Tag Archives: Call for Chapters

Call for Chapters – Online Learning: Common Misconceptions, Benefits, and Challenges

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Call for Chapters
Online Learning: Common Misconceptions, Benefits, and Challenges

Editors: Patrick Lowenthal, Cindy York, and Jennifer Richardson
Publisher: Nova Science Publishers

The deadline for abstracts outlining what you want to contribute is May 5, 2013 and for the completed chapter is July 1, 2013.

Possible areas to be addressed include but are not limited to the following:
• Academic honesty and online learning
• Lurking and student engagement
• Benefits of MOOCs
• The future of MOOCs
• Limitations of MOOCs
• Online learning and class size
• Informal Learning
• Moving beyond learning styles
• Challenges of K12 online learning
• Critical thinking and online learning
• Challenges communicating in online learning environments
• Benefits of synchronous communication
• Limitations of asynchronous threaded discussions
• Assessing asynchronous threaded discussions
• Learning analytics and student performance
• Evaluating online learning
• Mobile computing and online learning
• The role of the teacher
• Instructor workload teaching online
• Assessing student learning
• Online Professional development
• Attrition and online learning
• The future of online learning
• Open educational resources
• Personal learning networks
• Social media and online learning
• Constraints of learning management systems

For consideration to be included in this edited book, please send a 250 – 500 word abstract and a brief bio to patricklowenthal@boisestate.edu.

Send any questions to Patrick Lowenthal (patricklowenthal@boisestate.edu).

Notes from the editors: The contributions for this edited book are intended to range from 3,000 – 5,000 words. This is not a peer-reviewed book. Even if your abstract is accepted, there are no guarantees that your final chapter will be accepted. Finally, please be aware of the aggressive timeline for both the abstract and the final chapter.

Here is a PDF version of the Call for Chapters

Call for Chapters: Assessment in Online and Blended Learning Environments

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Call for Chapters: Assessment in Online and Blended Learning Environments

Editors: Selma Koc, Patrick Wachira, Cleveland State University; Xiongyi Liu, University of Maine-Orono

Online and blended learning require the reconstruction of traditional instructor and learner roles, relations, and practices. Assessment becomes an important issue as a multidimensional process influenced by many factors in online and blended learning environments. Literacy in assessment is critical for both instructors and students for effective learning in online and blended environments. Instructors need to identify effective assessment strategies and techniques appropriate to online learning and understand the potential of technology tools for monitoring student learning and improving teaching. At the same time, how students are assessed show the students what is important and how they should approach learning; thus, engaging them in self-regulatory cognition and activities.
The focus of this book will be on assessment for learning, assessment of learning, assessment strategies, and factors facilitating and impeding assessment in online and blended learning environments. Providing both a research and a practice perspective, this book can help educators make the connection between pedagogy and technology to maximize their teaching when planning, designing, implementing and assessing for active learning and teaching.
The editors of the proposed book approach assessment as a responsible, responsive and integral pedagogy of any teaching and learning environment that actively engages instructors and learners. The objectives of the book will be:

· to help understand assessment as a responsible, responsive and integral pedagogy of teaching and learning in online and blended learning environments
· to present research or practice with respect to assessment in online and blended learning
· to present technology tools and applications that are used with respect to assessment in online and blended learning
· to provide suggestions for improving instruction and assessment in online and blended teaching and learning

Recommended Topics
1. Assessment in online/blended learning: Establishing a framework
2. Summative and formative assessment in online/blended learning
3. Assessment and instructional design in online/blended learning
4. Factors/processes that influence assessment in online/blended learning
5. Technology tools for assessment in online/blended learning
6. Assessment techniques and strategies in online/blended learning
7. Self-regulation and assessment in online/blended learning
8. Assessment and role play in online/blended learning
9. Self and peer-assessment in online/blended learning
10. Assessment of learning groups in online/blended learning
11. Authentic assessment in online learning/blended learning
12. Perspectives and experiences of instructors in assessment in online/blended learning
13. Perspectives and experiences of learners in assessment in online/blended learning
14. Rubric-based assessment in online/blended learning
15. Embedded formative assessment in online/blended learning
16. Assessment of teaching in online/blended learning
17. Web-based testing and assessment
18. Asynchronous and/or synchronous discussions as assessment in online/blended learning

Chapter topics are not limited to the list above. Please inquire about topic suggestions.

Submissions
Researchers and practitioners are invited to submit by October 31, 2012 a 2-3 page (500-750 words) proposal and chapter outline. Describe the content of the chapter including relevant literature adhering to APA 6th edition style. Email your proposal as a Word or Open Office attachment to Selma Koc at Assessment4Learning@yahoo.com. Include a cover page with a working title, the topic (see above) that best matches your proposal, affiliated institution, a brief biography along with an indication of whether your proposal focuses on research or practice.

Content and outline of the proposals should include:
· an overview of the research/project including purpose/objectives
· indication of significance to teaching and learning
· for research proposals, include a brief overview of theoretical framework, methodology, overview of results, implications and recommendations for research and practice
· for practice proposals, include a brief overview of the key elements of practice, with conclusions, implications and recommendations for research and practice

Final chapters should be between 20-30 pages (approximately 5,000-7000 words) including references, tables and charts. Authors of accepted proposals will be notified by December 1, 2012. Guidelines for preparing your paper and terms and definitions will be sent to you upon acceptance of your proposal.

Important Dates
October 31, 2012: Proposal Submission Deadline
December 1, 2012: Notification of Acceptance
February 28, 2013: Full Chapter Submission
March 31, 2013: Review Results Returned
May 15, 2013: Final Chapter Submission
XXX 2013: Anticipated Publication Date

Publisher Information
This book is scheduled to be published by Information Age Publishing (IAP).

 

Call for Chapters — The International Handbook of E-learning

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Significant development in E-learning over the past decade has tremendous implications for educational and training practices in the information society. With the advent of the Internet and online learning methodologies and technologies, meaningful E-learning has increasingly become more and more accepted in workplace. Academic institutions, corporations, and government agencies worldwide have been increasingly using the Internet and digital technologies to deliver instruction and training. At all levels of these organizations, individuals are being encouraged to participate in online learning activities. Since 1990, the field of E-learning enjoyed exponential growth and recognition. However, many communities around the world are still in the process of implementing E-learning. There is a tremendous need to share knowledge of e-learning and to compile what works and what does not. The purpose of the handbook is to provide a comprehensive compendium of research and practice in all aspects of E-learning. Below is a list of suggested themes and the timelines. The potential publisher of the handbook is Athabasca University Press, Canada.

Authors are invited to submit proposals that cover a variety of fields related to e-learning. Some themes are suggested below but you are not limited by the themes listed. We invite contributions from researchers, practitioners, professors, teachers, trainers, and administrators. Please submit a one page outline of the chapter you would like to write for the book.

Suggested themes of the chapters

Possible areas to be addressed by the chapters include but are not limited to the following.

• Historical perspectives of E-learning
• Theoretical foundations for E-learning
• A model for developing E-learning
• Evaluation of E-learning
• Learner support for E-learning
• Learner interaction in E-learning
• Open and Distributed Learning
• Strategies for transition to E- learning
• Instructional design for E-learning
• Interface design for E-learning
• Managing E-learning implementation
• Emerging technologies for E-learning
• Ethical considerations in E-learning
• Standards for developing E-learning
• Preparing faculty and learners for E-learning
• Policy and Practice in E-learning
• Blended Learning
• Mobile Learning
• World of Games and Play
• Synchronous and Asynchronous Learning Environment
• Use of social media in E-learning
• E-learning best practices around the world
• Future of E-learning
• Other topics related to E-learning

Important completion dates

• Submission of one page outline of chapter – 15 October, 2012
• Feedback on one page outline – 30 October, 2012
• Submission of full chapter – 31 January, 2013
• Feedback from chapter reviewers – 30 April, 2013
• Submission of revised chapter – 30 June, 2013
• Submit book manuscript to publisher – 30 September, 2013
• Expected publication date – January 2014

The length of the chapter should be between 4,000 and 5,000 words.

Please email the one page outline of your chapter to mohameda@athabascau.ca by October 15, 2012.

Dr. Mohamed Ally
Professor, Centre for Distance Education
Athabasca University
Canada
Email: mohameda@athabascau.ca

Dr. Badrul Khan
Founder
McWeadon Education, USA
Email: badrulkhan2003@yahoo.com

CALL FOR CHAPTER PROPOSALS

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CALL FOR CHAPTER PROPOSALS
Proposal Submission Deadline: March 15, 2011
Virtual Professional Development and Informal Learning via Social Networks
A book edited by Dr. Vanessa P. Dennen and Jennifer B. Myers
Florida State University, USA

Introduction
People are increasingly engaged in profession-related learning via social networks supported by Web 2.0 tools. Some of these informal online learners are already actively engaged in a profession, whereas others are preparing to enter a profession. Regardless, their online interactions enhance their formal education and face-to-face professional experiences. These individuals represent a sub-set of their larger professional community, not all of which has sought or may wish to seek online interaction. Still, the robust nature of these online communities, often developed in a bottom-up fashion, indicates the value of Web 2.0-based interaction for at least some people.

Informal, voluntary professional development activities allow professionals to focus on individual learning needs as they arise. These opportunities do not replace formal education and training, which should focus on core knowledge and skills within the profession. Instead, they enhance formal experiences by providing a platform through which individualization, social networking, mentoring, and knowledge brokering all may take place. Thus, the power of informal online learning and professional development is in supporting individuals as they determine their own learning needs and, typically through interaction with others, find pertinent and timely ways of meeting those needs. Ironically, these activities may not be validated by the organizations in which people work as true learning or professional development because they are free to participants, are not typically led by “experts” (or are led by self-proclaimed experts), are socially constructed, may include personal/off-topic chatter, are not formally assessed, and do not result in a certification or degree. Still, the activities fill an important gap in professional learning because they enable on-the-job knowledge exchange and teach what is not or what cannot be taught in formal environments.

Objective of the Book
This edited volume will examine how individuals and organizations are using Web 2.0 tools to create informal learning and professional development opportunities. Informal learning is learning which occurs outside of a formal educational context, typically driven by a personal question or an immediate need. In other instances, informal learning may occur as a by-product of other social interactions. In this context, we focus on informal learning that occurs through online social networks on a voluntary basis. Professional development, then, is defined as learning that will enhance one’s job-related knowledge or career growth regardless of field.

Some of the technologies that will be examined in this volume include but are not limited to Twitter, blogging, discussion forums, social bookmarking tools, You Tube, and Wikis. Particular phenomena that will be addressed include: knowledge brokering (e.g., cross-pollination of institutional knowledge); ongoing online support communities; event-based communities (e.g. conference tweeting, current event blogging); cognitive apprenticeship via shared online narratives; and informal development of knowledge and learning object repositories.

Target Audience
This book has two anticipated audiences, academics and practitioners. Chapters will be based on theory and empirical research, adding to the larger academic conversation on this topic. At the same time, they will be written in a manner that is clearly accessible to practitioners and will include implications for practice.

We anticipate that the book will be used in the following manner:
1. As a research reference for academics.
2. As a textbook for graduate courses in instructional systems/technology, information technology, and communication.
3. As a professional guide for practitioners, particularly human resources and career development professionals who seek to assist others in furthering their own professional development.

Recommended topics

The book will cover:
• Theories of Social Networks for Professional Development and Informal Learning.
• Development of Social Networks for Professional Development and Informal Learning.
• Impact of Social Networks on Professional Development and Informal Learning.

Suggested topics include, but are not limited to, the following:
• pedagogical frameworks for informal online professional development
• social networking frameworks for informal online professional development
• technology support for informal online professional development
• how professional development networks are designed and developed
• how norms and practices develop in professional development networks
• technologies used for professional development networks
• case studies of social network development
• evaluations of online professional development networks
• empirical research on network interactions in professional development networks
• case studies of cognitive apprenticeship, mentoring, and knowledge brokering through online social networks.

Submission Procedure
Authors are invited to submit chapter proposals on or before March 15 2011. The proposal should consist of a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by April 15, 2011 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by August 15, 2011. All submitted chapters will undergo a double-blind review. Contributors may also be requested to serve as reviewers for this project.

Publisher
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 www.igi-global.com. This publication is anticipated to be released in 2012.

Important Dates
March 15, 2011: Proposal Submission Deadline
April 15, 2011: Notification of Acceptance
August 15, 2011: Full Chapter Submission
October 15, 2011: Review Results Returned
November 15, 2011: Final Chapter Submission

Inquiries and submissions can be forwarded electronically (Word document) or by mail to:
Dr. Vanessa P. Dennen and Jennifer Myers
Department of Educational Psychology and Learning Systems
Florida State University, Tallahassee, FL USA 32306-4453
Tel.: +1 850-644-8783 • Fax: +1 850-644-8776
E-mail: vdennen@fsu.edu and jab07s@fsu.edu
Joint account: dennen.myers.book@gmail.com

http://www.igi-global.com/authorseditors/authoreditorresources/callforbookchapters/callforchapterdetails.aspx?callforcontentid=6465cf49-1211-4d2e-9527-800dd815d325