Author Archives: Patrick Lowenthal

Educational Technology Learning Conferences 2021 & 2022

The following list was adapted from Clayton R. Wright’s Educational Technology and Education Conferences List #46. 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.

November 2021

December 2021 – 170 Events

January 2022 – 171 Events

February 2022 – 165 events

March 2022 – 213 Events

April 2022

June 2022

July 2022

August 2022

  • August 1-5, 2022 Digital Pedagogy Lab. Hosted by the School of Education and Human Development, University of Colorado, Denver, Colorado, USA. In 2022, the event will be offered online.
  • August 4-5, 2022 International Symposium on Information and Communication Technology (SoICT, covering artificial intelligence, big data, communication networking, image and natural language processing, and digital technology trends), 11th. School of Information and Communication Technology, Hanoi University of Science and Technology, Hanoi, Viet Nam.
  • August 4-6, 2022 American Psychological Association (APA) Annual Convention, 130th. (The association has over 122,000 members.) Minneapolis, Minnesota, USA. or
  • August 22-November 4, 2022 EDUCAUSE Learning Technology Leaders Institute. Organized by EDUCAUSE which “is a nonprofit association whose mission is to advance higher education through the use of information technology”. The event will be held online. or
  • August 23-26, 2022 European Educational Research Association (EERA) European Conference on Educational Research (ECER): Education in a Changing World – The Impact of Global Realities on the Prospects and Experiences of Educational Research. Yerevan State University, Yerevan, Armenia.

September 2022

  • September 5-8, 2022 British Educational Research Association (BERA) Annual Conference. University of Liverpool, Liverpool, United Kingdom.
  • September 6-8, 2022 International Conference of the Association for Learning Technology (ALT). Manchester, United Kingdom.
  • September 7-9, 2022 International Conference on Universal Design: Transforming Our World through Universal Design for Human Development, 6th. Co-organized by University of Brescia, Ca’ Foscari University of Venice and University of Trieste. Brescia, Italy.

October 2022

  • October 24-28, 2022 Association for Educational Communications and Technology (AECT) International Convention. Planet Hollywood Resort and Casino, Las Vegas, Nevada, USA.
  • October 25-28, 2022 EDUCAUSE Annual Conference. (For higher education instructional technology professionals and technology providers). Denver, Colorado, USA.

November 2022

February 2023

March 2023

June 2023

July 2023

August 2023

October 2023

November 2023

  • November 28-December 1, 2023 Council for Exceptional Children Division for Early Childhood Conference, 39th annual. Minneapolis, Minnesota, USA.

March 2024

June 2024

July 2024

August 2024

September 2024

  • September 17-20, 2024 Council for Exceptional Children Division for Early Childhood Conference, 40th annual. New Orleans, Louisiana, USA.

Teaching in Online, Distance, and Non-Traditional Contexts

Edited by:
Cary Roseth, Michigan State University
Penny Thompson, Oklahoma State University

A volume in the series: Theory to Practice: Educational Psychology for Teachers and Teaching. Editor(s): Mike Yough, Oklahoma State University. Jane S. Vogler, Oklahoma State University. Eric M. Anderman, The Ohio State University.

Call for Chapters

We are seeking proposals for chapters in an upcoming volume, Teaching in Online, Distance, and Non-Traditional Contexts, a volume in the series Theory to Practice: Educational Psychology for Teachers and Teaching. The series is intended for instructors who teach educational psychology content in teacher preparation programs.

Educational psychology courses can be taught in a variety of formats beyond the face-to-face classroom, including fully online (asynchronous or synchronous), hybrid, or flipped environments. The COVID-19 pandemic has increased the prevalence of additional multimodal options, such as environments where students in the face-to-face classroom meet simultaneously with remote students connecting through video conferencing. These formats pose both challenges and new opportunities for creating rich and engaging learning environments. For this volume, we seek chapters that will help teacher educators in these varied delivery formats create engaging courses that are theoretically grounded while taking advantage of the affordances of available technologies. Chapters may focus on helping teacher educators teach effectively in their own online or hybrid contexts or on preparing future teachers to teach in these environments.

In the Teaching in Online, Distance, and Non-Traditional Contexts volume, we seek chapters that fall into one of the following broad themes:

Part 1: Design of Online Learning Environments

Guiding Questions:

? How do online/hybrid teaching and learning differ from face-to-face teaching and learning? How are they similar? What are the implications of these similarities and differences when designing online learning environments?

? How do you choose the modality (e.g., fully online versus hybrid, asynchronous versus synchronous, etc.) and technologies that best fit your content?

? What are the unique challenges (related to learning, motivation, etc.) for different modalities?

? What developmental considerations should preservice and in-service teachers consider when choosing a teaching modality? What does it mean to make sure an online or hybrid learning environment is “age-appropriate”?

? What represents well informed practice in accessibility in online teaching and learning?

? How can online/hybrid environments facilitate adapting to individual differences among learners?

? What considerations are important in online/hybrid course design with respect to culture, diversity, inclusion, and/or social justice?

Part 2: Implementation of Online Learning

Guiding Questions:

? How do you create a sense of community, belonging, or social connection in online/hybrid environments?

? How do you encourage and support learner participation and engagement (behavioral, emotional, or cognitive) in online learning environments?

? What is the role of interaction in online learning? How do you facilitate different types of interaction – learner-instructor, learner-learner, and learner-content?

? What kind of support (e.g., technology, professional development, personal/professional learning networks, etc.) is needed to help instructors teach effectively in online environments?

? How is carefully planned online/hybrid teaching and learning different from the emergency remote instruction we experienced during the pandemic? What valuable lessons learned during the pandemic can inform online/hybrid course design in the future?

Part 3: Assessment, Evaluation, and Iterative Improvement of Online Learning

Guiding Questions:

? What is the role of assessment (formative and summative) in online/hybrid learning environments?

? What are the challenges of assessing student performance in online/hybrid environments, and how can these challenges be overcome?

? What role does/should trace or surveillance data (e.g., clicking on topics, time spent watching video, frequency and timing of online access) play in guiding online instruction, learning, and/or assessment?

? How do you evaluate the overall success of an online course?

? Do established instructional design standards, benchmarks, or metrics (e.g., Quality Matters, Online Learning Consortium) play a role in helping instructors evaluate and improve their online courses?

Chapters may include comprehensive literature reviews, case studies of effective instructional practice, or systematic discussions of issues and areas in need of research. In all instances, chapters should focus on teaching Educational Psychology, specifically, within teacher education.

Proposals should be between 500-750 words and address the following:

? Scope and summary of the proposed chapter
? Fit to the series and volume, as well as the theme listed above

In the spirit of collaboration and mentorship, we encourage authors to include graduate students or colleagues who teach the same or similar courses as co-authors.

Proposals are due November 1, 2021. Submit proposals to Penny Thompson ( as a .docx or .pdf attachment named FirstAuthorLastName_EdPsychOnline_Part1 (or 2 or 3). Please include a separate title page with the title, author names, degrees, and institutions, as well as contact information for the corresponding author (named FirstAuthorLastName_Title Page).

Proposals will be reviewed and evaluated based on: a) usefulness to college instructors of educational psychology, b) evidence of theoretical/empirical support, c) broad accessibility and applicability of topics, d) quality of writing, and e) overall quality of ideas.

Estimated Timeline:

? 11/1/2021: Proposal due
? 1/15/2022: Authors notified
? 4/15/2022: Chapter due
? 6/15/2022: Feedback from editors
? 9/15/2022: Revisions due
? 2023: Chapters sent to publisher

Final chapters will be approximately 25-35 double-space pages including references, tables, and figures.

Questions should be directed to volume co-editors Cary Roseth ( or Penny Thompson (

Call for Articles on Advances in Cognitive Presence Special Issue of Online Learning

In this special issue, we invite researchers to submit studies on cognitive presence in online and blended learning environments. In the past decade, the Community of Inquiry (CoI) framework has gained the most attention from scholars for its capability of capturing the collaborative construction of personally meaningful and shared understanding in the online community of learners (Jan et al. 2019; Park & Shea, 2020; Stenbom 2018). According to Garrison (2017), understanding the dynamics of the collaborative process of learning is the strength of cognitive presence and the CoI framework.

Although the importance of cognitive presence to generate high-level learning in online environments is well documented in literature, researchers suggest that it is the least researched of the three constructs of the CoI framework and little progress has been made in understanding the development of cognitive presence and higher-order thinking and learning effectiveness online (Garrison, 2017; Sadaf, Wu, & Martin, under review). According to Garrison (2017), “much research is needed to fully appreciate the inquiry process (cognitive presence) that occurs in a shared learning environment.” Therefore, there remains a clear need for more conceptual and empirical research to explore processes and strategies that create and sustain conditions necessary to facilitate cognitive presence and higher-order learning in online environments.

This special issue on the topic of cognitive presence will bring together researchers working in this area and, in turn, advance various new perspectives on conceptualizations and processes related to cognitive presence. Bringing researchers together in a single issue will help advance this aspect of the field of online learning, and via an editorial, we can begin to synthesize the current work that is being done and make suggestions for future steps.

Possible Topics: Topics for the special issue include but are not limited to research on:

  • Cognitive presence and the learning sciences
  • Strategies to facilitate cognitive presence
  • Instructional design principles and/or strategies to foster cognitive presence
  • Cognitive presence and learning outcomes–perceived and actual
  • Cognitive presence, learning, and emotion in online and blended learning environments
  • Online student engagement and cognitive presence
  • Cognitive presence and ill-structured problem solving online
  • Motivational factors as predictors of cognitive presence
  • Cognitive presence in different disciplines
  • The relationship of cognitive presence to other forms of presence (e.g. teaching presence)
  • The relationship between interaction and levels of cognitive presence
  • Cognitive presence, shared metacognition, self-and co-regulated learning

Rigorous, cutting-edge qualitative, quantitative, mixed methods research articles and systematic reviews are welcome.


To notify us of your intent to submit, please send your abstract for review to Dr. Ayesha Sadaf,

Invited authors will submit full manuscripts through the Open Journal System (OJS), the OLC journal system. When submitting, be sure you select the section corresponding “Advances in Cognitive Presence Special Issue of Online Learning”.

Author Guidelines include general APA Style 7th edition except for the single-spacing requirement. Papers should be about 6,000-8,000 words. The Guide for Authors can be found here: For detailed assistance with APA style, refer to Purdue Online Writing Lab: Please note that contributors will also be requested to serve as reviewers for this project.

Preliminary Timeline:

  • Indicate intention to submit to Special Issue by July 12th (Send author information, contact details, and abstract to Ayesha Sadaf)
  • Invited authors notified by July 26th
  • Submit full manuscript through the OLC journal system by September 20th
  • Manuscripts sent out for review between September 21-23rd
  • Return reviews to editors on October 11th
  • Feedback from special issue editors by October 25rd
  • Return revised articles to editors by November 22th
  • Additional revisions as requested (date TBD)
  • Send manuscripts for copyediting on December 20th (absolute last day to be included)
  • Special Issue published March 2022 (anticipated)

*Final acceptance will not be notified until fully revised manuscripts have been submitted.

Special Issue Guest Editors
Dr. Ayesha Sadaf,
Dr. Larisa Olesova,
Dr. Martha Cleveland-Innes,
Dr. Nathaniel Ostashewski,
Dr. Peter Shea,

Online Learning, the official journal of the Online Learning Consortium promotes the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice in online environments. The journal has been published for over 20 years and is known to many by its former name, the Journal of Asynchronous Learning Networks (JALN).

OLJ is always open to receive submissions.  For more information please contact Sturdy Knight, OLJ’s Managing Editor, at