Publication opportunities

For conference proceedings, please see General eLearning events, Non-CETIS Assessment events and Non CETIS Accessibility Events.

Academic Exchange Quarterly - Online Learning
Abstracts due: n/a Full papers due: 31 August 2008 Publication: Winter 2008

Web-based instructional delivery has resulted in an explosion of “online learning” initiatives, technological innovations in education, and creative uses of the Internet. This focus is on ways of delivering instruction through asynchronous or synchronous methods either through online courses or by “hybrid” or “blended” courses.

There are shifts in course reconceptualizations, course designs, instructional pedagogy, faculty training, and course learning outcomes. For instance, what are the best methods of teaching students to evaluate what they find on the Internet? How does placing a course online change the needs of students who seek information? How are teachers using smart classrooms, bulletin boards, listservs, blogs, and wikis?

All innovative suggestions for instruction and technology for online learning are welcome. If you have useful experiences to share or have new ideas regarding instruction, technology, or information-gathering on the Web, please consider submitting an article.

Journal of Computer-Mediated Communication: special edition on young people, mediated discourse and communication technologies
Abstracts due: 1 July 2008 Full papers due: 1 November 2008 Publication: April 2009

This special issue of JCMC seeks to answer a simple question: what are young people really doing with new communication technology? Papers are sought which examine children and teenager's mediated discourse - in other words, their actual language and communication practices. Papers should therefore be empirically grounded, situated and contextual (e.g. user- and use-specific). Papers reporting findings from diverse and under-represented social backgrounds are especially welcome.

Educational Social Software for Context-Aware Learning: Collaborative Methods and Human Interaction
Abstracts due: 30 April 2008 Notification: 31 May 2008 Full papers due: 31 August 2008 Publication: not specified Facebook: http://www.facebook.com/group.php?gid=10693835613

The emergence of Web 2.0 triggered a general trend towards global online social interactions and hence, has brought sociology into the global interactive picture. From an educational viewpoint, this phenomenon created issues relating to individual and social learning for the internalisation and externalisation of information and knowledge in both formal and informal educational settings. Studies on social relationships, interactions and engagement between the e-learning participants, as well as practices and activities with the use of tools for the purpose of learning appear to present contradictive results.

Some answers to these issues and concerns lie in the principles of computing and, in particular, social computing. Social computing is concerned with the intersection of social behaviour and computational systems. In interactive educational technology, this intersection is related to context awareness. Specifically, context awareness includes determining if the context is organisational or cultural and the context surrounds learning activities on the interface. In other words, methods, learning activities, tools, and evaluation are highly interconnected.

The main objective of this book is to bring together, in one book, contributions on the topic of Educational Social Software for Context-Aware Learning. The key objective is to look into the socio-cultural elements in educational social computing focused on design and theory where learning and setting are intertwined. A significant portion of the book will also focus on real life case studies where such evaluations have been applied and validated. The book not only will report first experiences and debates, but also aims to go beyond the current state of the art by looking at future prospects and emerging applications. As such, the book will be of great use to those who study, design, construct, moderate, evaluate and maintain educational social software in organizations, e-learning, eBusiness, e-government and other related domains.

Since the ultimate goal of the suggested methodologies is the use of the results of successful interventions, the target audience is everyone who owns, develops, evaluates and moderates educational social software - including individuals, universities, other organizations or companies.

Other
None at present.