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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Call for Chapters: Social Media: Influences on Education

Social media is not only used for pedagogical and social purposes, but has also caused educators to lose jobs due to unprofessional postings and, among students, cyberbullying has become a problem. Thus, social media is a multi-faceted tool that can be used in ways both beneficial and detrimental, with many unexplored applications. We invite proposals for chapters on the many ways in which educators are investigating the effects of social media on education, broadly construed. We welcome original empirical or review projects; essays are not acceptable for the scope of this book.

Proposals should be typed and a maximum of 500 words, providing information on the chapter focus (including brief overview of method for empirical submissions).

Authors of accepted proposal will be asked to review one to three manuscripts for the book.

Proposal deadline is October 15, 2019 and proposals should be sent to Marlynn Griffin and Cordelia Zinskie, mgriffin@georgiasouthern.edu and czinskie@georgiasouthern.edu

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Call for Presenters – IETA 2020

Hi,

The IETA is seeking proposals from technologists, educators, subject-matter experts, consultants, and corporate partners to present at our 2020 annual conference “The Future is Clear” to be held at the Boise Centre in Boise, ID, February 3-5, 2020.The IETA strives to deliver pertinent, innovative, and informative content to Idaho educational leaders including administrators, librarians, teachers, technology directors, technology staff, trainers, and instructional coaches. Presentations should be informative and targeted to the anticipated audience or a sub group of the anticipated attendees.

We are looking for a wide variety of content to reach the varied audience of 1000+ expected to attend (educators, leaders, technologists). If you have information, ideas, best practices, or valuable experience to share, we would love to hear from you. Click this link to submit a session proposal.

Submissions will be reviewed by the IETA conference committee. The committee will select proposals to cover a wide range of topics and to ensure that adequate content is available for all audiences anticipated to attend. Selected proposals will be notified of their acceptance.

Presenters receive free conference registration as well as lunch each day.

Session proposals are due September 30th.

Submit a Session Proposal

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Boise State University: High-Quality Online Education Anytime, Anywhere

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Call for Papers: Special issue in Smart Learning Environments Journal: Towards enhancing learning using open educational resources

Thematic Series on Towards Enhancing Learning Using Open Educational Resources

Special issue in Smart Learning Environments Journal: Towards enhancing learning using open educational resources

Submission deadline: September 30, 2019

Since OER were adopted at the 2012 World OER Congress (Paris declaration), there has been increasing interest worldwide in open education initiatives. Many institutions have started providing open courses for students in countries and institutions worldwide. Learners can access OER from anywhere at anytime. New automatic learning assessment applications are being implemented using Artificial Intelligence (AI) can provide smart examinations and learning. Adaptive learning for students is still in its infancy. This special issue will focus on pedagogy, tools, policies and strategies to enhance learning using OER. The topics for this issue are varied and include but are not limited to:

  • Learning pedagogy and assessment in OER;
  • Application of AI in OER;
  • Adaptive learning using OER;
  • Open Licensing;
  • State of the art of OER;
  • Guidelines and frameworks for adoption of OER;
  • Authoring tools for open education;
  • OER and Massive Open Online Courses (MOOCs);
  • Inclusive OER for students with special needs; and
  • Case studies of using open education in schools/universities

Guest editors:

Dr. Huang Ronghuai, Smart Learning Institute of Beijing Normal University, Beijing, China

Dr. Ahmed Tlili, Smart Learning Institute of Beijing Normal University, Beijing, China

Dr. Mohamed Jemni, Arab League Educational, Cultural and Scientific Organization (ALECSO), Tunis, Tunisia

Dr. Rory McGreal, Athabasca University, Canada

For more information: https://slejournal.springeropen.com/oer

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