AECT Webinar: Veletsianos “Academics’ experiences of intrusion, cruelty, abuse, and intimidation online”
The AECT Research & Theory Division (RTD) invites you to attend an upcoming FREE professional development webinar with Dr. George Veletsianos tomorrow Wednesday February 21st at 12pm CT (1pm ET, 11am MT, 10am PT). To attend please register here: https://cc.readytalk.
Dr. Veletsianos (http://www.veletsianos.com) will be discussing “Academics’ experiences of intrusion, cruelty, abuse, and intimidation online”. Below is an introduction to his presentation. Hope you can join us!
Abstract:A myriad of articles and op-eds encourage academics to be more active online. They generally argue that there are many benefits in doing so, including enabling faculty and students to network with colleagues, share their research, and conduct public scholarship. Dr. Driscoll’s excellent keynote talk at the 2017 AECT annual conference for instance encouraged and promoted public scholarship. Often such advice is very good.
However, increasing concerns are brewing over the incivility, harassment, and vitriol that faculty encounter on social media. The potential of social media being used for harm and abuse needs to be factored into any expectations placed on social media uptake in higher education. In this presentation, I will discuss experiences of intrusion, cruelty, abuse, and intimidation that women academics have faced online. This presentation is grounded on fifteen interviews with female scholars who have face harassment online. These experiences suggest wide-ranging implications for individual scholars, faculty developers, centers for teaching and learning, the design of online platforms and algorithms, and expectations around scholars’ online participation.
Call for papers–Designing, using and evaluating learning spaces: The generation of actionable knowledge
DESIGNING, USING AND EVALUATING LEARNING SPACES: THE GENERATION OF ACTIONABLE KNOWLEDGE
Guest editors
- Dr. Paul Flynn, National University of Ireland Galway. paul.flynn@nuigalway.ie
- Dr. Kate Thompson, Griffith University. kate.thompson@griffith.edu.au
- Prof. Peter Goodyear, The University of Sydney. peter.goodyear@sydney.edu.au
Focus of the special issue
This special issue will include papers that consider the design, use and/or evaluation of learning spaces and contribute actionable knowledge for future learning spaces. Learning spaces are fundamental to engagement in tertiary education. They are growing more complex: as sites where the physical/material, digital and social come together and where the needs and activities of multiple stakeholders (students, teachers, managers, designers, etc.) co-exist. Understanding how such spaces function is also complex. Research often needs to combine multiple methods and multiple data sources. To generate actionable knowledge, researchers also need to consider who is in a position to create and improve learning spaces, and what kinds of knowledge can inform and improve their actions. For example, spaces are ‘brought to life’ by individual self-managing students, students working on group projects, teachers using conventional lecturing or facilitation methods, infrastructure managers, library, IT and Ed. Tech. staff, architects, furniture makers and interior designers. There are overlaps and differences in the knowledge needed by users, managers and designers if they are to co-create better learning spaces.
This special issue provides an opportunity to: bring together researchers in learning technology and learning spaces; examine learning spaces as technologies for learning; foreground the spatial aspects of learning with technology; consider ideas about learning as physically, digitally, socially and epistemically situated; explore ways of making research-based knowledge easier to share and use.
Topics for this special issue may include, but are not limited to:
- Interdisciplinary or discipline-specific implementations of new learning spaces
- The consideration of ‘space’ as a technology when designing for learning
- What constitutes actionable knowledge for learning space design, management and use
- Integrated design of learning spaces and technologies
- Learning space design, use and/or evaluation methodologies
- Learning spaces in tertiary education, teacher education and school education (where relevant to tertiary education)
- Learning spaces that bridge between school and tertiary education, or between tertiary education and work.
We welcome well-conducted empirical studies, reviews and conceptual articles.
Manuscript Submission Instructions
Manuscripts addressing the special issue’s focus should be submitted through the AJET online manuscript submission system. Please review the Author Guidelines and Submission Preparation Checklist carefully, and prepare your manuscript accordingly. Information about the peer review process and criteria is also available for your perusal.
NOTE: When submitting your manuscript, please include a note in the field called ‘Comments for the Editor’ indicating that you wish it to be considered for the “Learning Spaces” special issue. Please direct questions about manuscript submissions to Paul Flynn at: paul.flynn@nuigalway.ie
Deadlines for authors
- Strict submission deadline: 1st May 2018
- Decision on manuscripts: 1st August 2018
- Revised/final manuscripts: 1st October 2018
- Expected Publication: December 2018
Call for Papers–Special issue titled “Learning and Identity in Virtual Learning Environments”
The Journal of Experimental Education (JXE) has just released a Call for Papers for a special issue to be published online in 2019 and in paper format in early 2020, entitled “Learning and Identity in Virtual Learning Environments.” This special issue seeks to provide education scholars with insight into current theoretical and methodological approaches to conceptualize, facilitate, and empirically examine learning and identity in virtual learning environments (VLEs) such as games, virtual realities, and simulations. A major goal for this issue is to illuminate characteristics of VLEs that provide learning and identity change opportunities, explicate learning and identity development within VLEs, and/or demonstrate the role of educators and contexts in supporting learning and identity change in VLEs.
The guest editors of the special issue are Aroutis Foster and Mamta Shah of Drexel University.
Prospective authors are required to provide the editors with a one-page summary (500 words max) by 11th May, 2018.The summary should provide a brief description of the topic and how the intended journal paper addresses learning and identity in virtual learning environments within one or more of the three main emphasis areas of JXE: Learning, Instruction, and Cognition; Motivation and Social Processes; or Measurement, Statistics, and Research Design. For the accepted summaries, the full manuscripts will be due by 11th January, 2019.
The full Call for Papers and a timeline for the submission and review process are available at http://explore.tandfonline.
One-page summaries and queries should be submitted to jxe.identity.vle@gmail.com. However, kindly note that manuscripts are *not* to be sent to this email address (see the Call for Papers for submission instructions).
AECT Webinar: Using live synchronous web meetings in asynchronous online courses
Come join us for a webinar on using synchronous web meetings in asynchronous online courses.
Feb 22, 2018 @2pm Eastern Time