Author Archives: Patrick Lowenthal

CALL FOR CHAPTERS: Technology-Centric Strategies for Higher Education Administration

Editors

Dr. Purnendu Tripathi, Indira Gandhi National Open University (IGNOU), India
Dr. Siran Mukerji, Indira Gandhi National Open University (IGNOU), India

Call for Chapters

Proposals Submission Deadline: May 25, 2016
Full Chapters Due: July 15, 2016
Submission Date: November 15, 2016

Introduction

Technologically Sustainable and Accessible Higher Education is new found theme of researchers, practitioners and educators across the globe. Due emphasis is now laid upon integrating the modes offered by technology for not only creating a sustainable educational environment but also providing quality driven accessible support services to the target group. Evidently, the area of Higher Education Administration needs to be analyzed from this perspective. With greater emphasis on integration of technology with education and trans-national collaboration amongst the Universities, Technology centric Higher Education Administration is a specialized area with ample research taking place in applying technology in Administration policy, governance, marketing, leadership and development etc. in Higher Education.

A background research of available literature on Technology assisted Higher Education revealed that there is a need for the Book on Technology assisted Higher Education Administration. Existing books on similar and related titles of Higher Education Management clearly shows that although there is significant amount of literature on Higher Education Administration as a whole but a Book on Technology centric Higher Education Administration and that too in the context of Research Studies/ Case Studies from Trans-national perspective is yet to be published. Hence, there is an urgent need to fill the gap with a Book on Technology Centric Higher Education covering the domain of Learning environment, Administration, Policy, Leadership, Governance, Marketing and Transnational Collaboration with a holistic perspective focusing on Higher Education.
Therefore, this book is proposed to be a sincere effort to collaborate with researchers to share their research studies, case studies, innovations and good practices in the various conceptual, functional and operational dimension of technology centric Higher Education Administration.

Objective

The Book has been planned and proposed to address the core issues of Technology centric Management, Governance, Administration, Leadership, Policy and Marketing etc. in the domain of Higher Education including Distance Education and non formal education with the following set of objectives:
a. To present a comprehensive volume of Research Studies/ Case Studies on Trans-national Technological and Institutional collaboration amongst institutions of Higher Education and related areas;
b. To provide the audience a comparative and analytical perspective of various issues like Technology centric learning environment, Management, Governance, Policy, Marketing etc. in Higher Education institutions, their educational programs and support services and the related issues in the context of international competition; and
c. To highlight the strategic framework adopted by Higher Education Institutions and policies of developing and advocating sustainable educational programs and student services in order to successfully meet global competitive challenges, thus having competitive advantage over other institutions.
Accordingly, the mission of this book is to provide an international platform to the technology end users, educational administrators, policy makers, teachers and researchers, educational program managers and developers, educators, trainers, educational marketing specialists etc. to contribute and share their research studies, experiences, ideas, attitudes and perspectives on how institutions in their respective countries are addressing the core issues of management of higher education towards providing quality and internationally accredited higher education.

Target Audience

The proposed book is perceptibly expected to be very useful for upper – level course supplement especially in Masters and Doctorate level programs in Higher Education Technology, Higher Education Management, Educational Administration, Marketing Management, Services Marketing, Educational Management, Higher Education Planning and Management, Higher Education Administration and Leadership, Policy on Higher Education, Higher Education Marketing as a specialized stream because students and researchers would get good deal of detailed and comparative resource as strategies, experiences and challenges in a single volume.
It is expected that this book would certainly be useful as a library reference in all the face to face as well as blended learning mode institutions of not only higher education but also non formal education including that imparted by community colleges, vocational education, distance education , skill enhancement and competence development etc around the world due to its comprehensive and comparative character.

The proposed publication is expected to be of use to the following audience:

a. Higher Education Policy makers and Administrators, Educators, Trainers and Teachers, and Researchers in Technology enabled learning environments: The proposed book will provide a comparative and comprehensive analysis of use of technology in higher education, administration, policy , Leadership and its overall management of various issues across the world and also highlight best practices and experiences from the varied range of countries. The audience of this book will benefit by having a single volume focussing on all these aspects. It will act as a good resource book for researchers in Technology centric Higher Education Environments and its administration besides for the scholars in Educational Management, Marketing of Educational Programs, Higher Education and Management and Development of Education. By concentrating on various experiences and perspectives across the world, scholars of different institutions through the present volume will get to know about latest advancements and applications of technology , management and administration ideas in higher education of other countries thus can apply and adopt these as best practices in their own institutions.

b. Educational Program Managers, Support Services Managers, External Relation, partnership managers and Business Development officers: Since the book is concentrating on the core issue of technology centric educational management in Higher Education from trans-national perspective so it is expected that this book would provide a comprehensive insight into key international collaborative strategies for higher educational institutions.

Submission Procedure

Researchers and practitioners are invited to submit on or before 25th May 2016, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter http://www.igi-global.com/publish/call-for-papers/submit/2159 at Authors will be notified by 30th May 2016 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by 15th July 2016, and all interested 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 publication. All manuscripts are accepted based on a double-blind peer review editorial process. All proposals should be submitted through the E-Editorial Discovery online submission manager.

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 2017.

Important Dates

May 25, 2016: Proposal Submission Deadline
May 30, 2016: Notification of Acceptance of Proposal
July 15, 2016: Full Chapter Submission
September 15, 2016: Review Results Returned
October 5, 2016: Revised Chapter Submission
October 20, 2016: Final Acceptance Notification
November 15, 2016: Final Chapter Submission

Inquiries

Dr. Purnendu Tripathi
Indira Gandhi National Open University (IGNOU), India
e-mail: purnendutripathi@gmail.com
Dr. Siran Mukerji
Indira Gandhi National Open University (IGNOU), India
e-mail: siranmukerji@gmail.com

Propose a chapter for this book

CALL FOR PAPERS: Special issue on “The Social Innovation capacity of Open Education and Learning”

Special issue on
“The Social Innovation capacity of Open Education and Learning”

to be published at the
Interaction Design and Architecture(s) Journal (IxD&A)
a SCOPUS and Web of Science – Emerging Sources (Thomson Reuters) indexed Journal
(ISSN 1826-9745, eISSN 2283-2998)
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IxD&A implements the Gold Open Access (OA) road to its contents
with no charge to the authors (submission & paper processing)

If you wish to help us in improving the quality of the journal, please donate:
https://www.paypal.com/cgi-bin/webscr?cmd=_s-xclick&hosted_button_id=5EUX7CQ3GKSSG
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Extended deadline: May 20, 2016
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CFP: http://www.mifav.uniroma2.it/inevent/events/idea2010/index.php?s=102&link=call29
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Guest Editors:
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• Carlo Giovannella, University of Rome Tor Vergata, Italy
• Demetrios G. Sampson, Curtin University, Australia
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Other Important dates:
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• Notification to the authors: June 20, 2016
• Camera ready paper: July 20, 2016
• Publication of the special issue: mid September, 2016

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Overview
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Open access to digital educational resources and tools (typically referred to as Open Educational Resources – OERs) and/or online courses (typically referred to as Massive Open Online Courses – MOOCs) has attracted significant attention worldwide from the different key stakeholders in Education and Training. Despite the fact that the open access movement in Education has the potential to lead a disruptive Social Innovation in teaching and learning (including assessing of learning as well as accreditation of competences and qualifications), concerns are expressed that it could also lead to deepen the digital divide between regions, states and continents.
Ideally, unfolding the full potential of opening up education, anticipates not only the affordable availability and maintenance of efficient digital infrastructures, but mainly networks of people and professionals (representing the various existing key stakeholders in education, but also new ones emerged as a result of the transformations happening outside the formal educational settings) who are actively engaged in leading and supporting sustainable changes.
Digital technologies are the key enabler for the anticipated social innovations in education and learning through the open access movement. Furthermore, new challenges for governments, educational institutes, non-profit organizations, the private sector, the unions of professionals in education and training, as well as, individual professionals and citizens, are shaped and fostering the scientific dialogue of different perspectives can contribute to the advancement of the public discourse in these pressing issues. This is the scope of this special issue on “the social innovation capacity of open education and learning”.

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Topics of Interests
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Considering all the above, this special issue welcome contributions describing working hypothesis and case studies focused at least one of the following topics:

• Strategies and policies for open access in education and training to contents, courses, curricula, competences, tools and physical spaces
• Strategies and policies for social capital generation to support open education and learning
• Sharing strategies and practices in education and learning
• Open learning eco-systems and tools that support social innovation in education and training
• Sustainable models of open education and training
• Cultural issues and social innovation related to openness in education and learning

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Submission procedure
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The manuscripts should be submitted either in .doc or in .rtf format.
All papers will be blindly peer-reviewed by at least two reviewers.
Authors are invited to submit 8-20 pages paper (including authors’ information, abstract, all tables, figures, references, etc.).
The paper should be written according to the IxD&A authors’ guidelines
->http://www.mifav.uniroma2.it/inevent/events/idea2010/index.php

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Authors’ guidelines
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Link to the paper submission page:
http://www.mifav.uniroma2.it/idea2010/login.php (when submitting the
paper please choose Domain Subjects under: “IxD&A special issue on:
‘The Social Innovation capacity of Open Education and Learning’)

More information on the submission procedure and on the characteristics
of the paper format can be found on the website of the IxD&A Journal
where information on the copyright policy and responsibility of authors,
publication ethics and malpractice are published.

For scientific advices and for any query please contact the guest-editors:

• carlo [dot] giovannella [at] uniroma2 [dot] it
• demetrios [dot] sampson [at] curtin [dot] edu [dot] au

marking the subject as: “IxD&A special issue on ‘The Social Innovation capacity of Open Education and Learning’ “

CALL FOR PAPERS: A special issue of Computers in the Schools, focusing on Research on One-to-One Learning

Call for papers for a special issue of Computers in the Schools, focusing on Research on One-to-One Learning

The special issue will be edited by Dr. William A. Sadera and Dr. Liyan Song.
One-to-one computing is a learning environment where every learner is provided a personal computing device. There is an increasing number of one-to-one computing initiatives worldwide and the topic is gaining significant attention. However, there is limited consistency in the research findings. Further research needs to be done to better understand the impact and inform practice. Therefore, we invite you to submit a manuscript for consideration of this special issue. Quantitative research, qualitative research, best practice, literature review, meta analysis and position papers are all acceptable. You may contact the editors to discuss the topic/area of your manuscript, if needed.

Submissions can address a variety of issues and aspects of one-to-one learning in education, including:
· Professional development and training;
· Implementation of one-to-one initiative;
· Professional development and training for the one-to-one classroom;
· Pedagogical issues associated with one-to-one learning;
· Social and ethical issues in one-to-one learning;
· Best practices or cases in one-to-one learning;
· Assessment on one-to-one learning;
· Curriculum Standards and one-to-one learning.
· Leadership and administration in one-to-one learning

SUBMISSION DEADLINE
Deadline for manuscript submission is August 1, 2016

REVIEW PROCEDURE
All manuscripts received on or before the submission deadline will be considered for publication. Each submission will go through a rigorous two-stage blind peer review.

Questions about the special issue are welcome and can be sent to bsadera@towson.edu

AUTHOR GUIDELINES
· Manuscripts should be prepared according to the Publication Manual of the American Psychological Association (Sixth Edition), and should include an abstract and 5-10 key words.
· Manuscripts should not exceed 25 pages of double-spaced text including references, title page, abstract, figures, tables, etc, unless the authors obtain advance approval for a longer paper from the special issue editors.
· Tables and graphs should be held to a minimum, and if accepted, authors must supply final drafts in camera-ready format.
· A cover page is required including author’s name, academic title, working address, e-mail address, and telephone number.

SUBMISSION:
Email your manuscript (MS Word files preferred) as an attachment to the editors of the special issue to bsadera@towson.edu. Questions or inquiries can also be sent to this email address.

Call for Proposals: Systems Thinking and Change in Education: (A Springer Major Reference Work)

Call for Proposals

Systems Thinking and Change in Education: (A Springer Major Reference Work)

Do you work on changing education? Do you employ a perspective where systems thinking (linear or non-linear) describes causes and effects impacting education contexts? A new online Major Reference Work (MRW) co-sponsored by AECT and Springer entitled Learning, Design, and Technology: An International Compendium of Theory, Research, Practice and Policy has been launched covering topics concerning research and practice related to the design, development, implementation, and evaluation of learning environments, instructional systems, and performance technologies. This is an ongoing effort with an evolving collection of contributions that are peer reviewed. Because the MRW is online, substantive contributions longer than a typical journal article are encouraged (e.g., 7,000 to 17,000 words), and contributions can include interactive elements and can be modified by authors as new findings become available.

The Systems Thinking and Change Volume is one of 16 Volumes. We specifically seek to update and explore Systems Thinking and Change Thinking for scholars and practitioners in education contexts with a desire to have more in-depth studies and reports that can include interactive multimedia. This MRW Volume will feature theory, focused studies and reports with rich descriptions and illustrations of one or more cases and studies, as well as meta-analyses and conceptual frameworks and analytic treatment of persistent issues. Expanded works previously published that incorporate additional findings, works that synthesize findings across several studies, and in-depth reports of evaluations and policy analyses are especially sought. All contributions will be peer-reviewed and will receive much wider dissemination than is possible in a typical journal publication.

We are seeking proposals by May 15, 2016 in (or beyond) the following 4 content categories:

A. Systems Thinking in General

a. Thinking about Systems – an update

i. Philosophical, epistemological approaches

b. Systems Theories in General – an update

B. Systems Approaches/Frameworks in Education

a. Critical Systems Theory

b. Educology

c. Complexity or Chaos Theory

d. Cultural Perspectives on Systems Thinking

C. Systems Thinking Applications in Education

a. Design Thinking

b. The Learner-Centered Paradigm

c. Cases and Examples in Education Contexts (K-12, Higher Education, Industry, Government)

i. Product or Program designs, applications, practices

D. Change Thinking and Change Leadership in Education Systems

a. Change or innovation theory in educational systems (K-12, HE, Industry, Government).

b. Systemic change: Processes, principles and practices

c. Change Issues or Imperatives: (educational technology, leadership, policy, economics, culture, philosophy or other perspectives)

d. System Design Thinking (i.e.: course, program, team, project, institutional change)

e. Applications and Interventions for Change

i. Integrated Education

ii. Systems Change Protocols

f. Cases and Examples of systemic change in education (K-12, Higher Education, Industry, Government)

We solicit your (300 word maximum) proposals for substantial works up to 17000 words. Please identify the content category (above) and organize your proposal using the following headings in outline format: (1) Objectives of the piece (2) Key Literature or theoretical frames involved; (3) Methods or Methodology; (4) Results, Outcomes or Impacts (frameworks, theory, practices, approaches, guidelines).

Please submit your proposals in Word format to Dr. Eugene G. Kowch, Section Editor: ekowch@ucalgary.ca by May 15, 2017.

Key Dates:

§ April 15, 2016: Call for Proposals

§ May 15, 2016: Deadline for Proposal Submission (300 words max)

§ May 30, 2016: Notification of invitation to submit an elaborated/revised proposal (outline)

§ June 20, 2016: Deadline for Elaborated/Revised Proposal Submission

§ June 30, 2016: Notification of Accepted Proposal (outline)

§ October 30, 2016: Deadline for Chapter Submission

§ December 15, 2016: Request for revisions based on peer review

§ January 30, 2017: Deadline for Revised Manuscript

§ July, 2017: Publication

Call for Proposals: Technology, Instruction, Cognition, and Learning Special Issue

Call for Proposals: Technology, Instruction, Cognition, and Learning Special Issue:

Meaningful transformation of instruction with rapidly changing learning technologies: Practice, theory, research, and ethical considerations and opportunities

Technology, Instruction, Cognition and Learning (TICL) is an international, interdisciplinary journal of structural learning – promoting and disseminating interdisciplinary advances in theory and research at the intersection of four focus disciplines: Technology, Instruction, Cognition and Learning. Important developments in both theory and software technologies open a plethora of new opportunities for scientific and technological advance barely foreseen even a few years ago. These opportunities will be realized to the extent that advances can be synthesized to provide more inclusive solutions. To assure that articles build on the state of the art, each will be peer-reviewed by experts in at least two areas. More information about the journal and submission guidelines may be found at: http://www.oldcitypublishing.com/wp-content/uploads/2013/09/TICL-call-for-papers-2014.pdf

Special issue information:

As technology continues to grow in complexity, it can be challenging to determine how to best employ it in classrooms. There are many considerations for instructors and designers regarding the theoretical and ethical soundness of different approaches to implementation. There are many factors involved in making good choices about the design and use of modern hardware. These include tools ranging from tablets to learning games, content management systems, transmedia experiences, social media, and on to modern computer-based instruction tools.

However, the technology on offer often moves more quickly than we can validly study it and some studies only touch the surface of what we need to know in order to meaningfully transform face-to-face and/or online instruction. Related to this, many of the research methods and theories we use tend to be taken from historical periods when the number of confounding factors were far less. In the past, we could draw conclusions about the efficacy of a learning technology such as a short film included as a supplement to lecture run simple statistical comparisons of a treatment and control class, without worrying about the complexity of social, cognitive, and political contexts of the medium itself.

The purpose of this special issue edited by Scott J. Warren is to solicit articles that examine innovative attempts to address the opportunities and challenges that come with trying to significantly transform today’s classroom practices with learning technologies. These articles may take different world views, be grounded in current theory, research, or attempt to improve pedagogy or research methods. Of special interest are pieces that address ethical, design, theory, practice, or research opportunities and challenges that come from using the newest technology tools or innovative learning and teaching approaches. Possible topics include but are not limited to:

Research methods that capture the complex contexts and experiences of instructors and learners using today’s learning technologies
Studies examining the use of learning technologies in an attempt to transform learning both in the short and long term
Design and development approaches to create innovative learning technologies such as course delivery systems, learning games, simulations, transmedia, and social media
Theoretical and ethical frameworks for choosing or developing appropriate modern learning technologies
Typologies and conceptual frameworks for practical consideration of the appropriate classroom use of learning technologies

Expected schedule:

June 1, 2016: 3-page proposal due

June 10, 2016: Invitation will be sent to selected authors to submit full manuscript

July 15, 2016: Full manuscript submission due to editor

August 12, 2016: Reviewers’ feedback sent to authors

September 9, 2016: Revised manuscripts due from authors

September 30, 2016: Editor’s feedback will be sent to selected authors as needed

October 31, 2016: Final revised manuscripts due from authors

TICL strongly encourages the electronic submission of manuscripts, with copies to each of the editors. Each manuscript should be sent as a single complete attachment with a cover email indicating that the article is being submitted for publication in TICL. The attachment should be in current Microsoft Word format and sent to scott.warren@unt.edu with the heading TICL: Special Issue Proposal on Transformation.

patrick r. lowenthal

educator ~ researcher ~ designer ~ developer