2017/18 SPECIAL ISSUE
Learning Design Research: Mapping the terrain
- Associate Professor Eva Dobozy, Curtin Business School, Curtin University, email@example.com
- Ms Leanne Cameron, School of Education, The Australian Catholic University, firstname.lastname@example.org
Focus of the special issue
Learning Design is an emerging field of education research and educational practice. Its purpose is to provide support and guidance to educators teaching in online learning environments. More precisely, the new field of Learning Design aims to help educators understand how to develop, use and reuse contemporary pedagogical designs, many of which are built on social constructivist learning theory. Dobozy (2013) has defined Learning Design as “a way of making explicit epistemological and technological integration attempts by the designer of a particular learning sequence or series of learning sequences”. In addition, the ‘Larnaca group’ authors make a clear distinction between Learning Design theory and practice. In a recent publication, they provided a visual representation of their current understanding of Learning Design as a pedagogical meta-model with three distinct but interconnected components (Dalziel, 2016). These are: a Learning Design Conceptual Map (LD-CM), a Learning Design Framework (LD-F), followed by Learning Design Practice (LD-P). Learning Design is now acknowledged as a complex and integrated process, which includes stages of planning, designing, orchestrating and running of sequenced teaching and learning activities.
We have purposefully kept the focus of the theme for this special issue broad. The intent is to continue the dialogue among educators and learning designers and break down traditional academic silos. Movements towards interdisciplinarity, design thinking, open designs and the acceptance of a reuse philosophy have been gaining greater legitimacy.
This special issue invites papers from a wide range of disciplines, including, but not limited to higher education, neuroscience, cognitive science, psychology, computer science, and business, exploring Learning Design research and practice from a range of theoretical and technological perspectives.
Interdisciplinary and discipline-based empirical studies utilising quantitative or qualitative approaches are welcome. Conceptual papers will be considered.
Topics for this special issue may include but are not limited to:
- Interdisciplinary or discipline specific Learning Design research
- Examinations of Learning Design technologies and/or models
- Relationship between Learning Design and Learning Analytics
- Relationship between Learning Design and Open Education
- Relationship between Learning Design and MOOCs
- Learning Design research methodologies
- Learning Design in higher education
- Learning Design in teacher education
- Learning Design in school education
Manuscript Submission Instructions
Submit through the AJET journal system - not directly to the editors.
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 for the Editor’ indicating that you wish it to be considered for the “Learning Designs” special issue.
Manuscripts should be prepared in accordance with the Australasian Journal of Educational Technology’s guidelines and submission requirements. Please review the Author Guidelines and Submission Preparation Checklist carefully, and prepare your manuscript accordingly. All papers submitted to the special issue will be subjected to double-blind peer review. For further information, please visit the AJET website (https://ajet.org.au/).
Please direct questions about manuscript submissions to either of the guest editors above.
AJET is indexed in Scopus, Thomson Reuters Web of Science, EDITLib, the ACER Blended Online Learning and Distance Education research bank and EBSCOhost Electronic Journals Service. AJET citation statistics appear within the Thomson Reuters ISI Journal Citation Reports (Social Science Citation Index), the Google Scholar Metrics and the Scopus SCImago journal rankings.
Deadlines for authors
Submission deadline: 30 April 2017
Decision on manuscripts: 15 August 2017
Revised/final manuscripts: 15 October 2017
Publication: anticipated Late 2017 / Early 2018