From my inbox, Making Digital Learning Work: Success strategies from six leading universities and community colleges

Here is a new report titled “Making Digital Learning Work: Success strategies from six leading universities and community colleges

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CALL FOR CHAPTERS: Social and Emotional Learning in Teaching and Teacher Education

CALL FOR CHAPTERS: Volume 1: Social and Emotional Learning in Teaching and Teacher Education

Edited by Roisin P. Corcoran, IRINSTITUTES & UCD,
Patricia Jennings, University of Virginia
Kimberly A. Schonert-Reichl, University of British Columbia

A volume in the Contemporary Perspectives on Social and Emotional Learning Series
Roisin P. Corcoran, IRINSTITUTES & UCD

This volume of the Contemporary Perspectives on Social and Emotional Learning (SEL) Series will explore social and emotional learning (SEL) in teaching and teacher education. SEL involves the process of implementing the skills needed to understand and manage emotions, show empathy for others, achieve positive goals, maintain positive relationships, and make responsible decisions (CASEL, 2015). Several jurisdictions have begun to incorporate social and emotional learning in teacher practices, policies or programs designed to improve teacher effectiveness and student learning. The editors invite chapter proposals involving high quality research drawing on diverse methodologies advancing the integration of SEL into teaching and teacher preparation. We welcome related research evaluating interventions including practices, policies or programs designed to embed SEL to improve teacher effectiveness. Interventions of interest are those implemented during teacher preparation, or for those employed already in the teaching profession. Relevant categories of interventions include: 1) teacher preparation (universitybased traditional teacher preparation programs or alternative teacher preparation programs), 2) teacher induction (interventions targeting novice teachers), 3) teacher professional development. Conceptual proposals that critique theoretical frameworks and analyze policy dimensions are also encouraged.

Proposal:

Chapter proposals should be submitted on a single-spaced page, and should include your name, affiliation, email address, a tentative title, and abstract (200 words maximum). Also include a brief biography (300 words maximum) and relevant high-quality publications. Chapter proposals must be emailed as a single Word file document consisting of 2 pages to Roisin P. Corcoran (rcorcoran@irinstitutes.org) by April 30, 2018.

Chapter Submission:

Authors of accepted proposals will be notified by June 30, 2018 about the status of their submission and sent chapter guidelines. Full chapters, ranging from 7,000 to 8,000 words in Times New Roman 12, double spaced text, inclusive of title, abstract, manuscript, and references, should be submitted as a Microsoft Word email attachment by July 30, 2018. Manuscripts should conform to 6th edition APA style conventions. See Author Guidelines at http://www.infoagepub.com/guidelines.html. Graphics and images may be included.

Drawing on the author(s) own research, chapters should include questions for readers to think critically about key concepts. Text boxes should be used to explain key themes in order to engage readers in the arguments outlined. The chapter should conclude with a summary of research methodology insights, and recommendations readings for further exploration.

Send Inquiries to: Roisin P. Corcoran rcorcoran@irinstitutes.org

Tentative Schedule for Publication:
Abstract Submissions: April 20, 2018
Notification of invite to submit chapter: May 30, 2018
Submission of book chapter: June 30, 2018
Reviews of book chapter manuscripts sent to author(s): September 30, 2018
Receipt by editors of final draft of book chapters: December 30, 2018
Final book submitted to publisher: January 2019
Anticipated publication: Spring 2019

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AECT Webinar: Why we (don’t) discuss: Online instructors speak out about success, constraints, and needs

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Call for Chapters: Social and Emotional Learning in Teaching and Teacher Education

Social and Emotional Learning in Teaching and Teacher Education

Edited by:
Roisin Corcoran, IRINSTITUTES & UCD
Patricia Jennings, University of Virginia
Kimberly A. Schonert-Reichl, University of British Columbia

A volume in the series: Contemporary Perspectives on Social and Emotional Learning. Editor(s): Roisin Corcoran, IRINSTITUTES & UCD.

CALL FOR CHAPTERS

This volume of the Contemporary Perspectives on Social and Emotional Learning (SEL) Series will explore social and emotional learning (SEL) in teaching and teacher education. SEL involves the process of implementing the skills needed to understand and manage emotions, show empathy for others, achieve positive goals, maintain positive relationships, and make responsible decisions (CASEL, 2015). Several jurisdictions have begun to incorporate social and emotional learning in teacher practices, policies or programs designed to improve teacher effectiveness and student learning. The editors invite chapter proposals involving high quality research drawing on diverse methodologies advancing the integration of SEL into teaching and teacher preparation. We welcome related research evaluating interventions including practices, policies or programs designed to embed SEL to improve teacher effectiveness. Interventions of interest are those implemented during teacher preparation, or for those employed already in the teaching profession. Relevant categories of interventions include: 1) teacher preparation (university based traditional teacher preparation programs or alternative teacher preparation programs), 2) teacher induction (interventions targeting novice teachers), 3) teacher professional development. Conceptual proposals that critique theoretical frameworks and analyze policy dimensions are also encouraged.

Proposal:
Chapter proposals should be submitted on a single-spaced page, and should include your name, affiliation, email address, a tentative title, and abstract (200 words maximum). Also include a brief biography (300 words maximum) and relevant high-quality publications. Chapter proposals must be emailed as a single Word file document consisting of 2 pages to Roisin P. Corcoran (rcorcoran@irinstitutes.org) by April 30, 2018.

Chapter Submission:
Authors of accepted proposals will be notified by June 30, 2018 about the status of their submission and sent chapter guidelines. Full chapters, ranging from 7,000 to 8,000 words in Times New Roman 12, double spaced text, inclusive of title, abstract, manuscript, and references, should be submitted as a Microsoft Word email attachment by July 30, 2018. Manuscripts should conform to 6th edition APA style conventions. See Author Guidelines. Graphics and images may be included.

Drawing on the author(s) own research, chapters should include questions for readers to think critically about key concepts. Text boxes should be used to explain key themes in order to engage readers in the arguments outlined. The chapter should conclude with a summary of research methodology insights, and recommendations readings for further exploration.

Tentative Schedule for Publication:
Abstract Submissions: April 20, 2018
Notification of invite to submit chapter: May 30, 2018
Submission of book chapter: June 30, 2018
Reviews of book chapter manuscripts sent to author(s): September 30, 2018
Receipt by editors of final draft of book chapters: December 30, 2018
Final book submitted to publisher: January 2019
Anticipated publication: Spring 2019

Send Inquiries to: Roisin P. Corcoran rcorcoran@irinstitutes.org

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Call for Papers: A Call for Articles on AMTE’s Standards for Preparing Teachers of Mathematics Use of Technology in K-12

“The Association of Mathematics Teacher Educators released the Standards for Preparing Teachers of Mathematics (SPTM; amte.net/standards) in 2017. To generate guidance as to how to apply teaching of mathematics with technology, a call for manuscripts is being extended by Contemporary Issues in Technology and Mathematics Teacher Education (CITE-Math). The following quote from the SPTM illustrates how important preservice teacher (PST) preparation can be:

Well-prepared beginners are able to guide students in exploring how technology can be used to explore patterns, shape, transformations, and sequences. Technology can assist one in making connections between multiple representations, and it can help students communicate their mathematical ideas to their classmates. Well-prepared beginning teachers are particularly prepared to use “mathematical action technologies” (p. 125).

Technology use is not to be taken lightly in building a healthy mathematics identity for all students. Mathematical reasoning and sense making is essential in students’ knowing and doing of mathematics. Teachers need to know when to support students’ learning needs with the use of technology. To understand appropriate design and implementation of technology, one must understand how mathematics learning takes place when using these tools. “These are powerful tools for doing mathematics that will be a part of the lives of the students they teach” (p. 125). This claim applies to elementary and middle levels of mathematics education as well as high school.

Being mindful of teaching techniques in intentionally designed technology can help change the teaching of mathematics into a joyful and purposeful activity while reinforcing effective teaching practices, promoted by the National Council of Teachers of Mathematics (NCTM) and AMTE through their SPTM. First, one must start with a well-defined goal, then look for visual, interactive patterns to help in making predictable relationships that support mathematical sense making.”

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Call for Papers: Special issue call for papers on assessment and self-regulated learning

Over the past few decades, educational research has made considerable progress in describing activities that promote more effective student learning. Two fields of research that have made significant contributions to this progress have been educational assessment and self-regulated learning. However, few researchers have tried to combine theories from these two fields of research or have grounded their empirical work in both camps. Despite this lack of research, the combination of these two fields holds significant potential to help us understand how to better tailor instructional practices.

The aim of this special issue is to bridge the fields of educational assessment and self-regulated learning. Thus, we welcome either theoretical or empirical work that can inform both fields and shed new light on how activities and processes in assessment and self-regulated learning may be related and influence one another.

Possible topic areas include (but are not limited to)

Assessment practices that support the development of Self Regulated Learners

Assessment for Learning and Self Regulation

Submission instructions

Please submit a proposal of no more than 500 words (references can be in addition to this) to our ScholarOne Manuscripts site: https://mc.manuscriptcentral.com/caie. Authors will be notified once the proposal is processed. Any enquiries regarding the special issue can be sent to 

The proposal should include:

1. Title of the article
2. Author name(s), affiliation(s), and contact information
3. A summary of the article, highlighting novel features
4. An explanation of the article’s contribution

Successful authors will be invited to submit full papers for peer review, following normal procedures. The following timeline is anticipated:

Proposal submission deadline: 30 April 2018
Invitation to submit for peer review: 30 June 2018
Full manuscript submission deadline: 31 December 2018
Anticipated publication date: 2019

More information: https://www.tandfonline.com/doi/full/10.1080/0969594X.2018.1438053

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Call for Proposals: Chapters for Edited Volume on Synchronous Learning

Dr. Jiyoon Yoon and I are looking for chapter authors for our book Educational Technology and Resources for Synchronous Learning in Higher Education. The Publisher is IGI Global. This will be an edited volume of research studies focused on synchronous learning in higher education settings. We are announcing a call for proposals to submit a chapter proposal for this edited volume. We invite you to share your experiences and knowledge of using synchronous tools in your teaching. This book is scheduled to be published in 2019. More details on the timeline and the CFP are in the link below.

Your chapter proposal should include a chapter title, all authors’ names and emails, and an abstract (250 -500 words) which should include the theoretical lens and literature, an overview of the research design and findings, and how it adds to the extant literature on synchronous learning. The final chapters will be about 10,000 words.

Please use the following link to learn more details about the book and find the submission link of your chapter proposal.

https://www.igi-global.com/publish/call-for-papers/call-details/3217

 

Proposals Submission Deadline: March 12, 2018

Full Chapters Due: June 15, 2018

If you have any questions, feel free to contact the editors: Jiyoon Yoon (jiyoon.yoon@gmail.com) or Peggy Semingson (peggysemingson@gmail.com).

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AECT Webinar: Engaging Learning: Integrating Education and Experience

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Learner Engagement SIG Webinar Series:

Engaging Learning: Integrating Education and Experience

Date/Time: March 7, 12:00 – 1:00 PM, Eastern Time

Presenter: Clark Quinn, PhD., Executive Director, Quinnovation

Join us for the first webinar.

If you look closely at the elements of successful instructional practice and those of engaging experiences, you find an alignment that suggests learning can, and should, be ‘hard fun’.  Putting that into practice, however, is rife with opportunities to go awry.  In this presentation, we’ll go through the hard-won lessons in 35+ years of designing learning games and experiences, and provide guidance about systematic revisions to the design process.  Come see how to successfully integrate engagement into learning design.

Facilitator: Matt Yauk, Ohio State University (Contact Matt, yauk.1@osu.edu, for questions about this webinar)

This session is free to attend, but pre-registration is required. Please click the link to register: https://cc.readytalk.com/r/9j5yu5k292wr&eom

Please mark your calendars for our second and third webinars. More details will follow:

March 20, 12:00 – 1:00 PM, Eastern Time

Presenter: Tonia Dousay, PhD., Assistant Professor of Learning Sciences, University of Idaho

Title: Mistaking Disenchantment for Truth: How Do We Measure Learner Engagement?

 

April 26, 1:00 – 2:00 PM, Eastern Time

Presenter: Daniel Hickey, PhD., Professor of Learning Sciences, Indiana University

Title: Expansive Framing for Productive Online Engagement, Generative Learning, and Enduring Achievement.

 

Notes. Please join the Learner Engagement SIG by requesting membership through the LinkedIn group at (bit.ly/LearnerEngagement} or Facebook at (bit.ly/LearnEngageFB). You can also follow us on Twitter @LearnEngage

 

 

 

 

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Webinar: Social Media in Education

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AECT Webinar: Veletsianos “Academics’ experiences of intrusion, cruelty, abuse, and intimidation online”

The AECT Research & Theory Division (RTD) invites you to attend an upcoming FREE professional development webinar with Dr. George Veletsianos tomorrow Wednesday February 21st at 12pm CT (1pm ET11am MT10am PT). To attend please register here: https://cc.readytalk.com/r/fyzeytnutojl&eom


Dr. Veletsianos (http://www.veletsianos.com) will be discussing “Academics’ experiences of intrusion, cruelty, abuse, and intimidation online”. Below is an introduction to his presentation. Hope you can join us!

Abstract:
A myriad of articles and op-eds encourage academics to be more active online. They generally argue that there are many benefits in doing so, including enabling faculty and students to network with colleagues, share their research, and conduct public scholarship. Dr. Driscoll’s excellent keynote talk at the 2017 AECT annual conference for instance encouraged and promoted public scholarship. Often such advice is very good.

However, increasing concerns are brewing over the incivility, harassment, and vitriol that faculty encounter on social media. The potential of social media being used for harm and abuse needs to be factored into any expectations placed on social media uptake in higher education. In this presentation, I will discuss experiences of intrusion, cruelty, abuse, and intimidation that women academics have faced online. This presentation is grounded on fifteen interviews with female scholars who have face harassment online. These experiences suggest wide-ranging implications for individual scholars, faculty developers, centers for teaching and learning, the design of online platforms and algorithms, and expectations around scholars’ online participation.

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