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George Veletsianos, PhD

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CFP: Attending to Issues of Social Justice through Learning Design

The call for proposals below comes at an opportune time following the Scholar Strike action that occurred on September 8 and 9 both in the US and in Canada.

Journal of Applied Instructional Design Special Issue 2020 
“Attending to Issues of Social Justice through Learning Design” 


We specifically seek contributions from K-12, higher education, and other organizational or workplace contexts (e.g., non-profit organizations, government, corporate) that focus on how learning design can serve as a tool for pushing back against and/or changing systems that often promote or perpetuate injustice and inequality. Such work will likely deviate from more traditional instructional design and performance improvement approaches or improve upon them in some way to address topics that include but are not limited to:

  • Culturally-situated and cross-cultural approaches to instructional design and research
  • Improving performance in the context of workplace inequity
  • Participatory models of learning (e.g., Youth-led Participatory Action Research)
  • Long-term projects that address disparity issues regarding access to technologies and resources (e.g., digital and pedagogical divide)
  • Applications of critical theory in learning design
  • Ethical and responsible (i.e., humanizing) concerns regarding the collection, analysis, and presentation of data and findings

Deadline October 16, 2020. Complete details can be found here:
https://aect.org/news_manager.php?page=21693

CFP: Lifelong learning ecologies

Call for Papers: Lifelong Learning Ecologies

Call for papers for a Special Section of The British Journal of Educational Technology
“Lifelong learning Ecologies: linking formal and informal contexts of learning in the digital era”.

Guest Editors

  • Dr Albert Sangrá*Faculty of Psychology and Education Sciences, Universitat Oberta de Catalunya, Spain
  • Dr Juliana E. Raffaghelli, Faculty of Psychology and Education Sciences, Universitat Oberta de Catalunya, Spain
  • Dr. George Veletsianos, School of Education and Technology, Royal Roads University, Canada
  • Dr. Mercedes González-Sanmamed, Department of Pedagogy & Didactics, Universidade da Coruña, Spain

*Corresponding Guest Editor: asangra@uoc.edu

Overview

The last two decades encompassed the outgrowth of several concepts that attempted to underpin the phenomena of learning in and with the digital. The case of ubiquitous learning (Virtanen, Haavisto, Liikanen, & Kääriäinen, 2018) seamless learning (Wong & Looi, 2011), expanded contexts of learning and personal learning environments (Attwell, 2007; Dabbagh & Kitsantas, 2012) all dealt with forms of learning that a) use the affordances of technology b) go beyond a single context, and c) are personalized and self-directed. Moreover, when social networks entered into the scene, the idea of a personal learning network that is managed by the learner across formal and informal spaces was exacerbated (Dabbagh & Kitsantas, 2012; Manca & Ranieri, 2013). The more recent technological advances, like augmented reality, intelligent tutoring systems, data-driven education based in facial recognition and interactions with the students’ mobile devices in classrooms, to mention but a few, have expanded the digital from the realm of the screen to the physical world, generating new forms of continuity (Adams Becker, Cummins, Davis, Freeman, & Hall Giesinger, C. Ananthanarayanan, 2017). However, the conceptualization of these phenomena seems to be fragmented.

This proposal explores the concept of “Lifelong Learning Ecologies” as a potential construct to address educational interventions and applications supporting new hybrid forms of learning. The central assumption behind the concept relates the connections that the learner can discover between contexts, resources, activities and relationships in a continuum from formal to informal learning, from on site to online experiences. The concept is not new in the field of educational psychology (see for example Bronfenbrenner’s work, 1979) but it has been adopted in highly diversified ways since the middle 2000’s. New empirical and theoretical research addressing this construct could provide an upgraded framework of analysis to understand how the single individual selects, experiences, and proactively promotes activities and relationships into and beyond the digital context, in order to generate opportunities to learn.

This special issue aims at introducing empirical research studies contributing to a) consolidating a definition of “learning ecologies for lifelong learning” as a conceptual framework to observe and analyse the continuum from formal to informal learning experiences across hybrid contexts of learning and along personal timelines; b) introducing new methodological approaches that include new learning phenomena in and with the digital, as well as connected research methods such as public internet data mining methods, quantitative ethnographies and data-driven approaches; c) exploring the applicative potential along innovations based on the concept, like learning recognition tools and methods based on acknowledging learners’ achievement based on ecological arrangements.

Research methodologies should be clearly, but concisely presented and show rigour. All papers should clearly describe the underlying theoretical and conceptual framework that is connected with the concept of learning ecologies. Moreover, we invite the authors to cover issues relevant to an international audience.

Submission and Inquiries
We therefore invite submissions concerning the application of the construct of lifelong learning ecologies to support innovative forms of learning, with learning understood very broadly. The authors must submit a full paper. Therefore, the manuscripts need to demonstrate that the paperfits the special section remit, has a rigorous methodology, is innovative, makes a significant contribution to the field and is relevant to an international audience. Full papers will undergo the standard reviewing process. Therefore, invitation to submit a full paper is just that and should not be taken as indication that the final paper will be accepted.

Authors who are unsure whether their work is suitable for the special issue should submit an abstract with a query to the guest editors well in advance of the deadline.

Abstracts should be clearly and concisely written and generally include the following:
• An introduction of one or two sentences stating the research aims and educational context; e.g. undergraduate; high school; pre-school, all levels etc.
• For empirical reports, a brief summary of the data collection methodology.
• A summary of the outcomes and an indication of their strength and significance
• Concise conclusions and implications in two or three sentences. What new insights does this research provide? What is its unique and significant contribution to the field? How is it relevant for a diverse international audience?

Important Dates

Abstract submission for queries to the guest editors: 20th October 2018
Full paper submission: 10th December 2018
Last Article Acceptances: 30th April 2019
Articles published online as soon as copyediting is completed.
Issue Publication July 2019.

Experiences from the trenches: An add-on to the MOOC special issue CFP

My colleague Charalambos Vrasidas and I are editing a special issue for Educational Media International focusing on learner experiences in massive open online courses. We are interested in empirical and theoretical manuscripts as well as systematic reviews/analyses/syntheses of the literature. Preliminary abstracts are due by December 19th. We have planned for the process to be prompt and aim for the issue to be published within 8 months or so.

As part of the special issue, and prompted by a note by Al Filreis, we have decided to include a section that enables individual learners to tell their own stories about their experiences with MOOCs. If you have taken an open course and would like to write a short piece about an aspect of your experience, this section of the special issue would be relevant to you. Like all other submissions, these will be peer-reviewed as well.

Individuals interested in this route can submit a 200-word abstract summarizing their intended submission and a 200-word bio by the 19th of December to moocs@cardet.org.

Invitations to submit full papers will be send on or before January 9, 2014. Manuscripts should be formatted using APA style and should be 1,200 words long, including references. The process to be followed thereafter is as follows:

  • March 1, 2015: Full-length papers due via email at moocs@cardet.org
  • May 1, 2015:  Notification of acceptance/rejections
  • June 30, 2015: Final papers with revisions due
  • 2015: Special issue is published

 

CFP special issue: What is it like to learn and participate in MOOCs?

Update #1: This special issue will include an “experiences from the trenches” section for individual learners to tell their own stories about their experiences with MOOCs. You can find the requirements for those papers here.

What is it like to learn and participate in MOOCs?

Special Issue – Call for papers 

Educational Media International

Scholarly Peer-Reviewed Journal published by Taylor & Francis

 

Overview

While during 2011-2012 the mass media were largely exuberant about MOOCs (Massive Open Online Courses), claiming that these courses will revolutionize and democratize access to education, in 2013-2014 anti-MOOC sentiment rose amidst concerns pertaining to completion rates, sustainable business models, and pedagogical effectiveness. Heated debates on the status quo and future of higher education have ensued since then, and even though there is “no shortage of prophecies about [MOOC’s] potential impact” (Breslow et al., 2013, pp. 23), the academic community has yet to develop an in-depth understanding of learner experiences in MOOCs. The aim of the special issue is to add to our understanding of learner experiences in MOOCs by providing answers to the question: What is it like to learn and participate in MOOCs?

Learner experiences arise from the ways learners interact with and respond to content, activities, instructional methods, instructors, and the context within which learning and instruction happen (Parrish, 2005). At a time when researchers and online learning providers are embracing the use of learning analytics and big data to examine learner behaviors, activities, and actions, very few researchers have sought to gain a deep, qualitative, and multidimensional understanding of learner experiences with open forms of learning. A nuanced appreciation of how users experience open learning, including the successes and obstacles they face, will assist learning designers, researchers, and providers in making greater sense of the open course phenomenon as well as enable them to improve open online learning.

This CFP arises has its foundations on a 2013 call in which Veletsianos argued that “we only have small pieces of an incomplete mosaic of students’ learning experiences with open online learning” (Veletsianos, 2013). While there’s been an expansive amount of research on MOOCs, the existing literature predominantly focuses on learner behaviors and practices, while investigations of learners’ lived experiences are largely absent (Adams et al., 2014). The availability of large-scale data sets also appears to have shaped the research questions that are being asked about MOOCs, and, while significant insights are developed via that research route, the field will benefit tremendously by gaining a better understanding and appreciation of learners’ experiences.

To address these issues and to support the development of the field, we invite authors to submit manuscripts investigating the learner experience in massive open online courses.  Manuscripts can be of three types:

  • Empirical. Such manuscripts should follow rigor guidelines appropriate for the research methods used.
  • Systematic reviews of the literature and literature meta-syntheses.
  • Theoretical manuscripts, contributing to the development of theory pertaining to learner experiences in open courses.

We are interested in hosting a forum for leading edge contributions to the nascent field that help us make sense of learner experiences, and allow practitioners and researchers to benefit from these contributions. Towards this aim, recommended topics of interest for this special issue include, but are not limited to, the following research questions:

  • What is it like to learn in massive open online courses?
  • What are learners’ experiences in open courses?
  • Why are learners participating in open courses in the ways that they do?
  • What are learner-learner and learner-instructor interactions like?
  • How do learners respond to various instructional design decisions and instructor roles?
  • How do learners perceive their relationships with each other, content, instructors, institutions, and MOOC providers?

Submission Process

Interested authors should submit 500-word abstracts and 200-word bios by December 19 at moocs@cardet.org. Submissions should include short descriptions of the following:

  • Identified gap/problem addressed
  • Methods or modes of inquiry
  • Data sources
  • (in-progress or final) results

Invitations to submit full papers will be send on or before January 9, 2014. Manuscripts should be formatted using APA style and should be 6,000 words, including references. The process to be followed thereafter is as follows:

  • March 1, 2015: Full-length papers due via email at moocs@cardet.org
  • May 1, 2015:  Notification of acceptance/rejections
  • June 30, 2015: Final papers with revisions due
  • 2015: Special issue is published

Special Issue Editors

Dr. George Veletsianos
Canada Research Chair in Innovative Learning and Technology
Associate Professor
Royal Roads University, Victoria, BC, Canada.

Dr. Vrasidas Charalambos
Executive Director, CARDET (www.cardet.org)
Associate Professor of Learning Innovations & Associate Dean for e-learning, University of Nicosia, Cyprus.

References

Adams, C., Yin, Y., Vargas Madriz, L.F., & Mullen, S. (2014). A phenomenology of learning large: The tutorial sphere of xMOOC video lectures. Distance Education, 35, 202-216.

Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom: Research into edX’s first MOOC. Research & Practice in Assessment, 8, 13-25.

Parrish, P. (2005). Embracing the aesthetics of instructional design. Educational Technology, 45(2), 16-25.

Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Madison, WI: Hybrid Pedagogy Publications. Retrieved from http://learnerexperiences.hybridpedagogy.com.

 

 

AECT 2014 Call for Proposals. Due Feb 24.

The last day to submit a proposal to the 2014 AECT International Convention is Feb 24th, 2014.

Please consider submitting your proposal to the Research and Theory Division. The Research and Theory division promotes the development and advancement of theory; promotes, presents, and disseminates rigorous research and scholarship; advocates the study of social and cultural issues in the field; and supports, fosters, and mentors emerging scholars. Any studies that embody excellent research methods in any area of interest to AECT members could be appropriate for submission to division. Topics such as the relationship between research and theory, innovative research methods, ethical considerations in research, challenges associated with conducting research with data from web-based sources, and the position of Educational Technology as a field in the context of related fields such as the Learning Sciences, Cognitive Science, Psychology, etc., might be of particular interest to R&T division members.

We continue to encourage authors to submit their work in the following categories:

Category 1: Completed Study
Report findings from a study that is complete.

Category 2: Work in Progress
Report the progress of a study currently underway (e.g., as a Reflection Paper Session).

Category 3: Research Methodology
Report innovative research methodologies in the field.

Category 4: Theory
Report on theory pertinent to the field.

The following slides provide more information on submitting a proposal to the Research and Theory Division/

Research and Theory Division team
Jonathan McKeown President-Elect
Michael Grant Past President
George Veletsianos President
David Richard Moore Division Representative to the AECT Board
Wei Wang Secretary
Royce Kimmons Board Member at Large
Pinar Arpaci Graduate Student Board Representative
Enilda Romero-Hall RTD Professional Development Facilitator
Min Kyu Kim RTD Professional Development Facilitator
Lina Metlevskiene Communications Officer

ICEM 2013 Conference CFP (October 1-4)

ICEM 2013 logo
Authors are invited  to submit abstracts and participate in the 63rd International Council for Educational Media (ICEM) Conference that will be held in Singapore from 1 – 4 October 2013.

The late 1990s saw the emergence of e-Learning.  Many schools and institutions have embarked on campus-wide initiatives that comprised content-driven and technology-enhanced pedagogy until the advent of Web 2.0. Now, however, the educational model is undergoing a complete change of approach and both the blended learning model and participative learning have become more possible and meaningful, especially when combined with the changing profile of Gen Y students.

The conference theme ‘we-Learning: Content, Community and Collaboration’ recognises these pervasive and rapid changes that are having a profound impact on education and society.  Education at all levels plays a central role in shaping the way these changes affect the economy, society and a new generation of knowledge workers.  Knowledge and content are now a touch away and the new classroom has no physical boundaries. People and resources are linked across borders allowing for new types of collaboration.  What does this mean for learning and teaching in tertiary education? This conference explores the paradigm shift from e-Learning to we-Learning, and the broad consequences for education in a changing world.

Conference Date and Location
Date: 1 – 4 October 2013
Location: Nanyang Technological University, Singapore

Topics of interest to this international event include, but are not limited to the following:
·         Social and Collaborative Learning
·         Participative Learning
·         Integrative Learning with Technology
·         Learning Design (Theory and Practice)
·         Games and gamification in education and training
·         Borderless mobile learning
·         Massive Online Open Courses (MOOCs)
·         Social media and learning
·         Distance education and Web 2.0
·         Educational media
·         New media, new literacies
·         Research and evaluation methods in educational technology
·         Professional development, teacher education and lifelong learning
·         Social media and learning
·         Creative learning and teaching models
·         New learning spaces and technology
·         Changing conditions of higher education
We encourage the submission of a variety of papers and works including but not limited to position papers, empirical research, case studies, classroom implementations, case studies with applications of educational technology, theoretical discussions, and critical reviews of literature.

Abstract Submission Guidelines
The abstract should include a brief introduction, research questions, research design and methods, and (expected) results in no more than 500 words (approximately 1-2 pages, single spaced).

Submit your abstract here:              http://icem2013.elite.sg/

Abstracts submission deadline:          31 March 2013
Acceptance notification:                       30 June 2013
Final camera ready papers due by     15 August 2013

More information of the ICEM2013 conference is available at http://icem2013.ntu.edu.sg

Special issue CFPs on MOOCs, Open Education, and e-research

 

I don’t think I’ve come across as many interesting special issue call for proposals at the same time. In case you are interested, here are some that are worthwhile and current:

Journal of Online Learning and Teaching (JOLT) special issue on Massive Open Online Courses (MOOCs): http://t.co/wj0J6RpD (pdf). Edited by George Siemens, Valerie Irvine, and Jillianne Code. Closed on the 15th, but deadline extended until the 19th.

Learning, Media, and Technology Journal special issue on Critical approaches to Open Education: http://www.dice.education.ed.ac.uk/?p=492. Edited by Sian Bayne, Jeremy Knox and Jen Ross. (As an aside: If you are interested in this, you might also be interested in a recent paper that we published with IRRODL on the assumptions and challenges of open scholarship).

The British Journal of Educational Technology (BJET) special issue on e-Research for education: Applied, methodological, and critical perspectives (pdf). Edited by Lina Markauskaite and Peter Reimann.

 

photo credit: madamepsychosis via photopin cc

CFP: International Handbook of E-learning

This is a call for chapter proposals for the The International Handbook of E-learning

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

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