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.
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,
Dr. Miguel Zapata Ros, Universidad de Murcia
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:
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
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.
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.
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.
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.
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 (firstname.lastname@example.org). 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
Danilo M. Baylen, Ed.D. Professor, Instructional Technology College of Education, University of West Georgia email@example.com
Brad Hokanson, Ph.D. Professor, Design College of Design, University of Minnesota firstname.lastname@example.org
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.
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 | email@example.com or Dr. Brad Hokanson | firstname.lastname@example.org. 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.
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
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.
– 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) .
Conference on Meaningful Living and Learning in a Digital World
Sponsored by The Online Journal of Distance Learning
Administration and The University of West Georgia
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.
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.
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?
I will share what I end up with!