Call for Proposals: Global Perspectives on Educational Innovations for Emergency Situations

Global Perspectives on Educational Innovations for Emergency Situations

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:

  • Conceptual or philosophical contributions reflecting on the educational arena during emergency situations
  • Educational solutions developed during emergency situations (tools, artifacts, stories or design cases)
  • Studies providing rigorous empirical evidence and implications for emergency situations (qualitative, quantitative, mixed-methods, data analytics)
  • Perspectives on events that influence changes policies and practices

    This edited volume is part of the Springer Educational Communications and Technology: Issues and Innovations book series ( and will be published open access to enable a global outreach to researchers, practitioners, administrators and policy makers.

    Call for Proposals

    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:

    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 2021Contributions 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 2021Guidelines for preparing chapters will be sent to authors upon acceptance of the chapter proposal.


    The following represents a timeline for completing the edited volume:

  • 15 March 2021: Proposal due including title, authors, affiliations, abstract, keywords, references, theme
  • 31 March 2021: Notification and additional information for accepted authors
  • 31 July 2021: Draft chapters due
  • 31 August 2021: Chapters returned with reviewers’ comments
  • 01 October 2021: Final chapters due
  • 01 November 2021: Pre-print version of the edited volume available for AECT 2021 International Convention
  • End of 2021: Edited volume available as open access publication

Please use the following link for your inquires and submissions:

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Call for Papers TLT Special Issue on Designing Technologies to Support Professional and Workplace Learning for Situated Practice

Call for Papers

TLT Special Issue on Designing Technologies to Support Professional and Workplace Learning for Situated Practice

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.

View Call for Papers PDF?

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 [1]. 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 [1]. 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 [2]. 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 [3], [4]. 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 [1]; 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 [5]. [6]. 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 [6]. 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. [7], 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. [8], 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 [9] 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 [10] and Limbu et al. [11]. 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 [1] 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 [12], 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 [13] or space [14] 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 [15] and learners may not have the capability to do this [16], 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 [6].

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:

  1. Identifying characteristics of professional learning that are due to the social context in which professional learning is embedded and that are relevant for technology design;
  2. Interrogating technology practices specific to these characteristics of professional learning, and using the results to inform design—examples are issues of setting aside time and space for learning, privacy issues or issues related to existing power hierarchies, and the potential non-sharedness of learning as a goal of organizational relevance, to name a few;
  3. Evidencing the ways in which emerging, novel technologies might improve professional learning in a variety of work contexts. Such papers could both be based on experimental studies on emerging, novel technologies that consider salient aspects of professional learning in the experiment design as well as based on field studies investigating the design, development, and application of the technologies in professional learning settings. Special emphasis could be placed on reducing risks introduced by modern technologies, such as increased surveillance in the workplace.

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.

Suggested Topics

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:

  • Remote or distributed work-based learning
  • Workplace and professional learning that helps ensure resilience to continuity crises (e.g., pandemics, natural disasters)
  • Supporting and assessing the transfer of learning to, and between, on-the-job situations
  • Learning-as-knowledge-creation in the workplace and in professional settings
  • Learning in complex professional domains and/or in domains with low uptake of learning technologies
  • Coaching and mentoring in the workplace (both human and intelligent agent-based)
  • The development of “soft” skills in the workplace and professions
  • Supporting the links between individual learning, organizational learning, and capability building
  • Learning through reflection on workplace and professional practice, including collaborative or shared reflection
  • Assessment and credentialing of the workplace and professional learning
  • The modeling, development, and management of workplace and professional competencies (i.e., competency-based learning and assessment)
  • Computer-supported collaborative workplace and professional learning

Also of interest are investigations of specific technologies as applied to workplace and professional learning, such as:

  • Adaptive and personalized learning systems, including learner models for enabling those systems
  • Authoring and instructional design tools/platforms
  • Games and gamification
  • Modeling, simulation, and digital twin technologies and applications
  • Reusable learning objects and learning designs
  • Semantic Web services, applications, and ontologies
  • Social networking and knowledge-sharing infrastructures
  • Virtual reality (VR), augmented reality (AR), mixed reality (MR), and other extended reality (XR) technologies
  • Wearable devices and interfaces
  • Learning analytics and data mining technologies/applications

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; 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.

Important Dates

  • Abstract submission (optional): 15 April 2021
  • Feedback from guest editors to authors on abstracts: 22 April 2021
  • Full manuscripts due: 15 June 2021
  • Completion of first review round: End of September 2021
  • Revised manuscripts due: End of November 2021
  • Final decision notification: End of January 2022
  • Publication materials due: End of March 2022
  • Publication of special issue: Summer 2022

Guest Editors

  • Viktoria Pammer-Schindler – Graz University of Technology, Austria
  • Allison Littlejohn – University College London, U.K.
  • Tobias Ley – Tallinn University, Estonia
  • Joachim Kimmerle – IWM-KMRC Tuebingen, Germany
  • Mark J. W. Lee – Charles Sturt University, Australia

Please contact with any questions, comments, or concerns.


  1. A. Littlejohn and V. Pammer-Schindler, “Technologies for professional learning,” in Handbook of Research Approaches on Workplace Learning, D. Gijbels and C. Hartelis, Eds., Berlin, Germany: Springer-Verlag, in press.
  2. I. Roll and R. Wylie, “Evolution and revolution in artificial intelligence in education,” Int. J. Artif. Intell. Educ., vol. 26, no. 2, pp. 582–599, Jun. 2016. doi: 10.1007/s40593-016-0110-3?.
  3. A. Littlejohn and C. Milligan, “Designing MOOCs for professional learners: Tools and patterns to encourage self-regulated learning,” eLearn. Papers, vol. 42, Jun. 2015, Art. no. 4.
  4. C. Milligan and A. Littlejohn, “Why study on a MOOC? The motives of students and professionals,” Int. Rev. Res. Open Distrib. Learn., vol. 18, no. 2, pp. 92–102, 2017. doi: 10.19173/irrodl.v18i2.3033?.
  5. G. Fischer, “A conceptual framework for computer-supported collaborative learning at work,” in Computer-Supported Collaborative Learning at the Workplace, S. Goggins, I. Jahnke, and V. Wulf, Eds. Boston, MA, USA: Springer, 2013. doi: 10.1007/978-1-4614-1740-8_2?.
  6. A. Littlejohn and A. Margaryan, Eds., Technology-Enhanced Professional Learning: Processes, Practices, and Tools, Evanston, IL, USA: Routledge, 2013. doi: 10.4324/9780203745052?.
  7. V. Rivera-Pelayo, A. Fessl, L. Müller, and V. Pammer, “Introducing mood self-tracking at work: Empirical insights from call centers,” ACM Trans. Comput.-Hum. Interact., vol. 24, no. 1, Feb. 2017, Art. no. 3. doi: 10.1145/3014058?.
  8. A. Ruiz-Calleja, S. Dennerlein, D. Kowald, D. Theiler, Dieter, E. Lex, and T. Ley, “An infrastructure for workplace learning analytics: Tracing knowledge creation with the social semantic server,” J. Learn. Analytics, vol. 6, no. 2, pp. 120–139, Aug. 2019. doi: 10.18608/jla.2019.62.9?.
  9. A. Fessl, G. Wesiak, V. Rivera-Pelayo, S. Feyertag, and V. Pammer, “In-app reflection guidance: Lessons Learned across four field trials at the workplace,” IEEE Trans. Learn. Technol., vol. 10, no. 4, pp. 488–501, Oct.–Dec. 2017. doi: 10.1109/TLT.2017.2708097?.
  10. S. Büttner, M. Prilla, and C. Röcker, “Augmented reality training for industrial assembly work—are projection-based AR assistive systems an appropriate tool for assembly training?,” in Proc. 38th Annu. ACM Conf. Human Factors in Computing Systems (CHI’20), Honolulu, HI, USA, Apr. 2020. doi: 10.1145/3313831.3376720?.
  11. B. H. Limbu, H. Jarodzka, R. Klemke, F. Wild, and M. Specht, “From AR to expertise: A user study of an augmented reality training to support expertise development,” J. Universal Comput. Sci., vol. 24, no. 2, 2019. doi: 10.3217/jucs-024-02-0108?.
  12. C. Argyris and D. A. Schön, Organizational Learning II: Theory, Method, and Practice. Reading, MA, USA: Addison Wesley, 1996.
  13. Renner et al., “Computer-supported reflective learning: How apps can foster reflection at work,” Behav. & Inform. Technol., vol. 39, no. 2, pp. 167–187, Feb. 2020. doi: 10.1080/0144929X.2019.1595726?.
  14. A. Fessl, M. Bratic, and V. Pammer, “Continuous learning with a quiz for stroke nurses,” Int. J. Technol.-Enhanced Learn., vol. 6, no. 3, pp. 265–275, 2014. doi: 10.1504/IJTEL.2014.068362?.
  15. A. Littlejohn, K. Charitonos, and H. Kaatrakoski, “The role of professional learning in addressing global challenges: Tensions and innovations associated with AMR,” Frontiers Educ., vol. 4, 2019, Art. no. 112. doi: 10.3389/feduc.2019.00112?.
  16. M. Eraut, “Informal learning in the workplace,” Stud. Continuing Educ., vol. 26, no. 2, pp. 247–273, Jul. 2004. doi: 10.1080/158037042000225245?.
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Call for Chapter Proposals – Handbook of Communication and Disability

Call for Chapter Proposals

Deadline:         November 30, 2020
Book project: The Palgrave Handbook of Communication and Disability
Publisher:        Palgrave-MacMillan
Editors:            Michael S. Jeffress, PhD, Tennessee State University
Jim Ferris, PhD, University of Toledo
Joy M. Cypher, PhD, Rowan University
Julie-Ann Scott-Pollock, PhD, University of North Carolina Wilmington

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.

Project timeline:

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
11/30/2021-Manuscript delivered

To submit, please send to 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.

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Educational Technology, Instructional Design, and Online Learning Conferences 2020 & 2021

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

December 2020

January 2021

February 2021

March 2021

April 2021

May 2021

June 2021

July 2021

August 2021


September 2021

October 2021

November 2021

March 2022

June 2022

July 2022

August 2022

October 2022

February 2023

March 2023

July 2023

October 2023

  • October 17-21, 2023 Association for Educational Communications and Technology (AECT) International Convention. Doubletree by Hilton, Orlando, Florida, USA.











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Call for articles – The discourses of Gender, Violence and Social Inequality in the era of digital communication

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
h.      etc.

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.

Abstract submission*
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.

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Special Issue Call for Proposals Theme: Informal Learning in Online Social Communities

Special Issue Editor
Enilda Romero-Hall, Ph.D., Associate Professor of Education, IDT Graduate Coordinator,
University of Tampa,


In education and training settings, we often discuss the term informal learning to address learning experiences that do not follow a specific curriculum and are not restricted to a specific environment (Richter, Kunter, Klusmann, Lüdtke, and Baumert, 2011). Other definitions of informal learning refer to education that is never organized, has no set objectives, and is not intentionally undertaken as a learning activity (Werquin, 2007). It is very possible that learners can shift seamlessly between formal and informal learning (Moore, 2016). Additionally, Moore (2016) states that during informal learning, the learners may or may not realize that they are acquiring new information. Eraut (2004) refers to this type of informal learning as implicit learning. Eurat (2004) also distinguishes two other types of informal learning: reactive and deliberate learning. Reactive learning refers to a situation in which the individual is aware that informal learning is occurring; however, it happens spontaneously in a specific context. Deliberate learning refers to informal learning that occurs when an individual takes time to think about how and where to gather information. Today online social communities in social networking sites, listservs, messaging apps, online discussion forums, workplace networks, and others facilitate creating and sharing information. It has been argued that, through these multi-user connections and support systems, individuals engaged can, in turn, have access to content and participation in informal learning experiences (Rehm & Notten, 2016).

Potential Topics

This special issue of JAID seeks contributions from K-12, higher education, business, and workplace contexts that focus on how the instructional design of informal learning in online social communities is shaping learning experiences. Potential topics to address include but are not limited to:

  • Benefits and drawbacks of informal learning
  • Informal learning and identify formation
  • Bringing between formal and informal learning
  • Bringing between different types of informal learning
  • Lurking as a mechanism for informal learning
  • Informal learning in the workplace online social communities
  • Social justice movements and informal learning
  • Informal learning in online social communities across cultures
  • Examples of informal learning in online social communities in different settings

JAID Article Types In line with JAID standards, submitted articles must fall under one of the following three types:

Instructional Design Practice: This is an applied journal serving a practicing community. Our focus is on what practitioners are doing in authentic contexts and their observed results. These articles cover topics of broad concern to instructional design practitioners. The articles should represent issues of practical importance to working designers.

Research Studies on Applied Instructional Design: JAID is interested in publishing empirical studies exploring the application of instructional design principles in applied settings. Quantitative and qualitative studies are welcome.

Instructional Design/Performance Design Position Papers: JAID also accepts position papers that attempt to bridge theory and practice. Examples may include conceptual frameworks and new ideas facing the instructional design community. The paper must also provide enough information to allow the replication of the innovation or continuation of the research in other settings. Position papers must be based in the context of a theoretical framework. Efficacy data is strongly preferred, but not always required, contingent upon the potential generalizability or value of the innovation.

Timeline for Special Issue

November 9, 2020 Call for Proposals for the Special Issue on “Informal Learning in Online Social Communities” is open.

December 11, 2020 Outline of 500 words of the proposed manuscript due by 10 pm (EST):

January 11, 2021 Invitation to submit a full manuscript sent to authors. Important: An invitation to submit a complete manuscript does not guarantee the manuscript will be published; all manuscripts must still undergo a full peer-review process.

March 26, 2021 Full manuscripts due.

Proposal Submission Information

Please upload a PDF file with your name, institution, and email address as well as a brief overview (approx. 500 words) of the proposed article using the following link: for initial review. If accepted for full manuscript review, you will be contacted by the special issue editor and directed to the JAID portal for where you will submit your full manuscript per the schedule provided. We kindly ask authors to also serve as reviewers for the submissions. Thank you.

Full Manuscript Submission Information

Full manuscript submissions must be prepared according to the JAID guidelines: The Journal of Applied Instructional Design (JAID) is a peer-reviewed journal sponsored by the Association for Educational Communications and Technology (AECT).

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Special Issue: Teacher Education in the Online Environment

Teacher Education in the Online Environment

Online education – whether in the P-12 or teacher education context – necessitates the routine use of educational technology. Researchers in the field of educational technology have cautioned us to not just focus on the technological tools, but to consider how these tools are used to support learning goals and larger essential questions. Building on Schulman’s work in Pedagogical Content Knowledge (PCK), Punya Mishra and Matthew J. Koehler argue that intentional, thoughtful teaching with technology is a complex additional form of knowledge they call “Technological Pedagogical Content Knowledge” (TCPK). In this issue we seek to build knowledge in TCPK not for teaching P-12 students, but as teacher educators providing online education to pre- and in-service teacher candidates.

For this themed issue, we are seeking articles that go beyond the technology tools and provide insight and advance our thinking as teacher educators in challenging areas such as:

  • Creating meaningful fieldwork/clinical experiences for teacher candidates when P-12 in-person schools are not available
  • Observing student teachers when they are teaching synchronously and asynchronously
  • Designing methods courses, with their associated embodied, enacted practices, in the online environment
  • Providing anti-racist curriculum and addressing equity in the design and implementation of online teacher education
  • Considering how to mirror in teacher education those technological platforms used in P-12 settings
  • Modeling online teaching practices that P-12 teachers may find hard to implement due to lack of access in schools and districts
  • Using technology to foster the professional development of teacher educators through, for example, peer faculty observations, and virtual seminars to support faculty learning.

While these issues have in some contexts been forced upon us because of the coronavirus pandemic, we invite authors to draw on their studies, experiences, and perspectives that may have preceded the crisis as well as those that emerged in more recent months.

The New Educator is a quarterly peer-reviewed journal that serves as a forum on issues that teacher educators, teacher education programs, and school systems encounter in the preparation, recruitment, induction, retention, and ongoing support of educators. Defining “educator” broadly to include classroom teachers, administrators, counselors, support staff, teacher educators, and those who educate outside of school settings, the journal is particularly interested in work that links theory with practice, is generated through practice, is useful and accessible to the field, and reflects the needs and perspectives of the diverse communities served by educational institutions in this new century.

For more information contact Laura Baecher ( and Julie Horwitz (

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Special issue on Online/Remote/Distance Supervision

Special issue on Online/Remote/Distance Supervision

Special issue editors: Swapna Kumar, University of Florida, USA Gina Wisker, University of Bath, UK 

The main focus of this special issue is experiences, practices, and challenges of online/remote/distance supervision in doctoral programs and professional educational development for online/remote/distance supervisors. Supervisors and students have needed to suddenly engage in research supervision at a distance during COVID-19, adapting their earlier practices and collaborating on research projects in the online environment. At the same time, there are several doctoral programs that have previously included online components, or been offered completely online, and supervisors have also worked with doctoral candidates at a distance in the past. We invite contributions that focus on supervisor, student, staff, or institutional experiences with online/remote/distance supervision. We use the term online/remote/distance supervision to encompass virtual, remote, or distance supervision of research in doctoral contexts. 

Contributions that are data-driven and use quantitative, qualitative, and mixed-methodologies, as well as experiential and reflective work grounded in research are welcome. Possible topics could include: 

  • Practices and strategies in online/remote/distance supervision 
  • Challenges and affordance in online/remote/distance supervision 
  • Relationship-building during online/remote/distance supervision 
  • Teaching and learning and research skills during online/remote/distance supervision 
  • Student well-being and support 
  • Supervisor well-being and support 
  • Professional educational development for supervisors on online/remote/distance supervision 
  • Writing and research feedback in online/remote/distance supervision 
  • Co-supervising online/remotely 
  • Learning environments and technologies in online/remote/distance supervision 
  • Dealing with change when transitioning to online/remote/distance supervision 
  • Cohorts and community in online/remote/distance supervision 
  • Addressing diversity when supervising online/remotely 

Proposals on related topics are also welcome. 

Dates and deadlines:
Abstracts (about 250 words) for articles should be sent to both Swapna Kumar ( and Gina Wisker ( by October 1, 2020
Complete articles will be due by February 1, 2021 (to be submitted online directly to the Innovations in Education and Teaching International Taylor and Francis Scholarone journal system, for review)

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Call for Papers: Perspectives on COVID-19

Impacts on Children, Youth, Families, and Educators and the Roles of Human Services Professionals Addressing Diverse Needs


The COVID-19 pandemic has significantly altered the daily lives of children and youth, their families and educators, and society as a whole (Wang et al., 2020).

For instance, at present, students are learning via online instructions; families are responsible for schooling and child care, supporting their children’s mental health, and managing their own work and/or precarious new or exacerbated financial and health concerns; and educators are working to support their students via uncharted methods.

The deleterious impacts of the COVID-19 pandemic are disproportionality harming marginalized groups (e.g., racial/ethnic minorities, low socioeconomic status communities, undocumented Americans, people with disabilities, English language learners) that are more vulnerable due to systemic inequalities.

Some of these include structural racism, discrimination in healthcare, residential instability, and lack of access to necessities to facilitate educational success, including internet access (Chow et al., 2020; Ji et al., 2020; Wenham et al., 2020). The broader impacts of this pandemic are unknown and far reaching.


This School Psychology special issue, Perspectives on COVID-19: Addressing Diverse Needs of Children, Youth, Families, Educators, and Human Service Professionals, welcomes manuscripts (concept and review papers as well as empirical studies utilizing quantitative, qualitative, or mixed methods) that address the impact of COVID-19 pandemic on youth and their families, educators, allied human services professionals, and the systems in which they work.

This is an open invitation to submit manuscripts that aim to address a paucity of research and scholarship on an emerging and critically important topic.

We are interested in manuscripts related to documenting the impact of COVID-19 as well as relevant assessment and intervention research that might support youth, families, educators, and allied professionals during this unprecedented time, as well as systemic issues in addressing a wide range of needs.

Manuscripts may be centered on the experiences and needs of and supports for the previously mentioned members of school communities in the home or community context.

We are particularly enthusiastic about submissions related to youth who may be most vulnerable to the educational impacts of COVID-19, including youth with disabilities (and highly specialized programs addressing their needs), English language learners, undocumented children and families, and youth in foster care, experiencing homeless, or are impacted by the juvenile justice system.

We are also interested in submissions related to the experiences of educators, school-based mental health professions, and others involved in the K-12 and postsecondary educational system.


  • All manuscripts are subject to peer review consistent School Psychology peer review guidelines.
  • Revisions sent back to authors by February 15, 2021
  • Revised manuscripts due March 15, 2021
  • Revised manuscript sent out for re-review, if needed.
  • Final decisions by May 1, 2021
  • Publication date July 2021


Chow, N., Fleming-Dutra, K., Gierke, R., … & Roguski, K. (2020). Preliminary estimates of the prevalence of selected underlying health conditions among patients with coronavirus disease 2019—United States, February 12–March 28, 2020. Morbidity and Mortality Weekly Report69, 382–386. Retrieved May 28, 2020, from

Ji, Y., Ma, Z., Peppelenbosch, M. P., & Pan, Q. (2020). Potential association between COVID-19 mortality and health-care resource availability. Lancet Global Health8, e480. doi: 10.1016/S2214-109X(20)30068-1

Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. Lancet395, 945–947. doi: 10.1016/S0140-6736(20)30547-X

Wenham, C., Smith, J., & Morgan, R. (2020). COVID-19: the gendered impacts of the outbreak. Lancet395, 846–848. doi: 10.1016/S0140-6736(20)30526-2

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Call for Papers: Innovations in Remote Instruction: Impact on Students’ Socioemotional and Cognitive Outcomes

Innovations in Remote Instruction:
Impact on Students’ Socioemotional and Cognitive Outcomes

A special issue call for papers

Among the pressing concerns raised to the forefront amid the COVID-19 pandemic are the best modes and practices of remote instruction. Technology, Mind, and Behavior is seeking empirical manuscripts for consideration in a special issue on the impact of technology used in the service of remote instruction and on the innovative teaching practices that use technology in new ways to meet student needs.

Some factors to consider include:

  • the technology used for instructional delivery
  • educators’ pedagogical practices
  • educators’ proficiency using technology
  • the accessibility of the technology to intended learners
  • the cognitive and socioemotional outcomes of students’ increased exposure to remote instruction

The editorial team hopes that this issue will foster informed discussion and research concerning students’ current education and responses to that education, particularly at a time in which remote instruction is increasingly used.

Technology, Mind, and Behavior is an open access journal wherein articles are made open immediately upon publication, promoting broad access to the content.

Authors who are unclear as to whether their proposal fits within the scope of the special issue are encouraged to email Danielle McNamara at

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