Tag Archives: Call for Papers

Call for papers on research into blended and online learning


Students gathered round a laptop (i)

The Canadian Journal of Higher Education is a publication of the Canadian Society for the Study of Higher Education. It has issued a call for papers for a special issue on: ‘Blended and online higher education: teaching and learning in a wired world.’
This special issue will ‘present research on education access and quality learning experiences afforded by online education delivery, in addition to research on the use of the Internet for interaction and collaborative engagement previously unattainable to teachers and students.’
Guest editors and submission of articles
Martha Cleveland-Innes, Athabasca University
Heather Kanuka, University of Alberta
Submit before December 31, 2012 to either editor.
Full Text: Call for papers on research into blended and online learning.

Conference: Blended Learning: A Strategy for Transforming Teaching and Learning

2012 Call for Proposals

Blended Learning: A Strategy for Transforming Teaching and Learning
October 18 & 19, 2012 in Calgary, Alberta, Canada, at the Delta Airport Hotel. Registration & accommodation information coming soon.

COHERE conference

This is the 6th annual conference on blended learning sponsored by COHERE (Collaboration for Online Higher Education & Research) and CSSHE (Canadian Society for the Study of Higher Education). It will feature Dr.Tony Bates, the well known scholar and commentator on the use of technology in higher education.  His latest book is Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning(Jossey-Bass, 2011).
In addition to taking an active part in the entire conference and doing the conference wrap-up, Tony will deliver the following keynotes:
Meeting the challenge of technology: are we failing as managers?
Designing university teaching to meet the needs of 21st century students
The conference will also feature a number of concurrent sessions, for which we invite proposals related to one of the following streams:
1.       Taking stock of blended learning in higher education: Management, policy, and research  issues
2.       Case studies of teaching and learning issues related to blended learning
Submitting a Proposal
Concurrent presentations will be 40 minutes in length, including time for audience participation. Presenters must register for the conference. To submit a proposal, fill out the submission form here.
Deadline for submissions is 11:59 p.m. MDT on August 31, 2012. Those sending proposals will be notified by September 14, 2012 as to acceptance.
This is a unique opportunity to discuss and share your research and best practices related to blended learning with colleagues from across Canada and internationally. We encourage you to make a submission. If you have any questions about the proposal submission, please contact Dr. Walter Archer,conferencepresentations12@cohere.ca

Enterprise Learning! Conference & Expo

Enterprise Learning! Conference & Expo
Sept 25th -27th, 2012
Irvine Hyatt, Irvine, California

Call for Paper Submissions Accepted until May 1st, 2012

Enterprise Learning! Conference & Expo is singularly focused on helping executives build smarter organizations by leveraging learning and workplace technologies to IMAGINE.INSPIRE. INNOVATE. ELCE programs support employees, partners and customer performance across domestic and global enterprises. ELCE zeros in on your objectives and offers actionable steps you can use to bring drive results. As host of the exclusive learning and workplace technology marketplace, ELCE sessions must embrace strategies, tactics and solutions for attendees at all levels of the organization.

We are seeking conference proposals that address:

  • Strategy & Leadership
  • Best Practices and/or
  • Technology at Work

We are looking for innovative, creative, solutions oriented sessions that drive imagination, inspiration and innovation. Each session will be 45 minutes long and presented to a live, and possibly, virtual audience. We encourage you to submit your proposal regardless of format: case study, panel, or untraditional format.

Attendees are executive level decision-makers charged with building smarter organizations with learning & workplace technologies. They manage budgets up to $14 million annually, and have active learning initiatives. All proposals must aligned with ELCE theme and provide actionable content for real world buyers. Note: All Vendor sales pitches will be excluded from consideration. Potential topics may include:

  • The 21st Century Business Leader
  • Web 3.0 at Work
  • Social Learners: The Untapped Authorities
  • Learning Management Systems 3.0
  • Globalizing Talent Strategies
  • Big Data: Implications for Enterprise 2020
  • The Power of Games in Learning
  • The Secrets of Successful Virtual Learning Environments
  • Rapid & Good Authoring Solutions
  • Engaging Learners After the Lesson
  • Enterprise 2020: Driving Performance from NextGen Learners
  • Mobilizing Learning
  • Strategies to Build the Talent Pipeline
  • The Learning Technology Buying Team
  • How to Budget for Learning & Workplace Technologies
  • Lights! Camera! Action! Your Low Cost Video Production for Learning

via Introduction.

Call for Papers – JOFDL

Proposal for a Themed Issue of the Journal of Open, Flexible and Distance Learning

The Journal of Open, Flexible and Distance Learning is a refereed journal published twice annually by the Distance Education Association of New Zealand (www.deanz.org.nz). It publishes a variety of articles relating to OFDL, including primary research investigations, literature reviews, the application of distance education innovations, and the experiences of teaching at a distance.
This is a call for papers for the themed issue to be published in early December 2012, co-edited by Rick Shearer, Director of World Campus Learning Design, Penn State University (USA) and Ben Kehrwald, Senior Lecturer, Academic Development, University of South Australia, on the theme: The evolution of Instructional Design in Open, Flexible and Distance Learning.
The field of instructional design is constantly evolving to keep up with changed demands in the education marketplace, calls for accountability, regulation and government oversight and the relentless advance of technology.  Today’s designs in technology-enhanced distance education are a far cry from the early text only web sites. They are more resource intensive, requiring more time to develop and larger development teams with a range of development skills.  As a result, instructional designers work in a complex and demanding space.  No longer is it adequate for them to simply act as technology or learning consultants to faculty. They must support faculty in iterative cycles of design and planning; multimedia production and editing; technology selection and use; structuring and management of online environments; quality control; computer-mediated communication; and evaluation with any eye toward continuous improvement.  Gone are the days of the Adam Smith “small shop” approach as institutions have started to move back to the team design approach. Thus, distance education institutions, whether dual mode or single mode must weigh the new costs of DE and determine if they can play in the field. An Institution’s strategic decisions around DE will impact how instructional designers approach the courses and programs they are tasked with supporting.
This special issue of JOFDL seeks to highlight recent developments in instructional design, conceived broadly to include all systematic approaches to the design, development and implementation of open, flexible and distance learning situations.
A variety of submissions will be considered including conceptual pieces which extend current thinking about instructional design, case studies which highlight the application of a particular design approach and research studies which seek to provide evidence in support of a particular design principle or feature.
As a guide, possible sub-themes are suggested:

  • Access – Systematic approaches to increasing openness and flexibility in historically campus-based programs: How do today’s designs promote or inhibit access? How do they take advantage of open infrastructure to support learning outside of ‘closed’ university systems?
  • Interaction and Dialogue – How do today’s designs promote productive interaction, critical thinking and dialogue?
  • Learner Control and Learning Autonomy – Given the flexibility of current and emerging technologies, there are opportunities for learners to have high degrees of control and autonomy. How can we move to a more learner centred design that provides for individual preferred learning styles and personalized learning environments?
  • Social Presence – Given the ubiquity of social networks and tools, how do today’s designs integrate and use the power of social connection whilst maintaining a quality learning experience and safe guarding the students’ information?
  • Cost – With the emergence again of rich media in our courses what is the impact on design, cost, scalability, and ROI for institutions? How much media can institutions implement into courses without shifting the balance from a positive or neutral return to operating in the red?
  • Reuse – Given the costs associated with contemporary design and development processes, how do we maximise the return on investment in design by creating designs which can be reused or repurposed?  Can we identify ‘genres’ of design that provide a starting point for similar design and development projects?  How can these designs described, recorded and shared?
  • Instructional Strategies and Models – How do the old and new models impact our designs around DE?  What is the blend of constructivist, active learning theory, and case based/authentic learning approaches in our courses? Given that best practice exists in context, how do we decide on the best instructional approaches, strategies and models?  What factors impact on these decisions?
  • Beyond Today – What is the next generation of course design? How will the new partnerships with the publishers and Apple impact how we think about today’s learning management system and how we design and distribute content?

Ideally, submissions will include a carefully developed argument in response to a single issue.  Engagement with recent scholarly publications is expected.  All submissions will be reviewed by a minimum of two reviewers in a double blind peer review process.
Prospective authors will need to register with JOFDL and make all submissions online:
Articles should be submitted by August 31, 2012 for consideration and review.
Questions and/or one-page article abstracts for preliminary feedback can be directed to the issue co-editor Ben Kehrwald (ben.kehrwald@unisa.edu.au).

AACE – E-Learn – World Conference on E-Learning in Corporate, Government, Healthcare & Higher Education

Montréal, Québec: October 9-12, 2012

E-Learn–World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education is an international conference organized by the Association for the Advancement of Computing in Education (AACE) and co-sponsored by the International Journal on E-Learning.
This annual conference serves as a multi-disciplinary forum for the exchange of information on research, development, and applications of all topics related to e-Learning in the Corporate, Government, Healthcare, and Higher Education sectors.
Call for Papers etc, due May 25 2012
via AACE – E-Learn – World Conference on E-Learning in Corporate, Government, Healthcare & Higher Education.