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Call for papers: Higher Education Futures at the intersection of justice, hope, and educational technology

Please share with interested colleagues our call for papers for a special collection to be published by the International Journal of Educational Technology in Higher Education.

Submission details and guidelines are available here.

Our societies face enormous economic, demographic, political, ecological, and social challenges. In this environment of uncertainty, doubts about the future of higher education have proliferated, particularly as demographic changes take hold, technology rapidly advances, wealth inequality increases, and climate destabilizes. In the face of these challenges, and in the wake of the COVID-19 pandemic, many have argued the time is right to not only tinker with the status quo, but to imagine otherwise, to imagine alternative higher education futures that are more hopeful, more equitable, and more just.

This collection invites prospective authors to turn towards reimagining the futures of education, and to contribute scholarship that speculates what higher education at the intersection of justice, hope, and educational technology could look like.

This is not a call for papers grounded in technological solutionism or technological determinism. The educational technology literature is replete with papers which are optimistic about the possibilities of technology. Rather, this call invites writing that imagines higher education and its practices otherwise, writing that engages the imagination from diverse and justice-oriented perspectives. In Houlden and Veletsianos (2022), for example, we noted that hopeful futures are shaped by themes such as “connection, agency and community and individual flourishment” and we have suggested that “hopepunk, solarpunk, and visionary fiction” can serve “as models of storytelling grounded in hope which imagines more liberatory education and learning futures.”

We are especially interested in scholarship that engages critically with educational technology issues while resisting oppression and despair; scholarship that begins with the ongoing undoing of colonial, racist, ableist, patriarchal, heteronormative, capitalist structures of power; and scholarship that invites hope as a practice of change and not as a return to an idealized past.

This collection is open to diverse forms of research and scholarship, including empirical, theoretical, speculative, and anything in-between.

Topics of interest include higher education futures at the intersection of justice, hope, and educational technology that engage with

  • Speculative methods and pedagogies
  • Indigenous, Black, Queer, and (Dis)ability issues and methods
  • Reimagining technology in higher education
  • Co-creation with learners and/or other communities
  • Local and contextual realities

Research questions of interest may include but are not limited to

  • What does the intersection of hope, justice, and educational technology look like, or ought to look like?
  • How do current education systems need to transform to enable just and hopeful education futures?
  • How can we understand hope and justice in the context of higher education futures?
  • What is the role of hope and justice in imagining diverse education futures?
  • What are the roles and limits of technology in desirable, just, and hopeful higher education futures?
  • In what ways are hopeful and/or just technology-infused higher education futures similar or different across contexts?
  • How can hopeful futures be enacted beyond envisioning in higher education systems? For example, how might speculative futures scholarship address problems higher education faces today?
  • What do hopeful, speculative futures approaches reveal about current contexts and future orientations for higher education practices and policies?
  • What methods might be used to support generative higher education futures that are at the intersection of hope, justice, and educational technology?
  • What might empirical approaches to such futures look like within higher education settings?
  • Whose voices and perspectives are made explicit in generating hopeful educational futures, and how?


Houlden, S., & Veletsianos, G. (2022). Impossible Dreaming: On Speculative Education Fiction and Hopeful Learning Futures. Postdigital Science and Education.


Call opens: May 1, 2023

Call closes: October 31, 2023

Guest editors: 
George Veletsianos, Royal Roads University, Canada
Shandell Houlden, Royal Roads University, Canada
Jen Ross, University of Edinburgh, UK
Sakinah Alhadad, Griffith University, Australia
Camille Dickson-Deane, University of Technology Sydney, Australia

CFP: Rethinking Multimedia Design for Learning (special issue of the Journal of Applied Instructional Design)

Journal of Applied Instructional Design (JAID): Special Issue 2022 Call for  Proposals Rethinking Multimedia Design for Learning 

Special Issue Editors  

Dr. Ahmed Lachheb, Learning Experience Designer, Center for Academic Innovation,  University of Michigan.

Dr. Rebecca M. Quintana, Associate Director, Learning Experience Design, Center for  Academic Innovation and Adjunct Lecturer, School of Education, University of Michigan.

Dr. Chris Quintana, Associate Professor, School of Education, University of Michigan.

Jacob Fortman, Learning Experience Designer and Graduate Certificate Coordinator, Center  for Academic Innovation, University of Michigan.

Email contact for the Special Issue Editors:


Multimedia design for learning has been a topic of research and a core professional function  in the instructional design profession since its inception. Much of the research on multimedia  design for learning has been grounded in work such as Mayer (2002) to provide theoretical  models about the cognitive processing of multimedia information and practical guidelines for  using multimedia in learning contexts. However, as technology and modes of instruction  evolve and substantially change over time, the landscape of multimedia research and design  for learning must keep pace with modalities that emerge from new technologies. For  example, Ainsworth (2018) noted that human learning is inherently multi-representational  and that new representational forms are being invented as new educational technologies are  advanced. Yet, most—if not all—well-established principles of multimedia learning are  rooted in empirical research bounded by historical contexts that are different from today’s  21st-century learning landscape, as Hinderliter (2022) and Moore (2021) aptly remarked.

With the rise of technologies such as immersive digital simulations (Lui & Slotta, 2014),  embedded phenomena (Moher, 2006), augmented and virtual reality (Lindgren et al., 2016),  and other forms of interactive media, what counts as “good multimedia design for learning” is  less certain. This calls for a continued inquiry by instructional design and learning sciences  communities to re-examine long-held principles and approaches to support multimedia  design for learning and adequately attend to the affordances and features of new kinds of  technology-enhanced learning environments.

Contributors to this special issue are invited to present their view on how instructional  designers, educators, and researchers should rethink multimedia design for learning in  diverse technological contexts, from an applied research and practice perspectives, through  one of the following topics (although, this list is not exhaustive):

  • The challenges and opportunities in adhering to well-established theories and  guidelines of multimedia design for learning as they relate to new representational  forms and technology-enhanced learning environments
  • Proposed theoretical revisions or expansions to existing multimedia learning theory  given the modalities and approaches supported by new technologies (e.g., haptic  interactions, grounded and embodied learning, collaboration and remote learning  platforms)
  • Potential opportunities and limitations of emerging learning environments (e.g.,  augmented, mixed, and virtual reality) with respect to new types of affordances,  features, and modalities to support educational research and instructional design
  • Multimedia design failures and/or successes, and the lessons learned from bounded  or situated design experiences
  • Ethical, social, political, or economic considerations in the design of multimedia for  learning in 21st-century learning environments

Submissions from instructional design, learning sciences, and related fields that successfully  present scholarly work in K-12, higher education, and corporate training settings are  welcome. While there is some flexibility, submissions should be between 4,000 to 5,000  words in length (excluding references and appendices). We particularly welcome  submissions that are in line with the following types of submissions:

  • Instructional Design Practice 

This is an applied journal serving a practicing community. Our focus is on what  practitioners are doing in authentic contexts and their observed results. These  articles cover topics of broad concern to instructional design practitioners. The  articles should represent issues of practical importance to working designers.

  • Research Studies on Applied Instructional Design 

JAID is interested in publishing empirical studies exploring the application of  instructional design principles in applied settings. Quantitative and qualitative studies are welcome.

  • Instructional Design/Performance Design Position Papers 

JAID also accepts position papers that attempt to bridge theory and

practice. Examples may include conceptual frameworks and new ideas facing the  instructional design community. The paper must also provide enough information to  allow the replication of the innovation or continuation of the research in other  settings. Position papers must be based in the context of a theoretical framework. Efficacy data is strongly preferred, but not always required, contingent upon the  potential generalizability or value of the innovation.

Important Dates 

March 21, 2022 Call for proposals is open.
May 15, 2022 Interested authors should submit a brief 500-word proposal  to this form*
June 1, 2022 Invitation to submit full manuscript sent to authors.
August 1, 2022 Full manuscripts due.
September 15, 2022 Reviews completed and authors notified of decision
October 15, 2022 Revised manuscripts due
December 1, 2022 Final manuscripts due to JAID.
December 2022 Publication in 2022 special issue.


*Authors may contact the editorial team ( to discuss relevance  and fit prior to submitting their proposals.

Submission Process 

If invited to submit a full manuscript, please prepare submissions according to the JAID  guidelines:

The Journal of Applied Instructional Design (JAID) is a peer-reviewed journal sponsored by  the Association for Educational Communications and Technology (AECT)

CFP Special issue: Inclusive Distance Education for Learners with Dis/Abilities

Below is a call for proposals for papers to be published in a special issue of Distance Education.

Inclusive Distance Education for Learners with Dis/Abilities

Leading up to, and now moving through the COVID-19 Pandemic, educational institutions at all levels were developing a greater awareness of learners with diverse physical, emotional and learning challenges (de Bruin 2019; Sniatecki, et al., 2015; Kocdar & Bozkurt, 2022; Weedon & Riddell 2016). Despite the heightened awareness, educational opportunities for learners with dis/abilities are lagging. For example, while enrollment in institutions of higher education in the U.S. is increasing, degree completion rates for students with dis/abilities has been low (Järkestig Berggren et al. 2016).

Learners that are identified with disabilities are often seen for what they are unable to do without support versus what they can do in learning settings. Thus, it is critical to consider shifts in thinking from disability to dis/ability where learners are also acknowledged for their strengths and potential. Currently, these learners are considered at-risk of not receiving the same level of education as their peers, and thus there was a ‘necessity and urgency’ to provide learners with dis/abilities, access to the regular education system (UNESCO 1994, viii). Nations have stated their agreement and desire to provide an inclusive learning environment through their signing of the Salamanca Statement (1994), this was re-affirmed with the signing and rectification of the UN Convention on the Rights of Persons with Disabilities (2006), the Millennium Development Goals (2000), and most recently the UN Sustainable Development Goals (2016). As a result of these global movements, many countries have clarified and amended their respective laws to include access for learner with dis/abilities to educational opportunities at all levels.

The increasing use of distance learning strategies and affordances during the COVID-19 pandemic for all students can be seen as both an affordance and a barrier for learners with dis/abilities. A review of literature from Kinash et al. (2004) found that attending to the needs of students with dis/abilities held strong promise for ensuring online education would be accessible for all students, regardless of disability identity or status. This promising finding has not found its way into the growing use of technology in distance and online learning. Instead, there is a growing concern that access to the distance/online educational setting will solidfy within an ableist framing as it develops into a normative way of learning and away from the discourse of alternative, disruptive methods of learning. This is unfortunate since there is evidence that accessible instruction and inclusive practice lead to achievement for all students (Black et. al., 2014; Burgstahler 2015; Hromalik et al., 2018).

Such insights have important implications as universities and K-12 educational settings have increased their use of online and distance education strategies during the pandemic and will likely continue to do so in the foreseeable future. Since these modalities have the potential to address accessibility barriers and reshape expectations for when and how learning might occur, it is important to review how these strategies impact learners with dis/abilities in its current form (Xie et al., 2021). Clearly, it cannot be expected that students who stand to benefit substantially from inclusive efforts, such as increased accessibility of course materials, will automatically succeed merely because they are learning online or in some type of distance setting (Barbour & Reeves, 2009; Layne et al., 2013; Xu & Jaggars, 2014).

The purpose of this special issue of Distance Education is to share research and theorize distance/online education practices across higher education and school settings (K-12) that attend to the inclusion of learners with dis/abilities. Accepted manuscripts will represent exemplary scholarship, reflect international perspectives, and embody the spirit of inclusion in the use of terminology, study design, and theoretical framing.

Suggested topics for this issue include:

  • Analysis/critique of policies in government/law-making bodies that expand or constrain online and distance learning and their potential to include/exclude learners with dis/abilities.
  • Analysis/critique of understanding about how to support learners with dis/abilities across primary, secondary, and tertiary distance education settings in various domains, including but not restricted to academic learning, social-emotional learning and life-long learning.
  • Empirical work, including design-based research approaches, documenting attempts at inclusive design and/or instruction in distance education or online settings and the various outcomes of these attempts, including student outcomes. (Note: Please do not send a study of perceptional outcomes without other sources of data).
  • Empirical or theoretical work about transition to, and from distance educational spaces as well as between two distance education spaces.
  • Theoretical work highlighting the intersectional and evolving notions of dis/ability and its implications for distance education; this can include post-human theories and lenses.
  • The preparation of instructors at primary, secondary, or tertiary education to teach online in ways that are inclusive and informed about dis/ability—meaning that instructors learn to teach using perspectives other than traditional behavior and/or cognitive construction of learning and disability.


Submission of 500-word abstract (  – May 16, 2022

Notification and invitation of articles – May 20, 2022

First draft submitted through Manuscript Central to Distance Education – July 18, 2022

Revision notifications – August 26, 2022

Second draft submitted through Manuscript Central – September 26, 2022

Final notifications of acceptance – October 10, 2022


Special Issue Editors

Mary Rice
University of New Mexico, , Albuquerque, USA

Michael Dunn
Washington State University, Vancouver, USA


Barbour, M. K., & Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. Computers & Education52(2), 402-416.

Burgstahler, S., & Russo-Gleicher, R. J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability28(2), 199-212.

De Bruin, K. (2019). The impact of inclusive education reforms on students with disability: An international comparison. International journal of inclusive education23(7-8), 811-826.

Hromalik, C. D., & Koszalka, T. A. (2018). Self-regulation of the use of digital resources in an online language learning course improves learning outcomes. Distance Education39(4), 528-547.

Järkestig Berggren, U., Rowan, D., Bergbäck, E., & Blomberg, B. (2016). Disabled students’ experiences of higher education in Sweden, the Czech Republic, and the United States–a comparative institutional analysis. Disability & Society31(3), 339-356.

Kinash, S., Crichton, S., & Kim-Rupnow, W. S. (2004). A review of 2000-2003 literature at the intersection of online learning and disability. American Journal of Distance Education18(1), 5-19.

Kocdar S., Bozkurt A. (2022) Supporting learners with special needs in Open, Distance, and digital education. In Zawacki-Richter O., Jung I. (Eds.) Handbook of open, distance and digital education.

Layne, M., Boston, W. E., & Ice, P. (2013). A longitudinal study of online learners: Shoppers, swirlers, stoppers, and succeeders as a function of demographic characteristics. Online Journal of Distance Learning Administration, 16(2), 1-12.

Nair, S., Naidu, V., Judd, M., Kinash, S., Fleming, J., Santhanam, E., … & Tulloch, M. (2015). Case studies to enhance online student evaluation: University of Western Australia–A journey towards greater engagement through closing-the-loop. Learning and Teaching papers118.

Sniatecki, J. L., Perry, H. B., & Snell, L. H. (2015). Faculty Attitudes and Knowledge Regarding College Students with Disabilities. Journal of Postsecondary Education and Disability28(3), 259-275.

UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education.

United Nations (2016). 2030 Agenda for Sustainable Development.

United Nations. (2000). United Nations Millennium Declaration.

United Nations. (2006). Convention on the Rights of Persons with Disabilities.

Weedon, E., & Riddell, S. (2016). Higher education in Europe: widening participation. In Widening higher education participation (pp. 49-61). Chandos Publishing.

Xie, J., Gulinna, A., & Rice, M. F. (2021). Instructional designers’ roles in emergency remote teaching during COVID-19. Distance Education42(1), 70-87.

Xu, D., & Jaggars, S. S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. The Journal of Higher Education85(5), 633-659.

Call for chapters- AECT at 100: A Century of Leadership in Educational Technology 

Sharing this CFP on behalf of colleagues.

The editors of AECT at 100: A Century of Leadership in Educational Technology have extended this call for chapter proposals until November 30, 2021 and are still accepting submissions on a variety of topics, particulary in the gap areas highlighted in the attached revised call for chapters.


The purpose of this book is to highlight AECT’s 100 years of leadership in educational technology and learning. AECT has a rich history, evolving from the National Education Association’s (NEA) Department of Visual Instruction (DVI) and later the Department of Audio-Visual Instruction (DAVI). Over its 100 years, AECT and its members have had a substantial impact on the evolution of American educational technology and learning, including in the areas of audiovisual instruction, instructional design, and online learning. This book seeks to recognize the individuals within AECT whose leadership has contributed to the survival of the association and to the association’s impact on the field of educational technology. Additionally, issues faced in the field and research and theory topics over the years will be addressed.


A full description of the updated call is attached and can also be found at:


Initial proposals should include an extended abstract for chapters (1000 words plus representative references) or a description of a leader spotlight (500 words plus a summary who the spotlight will address and what makes the spotlight interesting to readers and/or researchers

To submit your proposal go to


A list of author resources are provided at the following page.

Learning Design voices CFP

Below you can find a necessary and significant call for chapters from folks at the University of Cape Town. As “learning designers, academic developers, instructional designers, curriculum designers, learning experience designers, learning experience engineers” and Centers of Teaching and Learning more broadly have carried institutions through the pandemic, while also facing incredible personal and institutional challenges themselves, this book stands to make visible what this work looks like, how it varies across contexts, how it is implicated in issues of power, opportunity, commitment, resilience, hegemony… and how those issues intersect with educational technology and design. CFP follows, but you can also find it here.

Call for chapters

We’re looking for learning designers, academic developers, instructional designers, curriculum designers, learning experience designers, learning experience engineers…  We don’t mind what you call yourself but if you create learning opportunities for students and staff in post-secondary institutions we want to hear from you! We’re keen to create a space for voices on learning design from a wide range of contexts. We invite you to share your practices and experiences, and to connect with a community of people across the globe who also do this work.  We’re hoping that together we can create the kind of book that you reach for when you need a new idea or want to be inspired by the innovative and responsive work of colleagues in challenging and exciting environments.   


During the pandemic, the pivot to emergency remote teaching highlighted the depth and extent of inequalities facing communities, particularly in relation to access to resources and literacies for online learning in higher educational contexts. Imported solutions that failed to take into consideration the constraints and cultures of local contexts were less than successful. The paucity of practitioners with online learning design experience, training and education grounded in diverse contexts made local design for local contexts difficult to carry out.

Although there is substantial research and guidance on online learning design, there is an opportunity to create a text deliberately oriented to practice. Further, online learning design, as a field of practice and research, is strongly shaped by experiences and practices from the Global North. While many of the textbooks written from this perspective are theoretically useful as a starting point, the disjuncture between theory and practice for practitioners in less well-resourced contexts where local experiences are invisible, can be jarring.



The goal of this text is to offer a discussion of key themes shaping practice in online learning design, in the form of provocations by key voices in the field, and to offer chapters that illuminate or trouble these themes. Further, we seek to listen more closely to voices from the historical margins to understand better what learning design, as a practice, a field of research and process means in Africa, Asian and South America contexts. This is an opportunity to create a text deliberately oriented to practice, grounded in diverse contexts and showcasing a wide variety of learning design responses while remaining grounded in commitments to equitable access and success.

Target Audience

This book seeks to be useful for both staff and students in formal learning contexts such as diploma or certificate courses, we imagine that it will provide a useful handbook for those working in online learning design from learning designers to academic staff taking courses online to staff developers who support those processes.


The book is structured around provocations, highlighting key concepts and debates related to that topic. We invite chapter submissions that respond to one of the provocations below.  This is not another theory book. We’re looking primarily for empirical, place-based pieces, practical advice and experiences  which are theoretically informed. Threaded through all the chapters, we expect border perspectives, peripheral views, equity considerations and the like to be incorporated. We would welcome interactive and multimodal components such as  images, videos, reflective exercises and other multimedia elements in your chapter, that can be used by readers for reflection or as teaching exercises.

Provocation 1: Learning Design as field, praxis and identity

Learning design has emerged as an area of work or practice, a space for research, and a marker of professional  identity.  How do you see learning design? How is learning design viewed in your context?  How do we, or should we, support the development of learning design? What models and assumptions underpin our work in learning design, and to what extent do these models support practice in your context? For this section, we are looking for chapters that offer insight into how learning design is located, functions and is valued in a variety of contexts.

Provocation 2: Humanising Learning Design 

Online learning faces increasing calls to centre inclusivity, diversity, and accessibility.  What inclusive, diverse and accessible online learning looks like is by no means universal. We invite for this section, chapters that demonstrate how the design and experience of critically grounded online learning can create opportunities for learning for a wide range of students, typically “othered”, marginalised, or excluded from online learning spaces.

Provocation 3: Learning activities, processes and materials

Much of the work around process and materials creation in relation to learning design assumes access to resources and skills that are limited in the developing world.  We invite chapters that consider how context shapes choices in relation to learning activities, processes and materials. We hope for chapters that speak to, inter alia,  issues of multilingualism, accessibility, universal design for learning, and racial and cultural representation.

Provocation 4: Assessment and evaluation online 

The question of assessment and the purpose of higher education are unavoidably intertwined. As the shape of higher education and its relationship to society has shifted over time, the nature of assessment has shifted. Concerns about rigour and validity are joined by concerns about authenticity, relevance and transformation. How is online assessment creating opportunities for imagining and challenging the role of assessment? We welcome, for this section, chapters focusing on online assessment practices that offer improvements on well-established practices, or offer wholly innovative takes on the form of assessment in higher education.

Provocation 5: Policy and regulatory environment 

Learning design, materials design and academic expertise all take place within existing institutional, national and international policy, funding and regulatory frameworks. Online learning is still captured by the imaginaries of traditional education. How does the policy and regulatory environment in your context shape the practice of learning design? Is open education enabled or constrained by the policy environment?

Submission Procedure and Due dates

Activity Date
Share an idea 13 June 2021 Do you have an idea that you need to chat to someone about?  Contact Shanali, Tasneem or Laura.
Proposal submission 14 June 2021 Your proposal should include an abstract of not more than 500 words, explaining how you bring a non-dominant perspective, and a one page outline of the chapter structure. Submit a proposal for a chapter.
Notification of acceptance 28 June 2021 You will be notified by 28 June 2021 about the status of your proposals and sent chapter guidelines.
Full Chapter submission 23 August 2021 Full chapters should be submitted by 23 August 2021. We expect chapters to be between 3000 – 5000 words but we are flexible about the length of chapters. Please follow APA 7th referencing.
Peer review process 20 September 2021 All submitted chapters will be reviewed by two peer reviewers, including other chapter authors and external reviewers. Please note, contributors will also be requested to serve as reviewers for this project.
Author changes End November 2021 Once authors have submitted their final changes to the editorial committee, the chapters will be uploaded  to the platform.  The formal launch for the book is planned for March 2022.

For queries, please contact: or

Dissemination and Publication

The book will be published under a creative commons licence, encouraging its dissemination and reuse in teaching and learning spaces. We are currently in the process of selecting an open textbook ebook platform.  Key criteria for the platform include that it will offer multimodal digital formats, options to download copies, and options to order print copies at cost.


Tasneem Jaffer

(@tasneemjaffer) – Tasneem is a senior project coordinator and learning designer at University of Cape Town in South Africa. She has worked as a learning designer for the last seven years and has prior expertise in the field of user experience (UX). She has completed an MEd in Educational Technology and is currently an MBA candidate. Her work includes being involved in the development and research of MOOCs, the development of formal online courses. She has a passion for learning, specifically the intersection of learning design and UX.

Shanali Govender

(@GovenderShanali) – Shanali is a lecturer within the Academic Staff Development unit at the University of Cape Town’s Centre for Innovation in Learning and Teaching. Her particular brief in the staff development team is to support part-time and non-permanent teaching staff. She currently teaches on the Postgraduate diploma in educational technologies, co-convening the Online Learning Design module. She has designed several online staff development short courses, and teaches two academic staff development online courses, Core Concepts in Learning and Teaching and An online introduction to Assessment.  Shanali also has strong interests in relation to inclusivity and education, working largely in the practice space with colleagues to create more inclusive teaching and learning environments. ​

Laura Czerniewicz

(@Czernie) – Laura  was the first director of the Centre for Innovation in Learning and Teaching (CILT), at the University of Cape Town, (2014 to 2020) having previously led UCT’s Centre for Educational Technology, OpenUCT Initiative and Multimedia Education Group. Her many roles in education over the years  include academic, researcher, strategist, advocate, teacher, teacher-trainer and educational publisher. Threaded through all her work has been a focus on equity and digital inequality. These have permeated her research interests which focus on the changing nature of higher education in a digitally-mediated society and new forms of teaching and learning provision.  She plays a key strategic and scholarly role in the areas of blended /online learning as well as in open education institutionally, nationally and internationally. Check out Laura’s newish blogsite


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:

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:


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.

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