Call for Chapters: Open Access Book on Instructional Design

Instructional Design: An Introduction and Student Guide

Call for Chapters

Edited by Jason K. McDonald and Richard E. West, Brigham Young University

Initial publication: February, 2020

Link to this call:

Aims and Scope

The purpose of this book is to introduce students to the basic skill set and knowledge base used by practicing instructional designers, assisting them to complete a basic instructional design project with minimal assistance. We also anticipate the book will serve as a foundation and resource for students during additional experiences that contribute towards the development of their design knowledge, skills, and designerly identity.

Our target audience is first semester graduate students as well as advanced undergraduates. The context of use will be in an introductory instructional design skills course, with an instructor to support students with additional learning activities. However, we anticipate the book will be additionally useful in F2F, blended, or fully online courses. We are not targeting this book towards self-study learning experiences. Given our audience and goals, conciseness, a lack of jargon, and an emphasis on supporting instructional design practice will be valued above other considerations.

This book will be open access, and thus free to use, reuse, revise, remix, and redistribute (see Wiley, 2009), and will be distributed via

For more information

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Call for Chapter Abstracts Researchers at Risk: The Precarious Positions of Scholars Conducting Dangerous Enquiries

Edited by
Deborah L. Mulligan and Patrick Alan Danaher
University of Southern Queensland, Australia

This proposed edited research book is focused on the phenomenon of researchers at risk – that is, the experiences and perceptions of scholars whose topics of research require them to engage with diverse kinds of dangers, uncertainties or vulnerabilities. Sometimes this risk derives from working with variously marginalised individuals and groups, or from being members of such groups themselves; at other times, the risk relates to particular economic or environmental conditions and/or political forces influencing the specific research fields in which they operate. Researchers at risk frequently encounter ethical dilemmas focused on their relationships with the participants and other stakeholders in the research, including when they construct themselves, or are constructed by others, such as activists or lobbyists. Furthermore, they are required to navigate often perilous positions in order to conduct their dangerous enquiries in ways that protect the research participants as well as themselves.
The chapters in this book identify and elaborate a wide range of different types of risk to which contemporary researchers can be subjected. These types include, but are not limited to:
•       Emotional risk
•       Mental risk
•       Personal risk
•       Physical risk
•       Professional risk
•       Reputational risk
•       Spiritual risk
•       Wellbeing risk
for researchers and/or the participants with whom they conduct research.

Across the range of issues traversed in the book, it is planned that the following organising questions will be addressed:
1.      What are the different kinds of risk that contemporary researchers encounter when conducting their research?
2.      Why do some researchers encounter risk, and what are the effects of that risk on their research?
3.      How can researchers engage effectively and ethically with the risks attending their research?
4.      How do researchers at risk navigate the world after completion of their research?
5.      What do researchers’ precarious positions signify about the character, possibilities and limitations of contemporary research?
6.      How can researchers’ dangerous enquiries contribute to reconceptualising and reimagining the work and identities of contemporary scholars?

Abstracts of no more than 250 words are cordially invited as potential chapters for this proposed edited research book. The editors seek submissions that represent a diversity of geographical location, disciplinary focus, and theoretical and methodological approaches, united by a shared focus on the work and identities of researchers at risk, and on the strategies that researchers can enact that engage with, mitigate and subvert that risk. Please email your abstract and a bionote of no more than 125 words for each chapter author to either or

1.      Deborah L. Mulligan has spoken at a number of academic symposiums in South East Queensland and has presented in state-wide webinars. Her primary research interest resides in the field of gerontology. Her PhD investigated the role of contributive needs when addressing older men and suicide ideation. Deborah has a strong interest in community capacity building as a means of transforming the lives of older adults and combating the negative stereotypes surrounding this demographic. She is also interested in the long-term effects of research on the participants and the ethical implications of investigating marginalised groups. Email:

2.      Patrick Alan Danaher is Professor of Educational Research in the School of Linguistics, Adult and Specialist Education at the Toowoomba campus of the University of Southern Queensland, Australia, where he is also currently Acting Dean of the Graduate Research School. He is also currently an Adjunct Professor in the School of Education and the Arts at Central Queensland University, Australia; and Docent in Social Justice and Education at the University of Helsinki, Finland. His research interests include the education of occupationally mobile communities; education research ethics, methods, politics and theories; and academics’, educators’ and researchers’ work and identities. Email:

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Special Issue Call for Abstracts: Distance Education Across Critical Theoretical Landscapes

The purpose of this special themed issue is to provide a venue for scholars, researchers, instructional designers, and classroom teachers to engage with critical theories and diversity in open, flexible and technology-mediated distance learning environments. To provide the most opportunity for inclusion, we invite submissions that consider a wide variety of technologies, pedagogies, modes and settings (e.g., K-12, higher education, and industry/corporate settings). We encourage submissions that represent the theoretical landscape, and which demonstrate the breadth and depth of theoretical lenses that have been historically underrepresented. This includes, but is not limited to, the following: critical race theory, critical pedagogies, disability studies, feminisms, heutagogy, and LGBTQIA+ studies. Finally, we invite a variety of research paradigms as well as theoretical pieces, meta-analyses, and strategic reviews of the literature.

More information is located online 

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Call for Chapters: Cases on Teaching With Online Discussions

Call for Chapters

Proposals Submission Deadline: May 31, 2019
Full Chapters Due: September 28, 2019
Submission Date: December 24, 2019


In this digital age, faculty, teachers and teacher educators are increasingly expected to adopt and adapt pedagogical perspectives to support student learning in instructional environments featuring online or blended learning. This is important given the increasing growth in many forms of online and blended learning in higher education, teacher education and K-12 education (Seaman, Allen & Seaman, 2018; Barbour & Unger Harrison, 2016; Educause, 2019). The pedagogical perspectives required for online and blended teaching often require new skills. One highly adopted element of online and blended learning involves the use of online learning discussions. We are focusing on discussion-based learning because research suggests it offers a rich pedagogical context for creating learning opportunities as well as a great deal of flexibility for a wide variety of learning and learner contexts. Conceptually, a value of discussion-based environments lies in the possibilities they afford for interaction. Learner interaction has long been considered one of the most critical components of distance education courses (Kang & Im, 2013; Moore, 1989; Woo & Reeves, 2007). By exchanging ideas and information with their peers and instructor(s), students can construct new knowledge and develop deeper understandings of key concepts. As post-secondary and, increasingly, K-12 institutions cope with the rapid growth of online learning, and an increase in the cultural diversity of learners, it is critical to understand, at a detailed level, the relationship between online interaction and learning, and how educationally effective interactions might be nurtured, in an inclusive way, by instructors. As educational technologies proliferate, new tools that support interaction like video, audio, and real-time interaction will continue to emerge, calling for understandings of their effects and both commonalities and differences in discussion-based learning. The overall goal of this book is to give a comprehensive picture of the current landscape of online discussion-based learning across different educational settings.


In this edited volume of cases, we seek to identify promising designs, pedagogical and assessment strategies, conceptual models and theoretical frameworks that support discussion-based learning in online and blended environments. In particular, we invite contributions including, but not limited to the following issues.
• Different methodological and empirical considerations and including issues like assessment and data tracking.
• A variety of theoretical and conceptual frameworks including, but not limited to, the learning sciences, Community of Inquiry (COI), Computer Supported Collaborative Learning (CSCL), Computer Mediated Communication (CMC), Critical Theory and others.
• Different geographical regions or cultural contexts and settings and how these contexts impact online pedagogy and learning
• Different areas of instruction – pre-service, in-service, and continuing professional development as well as graduate and undergraduate
• Different types of educational experiences – online, blended, virtual, cyber, e-learning, hybrid, flipped learning experiences
• Different settings or content areas (such as liberal arts including language arts, social studies and STEM/STEAM education (mathematics, engineering, science, technology) and grade levels (elementary, secondary, higher education; teacher education).
• Illustrations of supporting online learning discussions through the use of artificial intelligence applications.

Target Audience

Books such as this one are especially important for compiling high-quality, up-to-date, scholarly cases that can support and enhance the effective design of online courses incorporating current and emerging digital tools to meet the evolving needs of diverse learners in a variety of sectors. The cases will be valuable for post-secondary faculty, K-12 and teacher educators as well as educational designers in educational and business settings, in providing a clearer vision of effective ways to teach online in the 21st century. Thus, this book is intended for:
? Teacher educators
? Post-secondary faculty and instructors
? Educational designers and developers
o Pre-service
o In-service (in educational or business settings)
o Professional development
? Instructional technology faculty
? Distance learning instructional designers and faculty

Recommended Topics

Recommended Topics include but are not limited to the following
1. The design of online discussion environments. While these have been popular since the early 2000s, potential limitations have been identified, such as Hewitt’s (2005) argument that the design of linear threaded discourse means that people tend to focus on the newest entries rather than deepening and extending existing threads. Some researchers have used graphical user interfaces. Others are building discussions into learning with multipurpose tools such as Seesaw or Sesame. How is current research and design dealing with the issue of deepening discussion?
2. Pedagogical strategies for encouraging deep learning. Monitoring and guiding online discussion is more potentially time consuming for instructors because of the large volume of generated material. How are instructors managing that issue currently and do those strategies differ across various education sectors?
3. Issues of assessment: On the one hand discussion environments offer a rich landscape for innovative assessment of many kinds: self, peer and instructor, and assessment for, of, and as learning. However, online discussions also can proliferate and so need pedagogical strategies to organize and make use of this online material in productive ways. Automated online tracking tools can potentially provide increasingly varied, and valuable, views of online learning practices for both individuals and groups. They can also support innovative teaching practices. What kinds of tools are being developed, or are needed, and how are they useful in these various contexts?
4. What are the different theoretical frameworks currently being used in online learning discussion environment research. They include social constructivism, and more recently, new literacies and social practices. What might these different frameworks offer in helping us understand the online learning context more deeply?
5. There are several conceptual models currently in the field which focus on different aspects of the teaching and learning process, including models such as Computer-Mediated Communication (CMC); Computer-supported Collaborative Learning (CSCL); Community of Inquiry (COI) for example. What does current research tell us about the usefulness of these models? Are there additional promising conceptual models? If so, what added value do they provide to our understanding of online interaction in learning and teaching?

Submission Procedure

Scholarly researchers and practitioners are invited to submit on or before May 31, 2019, a chapter proposal of 1,000 to 2,000 words clearly explaining the subject, mission and concern of the proposed case. Submissions should be made through the link at the bottom of this page. Authors of accepted proposals will be notified by June 30th, 2019 about the proposal status along with identification of guidelines for the case development. Authors will be expected to adhere to these guidelines exactly. Full cases are to be submitted Sept 28, 2019. All submitted cases will be reviewed on a double-blind review basis. Contributors will also be requested to serve as reviewers for this project. Chapters with multiple authors are welcome, even encouraged.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Cases on Teaching with Online Discussions


This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2020.

Important Dates

We anticipate the following production process and timeline:

Chapter Proposal Submission Deadline – May 31, 2019
Notification of Acceptance – June 30, 2019
Authors Submit First Draft of Chapters Due – Sept 28, 2019
Blind Peer Review Process – October 1-November 12, 2019
Peer Review Results Returned to Authors – November 26, 2019
Authors Send Final Full Chapters Due – December 24, 2019
Target Book Release – June 2020


Inquiries Can be Forwarded To
Lesley Wilton, University of Toronto,

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Call for Chapter Proposals: Disruptive and Emerging Technologies

Deadline: May 31, 2019

New technological developments are rapidly altering the business and social landscape, as we know it. We now control our homes from the touch of a button, ask chatbots for movie or restaurant recommendations, ride in autonomous cars, and have wearable devices, which allow us the ability to monitor our health remotely. Furthermore, mobile technology, social media, and cloud computing bring people together from all over the world, allowing equal access, and contribute to a global marketplace. In order to stay competitive, institutions of education must provide an emphasis on the wide-range of skills and experiences needed to contribute to a 21st century workforce. As new technologies emerge and even disrupt, there will be a demand for new forms of education and deeper learning.

Currently, we are in the process of editing a forthcoming publication entitled Disruptive and Emerging Technology Trends Across Education and the Workplace. The book will focus on the latest classroom and organizational research including the benefits and challenges of adopting such disruptive technologies and it will be published by IGI Global, an international publisher of progressive academic research. We would like to take this opportunity to cordially invite you to submit your work for consideration in this publication. Please visit for more details regarding this publication. You can also find detailed manuscript formatting and submission guidelines at If you have any questions or concerns, please do not hesitate to contact us. Thank you very much for your consideration of this invitation.
Best wishes,

Julie A. Delello, Ph.D.
The University of Texas at Tyler, USA
Rochell R. McWhorter, Ph.D.
The University of Texas at Tyler, USA

Disruptive and Emerging Technology Trends Across Education and the Workplace

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Call for Chapters: Emerging Techniques and Applications for Blended Learning in K-20 Classrooms


Lydia Kyei-Blankson, Ph.D., Illinois State University, USA
Esther Ntuli, Ed. D., Idaho State University, USA
Mohamed Nur-Awaleh, Ph.D., Illinois State University, USA


Call for Chapters

Proposals Submission Deadline: February 9, 2019
Full Chapters Due: March 26, 2019
Submission Date: July 30, 2019


The learning environment as we know it has changed considerably. Gone are the days when the only learning option was a face-to-face classroom experience where the teacher came in and delivered a lesson or lecture on the topic of the day. Now, many learning options are possible in education, from traditional to blended/hybrid to fully online. To teach in these environments, educators have adopted a variety of pedagogical strategies and innovative technologies to enable learning. Of the three delivery formats, the blended mode, which involves the fusion of online and traditional face-to-face instruction and learning activities, is often said to have the most potential to provide the best learning environment. Many institutions are opting for the blended approach because of the belief that it offers “the best of both worlds”. As blended learning continues to evolve and expand, it is important that information regarding what the best educators do and what constitutes the most ideal combination of online and traditional pedagogical strategies in blended education and at all levels needs to be illuminated and shared as blended instruction does not come in a single formula.


The aim of this book is to provide an opportunity for educators to learn pedagogical strategies and technologies that have been successfully applied in blended instruction. In addition, the student outcomes from the use of these techniques will be presented. This book will be organized into various sections, each chapter authored by best practices educators in K-20 classrooms. The chapters in this book will highlight the strategies used and successes with teaching and learning that have occurred with the use of these techniques in blended education.

Target Audience

This book is intended for educators who teach or plan to teach in blended learning environments. The goal is to provide instructors with evidence-based strategies for teaching blended classes at all levels of education. To date, such information which is not readily available is necessary to help instructors and students succeed in this learning environment. In addition to the goal stated above, the content of this publication will provide a body of knowledge that will lead to the further development of the studies that focus on the area of blended education.

Recommended Topics

  • Best practices in blended education
  • Innovative strategies in blended education
  • Pedagogical strategies used in blended instruction in elementary, secondary, and/or tertiary education
  • Innovative technologies applied in blended instruction in elementary, secondary, and/or tertiary education
  • Student outcomes with the use of best practices in blended instruction
  • Assessing Blended learning

Submission Procedure

Researchers and practitioners are invited to submit on or before January 25, 2019, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors must consult the guidelines for manuscript submissions at prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project. Note: There are no submission or acceptance fees for manuscripts submitted to this book publication. All proposals should be submitted through the E-Editorial DiscoveryTM online submission manager. Full chapters must be submitted by March 26, 2019. Authors will be notified by May 24, 2019 about the status of their chapters and be provided suggestions for improvement after a double-blinded review process. All final submissions will be expected by July 30, 2019.


This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2019.

Important Dates

March 26, 2019: Full Chapter Submission
May 10, 2019: Peer Review Process
May 24, 2019: Return review feedback to Authors
June 21, 2019: Revised Chapter Submission
July 30th, 2019: Final Chapter Submission


Dr. Lydia Kyei-Blankson –

Dr. Esther Ntuli –

Dr. Mohamed Nur-Awaleh –

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Call for Proposals: Supporting and Engaging Online Learners International Perspectives in Higher Education

We invite diverse individuals from across the globe who represent various facets of higher education including (but not limited to) academic and student affairs/services professionals, and administrators to join us in creating this unique resource. This volume of the Innovations in Higher Education Teaching and Learning book series will illuminate international perspectives on supporting and engaging online learners. We seek colleagues to provide scholarly, research-based narratives or strategies for improving practice – particularly with regard to “out of class” support and engagement structures for online students. This volume will provide insight into how universities are creating ecosystems that are inclusive for online students.

The book will be a book under the series:
Innovations in Higher Education Teaching and Learning by Emerald Publishing.

An edited volume by:
Dr. Jaimie Hoffman
Director of Student Affairs & Learning, Noodle Partners
Associate Lecturer, University of Wisconsin La Crosse

Dr. Patrick Blessinger
Research Scientist, International Higher Education Teaching and Learning Association
Adjunct Associate Professor of Education, St. John’s University

Dr. Enakshi Sengupta
Director, Center for Advanced Research in Education (HETL)
Managing Editor, Journal of Applied Research in Higher Education


  • Call for Chapter Proposals: February 22, 2019
  • Chapter Proposal Submission Deadline: March 25, 2019
  • Notification of Acceptance: April 25, 2019
  • Authors Submit First Draft of Chapters Due: July 31, 2019
  • Blind Peer Review Process: August 20- September 17, 2019
  • Peer Review Results Returned to Authors: October 15, 2019
  • Authors Send Final Full Chapters Due: November 12, 2019
  • Target Book Release: July 2020


This volume will provide educators with an understanding of the needs of online learners and strategies for supporting those needs. Enrollment trends illustrate an increase in enrollment of students in online education – with an increase from 4.5 million to 5.2 million undergraduates from 2012 to 2016 and a larger increase in graduate students of 3.2 million in 2012 to 5.8 million in 2016. In fact, 30% of students in the United States take at least one course online (Allen & Seaman). There’s no doubt that the future of higher education will evolve and even likely rely upon online learning as a method for increasing access to higher education. As high as 20% of students drop out (Nistor & Neubauer, 2010; Crawley & Fetzner, 2013) before completing their degree. All students, including online students do better academically when they feel valued, welcome, and supported (Ludwig-Hardman & Dunlap, 2003), thus it’s important to understand and unpack best practices in supporting online students.

Volume Topics

Although not a comprehensive list, the following topic areas are provided as a starting point for potential chapter authors to see how they might contribute to the volume.

Section One
The first section of this volume (principles and framework) will explore some foundational elements of supporting online learners by first uncovering the growing trends in online education, examining the needs of online students broadly and among sub groups (e.g. undergraduate and graduate students and students within various disciplines), discussing some basic commitments for supporting the needs of online learners, and strategies for creating a comprehensive support system inclusive of online learners.

Section Two
The second section of the volume (best practices) will be strategy/best practice-based allowing for the opportunity to focus on specific aspects of supporting online students such as: mental health counseling, disability accommodations, engagement in co-curricular activities/involvement opportunities, career development support, alumni engagement, academic skills development (e.g. tutoring and writing support) student conduct processing, and assistance with health services. The best practice section of the book will comprise a series of vignettes and case studies where authors share their best practices or research and the outcomes associated with those practices.


Please contact Jaimie Hoffman at or Patric Blessinger at

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Call for Papers: Tech Trends Special Issue – Division of Organizational Training and Performance

The Division of Organizational Training and Performance of AECT is sponsoring a special issue of Tech Trends related to trends, issues, best practices and current research in organizational training and performance.

Special Issue Co-Editors

Nancy B. Hastings
University of West Florida

Jennifer A. Bauman
GP Strategies

Submissions should align with the Division Mission to bridge the gap between research and practice, facilitating communication, collaboration and sharing between academics, students, and practitioners across multiple disciplines interested in applying current theory and research to training and performance improvement initiatives.  The following is a non-exhaustive list of possible topic ideas:

  • Applications of performance improvement processes in organizational settings
  • Performance, gap and cause analysis in organizational settings
  • Design, development, implementation and evaluation of models related to organizational training and performance
  • Change management
  • Informal learning
  • Mentorship
  • Coaching
  • Motivation
  • Employee development (leadership, faculty, etc.)
  • Technology’s role/impact on organizational training and performance
  • The relationship between theory and practice in organizational training and performance

Expected publication date: January 2020

Submission Information

Articles should follow the writing style guidelines for Tech Trends.  Submissions should be 4000-5000 words in length (10-15 pages) and abstracts should not exceed 150 words.  Use APA formatting throughout.

Please submit a brief abstract (approx. 500 words) of proposed articles to Nancy Hastings at for initial review.  If accepted, you will be directed to a Tech Trends portal for this special issue where you will submit your full article per the schedule below.

We kindly ask authors to also serve as reviewers for other submissions.  Given your expertise in organizational training and performance, your peer review feedback is extremely valuable.  If you are willing to serve in this capacity please contact Nancy Hastings ( or Jenny Bauman ( to volunteer.  Thank you.

Important Dates

  • February 25-Email submission of abstracts due
  • April 8 – Full submissions due
  • May 20 – Decisions made; feedback sent
  • July 1 – Revisions due
  • August 12 – Feedback on revised manuscripts
  • September 9 – Revisions due


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Call for Proposals: “Research Methods in Learning Design and Technology”

Title of this edited volume: “Research Methods in Learning Design and Technology”
There are already several confirmed book chapters but I am looking to include five or six additional chapters to the book.

Introduction and Objectives:

This edited volume serves to combine knowledge related to research methodologies in the instructional design and technology (IDT) field. It will address questions such as: How has our research methodologies evolve? What are the methodologies that can be used to investigate traditional and new research environments? How can we apply innovative research methodologies to address questions related to learning, design, and technology? This edited volume will provide IDT scholars with a solid foundation of the different methods that can be taken to investigate a research problem. This knowledge aids researchers in the understanding of the rationale for the application of specific procedures or techniques used to identify, select, process, and analyze information applied to understand a research question.

The objectives of this book are to:

  • Present a historical overview of how different methodologies have adapted to the new and changing learning environments

  • Illustrate how different methodologies can be used to investigate topics related to IDT

  • Explore benefits and drawbacks to different types of research methodologies in research related to the IDT research

  • Discuss the future of research methodologies in the IDT field


Proposal Submission Deadline: March 1, 2019

Full Chapters Due: August 30, 2019

This publication is anticipated to be released in 2020.

For more information:

Best regards,

Enilda Romero-Hall, Ph.D.
Assistant Professor
Graduate Coordinator of the Instructional Design & Technology Program
College of Social Science, Mathematics, and Education
The University of Tampa

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Call for Chapters: “Handbook of Research on Adult Learning in Higher Education”

Please consider submitting a chapter for “Handbook of Research on Adult Learning in Higher Education” textbook.
The editorial team is soliciting chapters on a broad range of topics that focus on teaching, learning, innovations, challenges, and trends in adult education. You can find additional information in the attached call for chapter proposals document.
The purpose of the handbook is to provide a critical review of adult education as an academic discipline. It will examine foundations and trends in adult education from different academic lens. The focus of the handbook is to use emerging knowledge, data, and artifacts to expand the understanding of adult education. This handbook will also examine empirical research in adult education focusing on the impact of culture, globalization, and emerging technology.
Some chapter topics are:
  • Foundations of Adult Education and the Principles of Andragogy
  • Emerging Theories in Adult Education
  • Emerging Trends and Issues in Adult Education
  • The Changing Characteristics of Adult Learners
  • Online Learning and Effective Use of Online Discussion
  • Virtual Reality
  • Artificial Intelligence
  • Graphics (Infographics) and Learning
  • Gamification
  • Simulation in Adult Learning
  • Globalization and Adult Education
If you are interested, please submit a two-page Chapter Proposal to by the following dates, early submission is January 6th and late submission is February 5, 2019. Note that full chapter submission should be submitted to by May 6, 2019.
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