting your full manuscript via the editorial

Please see descriptions below for manuscript types and requirements to be accepted for this special section –

Original Research: Original research papers primarily report findings from original quantitative, qualitative, or mixed methods studies. The purpose of the reported study is expected to be theoretically well-ground, using a sound methodological approach, and providing a comprehensive source for practical implications. Original research manuscripts are expected to be between 4,500 and 8,000 words including references, tables, and figures.

Work-in-Progress Study: Work-in-progress studies provide early insights into leading research projects or document progressions of excellent on-going research. The idea of this article type is to showcase the progression of scholarly empirical work from the initial design and piloting of a research project to large-scale testing and implementation. This may include validity testing of instruments, revisions of learning environments, project snapshots and preliminary results, or replication of empirical studies. Work-in-progress study manuscripts are expected to be between 4,500 and 8,000 words including references, tables, and figures.

Integrative Review: An integrative review provides an overview and synthesizes relevant literature using an adequate method such as: Chronological (organized around a specific timeline), publication type (grouped by sources of research evidence), trends (identify different streams of the research over time), thematic (organized around topics or ideas), or methodological (grouped by research studies or projects). Integrative review manuscripts are expected to be between 4,000 and 8,000 words including references, tables, and figures.

Emerging Technology Report: An emerging technology reports reviews new developments in educational technology by assessing the potentials and key challenges for leading digital learning environments. Emerging technology report manuscripts are limited to 3,000 words including references, tables, and figures.

To learn more about the general scope of the journal, please visit the Springer website:
We look forward to your manuscripts!
Lead Editor, Special Issue
Associate Professor David C. Gibson, Curtin University
Professor Dirk Ifenthaler
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Exciting Grant Opportunity for Online Learning Programs

The Foundation for Blended and Online Learning has established a grant program to assist K-12 schools in the United States who have state-approved blended or online learning programs.

The program is administered by Scholarship Management Services, a division of Scholarship America. Scholarship Management Services is the nation’s largest designer and manager of scholarship and tuition reimbursement programs for corporations, foundations, associations and individuals. Awards are granted without regard to race, color, creed, religion, sexual orientation, age, gender, disability or national origin.


Applicants to The Foundation for Blended and Online Learning Teacher Grant Program must:

  • Be a teacher or guidance counselor, grades K-12, who is employed by an accredited, state-approved blended or online learning program in the United States.
  • Propose an innovative project that relates specifically to one or more of the following areas:
    • Special education support using technology as a catalyst for individual growth
    • English Language Acquisition/English Language Learning (ELA/ELL)
    • Innovative math enhancement programs
    • Literacy/reading interventions

Proposals for robotics programs and engineering and engineering-related programs are not eligible.


One-time grants of up to $10,000 each will be awarded. Total distribution is up to $200,000. Grants are made payable to the school, specifically for use on the project.

Grant funds may be used for: technology (excluding smartboards), software, curriculum, classroom supplies and materials. Grants may not be used for facility costs or salary or payroll expenses.

Grantees are required to submit a grant accountability report including verification of funds used and measurable outcomes at the conclusion of the school year.

For the application process, see more here:

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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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