INFOGRAPHIC: 10 Ideas to Create Engaging eLearning Courses Infographic

10 Ideas to Create Engaging eLearning Courses Infographic
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Boise State College of Education at a Glance

Boise State College of Education at a Glance

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AECT 2015 — Defining social presence

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AECT 2015 — Creating an intentional web presence

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NWeLearn 2015 – The Many Faces of Social Presence: How context and power shapes experiences of presence in the online classroom

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Call for papers — Educational Technology World Conference


Bali, Indonesia, 31 July – 3 August 2016

Grand Inna Beach Hotel in Sanur, Bali 


This conference addresses a broad range of critical important themes in the fields of educational technology in order to improve the quality and access of education for prosperous society. The educational technology study was first developed in the United States and has inspired scholars in many countries throughout the world, including Indonesia. Universitas Negeri Jakarta (UNJ) was the pioneer in educational technology as it was the first institution that established educational technology study program in tertiary education in Indonesia. Considering the fast development of educational technology studies and practices in Indonesia, it is important to bring a worldwide conference on educational technology to Indonesia with the support from the Association of Educational and Communication Technology (AECT).

Universitas Negeri Jakarta ( in collaboration with Universitas Terbuka (, Universitas Pendidikan Ganesha (, Universitas Mahendradatta and the Association for Educational Communications and Technology (AECT; are hosting the Educational Technology World Conference in Bali, Indonesia on July 31- August 3, 2016. This is a major international conference with distinguished keynote and invited speakers from around the world.

The theme of this conference is “Educational Technology to Improve Quality and Access of Education for Prosperous Society.” Keynote speakers speakers include Muhamad Nasir (Indonesia’s Minister of Research, Technology and Higher Education), Rudiatara (Indonesia’s Minister of Communication and Informatics, Mike Spector (Professor Learning Technologies at the University of North Texas; Educational Technology Research & Development editor), Barbara Lockee (Professor of Instructional Design Strategies for Open Learning and Instruction at Virginia Tech), and Tian Belawati (Rector of Universitas Terbuka, Indonesia).

There are 9 subthemes each led by a distinguished scholar. They are as follows (subtheme leaders have not yet been confirmed):

1.      Innovation and Creativity – studies, practices, and ideas on innovation and creativity and the relationships to policies, needs, practices, and the diffusion of innovation. This also covers studies, practices and ideas pertaining to game-based learning and gamification to support learning in a variety of formal and informal learning situations (Alessandro de Gloria; University of Genoa/Marc Childress; Baker University)

2.      Policy and Cultural Considerations – studies, practices and ideas on how education policies along with demographic, geographic, economic and cultural factors influence education technology (Youqun Ren; East China Normal University)

3.      Networking and Collaboration – studies, practices, and ideas which involve the collaboration of various parties (including different institutions and countries) in order to continually share knowledge on learning (Demetrios Sampson; University of Piraeus)

4.      Open Educational Resources – the development and empowerment of open education resources related digital online libraries and the recognition and protection of copyright through the creative commons  and open source licensing (Rory McGreal; Athabasca University)

5.       MOOCs and Badges– concepts and issues related to the role of MOOCs and competency-based badges in supporting learning , increasing accessibility, and improving the quality of instruction (Mike Sharples; Open University of the UK)

6.      Quality Assurance, Certification and Accreditation - studies, practices, and ideas related to license, certification, accreditation, standards, and procedures in education, including the implementation of a vision along with strategies and programs within an institution in order to assure quality assurance, certification, and accreditation (Allan Yuen; University of Hong Kong)

7.       Information, Technology and Communication Integration – studies, practices, and ideas on the integration of information, technology and communication in learning process, especially in the planning, practices and evaluation, including  the use of integrated information, technology, and communication in creating knowledge. (Dong Sik Kim; Hanyang University)

8.      Design and Development – studies, practices, ideas on designs and the development of learning as a solution to education quality and accessibility which can be applied in education in order to build nations’ prosperity. This also covers  studies, practices and ideas pertaining to instructional principles, learning strategies, media selection and evaluation;  studies, practices and ideas pertaining to collaboration and group learning strategies in support of a wide variety of learning tasks in diverse situations (Miguel Nussbaum; Pontificia Universidad Católica de Chile/Jan Elen; Katholik University of Leuven; Instructional Science editor/Dave Merrill; Utah State University, retired).

9.      Distance Education – studies, practices and ideas related to distance education, including needs analysis, program development, registration systems, material development, tutorials and testing affect quality and accessibility. This also covers studies, practices and ideas pertaining to mobile learning applications to support both formal and informal learning in a variety of situations (Trey Martindale; University of Memphis/Som Naidu; Swinburne University; Distance Education editor)


To submit a paper, please visit ETWC 2016 website ( Only papers submitted through the electronic system and strictly adhering to the relevant form publication are accepted. The submission falls into the following 2 categories: research papers and conceptual papers. 

Research Papers or conceptual papers (however, the most preferable papers are research-based papers) should address the following: problems, objectives/purposes, perspective (s) or theoretical framework, significance of the study, techniques or modes of inquiry, data sources/evidence, results and conclusions. The submitted paper must be consistent to the following guidelines:

Full papers  must be submitted to the conference secretariat ( no later than February  15, 2016. Papers should be in English, double-spaced in TMR 12 font, and formatted according to APA 6 guidelines (see Papers should be submitted as a DOC, DOCX, or RTF file. Types of submissions and sessions are:


Full Papers 2,500 – 6,000 words including references (20 minute presentation)

Short Papers 1,500 – 2,500 words including references (15 minute presentation)

Poster Presentations – no more than six Powerpoint slides. Posters should be submitted as a PDF file and will be presented not in the form of paper presentation.


Deadline for abstract submission
(paper and poster presentations)                              15 November 2015


Notification of abstract acceptance
(paper and poster presentations)                              15 December 2015


Deadline for full paper submission*                           15 February 2016


Deadline for early bird registration                            1 April 2016


Deadline for online  registration                                 15 June 2016

Full papers received after 15 February 2016 will NOT be published in the Conference Proceedings. A participant who fails to meet the deadline will NOT be scheduled for presentation.



International Participants : USD 450
AECT members : USD 350
Local participants (students/IPTPI members/teachers/lecturers) : USD 250

Deadline for Early-bird Registration is 1 April 2016. Participants who register before 1 April 2016 will be registered as AECT (Association for Educational and Communication Technology) and IPTPI (Ikatan Profesi Teknologi Pendidikan Indonesia – Association of Indonesian Educational Technology Professionals) members for one year free.

Registration is conducted through an online system located at


All papers of ETWC presenters will be published in the conference proceedings. The review board and AECT will select qualified papers. These papers will be further reviewed prior to their publication on the international journal or on a book published by an international publisher in the U.S.A. This process will be conducted in a cooperation with AECT.


By submitting a paper to ETWC, all authors agree to abide by all ETWC paper submission, publication and presentation policies. Author(s) confirm that her/his work is original, has not appear in any form of literature, and will not be submitted to any other venue concurrently with ETWC submission or until it appears in ETWC proceedings. Furthermore, upon paper acceptance, authors agree to transfer copyright on the accepted paper to ETWC,  and one of the authors will register the paper and present the paper at the event.

Paper withdrawal cannot be accepted after conference pre-registration data or within three months of the actual event –  whichever date comes first. The request for paper withdrawal can be only accepted in writing through email, letter or fax to ETWC organizer.

ETWC organizer has no responsibility for any intentional or accidental misuse, misinterpretation, or failure to follow the above rules and conditions, and holds no legal, civil or other responsibility for opinions, content or utilization of any method/algorithm expressed in conference proceedings.



There are 2 kinds of papers: research paper and conceptual paper. All manuscripts must be written inENGLISH. The length of manuscript for researh and conceptual papers is 20 pages. This also includes:  diagrams, tables, pictures, formulas, and references. All manuscripts must be prepared with great care to eliminate grammatical errors, misspellings and font problems. Manuscripts should be submitted in MS Office Word 2007(.docx) format. The accepted font type is Times New Roman size 12 and double space, tables in font size 10. All diagrams, pictures and graphics must be embedded in the document. APA 6th Edition format for references is required for all manuscripts. The conference organizer reserves the right to reject any manuscript that does not comply with the general format. The Abstract Review Committee also reserves the right to reject abstract that does not comply with the themes of the conference. All manuscripts must be sent via e-mail to theSecretariat of ETWC 2016 at

Format for Manuscripts
The title of the manuscript should be bold and centered and less than 12 words (font 12). The name of the author(s) with superscript number to refer to each author’s affiliation and emails (leave a line after name of authors) must be placed under the title of the manuscript.All abstracts must clearly indicate the purpose of the research, method, and important findings of the research results. Abstract should not exceed 250 words. At least 3 keywords must be shown after the abstract..

Below is the example of the required format

1. Written by two authors

Title of Manuscript (font 12, Bold, Centered)

Roslee Talip1, and Dg. Norizah Ag. Kiflee2
1,2School of Education & Social Development, Universiti Malaysia Sabah

2. Written by one author

Title of Manuscript (font 11, Bold, Centered)

 Muchlas Suseno1

1Program Studi Pendidikan Dasar  Program Pascasarjana Universitas Negeri Jakarta


Abstract (font 11, Centered and Bold)

All abstract must clearly indicate the purpose of the research and important findings of the research. Abstract should not exceed 250 words. At least 3 keywords must be shown after the abstract. Abstract must be indented…



Keyword: Keyword1, Keyword2, Keyword3 (at least 3 keywords provided)

Main Body of the Text

The main body of the text should be divided into sections. Each section should be prefaced by an appropriate heading. Heading 1 must be written in Bold and in Uppercase. Heading 2 must be written in italic and bold.Heading 3 must be written in italic. Please left-justify all headings. The required sections are: Introduction (Background of Study, Literature Review, Objectives), Method (Sampling Used, Procedure Collecting Data, Data Analysis), results and Discussions, and Conclusion. The first line of all paragraphs must be indented by 1 inch (standard tab). Do not provide any space between paragraphs until you go to the next section. Tables and figures should be numbered serially throughout the paper with Arabic numerals, and each should be placed in the text where reference is made. All tables, table headings, and table footnotes should be centered. Use 10-point Times New Roman for table descriptions (on top of Table) and figure description (on bottom of Figure). Leave one single line spacing before and after each table or figure. No footnote is allowed on all pages.

Below is the example of the required format 


After the first heading, there must not be any line spacing. This must be consistent for all others Level 1 Heading. After each paragraph ends, the next paragraph should be continued without any line spacing too.
This is an example of content after the first paragraph. Please remember that you must not leave any line spacing. However, you need to provide 1 single line spacing when you go the next Level 1 Heading (for example next one is Literature Review).

Concepts of E-Learning (Example of Level 2 Heading)
This is an example of literature review on the concepts of e-learning as practiced by most researchers……


Level 3 Heading (Example of Level 3 Heading)

This is another example on the use of Level 3 Heading which must be italic to differentiate between the headings for level 1 and 2…….

            Please remember that after a Heading you must not leave a line. This must be consistent throughout the manuscript…..



Acknowledgments (if any)

Acknowledgments, if any, should be placed at the end of the text before the references. Skip a line after the main body of the text.


References mentioned in the text should be numbered serially throughout the paper with Arabic numerals following the APA 6th Edition.

Below is the example of the required format for references.


Blyth, C. S., & Davis, J. N. (2007). Using formative evaluation in the development of learner-
centered materials. CALICO Journal, 25-39. Retrieved from

Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory
research. Journal of Verbal Learning and Verbal Behavior, 11(2), 671-684.

APPENDICES (if any) 

The criteria evaluating the submitted abstract/article:

1. Is the abstract written in proper and sound English?

[    ] Yes           [    ] No

If No, the abstract/article has to be rewritten?

2. Does the author adhere to the format according to the author guidelines? (e.g. Title, Authors Names with Institutional Address and Email).

[    ] Yes           [   ] No

3. Are there the problem(s) on abstract/article?

[   ] Yes                [   ] No

If Yes, identified the problems to be revised by the author …………………………………………………


4. Overall evaluation abstract/article:     [     ] Accepted [     ] Revised    [     ] Rejected


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Call for Chapter Proposals — What the e-Learning Leader Needs to Know: Leading and Managing e-Learning

What the e-Learning Leader Needs to Know: Leading and Managing e-Learning

Anthony A. Piña (Sullivan University), Victoria Walker (Purdue University)
and Bruce R. Harris (Dixie State University), Editors

AECT/Springer Series on Educational Communications & Technology: Issues & Innovations
J. Michael Spector, MJ Bishop and Dirk Ifenthaler, Series Editors

Initial Proposal Submission Deadline: December 4, 2015

As online learning has continued to grow in size, scope and significance, many of the boundaries separating face-to-face and distance education are blurring. Online, blended/hybrid, web-enhanced and flipped courses are making e-Learning more institutionalized and ubiquitous in both academic and non-academic settings.

Many useful books are available to assist e-learning students and instructors and those who develop or research e-learning; however, there is a dearth of books designed to provide a current and comprehensive reference of e-learning issues, practices and technologies for those assigned to lead and manage the e-learning programs and operations within their organizations.

The Division of Distance Learning of the Association for Educational Communications & Technology (AECT-DDL), in conjunction with Springer Publishing’s AECT Books and Briefs Project, will address the gap in the e-learning leadership/management literature through the publication of “What the e-Learning Leader Needs to Know: Leading and Managing e-Learning.”


What the e-Learning Leader Needs to Know: Leading and Managing e-Learning will provide those who oversee e-learning essential knowledge of issues, best practices, and technologies to facilitate effective decision making. Although references within chapters to empirical studies are welcome, this book has a highly practical orientation and is intended primarily to be a “how-to” and “nuts and bolts” reference tool for practicing leaders/managers who find themselves in charge of e-learning initiatives and operations. It will also be useful for programs preparing future leaders, for currently professional aspiring to a leadership position or for researchers looking for topics and variables to study in a dynamic and evolving field.

Topics of interest for this publication include—but are not limited to—the following items. Certain topics may require more than a single chapter.
• Establishing an e-learning program
• Centralized and decentralized institutional/organizational structures for e-learning programs
• The e-learning department/division/center
• Planning, policies and procedures
• Technology infrastructure
• Learning management systems
• Learning technologies (synchronous, 3rd party vendor sites, Web 2.0, apps, etc.)
• Characteristics of successful e-learners and promoting self-regulated e-learners
• Marketing & promotion of the e-learning program
• Admitting, matriculating and providing financial assistance to e-learners
• Transfer student issues (e.g. transfer credit, prior learning assessment, fake credentials, assessment of readiness for online learning)
• Student services for supporting and retaining e-learners (e.g. tutoring, counseling, advising)
• Recruiting, training, supporting and assessing e-learning faculty
• Overseeing the design and development of e-learning curriculum and courses
• Assessing and evaluating e-learning courses and programs
• Issues of integrity and etiquette
• E-learning regulations and accreditation
• Keeping current and staying informed

Submission Procedure

E-learning professionals and e-learning scholars are invited to submit a 2-3 page chapter proposal clearly describing their proposed chapters (see proposal form below). Authors of accepted proposals will be notified about the status of their proposals and sent chapter guidelines. Chapters will be peer-reviewed. Contributors may also be requested to serve as reviewers.

Anticipated Timeline

10/12/15: Call for chapter proposals
12/04/15: Proposal submission deadline
12/18/15: Notification of proposal acceptance w/chapter submission instructions
03/18/16: Chapter submission deadline
05/10/16: Notification of final chapter acceptance w/chapter revision/edit instructions
06/30/16: Revised chapter submission deadline (address peer reviewer comments)

Editor Contacts

Dr. Anthony A. Piña is Dean of Sullivan University System’s Online Division. He is author/editor of the books Distance Learning and the Institution, Real-Life Distance Education: Case Studies in Practice and the upcoming Beyond the Online Course: Leadership Perspectives on e-Learning and is President-Elect of the AECT Division of Distance Learning (starting November 6).

Dr. Victoria L. Walker is Program Convener of the Online Master’s of Science in Education (MSEd), Learning Design and Technology program at Purdue University. She is on the Board of the AECT Division of Distance Learning.

Dr. Bruce Harris is the Founding Director of the Center for Teaching and Learning Excellence at Dixie State University. He has more than two decades of experience in online/distance education.

Please send correspondence to:

Dr. Anthony A. Piña
Dean, Sullivan University System Online
2100 Gardiner Lane #301
Louisville, KY 40205
(502) 413-8848 Email:

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Learning Analytics in the Trenches

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Call for Proposals on Professional Development in K-12 Online and Blended Learning

Call for Special Issue Proposals on:
Professional Development in
K-12 Online and Blended Learning
   As the popularity of online and blended learning escalates in primary and secondary education, the need for quality professional development for these learning environments also grows.

   For this special issue, submissions are invited that:
share research and ideas for professional development programs that prepare future and current teachers for these new learning environments.
Specifically, the editors are seeking submissions on professional development surrounding online/blended learning communities focusing on:development, implementation,  assessment, or other related topics.
Guest editors: Dr. Wendy Oliver & Dr. Rebecca Parks
For the full Call for Papers including a list of topics, click here.
JOLR is a Publication of AACE.

* Subscribe: Individuals (free digital) & Libraries (print)

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