EDUCAUSE just shared this (from 2013)
EDUCAUSE just shared this (from 2013)
We would like to invite you to submit your proposal for an edited volume on “Game-based Learning across the Disciplines” to be published by Springer, Cham. If you are interested in contributing to the book project, we are asking you to submit a 1-page proposal to Dirk Ifenthaler (email@example.com) by 31 March 2020, including author’s name (co-authors are welcome), affiliations, tentative title, chapter outline (max. 300 words), five keywords, key references. Early submissions are encouraged.
All submissions will undergo a rigorous double-blind peer review who will recommend full submissions from among the proposals. You may refer to the below detailed information or visit the website: http://www.ifenthaler.info/?p=
The purpose of this TECHTRENDS special issue is to showcase the latest and leading international research in the design, deployment and evaluation of visual or media literacy practices supported by educational technology. The special issue welcomes submissions from all researchers and practitioners who are designing, developing, and evaluating ICT-supported learning experiences that involve visual or media literacy. The editors encourage proposals regarding new research showcasing and sharing visual or media literacy education as a critical learning element through the use of ICT.
For more information:
Please forward your inquires:
Danilo M. Baylen, firstname.lastname@example.org
Brad Hokanson, email@example.com
Learners and Learning Contexts: International Perspectives on New Alignments for the Digital Age
Special Issue Editors
Dr. Joke Voogt, Professor of ICT and Curriculum, University of Amsterdam, The Netherlands – J.M.Voogt@uva.nl
Dr. Gerald Knezek, Professor of Learning Technologies, University of North Texas, USA – firstname.lastname@example.org
Educational researchers and policy makers have long known that research findings can take as long as one generation to become established in practice. The International Summit on ICT in Education (EDUSummIT) was founded in 2009 with the goal of fast tracking educational technology research findings from around the world into locally relevant policies and practices. EDUsummIT is an invitational summit focusing on the integration of Information and Communication Technology in education, meeting every two years. Approximately 100 – 150 key stakeholders, (policymakers, practitioners and researchers) from all over of the world are invited to discuss challenges and research-informed and practice- based strategies to effectively implement technology into teaching and learning. EDUsummIT emerged from the International Handbook on Information Technology in Primary and Secondary Education (Voogt & Knezek, 2008; Voogt, Knezek, Christensen & Lai, 2018). The sixth EDUsummIT, EDUSummIT 2019, was held in Quebec City, Canada (Laval University hosting) and had as its theme Learners and Learning Contexts: New Alignments in the Digital Age. This theme is the focus of this special issue for ETRD.
Learners and Learning Contexts: New Alignments in the Digital Age
New developments in Information and Communication Technology (ICT) are changing knowledge representations, creating new forms of human computer interactions, blurring formal and informal learning, changing leadership patterns and so forth, often resulting in various types of misalignments between learners and learning contexts. To help policymakers, practitioners and researchers develop effective strategies to make the best use of (ever changing) technologies in education there is a need to identify promising new alignments based on what is already known from global evidence. During EDUsummIT 2019, this theme was elaborated by thirteen thematic working groups that focused on the following topics where specific misalignments often occur (see ACTION AGENDA, https://edusummit2019.fse.ulaval.ca/):
For this special issue we seek papers that that provide evidence-informed implications on one of these topics for policy and/or practice.
Focus & Scope
The special issue intends to publish papers about international perspectives on one of the topics mentioned above. The international perspective can be shown, for instance, through inclusion of a broad international review of the literature on the topic, or through the inclusion of evidence-informed examples or lessons learned representing different (geographical) contexts. For the international perspective it is not enough to have an international group of authors. In addition we are looking for papers that provide evidence-informed implications for policy and/or practice.
Examples of potential contributions may include:
Examples of typical contributions
Voogt, J., Fisser, P., Good, J., Mishra, P. & Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice Education and Information Technologies, 20,4, 715-728. DOI: 10.1007/s10639-015-9412-6
Lai, K.-W, Khaddage, F. & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of Computer Assisted Learning, 29, 414–425
Webb, M.E., Prasse, D., Phillips, M., Kadihevich, D.M., Angeli, C., Strijker, A., Carvalho, A.A., Andresen, B.B., Dobozy, E., Laugesen, H. (2018). Challenges for IT?Enabled Formative Assessment of Complex 21st Century Skills. Technology, knowledge and learning. Technology, Knowledge and Learning, 23(3), 441–456. https://doi.org/10.1007/s10758-018-9379-7
February 15, 2020 – Invitation for elaboration of outline into first draft returned for proposals selected based on alignment with and potential contributions to theme.
May 1, 2020 – First draft of paper due. Submit manuscript via Editorial Manager (https://www.editorialmanager.com/etrd/).
July 1, 2020 – Review completed and author notified of decision.
September 1, 2020 – Revised manuscript due. Submit via Editorial Manager.
November 1, 2020 – Feedback due to author on revised manuscript.
December 1, 2020 – Final manuscript due by author to Editorial Manager.
January 1, 2021 – Final manuscript accepted and sent to publisher.
Early 2021 — Publication of paper in Online First.
Please prepare your manuscript following the Instructions for Authors on the journal homepage (www.springer.com/11423).
Submit your manuscript via https://www.editorialmanager.com/etrd/. Log into Editorial Manager. Select New Manuscript. Select Article Type “S.I.: Theory in Learning Design and Technology Research and Practice.”
Voogt, J. & Knezek, G. (Eds.) (2008). International Handbook of Information Technology in Primary and Secondary Education. New York: Springer.
Voogt, J., Knezek, G., Christensen, R., & Lai, K-W. (Eds.) (2018). Second handbook of information technology in primary and secondary education. Springer International Handbooks of Education. Cham, Switzerland: Springer.
Proposals are now being sought for an edited collection entitled Teaching Digital Literacy: A Faculty Guide to Integrating Digital Skills with Disciplinary Content. This book will discuss how digital literacy is taught throughout the academy. Digital literacy is often a focus of professionals with specific expertise in the area (educational technologists, instructional designers, librarians). However, digital literacy is also embedded in the disciplines as a way to teach students more about the intersection between technology and literacy within a content area. In this book, we will explore how digital literacy is taught in a variety of disciplines, and highlight innovative pedagogical approaches for teaching digital literacy in the academy. The book is scheduled to be published by Stylus Publishing in 2021.
We welcome chapters of 3,000-4,000 words including references, captions, notes, and tabular information. Each chapter should focus on the authors’ approach to teaching digital literacy within their content area. Contributed chapters should be practical and example-driven so that readers come away with ideas for integrating digital literacy in their own courses. Contributions representing specific topics of interest include examples of digital literacy embedded and taught in the domains of the humanities, social sciences, business, STEM, education, and health sciences.
Authors are invited to submit a chapter proposal as an email attachment in Word or PDF to email@example.com on or before February 28, 2020. Please use the subject line: CFP Digital Literacy. Authors will be notified by March 31, 2020 about the status of their proposals and will be sent chapter guidelines if accepted. Completed chapters are expected to be between 3,000-4,000 words, although shorter or longer chapters are negotiable. Full chapter drafts are expected to be submitted by July 31, 2020.
Proposals should include:
Author name(s), institutional or organizational affiliation, job title/role
Brief author(s) bio
Proposed chapter title
A summary of the proposed chapter (300-500 words)
Use the subject line: CFP Digital Literacy.
Proposed chapters should be based on unpublished work, unique to this publication and not submitted or intended to be simultaneously submitted elsewhere.
Lauren Hays, Ph.D.: Assistant Professor of Educational Technology at the University of Central Missouri
Jenna Kammer, Ph.D.: Assistant Professor of Library Science at the University of Central Missouri
IET, and now is largely seen as synonymous with internet based technology. It remains however a field that does not systematically record or analyse its own history. In order to better appreciate new developments, and link these into a deeper historical context, JIME seeks to gather a collection of papers to contribute to the understanding of educational technology as a field with its own story. Papers might choose explore the following themes:
Submissions to JIME should have a clear educational focus or application, and should go beyond anecdotes or opinion. We encourage historical analysis, rich case studies, and innovative analytic methods applied to literature, interviews and data. Submissions are expected to advance knowledge in the field of open education conceptually and/or empirically. Contributors should take account of JIME’s guidelines for submissions.
Deadline for submissions is January 15th 2020, with an intention to publish by June 2020. Please indicate that your paper is to be considered for the Special Collection when submitting.
For more information: https://jime.open.ac.uk/about/call-for-papers/
The following list was adapted from Clayton R. Wright’s Educational Technology and Education Conferences List #42. 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.
Theories of Learning and Instruction for Digital Education. A special Issue for Revistas de Educación a Distancia (https://revistas.um.es/red).
Special Issue Editors: Dr. Richard E. West, Brigham Young University,
Dr. Miguel Zapata Ros, Universidad de Murcia
Deadline to submit manuscripts: 1 Enero, 2020
Estimated Publication Date: October,2020.
This special issue celebrates 40 years of technology-assisted education and learning since the important appearance of Seymour Papert’s book Mindstorms: Children, computers, and powerful ideas. Similarly to how Papert fostered both technological, pedagogical, and theoretical development with his scholarship, we know that theories of learning and instruction remain important to organizing education and learning in digital and connected environments. In this special issue, we seek papers that follow in this tradition by showcasing how rigorous theoretical work is essential to the success of technology-mediated teaching and learning.
With this special issue, we ask ourselves these questions: What are the effective theories of learning and instruction for digital, connected environments?
Types of Articles Solicited
Articles will be published in either English and/or Spanish/Castilian, and will be openly licensed and accessible. We see the following types of articles:
The instructions for authors and the different types of articles can be seen at https://www.um.es/ead/red/normasRED.htm#_Toc481505682and https://www.um.es/ead/red/normasRED.htm#_Toc481505686
Information about the Journal
The RED journal is indexed and evaluated in
Web of Science https://apps.clarivate.com/mjl-beta/journal-profile
And in the main international standards and repositories: https://www.um.es/ead/red/estandares.htm
Revista de Educacióna Distanciais a leading journal related to online learning and technology-mediated education. With a Google Scholar h-index of 20 (h5 median of 37), it is one of the most highly cited journals in the world.This journal publishes all articles with a CC-BY license with no article processing charges.