Call for Special Issues

 

We are  seeking expressions of interest for an additional Special Issue for 2021. 

We also have an open call for a current special issue on Smart Learning Environments.

Table of Contents for this page:

  • Call for expressions of interest for a Special Issue in 2021/22 [Open]
  • Call for papers for a Special Issue on Smart Learning Environments [OPEN]
  • [CLOSED] Learning Analytics: Pathways to Impact 
  • [CLOSED] Partnerships for scaled online learning and the unbundling of the traditional university 

Please browse below to read the call.

 


Call for Proposals for a Special Issue of AJET in 2021/22

The editors of the Australasian Journal of Educational Technology (AJET) welcome expressions of interest from individuals or teams interested in guest editing a special issue of the journal in late 2021 or early 2022.

Expressions of interest of up to 500 words should include the following information:

  1. Names and affiliations of guest editor(s), including experience and brief biographical details
  2. Proposed special issue theme, including possible topics
  3. The relevance of the theme to the scope and coverage of the journal
  4. The significance of the theme in advancing the field of educational technology in higher education

The proposals will be reviewed by the AJET Lead Editors and members of the Editorial Board. Full proposals will then be requested from shortlisted EOIs.

Please email your expression of interest to the Editors (editors@ajet.org.au)

Deadline: 5th October, 2020. 

 


 

Special Issue – Smart Learning Environments

Guest Editors

  • Simon K.S. Cheung, The Open University of Hong Kong, kscheung@ouhk.edu.hk
  • Fu Lee Wang, The Open University of Hong Kong, pwang@ouhk.edu.hk
  • Lam For Kwok, City University of Hong Kong, cslfkwok@cityu.edu.hk

Focus of the Special Issue

Enabled by technological innovation, brand new learning environments can be created to support a wide range of teaching and learning activities, wherein learning experience can be enriched and learning effectiveness can be enhanced. A smart learning environment is conceptualized as a learning environment that emphasizes learning flexibility, effectiveness, efficiency, engagement, adaptivity, and reflectiveness (Spector, 2014), where both formal learning and informal learning are integrated (Gros, 2016). It is basically an adaptive system that improves learning experience based on learning traits, preferences and progress, features increased degrees of engagement, knowledge access, feedback and guidance, and uses rich-media with a seamless access to pertinent information, real-life and on-the-go mentoring with use of technologies to continuously enhance the learning environment (UNESCO, 2017). In recent years, researchers in the field have been actively investigating the design and implementation of a smart learning environment. The intent of this call is to disseminate the latest research findings and share good practices on smart learning environments from different perspectives, including pedagogy, content development, instructional design, and technology.

Call for Articles

Topics of interest include, but not limited to :

  • AR and VR for learning
  • adaptive learning
  • blended learning
  • flipped classroom
  • game-based learning
  • intelligent tutoring systems
  • interactive learning systems
  • open and flexible learning
  • learning analytics
  • mobile learning
  • open educational resources
  • student advising and assessment

Manuscript Submission Instructions

  • Manuscripts addressing the special issue’s focus should be submitted through the AJET online manuscript submission system.
  • When submitting your manuscript, please include a note in the field, Comments for the that you wish it to be considered for the Special Issue on "Smart Learning Environment" of AJET.
  • 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.

Deadlines for Authors

  • Submission deadline: 1st November 2020
  • Expected decision on manuscripts: 15 January 2021
  • Revised/final manuscripts due: 1st March 2021
  • Expected Publication of Special Issue: April 2021

Further Questions

Please direct questions about manuscript submissions to Dr. Simon K.S. Cheung, The Open University of Hong Kong (kscheung@ouhk.edu.hk).

 

References

Gros, B. (2016), "The Design of Smart Educational Environments", Smart Learning Environments, Vol. 3, No. 15, Springer Open. Retrieved from https://link.springer.com/content/pdf/10.1186%2Fs40561-016-0039-x.pdf (2 October 2019).

Spector, J.M. (2014), "Conceptualizing the Emerging Field of Smart Learning Environments", Smart Learning Environments, Vol. 1, No. 2, Springer Open. Retrieved from https://link.springer.com/content/pdf/10.1186%2Fs40561-014-0002-7.pdf (2 October 2019).

UNESCO (2017), In Pursuit of Smart Learning Environments for the 21st Century, UNESCO International Bureau of Education. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000252335 (2 October 2019).

 

 


 

 

Special Issue: Partnerships for scaled online learning and the unbundling of the traditional university

[This call is now closed]

Guest Editors

  • Dr. Henk Huijser, Queensland University of Technology, h.huijser@qut.edu.au  
  • Dr. Rachel Fitzgerald, Queensland University of Technology, r8.fitzgerald@qut.edu.au  
  • Professor Gilly Salmon, Online Education Services, UK & Swinburne University of Technology, gillysalmon@education-alchemists.com

Focus of the special issue

Support services and technology platforms have long been delivered in a range of partnerships with external providers. However, partnerships as part of core business have much wider implications for educational technology policy and practice. While digital learning environments make partnerships easy to envisage and execute, partnerships in this area are often complex and at least partially driven by financial motives and marketization (Swinnerton et al., 2018). We believe there are genuine opportunities to open education to international audiences, fulfill the social purpose of higher education and afford opportunities to include non-traditional learners. However, there are concerns about the impact that such partnerships have on educational quality, academic freedom, university reputation and shared governance (Sundt, 2019). For example, online learning in these models may favour individualist over social constructivist approaches to learning, under the banner of personalisation. We acknowledge that developing unbundled models creates challenges regarding curriculum and learning design, however we also believe there are also opportunities for creative and transformational thinking as we move towards a digitally integrated future (Salmon, 2019).

We welcome contributions from early adopters to discuss effective practice and challenges faced. We are particularly interested in the impact of partnerships with private providers on technology enhanced learning and how that should inform both university and government policy.

Call

We invite authors to submit studies, reviews and conceptual articles on topics including, but not exclusive to:

  • Unbundling of the traditional university
  • Reputation maintaining, enhancing and building in entirely global environments
  • The third partners - involving stakeholders such as employers in the mix
  • University arrangements with private companies and their impact on online teaching and learning
  • Models of partnership
  • Social progress and inclusion of non-traditional learners
  • The role and impact of micro-credentialing on partnerships
  • Achieving personalized, active and student-centred digital learning
  • Agile, scalable learning design­­­­
  • The role of technology in online partnerships
  • Flexible delivery models – modes and structures
  • Exploring online and global curriculum
  • The role of academic interventions, tutoring, and support services in partnerships

Manuscript Submission Instructions 

  • Manuscripts addressing the special issue’s focus should be submitted through the AJET online manuscript submission system.
  • When submitting your manuscript, please include a note in the field called ‘Comments’ that you wish it to be considered for the ‘Partnerships for scaled online learning and the unbundling of the traditional university’ Special Issue of AJET.
  • 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.

Deadlines for authors 

  • Submission deadline: 2nd March 2020
  • Expected decision on manuscripts: 1st May 2020
  • Revised/final manuscripts due: 5th June 2020
  • Expected Publication of Special Issue: late 2020

Further questions 

Please direct questions about manuscript submissions to Henk Huijser h.huijser@qut.edu.au or Rachel Fitzgerald r8.fitzgerald@qut.edu.au

References

Hill, P. (2018, April 2). Online Program Management: Spring 2018 view of the market landscape [Blog Post]. Retrieved from https://eliterate.us/online-program-management-market-landscape-s2018/

Salmon, G. (2019, Feb 1). From partnership to fusion: Future educational landscapes. [Blog Post]. Retrieved from https://wonkhe.com/blogs/from-partnership-to-fusion-future-educational-landscapes/

Sundt, M. (2019). Professors, ask hard questions of your online providers. Inside Higher Ed. Retrieved from https://www.insidehighered.com/digital-learning/views/2019/01/30/professors-should-ask-hard-questions-their-corporate-online

Swinnerton, B., Ivancheva, M., Coop, T., Perrotta, C., Morris, N., Swartz, R., … Walji, S. (2018) The unbundled university: Researching emerging models in an unequal landscape. Preliminary findings from fieldwork in South Africa. In M. Bajić, N. Dohn, M. de Laat, P. Jandrić, & T. Ryberg, T. (Eds.), Proceedings of the 11th International Conference on Networked Learning 2018 (pp. 218-226). Zagreb, Croatia, 14-16 May 2018.

 

 


2020 AJET SPECIAL ISSUE

Special Issue: Learning Analytics: Pathways to Impact

[This call is now closed]

Guest Editors

  • A.Prof Linda Corrin, Swinburne University of Technology, lcorrin@swin.edu.au
  • Prof. Dragan Gasevic, Monash University, dragan.gasevic@monash.edu.au
  • Dr. Maren Scheffel, Open University of the Netherlands, Maren.Scheffel@ou.nl

Focus of the special issue

The field of learning analytics has evolved over the past decade to provide new ways to view, understand and enhance learning activities and environments in tertiary education. It brings together research and practice traditions from multiple disciplines to provide an evidence base to inform student support and effective design for learning. This has resulted in a plethora of ideas and research exploring how data can be analysed and utilised to not only inform educators in the classroom, but also to drive online learning systems that offer personalised learning experiences and/or feedback for students. However, a core challenge that continues to face the learning analytics community is how the impact of these innovations can be demonstrated. As more and more institutions implement strategies to take advantage of learning analytics as part of core business, it is important that such impact can be evaluated and scaled to ensure effectiveness and sustainability.

This special issue provides an opportunity to explore the pathways to impact of learning analytics-based interventions and implementations in the tertiary education environment.

Topics for this special issue may include, but are not limited to:

  • Approaches to scaling adoption and impact of learning analytics
  • Strategies for measuring the impact of learning analytics
  • Evaluation frameworks for learning analytics implementation
  • The intersection between learning analytics and learning design
  • Theoretical lens that help to determine how data can be used as indicators of learning
  • Validity and reliability of indicators and data analysis models in learning analytics
  • Factors that mediate the impact of learning analytics (e.g. ethics)
  • Approaches that promote the interpretability of analytics outputs for stakeholders
  • Policy and strategy frameworks for implementation of learning analytics
  • Leadership models for planning and implementation of learning analytics
  • Approaches that promote stakeholder involvement in adoption of learning analytics
  • Participatory design and co-creation of learning analytics
  • Case studies of learning analytics implementation and impact

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 Analytics” special issue. Please direct questions about manuscript submissions to Linda Corrin at: lcorrin@swin.edu.au. 

Deadlines for authors

  • Final submission deadline: 17th July 2020
  • Decision on manuscripts: 28th September 2020
  • Revised/final manuscripts: 23rd October 2020
  • Expected Publication: December 2020