Call for papers–Situating Data Science

A Special Issue of Journal of the Learning Sciences
Guest Editors: Michelle Wilkerson and Joseph L. Polman

The emerging field of Data Science has had a large impact on science and society. This has led to over a decade of calls to establish a corresponding field of Data Science Education (Berman et al., 2016; Cleveland, 2001; Finzer, 2013). Initial efforts to do so, while productive, have focused primarily on curricular structures and materials rather than learner knowledge and experience. There is still a need to more deeply conceptualize what makes learning Data Science sufficiently different that it requires a new field of study, and to explore the theoretical and practical implications of these differences for constructing an ethical and effective Data Science Education.

This special issue of Journal of the Learning Sciences (JLS) will explore one key feature of Data Science that we argue has serious implications for education and research: learners’ relationships to data. Data Science is typically concerned with data that is at once personal and opaque—collected in incidental, automated, or unknown ways from activities and contexts within which learners themselves are deeply situated. Emerging research suggests this can significantly impact how learners engage with and make sense of these data—limiting opportunities to learn when these relationships are not recognized by educators or designers (Philip, Olivares-Pasillas, & Rocha, 2016; Rubel, Lim, Hall-Wieckert, & Sullivan, 2016) and enriching them when they are leveraged (Kahn, 2017; Lee, 2013; Taylor & Hall, 2013). The goal of “Situating Data Science” is to sketch the contours of what a Data Science Education might entail given these relationships. More specifically, we ask: In what ways do learners’ relationships relative to data, the contexts from which data are derived, and the tools and practices of data science, shape how they engage with and make sense of data? And, How might learners’ prior experiences with and relationships to data equip them for formal and structured Data Science Education experiences?

We invite contributions that explore how learners’ situatedness—relative to data, and relative to the field of data science—can impact learning in ways that necessitate new lines of research, new theoretical and methodological development, and new approaches to educational design and practice. We use the term situated (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991) in its broadest sense, to refer to a collection of approaches toward learning, cognition, and participation that we expect can grant new insight into the complex territory marked by the emerging fields of Data Science and Data Science Education. Papers may focus on questions such as:

• How do learners’ different experiences of the same data context affect their engagement with data, and how might this diversity be leveraged pedagogically?
• How do different framings of data science activity goals (e.g., using data for commercial exploitation, predictive modeling, advocacy, self-monitoring, scientific inquiry) influence learners’ engagement with and treatment of data?
• How are current data scientists, such as practitioners of learning analytics or educational data mining, apprenticed into the discipline? In what ways do such apprenticeships leverage (or not) learners’ own data or learning experiences?
• What might be fruitful theoretical and methodological approaches for uncovering orientations toward or experiences with data that are likely to be especially powerful for supporting formal Data Science Education?
• How can insights about learners’ experiences with the types of datasets, tools, and methods characteristic of Data Science in informal (e.g., home, online, museum, hobbyist, advocacy) contexts inform the design of formal Data Science Education experiences?

Submission Instructions: We are currently soliciting abstracts for proposed papers for the special issue. Abstracts should be no longer than 500 words and be accompanied by up to six keywords. Abstracts should be submitted to situatingdatasci@gmail.com. Our anticipated timeline is as follows:

Abstracts Due (to situatingdatasci@gmail.com) : Feb 19, 2018
Invitations to Submit Drafts Sent : Feb 26, 2018
First Drafts Due (to JLS ScholarOne online submission system) : June 22, 2018
Reviews of First Drafts : September 15, 2018
Ongoing Revisions : October 2018-April 2019
Final Manuscript Submitted : May 31, 2019
Special Issue Publication : Fall 2019

Per JLS editorial policy, all articles which are part of this special issue must be accepted through the journal’s standard review process. We anticipate including six (6) articles in this special issue, as well as an introduction by the guest editors and two commentaries.

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Call for Papers–Technology for Equity and Social Justice in Education

Special Issue of International Journal of Multicultural Education

Call for Papers: “Technology for Equity and Social Justice in Education”

Guest Editors:

  • Sherry Marx, Utah State University
  • Yanghee Kim, Northern Illinois University

Please contact Dr. Sherry Marx (sherry.marx@usu.edu) and
Dr. Yanghee Kim (ykim9@niu.edu) for questions.

Theme Description

The use of technology in the classroom has become efficient, effective, and ubiquitous in recent years. Scholars in the areas of learning sciences, information technology, engineering education, science education, computer science, special education, and teacher education, among others, are harnessing technology to improve the educational experiences of diverse school children and those traditionally marginalized in particular subject areas. There is much potential for technology to enhance the social justice and equity goals of multicultural education around the world.

Technology has often been used to augment regular instruction for children needing additional help with learning. Culturally responsive computing (Scott, Sheridan, & Clark, 2015) is a popular topic that is presently influencing many technological application.For example, high tech applications such as virtual pedagogical agents (animated on-screen characters) have been designed to embody gender and racial diversity to better tutor girls and children of color in math and literacy. Mobile apps and e-textiles have been designed to incorporate key aspects of indigenous and minoritized cultures to better engage students who have been traditionally marginalized in the sciences. Similar technologies specifically aimed at girls, such as sewing and weaving with LED lights and circuits, are also gaining in popularity. With the goals of developing equitable participation and strong learner identities,humanoid robots have been developed to serve as cultural brokers between linguistically and culturally diverse kindergarteners (Kim, Marx, & Nguyen, 2017). In the field of special education, innovative technological advances have assisted students in not only learning subject matter, but also in communicating, improving mobility, and developing social relationships with others (Erdem, 2017).

Technology has been used to facilitate equitable pedagogy and communication across and between students who do not share a common language and to empower diverse school children to tell their own stories of educational and identity growth. Makers spaces have opened formal and informal opportunities for young children to engage with advanced and simple technology to develop expertise in science at an early age. As it is ever-advancing, the possibilities for technology to improve the educational experiences of diverse learners seem limitless.

This special issue highlights the power of technology to enhance both educational achievement and social justice for diverse learners including culturally and linguistically diverse students, refugees, those attending school in an additional language, those in need of special education services, as well as anyone traditionally marginalized in education. Articles will illustrate a variety of innovative ways that advanced and/or simple technology can enhance the equity and empowerment aims of multicultural education. International perspectives on this topic are encouraged, as are studies examining formal and informal educational settings. Authors are expected to incorporate up-to-date multicultural education literature to demonstrate the disciplinary context of their article.

Possible topics might include:

· Examination of a particular technology for enhancing educational experiences for diverse learners at any level (elementary, secondary, post-secondary, higher education, formal, informal, etc.)
· Examination of technology as a way to communicate across language groups with diverse students.
· Examination of technology that incorporates students’ cultural resources into learning activities.
· Examination of technology that purposefully takes into account gender, race, and/or other identity markers of learners.
· Development and evaluation of online environments to connect diverse communities of learners and teachers.
· Examination of technology that can enhance the intellectual, social, cultural development of those traditionally marginalized in educational systems such as girls, those with special needs, language learners, etc.
· Synthesis of literature that examines technology-based programs to enhance multicultural education.
· Critiques of technology programs not meeting their goals of empowerment.
· International examples of technology to enhance multicultural education.

References

Erdem, R. (2017). Students with special educational needs and assistive technologies: A literature review. Turkish Online Journal of Educational Technology, 16(1), 128-146.

Kim, Y., Marx, S., & Nguyen, T. (2017). Brokering collaborations among children for equity. The 12th International Conference on Computer Supported Collaborative Learning (CSCL): Philadelphia, PA. June 20-22, 2017.

Scott, K. A., Sheridan, K. M, & Clark, K. (2015). Culturally responsive computing: A theory revisited. Learning, Media, and Technology, 40(4), 412-436.

IJME Submission Guidelines

1. Register first with the IJME (www.ijme-journal.org) if you are not a registered user. Please make sure that you have checked the “author” option in your profile.
2. Follow the IJME submission guidelines available from the website. Use the article template when preparing your manuscript. Manuscripts not following the submission guidelines will not be reviewed.
3. Submit your manuscript directly to the website. In addition, submit the author confirmation note (the first page of the article template) as a separate supplementary document and complete the metadata of your manuscript, as instructed in the journal’s submission webpage, by June 1, 2018.
IJME Selection Process of Manuscripts

1. Manuscripts will be judged on their strength and relevance to the theme of the special issue and should be aligned with the mission of IJME.
2. Manuscripts should neither have been previously published in another journal, nor are under consideration by another journal at the time of submission.
3. Each manuscript will be prescreened by special issue editors for its general fitness to the special issue. Then prescreened manuscripts will be subjected to a double-blind review by a panel of reviewers with expertise in the area. Those manuscripts recommended by the panel of experts will then be considered for final acceptance.

Recommended Timeline

1. June 1, 2018: Submission Deadline
2. August 1, 2018: Revision Request Decision by Special Issue Editors
3. October 1, 2018: Author Revision Deadline
4. December 1, 2018: Final Acceptance Decision
5. February 28, 2019: Publication of the Special Issue

A Brief Introduction of IJME

IJME is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. The journal is committed to promoting educational equity for diverse students, cross-cultural understanding, and global justice for marginalized people in all levels of education, leadership, and policies. The journal is indexed in numerous international databases such as ESCI, Scopus, ERIC, and Ebscohost and is ranked in the top quartile of social science journals from the world by Scientific Journal Rankings (SJR). The journal has been accessed by readers from over 140 countries since 2015.

For further details, please visit the journal website at www.ijme-journal.org.

 

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From my inbox: OLC is Seeking Chief Knowledge Officer

Are you seeking a collaborative working environment with knowledgeable and accomplished colleagues who share your commitment to the future of digital higher education? The Online Learning Consortium is seeking a Chief Knowledge Officer (CKO) to represent OLC and its mission to advance quality digital teaching and learning experiences for the modern learner.

As Chief Knowledge Officer for OLC, you’ll be at the forefront of the changing higher education landscape, working with the talented team that keeps the OLC community engaged with relevant and valued resources for driving the quality agenda. And you’ll enjoy doing it primarily from your home office, with opportunities to travel to our industry leading conferences and unique consulting engagements on the campuses of our member institutions and partners. As OLC’s CKO, you will provide a knowledgeable voice in representing OLC and its mission to the public.

Ideally, you’ll be an established thought leader in the field of digital learning, with a community of followers, experienced in talking with press and industry influencers about relevant issues, trends and research.

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Research Assistantship in Mathematics Education

Boise State University is pleased to announce a doctoral student research assistantship in the Curriculum and Instruction Ed.D. program starting in the fall of 2018. The position will support a newly-funded research project (VCAST) that involves developing video-based online learning modules for prospective secondary mathematics teachers. The application deadline is March 1, 2018. The position involves working with the VCAST project team for up to 20 hours a week during the two 16 week semesters. The position is renewable for three years, with the potential to fund for a fourth.

As a research assistant for the VCAST project you will have opportunities to:

  • work with faculty with diverse areas of expertise including: teacher education, mathematical knowledge for teaching, online learning environments;
  • conduct, present, and publish mathematics education research under the direction of mathematics educators;
  • acquire skills in data management, qualitative and quantitative research methods, and design-based research;
  • build knowledge about prospective teachers’ understanding of students’ ideas involving functional reasoning.

Benefits: The research assistant will receive a full tuition and fee waiver in fall and spring semesters, a stipend of approximately $20,000 for work in the fall and spring semesters, and student health insurance. In addition, shared office space and a laptop computer will be provided.

Read the position announcement for more information.

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Call for Papers–“Re-Examining Cognitive Tools: New Developments, New Perspectives, and New Opportunities for Educational Technology Research”

The Australasian Journal of Educational Technology (AJET) has just released a Call for Papers for a special issue to be published in early 2019, entitled “Re-Examining Cognitive Tools: New Developments, New Perspectives, and New Opportunities for Educational Technology Research”. The special issue seeks to rekindle and re-energise scholarly interest in, and dialogue around, the concept of educational technologies as cognitive tools for learning, with a particular focus on higher education and other post-secondary education contexts. A major goal is to encourage researchers and practitioners to take a fresh look at the concept and its possible applications in light of developments in not only technology, but also learning theory, pedagogy, instructional design, cognitive science, and psychology, that have taken place since the concept was first popularised in the early 1990s.

The guest editors of the special issue are Christopher Drew and Mark J. W. Lee.

While full manuscripts are not due until 1 August 2018, prospective authors are strongly encouraged to make initial contact with the guest editors well ahead of that date (ideally prior to June 2018), providing them with a brief proposal or abstract outlining the nature, content, and aims of the article they intend to submit.

The full Call for Papers is available at https://goo.gl/7mc7Uh .

Queries may be directed to ajet.cogtools@gmail.com . However, kindly note that manuscripts are *not* to be sent to this address (see the Call for Papers for submission instructions).

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Call for Proposals for Special Issues–The Electronic Journal of Communication (EJC)

Call for Proposals for Special Issues

The Electronic Journal of Communication (EJC) is seeking proposals for special issues edited by scholars on a variety of topics addressing human communication, including, but not limited to:

–electronic, digital, or social media scholarship;
–communication studies (including interpersonal, organizational, mass media, political,
gender-related, history, and other contexts)
–journalism;
–information science and/or human-computer interaction;
–related fields of study

For over 25 years, EJC has developed thematic issues that address emerging, innovative, or niche topics, research methods, or pedagogical interests with the goal of highlighting scholarship and stimulating further interest.   Proposals for special issues consist of:

–a brief description of the topic, theme, or area of interest to be addressed by the issue
–a brief explanation of its significance or importance
–any further information that would help illuminate the particular perspective taken
and/or the proposed editor’s qualifications
–CV for the proposed editor (individuals may also choose to co-edit)

To view themes of past issues, please see:   http://www.cios.org/www/ejcmain.htm
Examples of previous calls for papers may be read at:  http://www.cios.org/www/ejccalls.htm

Please send questions, indications of interest, or proposals for further discussion to:

Teresa M. Harrison
Managing Editor, EJC
Professor, Department of Communication
University at Albany, SUNY
Albany, NY 12222
http://www.albany.edu/communication/t_harrison.php
tharrison@albany.edu   @tmaharrison

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Call for papers–Collaborative Problem Solving Supported through Data Analytics

Collaborative Problem Solving Supported through Data Analytics

The Technology, Knowledge and Learning (TKNL) journal invites submissions for a special issue “Collaborative Problem Solving Supported through Data Analytics” organized in partnership with the UNESCO Chair of Data Science in Higher Education Learning and Teaching. Collaboration is understood as a continuous group activity addressing a mutually constructed problem or challenge and data analytics is understood as exploratory and confirmatory machine learning methods applied to dynamic data from learning and teaching activities. A group’s ability to collaboratively solve a problem is more than the sum of the individual member contributions, because unique synergies and added values emerge during the group’s social learning processes. However, if the problem or challenge does not hold the mutual interests of the parties, if the group cannot build a common understanding of the problem, or take appropriate action, then collaboration is impossible. Utilising data analytics for insights to improve education enables a new level of evidence-based research into learning and teaching. Hence, due to the fine-grained data captured during digital learning, it is possible to gain detailed insight into collaborative problem solving and learning trajectories of individuals and groups.

This special issue on “Collaborative Problem Solving Supported through Data Analytics” seeks contributions in the form of original research, work-in-progress, or integrative review articles (see http://www.springer.com/10758?detailsPage=societies for description of article types). Topics for this special issue may include, but are not limited to:

  • Identifying patterns of collaborative problem solving
  • Formative assessment of collaborative problem-solving performance
  • Group formation supported through data analytics
  • Design frameworks for implementing collaborative problem solving and data analytics
  • Case studies showing evidence of collaborative problem solving using data analytics

More information: http://di.ifenthaler.com/wp-content/uploads/2018/01/CfP_CPSA.pdf

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Call for Papers — Special Issue On: Using Computer Simulations to Enhance and Transform Teaching and Learning

Special Issue On: Using Computer Simulations to Enhance and Transform Teaching and Learning

Submission Due Date: 6/30/2018

Topics to be discussed in this special issue include (but are not limited to) the following:

Categorizations of computer simulations;
Theoretical/pedagogical frameworks for using computer simulations;
Instructional design models for computer simulations;
Computer simulations for experiential learning;
Computer simulations for authentic assessment;
Learner experience of computer simulations;
Computer simulations in STEM education;
Computer simulations in healthcare and medical disciplines;
Computer simulations in social sciences and humanities disciplines;
Computer simulations in professional development and training;
Opportunities, challenges, and future directions of computer simulations.

For more information, visit https://www.igi-global.com/calls-for-papers-special/international-journal-virtual-personal-learning/1134

All inquiries should be directed to the attention of:
Dr. Jennifer Qian
Guest Editor
International Journal of Virtual and Personal Learning Environments (IJVPLE)
E-mail: je.qian@northeastern.edu

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From my inbox, AERA Most Read Education Research Articles of 2017


1. Understanding Loan Aversion in Education: Evidence From High School Seniors, Community College Students, and Adults

This study provides the first large-scale quantitative evidence of levels of student loan aversion in the United States. Between 20 percent and 40 percent of high school seniors are loan-averse. Women are less likely to be loan-averse than men, and Hispanics are more likely to be loan-averse than whites.

AERA Open, January 2017

Angela Boatman, Brent J. Evans, Adela Soliz

2. Educating for Democracy in a Partisan Age: Confronting the Challenges of Motivated Reasoning and Misinformation

This study investigates youth judgments of the accuracy of truth claims tied to controversial public issues and the influence of political knowledge and exposure to media literacy education. It finds that political knowledge does not improve judgments of accuracy but that media literacy education does.


American Educational Research Journal
, February 2017

Joseph Kahne, Benjamin Bowyer

3. Student Enrollment Patterns and Achievement in Ohio’s Online Charter Schools

Researchers find that low-income, lower achieving white students in Ohio are more likely to choose online charter schools, while low-income, lower achieving minority students are more likely to opt into the traditional charter school sector. They also find that students in e-schools perform worse on standardized assessments than their peers in traditional charter and traditional public schools.

Educational Researcher, January 2017

June Ahn, Andrew McEachin

4. Kids Today: The Rise in Children’s Academic Skills at Kindergarten Entry

This study documents how students entering kindergarten in 2010 compare to those who entered in 1998 in terms of their teacher-reported math, literacy, and behavioral skills. While children—particularly black children—in 2010 entered kindergarten with stronger math and literacy skills, results for behavioral outcomes were mixed.


Educational Researcher
, January 2017

Daphna Bassok, Scott Latham

5. Is Common Core “Working”? And Where Does Common Core Research Go From Here?
Five years into the Common Core initiative, researchers and the general public are interested in whether and how the standards are “working.” This special topic introduction examines the state of the literature on these questions and offers suggestions for important work moving forward.

AERA Open, January 2017

Morgan S. Polikoff

6. The Gap Within the Gap: Using Longitudinal Data to Understand Income Differences in Educational Outcomes
Researchers leverage the longitudinal structure of state and district administrative data sets in Michigan to develop a new measure of economic disadvantage based on student eligibility for subsidized school meals, which can be used to estimate effects in program evaluations, improve value-added calculations, and better target resources.


AERA Open
, February 2017

Katherine Michelmore, Susan Dynarski

7. Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Systematic Review and Meta-Analysis
This review of academic interventions for elementary and middle school students with low socioeconomic status finds that tutoring, feedback and progress monitoring, and cooperative learning have effect sizes that are educationally important, statistically significant, and robust.

Review of Educational Research, January 2017

Jens Dietrichson, Martin Bøg, Trine Filges, Anne-Marie Klint Jørgensen

8. Impacts of Early Childhood Education on Medium- and Long-Term Educational Outcomes
This research review finds that children who participate in high-quality early childhood education programs before entering kindergarten later experience fewer special education placements, decreased grade retention, and improved high school graduation rates compared with peers who do not participate.


Educational Researcher
, November 2017

Dana Charles McCoy, Hirokazu Yoshikawa, Kathleen M. Ziol-Guest, Greg J. Duncan, Holly S. Schindler, Katherine Magnuson, Rui Yang, Andrew Koepp, Jack P. Shonkoff

9. Team-Based Professional Development Interventions in Higher Education: A Systematic Review
This review study provides an overview of the effects of team-based professional development on higher education teacher attitudes and teacher learning. Researchers identify several factors that can either hinder or support professional development at the individual teacher, team, and organizational levels.


Review of Educational Researc
h, April 2017

Inken Gast, Kim Schildkamp, Jan T. van der Veen

10. Rethinking the Use of Tests: A Meta-Analysis of Practice Testing
This meta-analysis examines the effects of practice tests versus nontesting learning conditions such as restudying, practice, filler activities, or no presentation of the material. Results reveal that practice tests are more beneficial for learning than are restudying and all the other comparison conditions that were included in the meta-analysis.


Review of Educational Research
, February 2017

Olusola O. Adesope, Dominic A. Trevisan, Narayankripa Sundararajan

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Special Issue Call for Papers: Disability as Meta Curriculum: Epistemologies, Ontologies, and Transformative Praxis

Curriculum Inquiry

The Editors of Curriculum Inquiry in collaboration with the Guest Editors are seeking manuscripts for a special issue, titled “Disability as Meta Curriculum: Epistemologies, Ontologies, and Transformative Praxis”

More information on the publisher’s website.

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