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:
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: https://slejournal.springeropen.com/oer
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
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.
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.
* 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.
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 https://rowman.com/Page/PROGUIDE 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 ARVRinELAbook@gmail.com 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 https://rowman.com/Page/Lexington 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
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) – firstname.lastname@example.org Mary Rice, Ph.D. (University of New Mexico) – email@example.com
Proposals should be submitted to firstname.lastname@example.org
Edited by Jason K. McDonald and Richard E. West, Brigham Young University
Initial publication: February, 2020
Link to this call: bit.ly/2WwtMm8
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.
RESEARCHERS AT RISK: THE PRECARIOUS POSITIONS OF SCHOLARS CONDUCTING DANGEROUS ENQUIRIES
Deborah L. Mulligan and Patrick Alan Danaher
University of Southern Queensland, Australia
FOCUS AND RATIONALE
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?
CALL FOR CHAPTER ABSTRACTS
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 email@example.com or firstname.lastname@example.org
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: email@example.com
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: firstname.lastname@example.org
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.
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.
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 In-service (in educational or business settings)
o Professional development
? Instructional technology faculty
? Distance learning instructional designers and faculty
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?
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 www.igi-global.com. This publication is anticipated to be released in 2020.
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
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 https://www.igi-global.com/publish/call-for-papers/call-details/3998 for more details regarding this publication. You can also find detailed manuscript formatting and submission guidelines at http://www.igi-global.com/publish/contributor-resources/before-you-write/. If you have any questions or concerns, please do not hesitate to contact us. Thank you very much for your consideration of this invitation.
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
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
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.
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.
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 http://www.igi-global.com/publish/contributor-resources/before-you-write/ 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 www.igi-global.com. This publication is anticipated to be released in 2019.
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 – email@example.com
Dr. Esther Ntuli – firstname.lastname@example.org
Dr. Mohamed Nur-Awaleh – email@example.com
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
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.
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.
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.