CALL For PROPOSALS: “Digital Workplace Learning – Bridging Formal and Informal Learning with Digital Technologies”

Submit your proposal for an edited volume on “Digital Workplace Learning – Bridging Formal and Informal Learning with Digital Technologies” to be published by Springer, New York (

Interested scholars should submit a 1-page proposal to Dirk Ifenthaler ( by 01 November 2016, including author’s name (co-authors are welcome), institution, tentative title, chapter outline (max. 300 words), and five keywords. Early submissions are encouraged. All submissions will undergo a rigorous double-blind peer review who will recommend full submissions from among the proposals. You may refer to the following website for more information:


Digital learning is defined as any set of technology-based methods that can be applied to support learning and instruction. Emerging opportunities for digital learning include game-based learning, simulations, Massive Open Online Courses, social networks, learning analytics, or mobile applications. For corporate organisations, digital technologies enable the implementation of customised learning environments even on small scale. Hence, access to digital technologies changes learning in the workplace through cost effective delivery modes, easy to access leaning resources, and flexible learning environments. Currently, digital workplace learning is mostly implemented as formal learning environments, for example in the form of cooperate open online courses (COOCs). Yet, the opportunity for digital technology in workplace learning is the support of informal learning and fostering enablers for lifelong learning.


The edited volume “Digital Workplace Learning” aims to provide insights into how digital technologies may bridge and enhance formal and informal workplace learning. It will feature four major themes:

  • Part I. Theory of Digital Workplace Learning: This section includes theoretical perspectives (e.g., self-regulated learning, formal vs. informal learning, motivation, social context) relevant to the issues and challenges educators are facing when implementing digital technologies for workplace learning.
  • Part II. Digital Technologies in Workplace Learning: This section includes insights into available digital technology as well as organisational requirements for technology-enhanced learning in the workplace.
  • Part III. Design, Implementation and Assessment: This section highlights issues and challenges for designing and implementing digital workplace learning as well as includes strategies for assessments of learning in the workplace.
  • Part IV. Case Studies and Innovative Approaches: Contributions to this section will include case studies, empirical research findings, and innovative examples from organisations which successfully adopted digital workplace learning.

Call for Proposals

Prospective authors (co-authors are welcome) are invited to submit a chapter proposal, including title, abstract (max. 300 words), five keywords, and the part of the book (see above) not later than 01 November 2016 to Dirk Ifenthaler (

The proposal should be a previously unpublished work. Upon acceptance of the chapter proposal, the final chapter should be completed not later than 01 May 2017. Contributions will be blind reviewed and returned with comments by 01 June 2017. Finalised chapters are due no later than 01 June 2017. The final contributions should not exceed 20 manuscript pages. Guidelines for preparing chapters will be sent to authors upon acceptance of the proposal.

Proposed Timeline

The following represents a timeline for completing the edited volume:

01 November 2016: Proposal due including title, abstract, keywords
01 December 2016: Notification and additional information for accepted authors
01 May 2017: Draft chapters due
01 June 2017: Chapters returned with reviewers’ comments
01 July 2017: Final chapters due

Inquires and Submissions

Please forward your inquires and submissions to:
Professor Dirk Ifenthaler
Learning, Design and Technology
Business School
University of Mannheim
Twitter: @ifenthaler
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TICL Special Issue Call For Papers: Digital Pedagogies And Theories Of Learning & Instruction

Guest Editor: Prof. Vanessa P. Dennen, College of Education, Florida State University

The international journal of Technology, Instruction, Cognition and Learning is glad to announce a special issue on Digital Pedagogies and Theories of Learning & Instruction. This special issue is now seeking for submissions.

Digital learning environments may have the potential to dramatically change the ways students – and people, in general – learn, and the ways teachers and instructors teach. An iterative learning process occurs when new digital learning environments and pedagogical activities are designed and implemented: educators use what they already know about learning to informs their approach to using new digital technologies, and in turn their use of new digital technologies expands and refines their understanding of how people learn.

Technology, Instruction, Cognition and Learning (TICL) is a journal primarily interested in issues in the intersection point of these four disciplines; its vision is to improve interdisciplinary communication and to promote scientific dialogue on fundamental issues and technological developments having important implications for future advances.

An extraordinary amount of research has been conducted on the use of digital technologies to support learning, whether in formal or informal settings. The purpose of this issue is to promote a discussion of how digital learning environments have helped us better understand (or modify) theories of learning, how data from such environments illuminate “old” theories in a new light, and the main questions that digital learning platforms have raised regarding learning. We welcome manuscripts that present the need for newly developed learning theories (claiming the “old” ones might not be relevant to learning in the digital era) as well as papers that argue (and support their argument) that the very notion of learning has not been changed despite the wide presentation of digital technology. Ideally, papers submitted to this special issue will bridge between current trends in digital learning technologies and traditional, well-established learning theories, with the former strengthening our understanding of the latter.


Topics of interest

This special issue seeks manuscripts that address the relationship between digital learning environments and learning theories across broad and diverse contexts. We welcome manuscripts focused on digital learning in any subject matter area, for any age group, and across learning settings (formal, informal, non-formal, lifelong learning).


Important Dates

October 1, 2016 – Submission of abstracts (up to 500 words)

November 1, 2016 – Authors’ notification (abstracts)

February 15, 2017 – Submission of full papers (see TICL submission guidelines for format)

April 15, 2017 – Authors’ notification (full papers)

August 2017 (expected) – Special issue publication

Please send all submissions and enqueries to the Guest Editor by e-mail.

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CIDER Sessions: Call for Presenters

As we begin our 2016/17 season of CIDER Sessions, we invite researchers working in distance, distributed, online, or blended education to present in our ongoing monthly seminar series.

The Canadian Initiative for Distance Education Research (CIDER) is a research initiative of the International Review of Research in Open and Distributed Learning (IRRODL) and the Centre for Distance Education (CDE), Canada’s largest graduate and professional distance education programming provider, at Athabasca University, Canada’s Open University.

The CIDER Sessions are an online, open and free seminar series where researchers or research groups can present their work to a broad audience of fellow researchers, practitioners, and students from across Canada and around the world. Sessions are typically held on the first Wednesday of each month from 11am-noon Mountain time, though some exceptions may be possible to accommodate the presenter’s time zone. Presented through Adobe Connect, they are one hour in length, including questions from the audience, and are recorded, archived, and distributed through the CIDER site, at:

A small number of spots may be available for students nearing completion of their dissertation or thesis. International presenters are welcome; all presentations are held in English.

If you have recent research for our CIDER audience and would like to present in this season’s series, please contact Dan Wilton with a brief description of your research topic and approximate date when it will be available for presentation.

Dan Wilton
CIDER Sessions coordinator and host
Athabasca University

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Educational Technology (Instructional Design & Technology) and Online Conferences

The following list of conferences was adapted from Clayton R. Wright’s (June to December 2016, Edition #35) list Educational Technology and Education Conferences. I have simply highlighted conferences that have my interest (whether because of the organization, the alignment with my own research and interests, or location). Download Wright’s original list for more information and be sure to check with each organization to verify any details.

August 2016

September 2016

October 2016

November 2016

December 2016

  • December 9-10, 2016 Institute of Electrical and Electronic Engineers (IEEE) International Conference on MOOCs, Innovation and Technology in Education, 4th. Thiagarajar College of Engineering, Madurai, India.

January 2017

February 2017

March 2017

April 2017

May 2017

June 2017

  • June 12-15, 2017 Innovate Education Colorado, (InnEdCo, formerly Technology in Education), biennial. Keystone, Colorado, USA.
  • June 18-22, 2017 International Conference on Computer Supported Collaborative Learning (CSCL): Making a Difference – Prioritizing Equity and Access in CSCL, 12th biennial. Philadelphia, Pennsylvania, USA.
  • June ? 2017 International Conference on Communities and Technologies, 8th, biennial. Previously held June 27-30, 2015 in Limerick, Ireland.

July 2017

August 2017

September 2017

  • September 6-8, 2017 International Educational Technology Conference, 16th, International Teacher Education, and International Education Conference. Harvard University Faculty Club, Cambridge, Massachusetts, USA.

October 2017

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Veletsianos Video Summary of Digital Learning Environments

This is a video summary of: Veletsianos, G. (2016). Digital Learning Environments. In Rushby, N. & Surry D. (Eds) Handbook of Learning Technologies (pp. 242-260). Wiley. Download the paper from:

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CALL FOR CHAPTERS: Mediating Misogyny: Gender, Technology, & Harassment

CFP: Greetings, my colleague and I are currently soliciting submissions for an edited collection tentatively titled “Mediating Misogyny: Gender, Technology, & Harassment” that may be of interest to some in this group. Please consider submitting & circulate widely, thanks!

This proposed edited collection of interdisciplinary essays aims to critically analyze the ways the internet and digital technologies mediate misogyny, gender-based harassment, and assault. The online harassment of women has been gaining increasing visibility with contemporary incidents such as Gamergate, revenge porn sites, and the public misogynistic trolling campaigns directed at celebrities and journalists. In response, women are using the internet as a space for consciousness raising, feminist activism, collective storytelling, and resistance to gender-based harassment. This book will analyze how gender-based harassment is mediated and also uncover the ways women are using digital media technologies to fight back against harassment, trolls, and assault – both online and offline.

In an effort to propel the conversations forward and expand the discourse, we are particularly interested in chapters that not only document, critique, and analyze gender-based online harassment, but also put forward possible solutions that include a wide array of stakeholders and spheres including (but not limited to): activism, education, platform design, the law, social norms, workplace and platform policy, and the market.

We invite theoretical, qualitative, and quantitative approaches to the topic and welcome different disciplinary approaches including, but not limited to: cultural studies, media studies, critical race theory, gender studies, feminist approaches, communication, journalism, sociology, cultural anthropology, technology studies, and historiography.

Possible topics might include, but are not limited to:
– Feminism as related to safe (digital) spaces
– The public sphere and women’s participation in networked publics
– The relationship between platform design, policies, and online harassment
– The intersections of sexuality, race, ability, religion, age, class, and/or geography and the relationship to gender-based harassment
– Historical approaches to and contextualization of digital misogyny
– Case studies documenting, critiquing, and analyzing harassment via digital media
– The blurred boundaries of online and offline harassment
– Feminist anti-harassment activist campaigns
– Mediated representations of online harassment in news journalism and/or fictional narratives
– Harassment of women in the global south and other underrepresented online populations
– Professional women and harassment on the job

Please send complete chapters (max. 7,000 words w/ refs), a brief bio, and full CV to Dr. Jacqueline Vickery ( and Dr. Tracy Everbach ( by November 1, 2016. We will market the book for classroom adoption so take an undergraduate audience into consideration in your tone, scope, and approach.  Routledge has indicated interest as part of the Gender & Sexuality series and we will continue to consider other reputable academic publishers. Please circulate the CFP widely with graduate students, faculty, and independent scholars who work on any aspect of (digital) media, gender, and harassment.

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INFOGRAPHIC: State of Video in Education

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CALL FOR CHAPTERS: “Digital Affordances: Techno-Social and Critical Concerns”

*Call for Chapters*

“Digital Affordances: Techno-Social and Critical Concerns”

In the wake of numerous articles attempting to comprehend digital spaces
and their impact on social and cultural norms, the idea of “affordances”
has garnered much attention. But where do we go now? This edited book aims
to move beyond the observation of digital affordances’ existence to
investigate the many ways in which affordances have implications for the
creation, use, and impact of digital spaces.Chapter topics may include, but are not limited to:

Digital affordances and…

  • social network sites (Facebook, Twitter, Instagram, Snapchat, Tumblr,
  • Youtube
  • dating spaces (, Tinder, etc.)
  • personalized music services (Spotify, Pandora, etc.)
  • programming languages (critical code studies)
  • hardware
  • video games
  • mobile apps
  • rating apps (Yelp, etc.)
  • travel apps (Airbnb, Homeaway, Tripadvisor, etc.)
  • wearables (Apple watch, Oculus Rift, Fitbit, etc.)
  • sharing/gig economy apps (Uber, Lyft, etc.)
  • Google/Apple/Microsoft/web-based software platforms

Implications for…

  • race/ethnicity
  • gender
  • class
  • sexuality
  • age
  • religion
  • identification
  • power

Please send 500 word chapter abstracts and 100 word author bios to and by September 1, 2016.

Angela M. Cirucci, PhD
Assistant Professor
Communication Studies
Kutztown University
@angelacirucci <>

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CALL FOR CHAPTER PROPOSALS: End-User Considerations in Educational Technology Design

Proposal Submission Deadline: July 15th, 2016
End-User Considerations in Educational Technology Design
Editors: Rod D. Roscoe, Scotty D. Craig, and Ian Douglas (Arizona State University)

Educational technology development traditionally emphasizes strong pedagogical foundations and innovative applications from software engineering and learning analytics (e.g., intelligent tutoring via natural language). These dual approaches have resulted in an impressive landscape of technologies such asintelligent tutors, educational games, simulations, and automated writing evaluation. However, a third aspect of technology development—iterative usability testing and user-centered design—is often neglected (or at least not reported in the literature). Consequently, promising educational technologies may achieve lackluster results because intended users (e.g., students and teachers) cannot use the system… or do not want to.

Objective of the Book
A central premise of this volume is that the success of educational technologies depends upon attention to end-user considerations during design and development. This book aimsto present contemporary learning sciences perspectives on learning with technology along with overviews of best practices in user-centered design. Applications of these principles and methods will be highlighted in chapters wherein researchers, developers, and educators share their findings and lessons drawn from a variety of technologies and disciplines. We specifically solicit chapters that discuss how qualitative and/or quantitative findings from iterative usability, user experience, and design studies have contributed to educational technology efficacy.

Target Audience
The target audience of this book spans researchers, practitioners, developers, and professionals working in the field of educational technology. This multidisciplinary field synthesizes diverse contributions from education, psychology, learning science, computer science, software engineering, artificial intelligence, human factors, and user-experience design. This book seeks to provide theoretical and practical insights for how experts across disciplines can improve educational technologies by taking end-user considerations into account.

Recommended topics include, but are not limited to, the following
augmented/mixed reality
automated writing evaluation
blended learning and hybrid classrooms
educational games
e-learning and online learning
immersive virtual worlds
intelligent tutoring systems
multimedia learning
simulations and training
affect detection and sensors
human-computer interaction
human factors
human systems engineering
instructional design and pedagogy
software and interface design
TPACK and technology adoption
usability and user-centered design
user experience and attitudes

Submission Instructions
Authors are invited to submit, on or before July 15th, 2016, a chapter proposal of 1,000 to 2,000 words that clearly explains the mission, methods, and/or findings of their proposed chapter. Authors will be notified by July 31st, 2016 about the status of their proposals, and will be sent detailed guidelines for preparing and formatting their chapter submission.

Full chapters are expected to be submitted by October 15th, 2016, and all interested authors must consult the guidelines for manuscript submissions prior to submission (see link below). All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.


Submission Website:

Please note that there are no submission or acceptance fees for manuscripts submitted to this book publication, End-User Considerations in Educational Technology Design. All manuscripts are accepted based on a double-blind peer review editorial process, and all proposals should be submitted through the E-Editorial DiscoveryTM online submission manager.

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information about the publisher, please visit This publication is anticipated to be released in 2017.

Important Dates

July 15, 2016: Proposal Submission Deadline
July 31, 2016: Notification of Acceptance
October 15, 2016: Full Chapter Submission
December 15, 2016: Review Results Returned
January 30, 2017: Revised Chapter Submission
February 28, 2017: Final Acceptance Notification
March 30, 2017: Final Chapter Submission

Editorial Advisory Board Members:


Inquiries can be forwarded to any of the editors

Rod D. Roscoe
Assistant Professor, Human Systems Engineering
Arizona State University

Scotty D. Craig
Assistant Professor, Human Systems Engineering
Arizona State University

Ian Douglas
Executive Director, Research Professor, Institute for the Science and Teaching of Learning
Arizona State University

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International Journal of Designs for Learning


Are you a student of instructional design or learning sciences?

Have you designed an instructional project, in class or outside of class?

Share your design with other designers!

Sign up for the Student Design Case SLAM at AECT 2016 in Las Vegas. Bring your project and leave with a manuscript ready to submit to the journal.

The International Journal of Designs for Learning (IJDL), a peer-reviewed journal sponsored by AECT and Indiana University, publishes design cases – descriptions of designs for learning written by designers for other designers.  A design case focuses on helping the reader get a vicarious experience of the artifacts, environments or experiences you have created to support or enhance learning.

The Student Design Case SLAM, an AECT Workshop scheduled on October 17 at the 2016 convention, will take you from idea to draft manuscript in a single day!

Let us know what your project will be. Come on your own or sign up with one or more people who worked on this design with you. Write like crazy and submit your manuscript at the end of day. We will have five editors from the journal on hand to work with you throughout the day, and to ask you thought-provoking questions that will help you get at the heart of the ingenuity embodied in your design. A panel of readers will give you feedback and for fun we will award some prizes in the afternoon. Every submitted manuscript will be placed in the review process for IJDL.

Questions? Send them to Elizabeth Boling < >

We look forward to seeing you at the Student Design Case SLAM!

CLICK Here to register for the 2016 AECT Convention and choose the ‘Student Design Case Slam!’ workshop.

The Association for Educational Communications & Technology
320 W. 8th Street. Suite 101
Bloomington, Indiana 47404
Office: 812-335-7675
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