Online Learning Toolbox (open access)

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Educational Technology, Instructional Design, and Online Learning Conferences 2020

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.

December 2019

January 2020

  • January 4-7, 2020 Hawaii International Conference on Education, 18th Co-sponsored by California State University East Bay, Drexel University, Pepperdine University, and the University of Louisville. Hilton Hawaiian Village, Waikiki Beach, Honolulu, Hawaii, USA. http://www.hiceducation.org/
  • January 6-February 2, 2020 Course Quality Review (OSCQR) – ID4. Organized by the Online Learning Consortium (OLC). Offered online. https://onlinelearningconsortium.org/learn/olc-new-institute-schedule/
  • January 14-17, 2020 Florida Educational Technology (FETC) Conference: The Future of Education Technology Conference, 40th. Miami Beach Convention Center, Miami, Florida, Florida, USA. http://www.fetc.org/
  • January 15-18, 2020 Higher Education Consortium for Special Education (HECSE) Summit. Embassy Suites by Hilton, Washington, D.C., USA. http://hecse.net/blog/upcoming-events/meetings/
  • January 22-25, 2020 British Educational Training and Technology Show (BETT): Experience a World of EdTech Solutions. (35,050 attendees) ExCeL London, Royal Victoria Dock, London, United Kingdom. http://www.bettshow.com/
  • January 24-26, 2020 Educon 2.9, (Covers education and technology.) Science Leadership Academy, Philadelphia, Pennsylvania, USA. http://2017.educon.org/
  • January 27-29, 2020 Council for Higher Education Accreditation (CHEA) Annual Conference: Accreditation and Quality Assurance in the Next Decade. Capital Hilton Hotel, Washington, D.C., USA. http://www.chea.org/
  • January 27-30, 2020 EDUCAUSE Institute Management Program. New Orleans, Louisiana, USA. https://events.educause.edu/event-finder

February 2020

March 2020

April 2020

May 2020

June 2020

July 2020

August 2020

  • August 4-6, 2020 Distance Teaching and Learning, 36th Monona Terrace Convention Center, Madison, Wisconsin, USA. https://dtlconference.wisc.edu/
  • August 26-28, 2020 International Conference on Design Creativity, 6th. University of Oulu, Oulu, Finland. http://icdc2020.org/

September 2020

October 2020

November 2020

  • November 2-7, 2020 Association for Educational Communications and Technology (AECT) International Convention. Hyatt Regency Riverfront, Jacksonville, Florida, USA. https://aect.org/allevents.php
  • November 19-21, 2020 Association for the Study of Higher Education (ASHE) Annual Conference, 45th. Hilton New Orleans Riverside, New Orleans, Louisiana, USA. https://www.ashe.ws/futureconference
  • November 30-December 2, 2020 Global Learn: Global Conference on Learning and Technology. Organized by the Association for the Advancement of Computing in Education (AACE). Hosted by Cape Peninsula University of Technology, Cape Town, South Africa. https://www.aace.org/conf/glearn/

June 2021

August 2021

November 2021

  • November 2-4, 2021 WCET (Western Interstate Commission for Higher Education [WICHE] Cooperative for Educational Technologies) Annual Meeting, 33rd. (WCET now incorporates the National University Technology Network,) Denver, Colorado, USA. https://wcet.wiche.edu/events/annual-meeting
  • November 3-5, 2021 Association of Technology Management and Applied Engineering (ATMAE) Conference, 54th. Orlando, Florida, USA. http://www.atmae.org/?page=FutureConferences
  • November 3-8, 2021 Association for Educational Communications and Technology (AECT) International Convention. Hyatt Regency Columbus, Columbus, Ohio, USA. https://aect.org/allevents.php
  • November 8-13, 2021 American Evaluation Association (AEA) Annual Conference, 35th. Washington, D.C., USA. https://www.eval.org/p/cm/ld/fid=106

July 2022

August 2022

October 2022

  • October 24-28, 2022 Association for Educational Communications and Technology (AECT) International Convention. Planet Hollywood Resort and Casino, Las Vegas, Nevada, USA. https://aect.org/allevents.php
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Systematic Reviews in Educational Research (Open Access Book)

  1. Methodological Considerations

    1. Front Matter

      Pages 1-1
    2. Martyn Hammersley
      Pages 23-39 Open Access
    3. Melanie Nind
      Pages 55-68 Open Access
    4. Alicia C. Dowd, Royel M. Johnson
      Pages 69-87 Open Access
  2. Examples and Applications

    1. Front Matter

      Pages 89-89
    2. Joanna Tai, Rola Ajjawi, Margaret Bearman, Paul Wiseman
      Pages 91-110 Open Access
    3. Svenja Bedenlier, Melissa Bond, Katja Buntins, Olaf Zawacki-Richter, Michael Kerres
      Pages 111-127 Open Access
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Call for Papers: Theories of Learning and Instruction for Digital Education

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,
rickwest@byu.edu
Dr. Miguel Zapata Ros, Universidad de Murcia
mzapata@um.es

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:

  • Articles synthesizing existing theoretical work, and applying it to teaching and learning in innovative ways
  • Articles proposing new theoretical models and frameworks, based on rigorous argumentation and prior research
  • Articles showcasing how theoretical work has impacted the development of technology and pedagogy
  • Articles proposing standards and guidelines for developing strong theoretical contriutions to our field.

Publication Deadlines

  • Before January 1st, 2020 – Outlines may be submitted for feedback from the editor(s). This is not required, but may be helpful in preparing your paper.
  • January 1st, 2020 – Deadline for receiving full articles. Decisions will be provided by March 1, 2020
  • April 1st, 2020 – Revised papers received, with editorial feedback by May 15, 2020
  • June 15, 2020 – Revised papers (if more revision is needed) received; with final editorial feedback by July 15, 2020.
  • August 1, 2020 – Final copyediting and proofs approved
  • September 1st, special issue ready for publication.
  • October 1-31, special issue edition

Submission Procedures

Article proposals can be sent to RED: https://revistas.um.es/red/index  and https://revistas.um.es/red/about/submissions

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

SCOPUS https://www.scopus.com/sourceid/21100897215?origin=resultslist

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.

 

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Call for Chapter Proposals: Critical Digital Pedagogy

Chapter Proposals: Critical Digital Pedagogy – Broadening Horizons, Bridging Theory and Practice

Edited by Suzan Koseoglu, George Veletsianos, Chris Rowell

Planned publication online and in paper format by Athabasca University Press as a Gold Open Access publication.

We are excited to announce the call for proposals for an edited collection on the intersection of critical pedagogy and digital technologies in post-secondary and higher education contexts. Although there has been growing interest in critical digital pedagogy, scholarly literature in this area is scarce, fragmented, and lacks a diversity of voices. In addition, there is a dearth of examples showing how the philosophy of critical pedagogy is applied in practice in today’s increasingly digital and expansive higher education systems. This gap raises significant concerns because it makes it difficult for instructors, faculty trainers, instructional designers, administrators, and policymakers to transfer critical theory to practice and policy, and engage with critical digital pedagogy as an emerging and intersectional practice. To address this gap, we invite case studies and reflections that demonstrate how critical pedagogy is enacted in digital learning contexts (i.e., open, online, blended, etc.). Due to the interdisciplinary and practical nature of the edited book, we welcome contributions from scholars in a broad range of fields and from different backgrounds.

Target Audience
The edited collection is aimed for instructors, faculty trainers, instructional designers, administrators, policymakers and students who wish to better understand how critical pedagogy is applied in different digital learning contexts and across different disciplines. As such, submissions should be accessible to a broad range of readers.

Scope and Recommended Topics
Critical pedagogy is the central theme in the edited book and all submissions should clearly contribute to the theme. We encourage submissions that demonstrate “failures” as well as successes, while taking a critical look into the approach itself.

Related topics include but are not limited to: decolonization, diversity, equality, equity, inclusion, indigenization, targeted pedagogical approaches such as feminist- and anti-racist pedagogy, a critical look into the use of technology for learner empowerment and agency, the use of critical pedagogy in open and networked spaces.

Submissions
We invite submissions which explore critical digital pedagogy in context through case studies and/or reflective accounts of practice. Language and style should be accessible to a broad range of readers. To ensure consistency between the book chapters, all proposals should address the following in their submissions: (i) how critical pedagogy is enacted in practice, (ii) the role of digital technologies in this practice, and (iii) lessons learned/implications. Final submissions should be between 3500-4000 words including references. Further guidelines will be provided with notifications of acceptance.

Important Dates
1 December 2019: Proposal submission deadline (one page)
1 January 2020: Notification of acceptance (chapter guidelines will be provided)
1 April 2020: Full chapter submission (3500-4500 words including references)
15 June 2020: Reviews (authors will be invited to review other contributions)
1 August 2020: Revisions due from authors
September 2020: Editing and submission to Athabasca University Press.

Proposals should be submitted to the editors via email (s.koseoglu@gold.ac.uk). For further enquiries, please feel free to contact any of the editors.

Information on Athabasca University Press
The final manuscript will be submitted to the Distance Education series at Athabasca University Press. Books in this series offer informative and accessible overviews, research results, discussions and explorations of current issues, technologies and services used in distance education. Its current focus is on digital learning and education, with each volume examining critical issues, emerging trends, and historical perspectives in the field. The series is targeted at a wide group of readers that study and practice digital and online learning. Book published under this series are available at http://www.aupress.ca/index.php/books/series#DistanceEducation

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Call for Papers: Theme: Visual Media for Global Learning

Special Issue Editors

Danilo M. Baylen, Ed.D. Professor, Instructional Technology College of Education, University of West Georgia dbaylen@westga.edu

Brad Hokanson, Ph.D. Professor, Design College of Design, University of Minnesota brad@umn.edu

Description of Call

The increasing availability and global accessibility of visual media are creating new ways of acquiring knowledge. A significant catalyst for change and innovation with educational technology is the need for increased visual media literacy (VML) beyond reading and writing texts. VML will support and develop learners’ capability to use the information and communications technology (ICT) effectively in their everyday lives now and in the future. Further, it is necessary to develop competency in the use of visual media to manage the changing global and diverse teaching, learning, and work contexts. With the overwhelming presence of visuals generated by multiple media sources, learners need strong skills to decode and encode meaning from these artifacts. They also need the ability to infer and demonstrate understanding beyond what is seen or viewed. To encourage and sustain the effective use of visual media in making sense of what is happening, a community of researchers and practitioners is emerging. It is specifically concerned with how visual literacy education is supported by ICT in specific learning environments and beyond.

The purpose of this special issue is to showcase the latest and leading international research in the design, deployment and evaluation of visual 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 media literacy. The editors encourage proposals regarding new research showcasing and sharing visual literacy education as a critical learning element through the use of ICT. The following is a non-exhaustive list of possible topics and foci for submissions.

  • Research methodologies for the design, deployment, and evaluation of visual media literacy
  • Comparative and international studies of visual media literacy
  • Theoretical and critical considerations of ontological concerns and issues regarding the integration of visual media supporting literacy practices.
  • Exemplar case studies of the deployment of tools, apps, devices, and infrastructures in support of visual media literacy development

Expected publication date

September 2021

Submission Information

Please send a brief overview (approximately 500 words) of the proposed article no later than January 31, 2020, by email to the editors of the special issue, Dr. Danilo M. Baylen | dbaylen@westga.edu or Dr. Brad Hokanson | brad@umn.edu. Please include VML in the subject line of the email.

Based on this overview, authors will be invited to submit a full paper for consideration of publication in the special issue. Full papers will be between 5000-6000 words in length, not including references, tables, or figures.

Authors need to use APA formatting throughout the manuscript. Each manuscript must have an abstract (120-150 words) and 6 to 8 keywords. Authors submit their completed papers to the Editorial Manager system for TechTrends at http:// www.editorialmanager.com/tech and indicate SI: VML during the submission process. Authors will be asked to serve as reviewers for other submissions. Given your expertise as a scholar in this particular topic, this peer review feedback is valuable.

Important Dates

January 31, 2020 – Email submission of ideas due
February 15, 2020 – Notification of submission status made
April 30, 2020 – Full manuscript submissions due
June 15, 2020 – Feedback sent for revision
July 31, 2020 – Revisions due for additional review
September 30, 2020 – Feedback on revised manuscripts
November 30, 2020 — Revisions of revised manuscript complete
January 15, 2021 – Decision for publication consideration made
March 15, 2021 – Copyedit completed
April 15, 2021 – All documentation including copyright clearances completed
May 15, 2021 – Submission to Springer made
July 31, 2021 – Ready to print (online publication)
September 2021 – Special issue published (in print)

http://www.springer.com/journal/11528 TechTrends: Linking Research and Practice to Improve Learning A publication of the Association for Educational Communications & Technology Editor-in-Chief: Hodges, C. B. ISSN: 8756-3894 (print version) ISSN: 1559-7075 (electronic version) Journal no. 11528

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Job Aid / Infographic Example — Pouring the Perfect Pint

An image of a job aid on pouring the perfect pint

Steps to Pouring the Perfect Pint

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Call for Chapters: Human-Computer Interaction and Technology Integration in Modern Society

The human condition is affected by numerous factors in the modern society. At this modern time, technology is so integrated into culture and life that it has become necessary to perform even daily functions.

Human-Computer Interaction and Technology Integration in Modern Society is an authoritative reference source for the latest scholarly research on the widespread integration of technological innovations around the globe and examines how human-computer interaction affects various aspects of people’s lives. Featuring emergent research from theoretical perspectives and case studies, this book is ideally designed for professionals, students, practitioners, and academicians.

*Topics Covered*

– ICTs and citizen participation
– ICTs and commerce
– ICTs and culture
– ICTs and education
– ICTs and ethics
– ICTs and gender equality
– ICTs and governance
– ICTs and health
– ICTs and human empowerment
– ICTs and human rights
– ICTs and international cooperation
– ICTs and political development
– ICTs and poverty alleviation
– ICTs and rural development
– ICTs and social change
– ICTs and social media
– ICTs and social networks
– ICTs and socio-economic development
– ICTs and the environment
– ICTs and urban development
– Knowledge for human development
– Policy making with regard to ICTs for development

Please submit your full book chapter by December 30, 2019 for the review process. You may limit the word count to 10000 words for a full book chapter. The book will be published by the IGI Global, USA (www.igi-global.com) .

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Conference on Meaningful Living and Learning in a Digital World

Conference on Meaningful Living and Learning in a Digital World

February 10, 2020 – February 12, 2020
Brice Hotel
Savannah, Georgia
Proposals are due:  October 14th, 2019

http://meaningful.mozello.com

Sponsored by The Online Journal of Distance Learning
Administration and The University of West Georgia

SCOPE:
The third annual Conference on Meaningful Living and Learning in a Digital World will focus on issues related to living and learning with technology in ways that add authentic value to our lives and to the world. As we embrace the conveniences of emerging technologies in the classroom and beyond, we will explore ways to employ them with a people-centered approach that includes balance, compassion, healthy living, mindfulness, and relationships. 

Please plan to join us for three days of inquiry and peaceful rejuvenation in a scholarly environment.

STRANDS:
The Planning Committee of the Conference on 
Meaningful Living and Learning invites proposals on topics related to: 

·         Reconciling Humanity and Technology in the Classroom

·         Humanistic Instructional Design

·         Work-Life-Learning Balance

·         Health & Wellness in the High-Tech Workplace

·         Minimalism and Simplicity

·         Coaching and Mentoring Distance Learners

·         Sustainable Technology Solutions

·         Social Equity and Educational Access

·         Learning Science

The conference is particularly relevant to online teachers and leaders, instructional designers, psychologists, sociologists and social scientists, communication researchers, nurses and healthcare practitioners/researchers,  librarians and media specialists, and education administrators.


TO SUBMIT A PROPOSAL:
Proposals will include a 30 to 50-word description.  A link to
submittal can be found at the conference website.
http://meaningful.mozello.com

FOR MORE INFORMATION:
See our conference web site at:
http://meaningful.mozello.com

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Creating and facilitating effective discussions in online courses

Help me with an upcoming session I have with a group of online educators on creating and facilitating online discussions!

I am interested in what practitioners do to create, facilitate, and assess effective online discussions.

Are you an online educator and/or course designer? If so, do you have a few minutes to share a tip, an example, and/or resource for how you effectively use online discussions?

If so, please complete this short GOOGLE FORM or if you prefer, jump into this GOOGLE DOC.

I will share what I end up with!

Patrick

 

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