Call for Papers: Theme: Visual Media for Global Learning

Special Issue Editors

Danilo M. Baylen, Ed.D. Professor, Instructional Technology College of Education, University of West Georgia

Brad Hokanson, Ph.D. Professor, Design College of Design, University of Minnesota

Description of Call

The increasing availability and global accessibility of visual media are creating new ways of acquiring knowledge. A significant catalyst for change and innovation with educational technology is the need for increased visual media literacy (VML) beyond reading and writing texts. VML will support and develop learners’ capability to use the information and communications technology (ICT) effectively in their everyday lives now and in the future. Further, it is necessary to develop competency in the use of visual media to manage the changing global and diverse teaching, learning, and work contexts. With the overwhelming presence of visuals generated by multiple media sources, learners need strong skills to decode and encode meaning from these artifacts. They also need the ability to infer and demonstrate understanding beyond what is seen or viewed. To encourage and sustain the effective use of visual media in making sense of what is happening, a community of researchers and practitioners is emerging. It is specifically concerned with how visual literacy education is supported by ICT in specific learning environments and beyond.

The purpose of this special issue is to showcase the latest and leading international research in the design, deployment and evaluation of visual literacy practices supported by educational technology. The special issue welcomes submissions from all researchers and practitioners who are designing, developing, and evaluating ICT-supported learning experiences that involve visual media literacy. The editors encourage proposals regarding new research showcasing and sharing visual literacy education as a critical learning element through the use of ICT. The following is a non-exhaustive list of possible topics and foci for submissions.

  • Research methodologies for the design, deployment, and evaluation of visual media literacy
  • Comparative and international studies of visual media literacy
  • Theoretical and critical considerations of ontological concerns and issues regarding the integration of visual media supporting literacy practices.
  • Exemplar case studies of the deployment of tools, apps, devices, and infrastructures in support of visual media literacy development

Expected publication date

September 2021

Submission Information

Please send a brief overview (approximately 500 words) of the proposed article no later than January 31, 2020, by email to the editors of the special issue, Dr. Danilo M. Baylen | or Dr. Brad Hokanson | Please include VML in the subject line of the email.

Based on this overview, authors will be invited to submit a full paper for consideration of publication in the special issue. Full papers will be between 5000-6000 words in length, not including references, tables, or figures.

Authors need to use APA formatting throughout the manuscript. Each manuscript must have an abstract (120-150 words) and 6 to 8 keywords. Authors submit their completed papers to the Editorial Manager system for TechTrends at http:// and indicate SI: VML during the submission process. Authors will be asked to serve as reviewers for other submissions. Given your expertise as a scholar in this particular topic, this peer review feedback is valuable.

Important Dates

January 31, 2020 – Email submission of ideas due
February 15, 2020 – Notification of submission status made
April 30, 2020 – Full manuscript submissions due
June 15, 2020 – Feedback sent for revision
July 31, 2020 – Revisions due for additional review
September 30, 2020 – Feedback on revised manuscripts
November 30, 2020 — Revisions of revised manuscript complete
January 15, 2021 – Decision for publication consideration made
March 15, 2021 – Copyedit completed
April 15, 2021 – All documentation including copyright clearances completed
May 15, 2021 – Submission to Springer made
July 31, 2021 – Ready to print (online publication)
September 2021 – Special issue published (in print) TechTrends: Linking Research and Practice to Improve Learning A publication of the Association for Educational Communications & Technology Editor-in-Chief: Hodges, C. B. ISSN: 8756-3894 (print version) ISSN: 1559-7075 (electronic version) Journal no. 11528

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Job Aid / Infographic Example — Pouring the Perfect Pint

An image of a job aid on pouring the perfect pint

Steps to Pouring the Perfect Pint

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Call for Chapters: Human-Computer Interaction and Technology Integration in Modern Society

The human condition is affected by numerous factors in the modern society. At this modern time, technology is so integrated into culture and life that it has become necessary to perform even daily functions.

Human-Computer Interaction and Technology Integration in Modern Society is an authoritative reference source for the latest scholarly research on the widespread integration of technological innovations around the globe and examines how human-computer interaction affects various aspects of people’s lives. Featuring emergent research from theoretical perspectives and case studies, this book is ideally designed for professionals, students, practitioners, and academicians.

*Topics Covered*

– ICTs and citizen participation
– ICTs and commerce
– ICTs and culture
– ICTs and education
– ICTs and ethics
– ICTs and gender equality
– ICTs and governance
– ICTs and health
– ICTs and human empowerment
– ICTs and human rights
– ICTs and international cooperation
– ICTs and political development
– ICTs and poverty alleviation
– ICTs and rural development
– ICTs and social change
– ICTs and social media
– ICTs and social networks
– ICTs and socio-economic development
– ICTs and the environment
– ICTs and urban development
– Knowledge for human development
– Policy making with regard to ICTs for development

Please submit your full book chapter by December 30, 2019 for the review process. You may limit the word count to 10000 words for a full book chapter. The book will be published by the IGI Global, USA ( .

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Conference on Meaningful Living and Learning in a Digital World

Conference on Meaningful Living and Learning in a Digital World

February 10, 2020 – February 12, 2020
Brice Hotel
Savannah, Georgia
Proposals are due:  October 14th, 2019

Sponsored by The Online Journal of Distance Learning
Administration and The University of West Georgia

The third annual Conference on Meaningful Living and Learning in a Digital World will focus on issues related to living and learning with technology in ways that add authentic value to our lives and to the world. As we embrace the conveniences of emerging technologies in the classroom and beyond, we will explore ways to employ them with a people-centered approach that includes balance, compassion, healthy living, mindfulness, and relationships. 

Please plan to join us for three days of inquiry and peaceful rejuvenation in a scholarly environment.

The Planning Committee of the Conference on 
Meaningful Living and Learning invites proposals on topics related to: 

·         Reconciling Humanity and Technology in the Classroom

·         Humanistic Instructional Design

·         Work-Life-Learning Balance

·         Health & Wellness in the High-Tech Workplace

·         Minimalism and Simplicity

·         Coaching and Mentoring Distance Learners

·         Sustainable Technology Solutions

·         Social Equity and Educational Access

·         Learning Science

The conference is particularly relevant to online teachers and leaders, instructional designers, psychologists, sociologists and social scientists, communication researchers, nurses and healthcare practitioners/researchers,  librarians and media specialists, and education administrators.

Proposals will include a 30 to 50-word description.  A link to
submittal can be found at the conference website.

See our conference web site at:

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Creating and facilitating effective discussions in online courses

Help me with an upcoming session I have with a group of online educators on creating and facilitating online discussions!

I am interested in what practitioners do to create, facilitate, and assess effective online discussions.

Are you an online educator and/or course designer? If so, do you have a few minutes to share a tip, an example, and/or resource for how you effectively use online discussions?

If so, please complete this short GOOGLE FORM or if you prefer, jump into this GOOGLE DOC.

I will share what I end up with!



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Call for Chapters: Social Media: Influences on Education

Social media is not only used for pedagogical and social purposes, but has also caused educators to lose jobs due to unprofessional postings and, among students, cyberbullying has become a problem. Thus, social media is a multi-faceted tool that can be used in ways both beneficial and detrimental, with many unexplored applications. We invite proposals for chapters on the many ways in which educators are investigating the effects of social media on education, broadly construed. We welcome original empirical or review projects; essays are not acceptable for the scope of this book.

Proposals should be typed and a maximum of 500 words, providing information on the chapter focus (including brief overview of method for empirical submissions).

Authors of accepted proposal will be asked to review one to three manuscripts for the book.

Proposal deadline is October 15, 2019 and proposals should be sent to Marlynn Griffin and Cordelia Zinskie, and

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Call for Presenters – IETA 2020


The IETA is seeking proposals from technologists, educators, subject-matter experts, consultants, and corporate partners to present at our 2020 annual conference “The Future is Clear” to be held at the Boise Centre in Boise, ID, February 3-5, 2020.The IETA strives to deliver pertinent, innovative, and informative content to Idaho educational leaders including administrators, librarians, teachers, technology directors, technology staff, trainers, and instructional coaches. Presentations should be informative and targeted to the anticipated audience or a sub group of the anticipated attendees.

We are looking for a wide variety of content to reach the varied audience of 1000+ expected to attend (educators, leaders, technologists). If you have information, ideas, best practices, or valuable experience to share, we would love to hear from you. Click this link to submit a session proposal.

Submissions will be reviewed by the IETA conference committee. The committee will select proposals to cover a wide range of topics and to ensure that adequate content is available for all audiences anticipated to attend. Selected proposals will be notified of their acceptance.

Presenters receive free conference registration as well as lunch each day.

Session proposals are due September 30th.

Submit a Session Proposal

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Boise State University: High-Quality Online Education Anytime, Anywhere

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Call for Papers: Special issue in Smart Learning Environments Journal: Towards enhancing learning using open educational resources

Thematic Series on Towards Enhancing Learning Using Open Educational Resources

Special issue in Smart Learning Environments Journal: Towards enhancing learning using open educational resources

Submission deadline: September 30, 2019

Since OER were adopted at the 2012 World OER Congress (Paris declaration), there has been increasing interest worldwide in open education initiatives. Many institutions have started providing open courses for students in countries and institutions worldwide. Learners can access OER from anywhere at anytime. New automatic learning assessment applications are being implemented using Artificial Intelligence (AI) can provide smart examinations and learning. Adaptive learning for students is still in its infancy. This special issue will focus on pedagogy, tools, policies and strategies to enhance learning using OER. The topics for this issue are varied and include but are not limited to:

  • Learning pedagogy and assessment in OER;
  • Application of AI in OER;
  • Adaptive learning using OER;
  • Open Licensing;
  • State of the art of OER;
  • Guidelines and frameworks for adoption of OER;
  • Authoring tools for open education;
  • OER and Massive Open Online Courses (MOOCs);
  • Inclusive OER for students with special needs; and
  • Case studies of using open education in schools/universities

Guest editors:

Dr. Huang Ronghuai, Smart Learning Institute of Beijing Normal University, Beijing, China

Dr. Ahmed Tlili, Smart Learning Institute of Beijing Normal University, Beijing, China

Dr. Mohamed Jemni, Arab League Educational, Cultural and Scientific Organization (ALECSO), Tunis, Tunisia

Dr. Rory McGreal, Athabasca University, Canada

For more information:

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Call for Chapter Proposals

Proposal Submission Deadline: Dec. 1, 2019
Virtual and Augmented Reality in English Language Arts Education
Editors: Clarice M. Moran, Ph.D. (Kennesaw State University)
and Mary Rice, Ph.D. (University of New Mexico)

Virtual realities are digital worlds that users can interact with. Augmented realities blend virtual
reality and real life. Virtual reality and augmented reality share a goal of immersing users in
content. For many, virtual reality or augmented reality are terms that conjure images from The
Matrix, where Keanu Reeves’ character Neo works to escape the Agents. Or, they may trigger
memories of the paralyzed soldier, Jake, lying in a pod, interacting virtually with the inhabitants
of Pandora in Avatar. These science fiction explorations imply that inhabiting other worlds with
only our minds is dystopic and are likely to lead to ruin. Contrary to these images, VR/AR
applications support civilization rather than destroying it. For example, VR/AR have been used
successfully in psychological rehabilitation; they have also been adopted as aids for
understanding the human body (Székely & Satava, 1999).

Fortunately, VR/AR are increasing in affordability and availability through mobile apps and
inexpensive devices. While educators in Science, Technology, Engineering and Mathematics
(STEM) fields have a growing reputation for exploring VR/AR’s potential for classroom learning
(Helsel, 1992), uses in English language arts (ELA) classrooms have been limited. Many ELA
teachers simply do not know how to incorporate VR/AR into the curriculum and they are
largely unaware of the potential of VR/AR tools for teaching literary works and supporting
writing instruction.

Objective of the Book
This book explores the use of VR/AR in secondary ELA classrooms. It will be written for
practitioners and other stakeholders who want to improve their understanding of the ways in
which VR/AR can motivate students and enhance the ELA curriculum. We seek chapters that
offer insights on current research and specific uses of VR/AR in its application to ELA.

Target Audience
Professionals and researchers working in the field of ELA education, including teachers, teacher
educators, researchers, librarians, administrators, and school policy stakeholders should want
to read this book. Chapters will provide insights and support those interested in introducing or
enhancing VR/AR platforms in the ELA classroom.

Recommended Topics
* Making curriculum with specific devices in the ELA classroom (e.g., Google Cardboard)
* Choosing and evaluating VR/AR mobile apps in ELA
* Supporting student engagement with ELA subject matter through VR/AR
*Using VR/AR for professional development and/or initial ELA teacher preparation
* Pairing VR/AR with literature experiences
* Supporting reading and writing process through VR/AR experiences
* Designing virtual field trips
*Promoting parent or community involvement in ELA topics with VR/AR
* Defining issues of access and/or connectivity with the use of VR/AR * Problematizing equity and social justice using VR/AR devices or resources
*Locating funding support and/or marshalling advocacy efforts for VR/AR use in ELA
*Pairing VR/AR with other types of online/digital learning in ELA.
* Leveraging VR/AR as support for special populations (e.g., English learners, students with disabilities) in ELA
* Highlighting specific projects, lesson plans, or applications of AR/VR in the ELA classroom, including those that are interdisciplinary, multi-disciplinary, or transdisciplinary.

Submission Procedure
Teachers, teacher educators, and researchers are invited to submit on or before Dec. 1, 2019, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of their proposed chapter. Authors will be notified by February 15, 2020, about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by May 30, 2020, and all interested 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 manuscripts are accepted based on a double-blind peer review editorial process. All proposals should be submitted to and addressed to the editors (listed below).

This book is scheduled to be published by Lexington Books, an imprint of Rowman and Littlefield. Lexington Books publishes cutting-edge peer-reviewed monographs in the social sciences and humanities. Written by both emerging and established scholars, Lexington’s award-winning books include single-authored works, edited collections, and interdisciplinary works. See for their wide range of offerings. This publication is anticipated to be released in 2021.

Editorial Review Board
Darren Crovitz, Kennesaw State University
Jennifer Dail, Kennesaw State University
Nicole Damico, University of Central Florida
Troy Hicks, Central Michigan University
Ewa McGrail, Georgia State University
Amy Piotrowski, Utah State University
Katie Rybakova, Florida State University
Ryan Rish, University of Buffalo
Katie Rybakova, Florida State University
Lauren Zucker, Northern Highlands Regional High School, Allendale, NJ

Important Dates
December 1, 2019: Proposal Submission Deadline
February 15, 2020: Invitations for Full Chapter Submissions Sent to Potentials Authors
May 30, 2020: Full Chapter Submissions Due to Editors
July 30, 2020: Review Results Returned to Authors
August 15, 2020: Final Acceptance Notifications to Authors
August 30, 2020: Final Chapter Submissions to Editors

Inquiries can be forwarded to Clarice M. Moran, Ph.D. (Kennesaw State University) – Mary Rice, Ph.D. (University of New Mexico) –

Proposals should be submitted to

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