Call-for-papers “Design-based research for online learning environment development”

Call-for-papers “Design-based research for online learning environment development”

The International Journal of Social Media and Interactive Learning Environments (http://www.inderscience.com/jhome.php?jcode=ijsmile) aims to provide an avenue for researchers to share experiences and research finding on the use of technology for teaching and learning.

Online learning has been evolved from a marginal form of education to an increasingly popular alternative. Online learning environments can be developed using learning management systems (such as Blackboard or Edmodo), social media platforms (such as Facebook Group), or authoring tools (such as Articulate or Adobe Captivate). However, as an online learning environment has some limitations such as a lack of classroom climate or social cues, its development often faces challenges. Research indicates that design-based research can be a practical approach to the development of high-quality online learning environments.

Design-based research (or called educational design research, design experiment) has two primary purposes: 1) producing a usable artifact such as an online learning environment through several rounds of prototyping; and 2) generating design principles for guiding the development of similar artifacts. It often involves a number of iterations, in which design, development, formative evaluation, and revision are systematically carried out and the quality of the artifact is gradually improved.

This special issue aims to collect and publish exemplary cases and development studies on using the design-based research approach in the development of online learning environments. Development and research articles and conceptual papers are welcome. In particular, examples of showing how effective online learning environments are developed by progressing through a few iterations are preferred.

Subject Coverage
Suitable topics include but are not limited to:

Theoretical frameworks or models for design-based research
Theoretical frameworks or models for online learning environment development
Cases studies and examples of online learning environment development
Experiences of using authoring tools (such as Articulate or Captivate) to create online learning environments by following the design-based research approach
Experiences of using learning management systems to develop and host online learning environments by following the design-based research approach
Experiences of using social media platforms to design online learning environments by following the design-based research approach
Lessons learned from a design-based research study
Meta-analysis on design-based research studies
Design and development of interactive online learning environments
Social media for online learning
Notes for Prospective Authors

Submitted papers should not have been previously published nor be currently under consideration for publication elsewhere. (N.B. Conference papers may only be submitted if the paper was not originally copyrighted and if it has been completely re-written).
All papers are refereed through a peer review process. A guide for authors, sample copies and other relevant information for submitting papers are available on the Author Guidelines page.
All papers must be submitted online. To submit a paper, please go to Online Submissions of Papers.

Important Dates

Full paper submission: 28 February, 2015
Notification of acceptance: 31 March, 2015
Final submission: 15 May, 2015

Dr. Qiyun Wang
Editor-in-Chief
The International Journal of Social Media and Interactive Learning Environments

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Live Session from Hollow Wood — A great band from Boise

Hollow Wood – Audiotree Live from Audiotree Live on Vimeo.

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Do teachers need to be performers?

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Instructional Design and Technology, Educational Technology, Distance Education & Online Learning Conferences 2015

This original list of Educational Technology and related conferences was prepared by Clayton R. Wright, crwr77 at gmail.com, November 12, 2014. I have shortened it — focusing on a select number of conferences that interest me each month. Please refer to the original master list as well as each conferences website for specifics on each conference.

January 2015

February 2015

  • February 3-4, 2015 Education Technology Strategies for K-12 Schools, Colleges and Universities, 5th, annual. Toronto, Ontario, Canada. http://educationtechnologysummit.com/
  • February 3-6, 2015 International Self-Directed Learning Symposium, 29th. Organized by the International Society for Self-Directed Learning. Cocoa Beach, Florida, USA. http://www.sdlglobal.com/
  • February 4-6, 2015 Conference on Higher Education Pedagogy, 7th annual. Virginia Tech, Blacksburg, Virginia, USA. http://www.cider.vt.edu/conference/
  • February 4-6, 2015 International Symposium on Teaching, Education, and Learning (ISTEL), Winter Session. Honolulu, Hawaii, USA. http://ibac-conference.org/istel2015winter/ConferenceVenue.html
  • February 9-10, 2015 Ethnographic and Qualitative Research Conference, 27th, annual. University of Nevada, Las Vegas, Nevada, USA. http://www.eqrc.net/
  • February 9-11, 2015 Midwest Education Technology Conference (METC). St. Charles, Missouri, USA. http://2015.metcconference.org/index.php
  • February 9-11, 2015 EDUCAUSE Learning Initiative (ELI): Designing our Thinking – Crafting New Directions for Digital Engagement. Offered online and at Anaheim, California, USA. http://www.educause.edu/eli/events/eli-annual-meeting
  • February 10-12, 2015 Ohio Educational Technology Conference (OETC). Columbus, Ohio, USA. http://oetc.ohio.gov/
  • February 13-17, 2015 Association of Teacher Educators (ATE) Annual Meeting. Hyatt Regency, Phoenix, Arizona, USA. http://www.ate1.org/pubs/Future_Meetings.cfm
  • February 18-20, 2015 New Learning Technologies Conference. Organized by the Society for Applied Learning Technology (SALT). Caribe Royale Hotel, Orlando, Florida, USA. http://www.salt.org/
  • February 18-21, 2015 eLearning. Organized by the Instructional Technology Council (ITC). Las Vegas, Nevada, USA. http://www.itcnetwork.org/
  • February 20-21, 2015 Research on Teaching and Learning Summit (formerly known as Georgia Conference on College and University Teaching), 22nd. Organized by the Center for Excellence in Teaching and Learning, Kennesaw State University, Kennesaw, Georgia, USA. http://cetl.kennesaw.edu/summit
  • February 23-24, 2015 International Conference on Technology, Knowledge, and Society. University of California, Berkeley, California, USA. http://techandsoc.com/the-conference
  • February 27-28, 2015 Ethnography in Education Research Forum: Inequality, Poverty, and Education – An Ethnographic Invitation, 36th. Organized by the Center for Urban Ethnography, University of Pennsylvania, Philadelphia, Pennsylvania, USA. http://www.gse.upenn.edu/cue/forum

March 2015

April 2015                                                                                                                                     

May 2015

  • May 6-8, 2015 CONNECT: Canada’s Learning and Technology Conference. Scotiabank Convention Centre, Niagara Falls, Ontario, Canada. http://www.canconnected.com/
  • May 7-8, 2015 E-Learning Symposium. Hosted by the E-Learning Council, Austin, Texas, USA. http://els.elearningcouncil.com/e-learning-symposium-2015/
  • May 8, 2015 Researching into Higher Education: Innovative Research Methods. Organized by the British Educational Research Association. Institute of Education, London, United Kingdom. https://www.bera.ac.uk/event/research-into-higher-education-innovative-research-methods
  • May 14-15, 2015 International Conference on Assessment for Learning in Higher Education. Centre for the Enhancement of Teaching and Learning, University of Hong Kong, Hong Kong, China. http://www.cetl.hku.hk/conf2015/
  • May 14-15, 2015 Teaching, Learning and Assessment Conference: Internationalising the Curriculum – What Does This Mean? How Can We Achieve It? Organized by the Staff and Educational Development Association (SEDA). Marriott Victoria and Albert Hotel, Manchester, United Kingdom. http://www.seda.ac.uk/?p=14_2&e=453
  • May 18-19, 2015 Scholarship of Teaching and Learning (SOTL) Academy, 6th, annual. University of Findlay, Findlay, Ohio, USA. http://www.gvsu.edu/stla/
  • May 20-22, 2015 European Association for Distance Learning (EADL): Our Future Online – Trends and Challenges in Distance Learning. Prague, Czech Republic. http://www.eadl.org/
  • May 20-22, 2015 eLearning Africa: International Conference on ICT for Development, Education and Training, 10th. Hosted by the Ethiopian Ministry of Communication and Information Technology (CIT). African Union Conference Centre, Addis Ababa, Ethiopia. http://www.elearning-africa.com/
  • May 26-29, 2015 Association for Institutional Research (AIR) Forum. Colorado Convention Center, Denver, Colorado, USA. http://airweb.org/
  • May 29, 2015 Emerging Learning Design, 5th. Montclair State University, Montclair, New Jersey, USA. http://eld.montclair.edu/
  • May 29, 2015 Innovative Pedagogy and Course Redesign: Collaborations for Empowerment and Learning, 14th, annual. Fairfield University, Fairfield, Connecticut, USA. http://www.fairfield.edu/cae/teachingconference/
  • May 31-June 4, 2015 Learning in Higher Education (LiTHE): Technology Enhanced Learning in Higher Education. Kavos Bay Seafront Hotel, Aegina Island, Greece. http://www.lihe.info/
  • May 21-22, 2014 International Conference in Emerging Trends of E-Learning and Online Education Technologies (ICETEOET), 2nd. Munich, Germany. http://www.iceteoet.com/callforpapers.php
  • May 21-23, 2014 Innovations in Online Learning, 10th. Hyatt Regency Hotel, San Antonio, Texas, USA. http://iolconference.org/iol_2014/
  • May 29-30, 2014 EdTech 2014: Educational Technology Conference of the Irish Learning Technology Association (ILTA) – Eurovision 2020 – Technology Enhanced Learning for a New Horizon, 15th annual. University College Dublin, Dublin, Ireland. http://ilta.ie/edtech/edtech2014/
  • May 30-31, 2014 Shanghai International Conference on Ubiquitous Learning. Organized by the Shanghai Open University and the UNESCO Chair in ODL in East Asia. Guoshun Campus, Shanghai Open University, Shanghai, China. http://iie.sou.edu.cn/?p=637

June 2015

July 2015

August 2015

September 2015

October 2015

  • October 11-15, 2015 International Association for Educational Assessment (IAEA), 41st. University of Kansas, Lawrence, Kansas, USA. http://www.iaea.info/ or http://www.iaea2015.org/
  • October 14-16, 2015 International Council for Distance Education (ICDE) World Conference on Open and Distance Learning: Growing Capacities for Sustainable & Distance e-Learning Provision, 26th. Hosted by the University of South Africa (UNISA) at Sun City, South Africa. http://www.icde.org or http://unisa.ac.za/icde2015/
  • October 14-16, 2015 Online Learning (previously, Sloan) Consortium (OLC) International Conference, 21st annual. Offered online and at the Walt Disney Swan and Dolphin Resort, Lake Buena Vista, Florida, USA. http://onlinelearningconsortium.org/annualconferences
  • October 20-23, 2015 E-Learn: World Conference on e-Learning in Corporate, Government, Healthcare, and Higher Education. Organized by the Association for the Advancement of Computing in Education (AACE). Kona, Hawaii, USA. http://www.aace.org/conf/
  • October 25-28, 2015 Association for Information Communications Technology Professionals in Higher Education (ACUTA) Fall Seminar. Hyatt Regency Baltimore, Baltimore, Maryland, USA. http://www.acuta.org/
  • October 27-30, 2015 EDUCAUSE Annual Conference. Also offered online, Indianapolis, Indiana, USA. http://net.educause.edu/EDUCAUSEAnnualConference/1352

November 2015

  • November 1-4, 2015 Quality Matters Conference on Quality Assurance in Online Learning, 7th, annual. San Antonio, Texas, USA. https://www.qualitymatters.org/
  • November 2-13, 2015 International Conference on e-Learning and Innovative Pedagogies: The Future of Education – Advanced Computing, Ubiquitous Learning, and the Knowledge Economy, 8th. University of California, Santa Cruz, California, USA. http://ubi-learn.com/the-conference-2015
  • November 3-7, 2015 Association for Educational Communications and Technology (AECT) International Convention. Hyatt Regency, Indianapolis, Indiana, USA. http://www.aect.org/events/

December 2015                                                                                                    

  • December 1-4, 2015 California Educational Technology Professionals Association (CETPA), 55th. Hilton Bayfront, San Diego, California, USA. http://www.cetpa-k12.org

 

 

 

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Call for Chapters — What is it like to learn and participate in MOOCs?

What is it like to learn and participate in MOOCs?

Special Issue – Call for papers

Educational Media International

Scholarly Peer-Reviewed Journal published by Taylor & Francis

 

Overview

While during 2011-2012 the mass media were largely exuberant about MOOCs (Massive Open Online Courses), claiming that these courses will revolutionize and democratize access to education, in 2013-2014 anti-MOOC sentiment rose amidst concerns pertaining to completion rates, sustainable business models, and pedagogical effectiveness. Heated debates on the status quo and future of higher education have ensued since then, and even though there is “no shortage of prophecies about [MOOC’s] potential impact” (Breslow et al., 2013, pp. 23), the academic community has yet to develop an in-depth understanding of learner experiences in MOOCs. The aim of the special issue is to add to our understanding of learner experiences in MOOCs by providing answers to the question: What is it like to learn and participate in MOOCs?

Learner experiences arise from the ways learners interact with and respond to content, activities, instructional methods, instructors, and the context within which learning and instruction happen (Parrish, 2005). At a time when researchers and online learning providers are embracing the use of learning analytics and big data to examine learner behaviors, activities, and actions, very few researchers have sought to gain a deep, qualitative, and multidimensional understanding of learner experiences with open forms of learning. A nuanced appreciation of how users experience open learning, including the successes and obstacles they face, will assist learning designers, researchers, and providers in making greater sense of the open course phenomenon as well as enable them to improve open online learning.

This CFP arises has its foundations on a 2013 call in which Veletsianos argued that “we only have small pieces of an incomplete mosaic of students’ learning experiences with open online learning” (Veletsianos, 2013). While there’s been an expansive amount of research on MOOCs, the existing literature predominantly focuses on learner behaviors and practices, while investigations of learners’ lived experiences are largely absent (Adams et al., 2014). The availability of large-scale data sets also appears to have shaped the research questions that are being asked about MOOCs, and, while significant insights are developed via that research route, the field will benefit tremendously by gaining a better understanding and appreciation of learners’ experiences.

To address these issues and to support the development of the field, we invite authors to submit manuscripts investigating the learner experience in massive open online courses.  Manuscripts can be of three types:

  • Empirical. Such manuscripts should follow rigor guidelines appropriate for the research methods used.
  • Systematic reviews of the literature and literature meta-syntheses.
  • Theoretical manuscripts, contributing to the development of theory pertaining to learner experiences in open courses.

We are interested in hosting a forum for leading edge contributions to the nascent field that help us make sense of learner experiences, and allow practitioners and researchers to benefit from these contributions. Towards this aim, recommended topics of interest for this special issue include, but are not limited to, the following research questions:

  • What is it like to learn in massive open online courses?
  • What are learners’ experiences in open courses?
  • Why are learners participating in open courses in the ways that they do?
  • What are learner-learner and learner-instructor interactions like?
  • How do learners respond to various instructional design decisions and instructor roles?
  • How do learners perceive their relationships with each other, content, instructors, institutions, and MOOC providers?

Submission Process

Interested authors should submit 500-word abstracts and 200-word bios by December 19 at moocs@cardet.org. Submissions should include short descriptions of the following:

  • Identified gap/problem addressed
  • Methods or modes of inquiry
  • Data sources
  • (in-progress or final) results

Invitations to submit full papers will be send on or before January 9, 2014. Manuscripts should be formatted using APA style and should be 6,000 words, including references. The process to be followed thereafter is as follows:

  • March 1, 2015: Full-length papers due via email at moocs@cardet.org
  • May 1, 2015:  Notification of acceptance/rejections
  • June 30, 2015: Final papers with revisions due
  • 2015: Special issue is published

Special Issue Editors

Dr. George Veletsianos
Canada Research Chair in Innovative Learning and Technology
Associate Professor
Royal Roads University, Victoria, BC, Canada.

Dr. Vrasidas Charalambos
Executive Director, CARDET (www.cardet.org)
Associate Professor of Learning Innovations & Associate Dean for e-learning, University of Nicosia, Cyprus.

References

Adams, C., Yin, Y., Vargas Madriz, L.F., & Mullen, S. (2014). A phenomenology of learning large: The tutorial sphere of xMOOC video lectures. Distance Education, 35, 202-216.

Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom: Research into edX’s first MOOC. Research & Practice in Assessment, 8, 13-25.

Parrish, P. (2005). Embracing the aesthetics of instructional design. Educational Technology, 45(2), 16-25.

Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Madison, WI: Hybrid Pedagogy Publications. Retrieved from http://learnerexperiences.hybridpedagogy.com.

George

George Veletsianos, Ph.D.
Associate Professor

Canada Research Chair in Innovative Learning and Technology

School of Education and Technology, Royal Roads University
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Joyce Seitzinger: Ascilite2014 The Networked Professional

I like how Seitzinger differentiates between the role of presence and curation:

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WCET 2014 – Mobile Learning Presentation

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Building Learning Community in Online Courses

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Lisa Yamagata-Lynch’s slides from AECT 2014 on Blending synchronous asynchronous

Sadly I missed this session but I was glad to see the slides on Slideshare. This made me think of Fadde and Vu’s chapter Blended Online Learning: Benefits, Challenges and Misconceptions. As well as some work I am doing on online video and social presence.

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AECT 2014 – Social Presence and Online Video: Is it worth the work?

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