Category Archives: Adult Education

CCLI 2018 – Library Instruction by Design: Using Design Thinking to Meet Evolving Needs

The California Conference on Library Instruction seeks to showcase the ways in which librarians have approached library instruction and information literacy problems through the lens of Design Thinking.

Design Thinking involves using a designer’s perspective to improve services through creative problem solving. A fundamental aspect of this process is that it is iterative, in that intermediate “solutions” are potential starting points that allow for experimentation and flexibility in piloting or revitalizing programs. Design Thinking allows for redefinition of the initial problem by stakeholders throughout all points of the design process. “The challenges facing librarians are real, complex and varied. And given the rapidly evolving information landscape, they need new answers, which requires new perspectives, new tools, and new approaches. Design thinking is one of these new approaches” (1).

We invite you to submit a proposal in the form of a breakout session (60 minute presentations or 75 minute workshops) or a lightning talk (5 – 7 minutes). We recommend that prospective presenters review our evaluation rubric for presentations and workshops at: cclibinstruction.org/ccli-rubric-2018/. Proposals should relate to the conference theme, clearly outline the session, and be timely and applicable to librarians. For presentations and workshops, please include 2 – 3 learning outcomes as well as how you plan to incorporate active learning into your session.

Proposals might entail descriptions of a way in which you have gathered inspiration and generated ideas, made those ideas tangible, and / or how you have communicated what worked and what did not. Specific questions that could be addressed are:

What methods did you use to place library users at the center of your thinking?
What data did you gather before undertaking a large change?
What kinds of iterations did a large project undergo and how did you keep things on track?
What did you learn from unfinished, or even failed, approaches?

Please use our submission form at bit.ly/CCLI2018. The deadline for submissions is Monday, October 23. CCLI 2018 will be held at the University of San Francisco on Friday, June 1st, 2018.

We appreciate your consideration and look forward to hearing from you! For questions, contact Irene Korber (ikorber@csuchico.edu) or Ryne Leuzinger (rleuzinger@csumb.edu).

(1) IDEO. (2014). Design Thinking for Libraries. http://designthinkingforlibraries.com/

 

Educational Forum Themed issue on Educator Activism in Politically Polarized Times

Call for Manuscripts for Themed Issue

The Educational Forum

Volume 82, No. 3

Educator Activism in Politically Polarized Times

Editors: Alan Amtzis, Tabitha Dell’Angelo, and Ryan Flessner

Due date: November 1, 2017

What is the impact of political polarization on curricula, pedagogy, funding, and other imposed policies across the educational landscape? How are P-16+ educators and school leaders responding to politically motivated intellectual and policy challenges at the school level? In what ways are teacher educators revising their materials and methods in response to political strife? How are educators negotiating political conflicts with government and community stakeholders at all levels?

For example, some educators in the UK hope to revive political education at the school level as a means to create a more civically literate society. Similarly, in the US, where the federal administration has taken controversial stances on climate change, civil rights, and immigration, many teachers are adjusting curricula and pedagogy to emphasize and retain access to social and scientific knowledge important to a just and inclusive democracy. In many countries and cultures around the globe, educational processes are being mediated by state-sponsored mandates. This themed issue seeks to explore and highlight the educational advocacy and activist work being done in the name of global literacy, social justice, and resistance in a political climate where new filters on knowledge may seek to dismantle public education and affiliated social institutions by limiting critical perspectives in students’ educational experience.

Research articles, essays, and policy briefs might address questions or ideas such as:

  • the ways schools and communities are implementing strategies that recognize and respond to conditions that contribute to (or address) education inequity
  • the methods educators are taking to actualize and maintain strong social justice stances in and out of the classroom
  • the approaches educators, students, and communities are taking to organize as participants in the growing movement to resist political agendas
  • the individual or local pedagogic practices and wide-scale reforms being implemented to ensure student access to all knowledge

These questions suggest topic areas but are not exhaustive. We encourage submissions not only from scholars and researchers but also from students, teachers, and community members.

Submissions should not exceed 7,000 words, including all references.

We seek previously unpublished thematic essays or empirical research. For full instructions, please visit: http://www.kdp.org/publications/theeducationalforum/authorguidelines.php

Submission deadline: November 1, 2017. Submissions must be made at: http://mc.manuscriptcentral.com/utef

Please include the code “823” at the beginning of your manuscript title.

For more information, please contact the issue co-editors:

Dr. Alan Amtzis (amtzis@tcnj.edu),

Dr. Tabitha Dell’Angelo (dellange@tcnj.edu), or Dr. Ryan Flessner (rflessne@butler.edu).

 

18th Distance Library Services Conference

Are you a new librarian? Are you working with distance/online/hybrid students
and faculty as part of your first professional library job?

Then please consider working with us on a panel proposal for the 18th Distance
Library Services Conference.

The panel will discuss how new (less than 5 years) librarians are grappling
with distance librarianship. Especially if this is a role new to your library.
How does your job allow for you to take on a leadership role with respect to
implementing/creating a service philosophy or plan for distance patrons? What
have been some of your successes and failures, and how have you learned from
them?

If you are interested in being part of this panel please let us know by
emailing chillman@sjfc.edu by end of business Sep. 13th. We will follow up
with you before final submission of panel proposal.

Thank you for considering,
Christina Hillman, St. John Fisher College
Mia Breitkopf, SUNY Brockport

TechTrends special issue on current innovative research methodology in the instructional design and technology field

The Research and Theory Division of AECT is sponsoring a special issue of TechTrends related to current innovative research methodology in the instructional design and technology field. We welcome proposals in which researchers are rigorously using innovative methods of data collection and analysis as part of an investigation that helps further advance knowledge on the field.

Special Issue Co – Editors

Enilda Romero-Hall, Ph.D.
University of Tampa
eromerohall@ut.edu

E-ling Hsiao, Ph.D.
Valdosta State University
ehsiao@valdosta.edu

Fei Gao, Ph.D.
Bowling Green State University
gaof@bgsu.edu

Submissions should align with the RTD mission to promote the development and advancement of theory; promotes, presents, and disseminates research and scholarship that encompasses multiple perspectives; advocates the study of social and cultural issues in the field; supports, fosters, and mentors emerging scholars. The division provides a professional community for AECT members with an interest in research and theory. The following is a non-exhaustive list of possible innovative methods of data collection and analysis:

– Educational data mining
– Learning analytics
– Social network analysis
– Advanced statistical modeling
– Network anthropology
– Eye tracking
– EEG
– fMRI
– Other physiological measures
– Integrative approaches to ‘mixing’ qualitative research
– Netnography
– Person-centered analyses
– Interactional ethnography
– Rhizoanalysis
– Photovoice
– Art-based data analyses
– Appreciative inquiry
– Concept mapping research
– Visual analysis
– And other innovative research methodologies

Expected publication date: September 2018

Submission Information
Articles should follow the writing style guidelines for Tech Trends. Submissions should be 4000-­-5000 words in length (10 ­-15 pages) and abstracts should not exceed 150 words. Use APA formatting throughout.

Please upload a PDF file with your name, institution, and email address as well as a brief overview (approx. 500 words) of the proposed article using the following link: http://tiny.cc/TechTrendsRTDSpecialIssue for initial review. If accepted for review, you will be directed to a Tech Trends portal for this special issue where you will submit your full article per the schedule below.

We kindly ask authors to also serve as reviewers for the submissions. Reviewers will also be requested from the overall AECT RTD membership. Thank you.

Important Dates
• August 7, 2017 – Call for Proposals posted
• September 15, 2017 – Proposals due: http://tiny.cc/TechTrendsRTDSpecialIssue
• October 16, 2017 – Notify accepted proposals
• January 29, 2018 – Full submissions due AND start peer review process
• March 16, 2018 – Reviews due
• April 27, 2018 – Notify authors of review decisions
• June 1, 2018 – Final and reviewed papers due

Best regards,

Enilda Romero-Hall, Ph.D.
RTD President

Assistant Professor
College of Social Science, Mathematics, and Education
The University of Tampa

Social Network Analysis, Learning Analytics, & Adaptive Learning: Keeping up with big data

ICEM Graduate Students Panel Presentations in Emerging Technologies

AECT 2017 conference, Jacksonville, FL., U.S.A.

Hyatt Regency Jacksonville Riverfront
November 7 – November 11, 2017
Jacksonville, Florida        

An active professional community should observe and facilitate the contributions of graduate students.  ICEM-USA has long history of support for graduate students’ professional and personal growth. ICEM-USA is committed to build and support a learning community for ICEM graduate students.

Goals

  1. This panel discussion is a collaborative session that provides a forum for graduate students from all over the world to share their research and practices in emerging technologies at AECT 2017 conference, Jacksonville, FL., U.S.A.

  2. Up to six panelists will be selected.  Each student would have 5-10 minutes (vary from the numbers of participants)  to present their current research or practices on the annual emerging technology theme.

  3. An ICEM-USA professional member will facilitate this panel discussion while ICEM-USA professional members will serve as commentators at the end of the discussions to support graduate students panelists to continue and improving their professional growth in the theme topics.

Theme for 2017: Social Network Analysis, Learning Analytics, & Adaptive Learning: Keeping up with big data

  • Any topics in the annual theme, particularly the combinations of different areas, but not limited to.

  • The topics can be research based, practices, technology demonstration, case study etc.

 Eligibility:

  • Any graduate students who study anywhere on earth at the time of submitting the proposals.

  • If the proposal is accepted, the participants are required:

    • to agree to present at the AECT annual conference

    • to register for the AECT annual conference.

    • to join as an AECT student member

Submission

  • Proposal Due Date: July 20, 2017

  • Author Notification: July 31, 2017

  • Proposal: One-page in length.  E-mail to Chih-Hsiung Tu at: Chih.Tu@nau.edu

For more information see: https://docs.google.com/document/d/1kB-dx–GYZ2mp5DE52hMfR14YMdaaL_dpih13D1yWCA/edit?usp=sharing

Please forward any correspondence to Chih-Hsiung Tu Ph.D., ICEM-U.S.A. Deputy, at Chih.Tu@Nau.edu.

 

Handbook of Research on E-Assessment in Higher Education

http://www.igi-global.com/publish/call-for-papers/submit/2812

IMPORTANT DATES July 15, 2017: Proposal Submission Deadline  July 25, 2017: Notification of Acceptance  November 15, 2017: Full Chapter Submission  January 15, 2018: Review Results Returned  February 28, 2018: Final Acceptance Notification  March 15, 2018: Final Chapter Submission

Editors:

Ana Azevedo, CEOS.PP-ISCAP/IPP, aazevedo@iscap.ipp.pt  José Azevedo, CEOS.PP-ISCAP/IPP, jazevedo@iscap.ipp.pt 

Introduction:

Assessment profoundly influences the motivation of those who learn, shapes their perspectives about learning and therefore plays a key role in the educational process. The introduction of different assessment systems has important impacts throughout the educational process (Botički & Milašinović, 2008; Brown, 2001; Bull & Danson, 2001; Frankland, 2007; Garfield & Ben-Zvi, 2008; Holmes, 2015; Jacob, Issac, & Sebastian, 2006; Jarvis, Holford, & Griffin, 2003; JISC, 2007; Redecker & Johannessen, 2013; Scouller, 1998; Smith et al., 1996; Stödberg, 2012; Wild, Triggs, & Pfannkuch, 1997). In the last years, the emergence of a new paradigm valuing the student as the central subject in the construction of their learning, requires new pedagogical approaches, and diversified methods (Botički & Milašinović, 2008; Llamas-Nistal, Fernández-Iglesias, González-Tato, & Mikic-Fonte, 2013; Mora, Sancho-Bru, Iserte, & Sánchez, 2012; Rod, Eiksund, & Fjaer, 2010). According to Redecker e Johannessen (2013), changes in pedagogical practices and in the learning processes can only happen when also changing assessment.

Information and Communication Technologies (ICT) place challenges and at the same time offer teachers tools to create differentiated learning opportunities for students. The use of ICT in the assessment process is thus unavoidable, through electronic assessment, or e-assessment. In this case, ICT is used throughout the evaluation process from the design of the tests to the storage of the results (Stödberg, 2012). One possible approach is to develop specific environments for this purpose (Botički & Milašinović, 2008; Dascalu & Bodea, 2010; Llamas-Nistal et al., 2013). Another approach is the use of the so-called Learning Management Systems (LMS) (Burrow, Evdorides, Hallam, & Freer-hewish, 2005; Salas-Morera, Cubero-Atienza, Redel-Macías, Arauzo-Azofra, & García-Hernández, 2012). LMS have the advantage of providing a vast set of tools specifically designed for the implementation of e-assessment. Among these tools we emphasize the quizzes, which can encompass several types of questions, such as multiple-choice, true/false, item matching, short answer, among others.

Considering its purpose, assessment may be formative and/or summative, or diagnostic (Jacob et al., 2006; Redecker & Johannessen, 2013; Stödberg, 2012) (Jacob et al., 2006; Redecker & Johannessen, 2013; Stödberg, 2012). In relevant scientific studies about this topic, it was found that the use of formative evaluation or of both types, formative and summative simultaneously, is more common than the use of summative evaluation alone (Stödberg, 2012). E-assessment can be useful and can bring benefits to both types of assessment, formative and summative (Bull & Danson, 2001; McAlpine, 2002).Assessment can also be continuous. E-assessment “can provide a powerful means of continuous assessment, providing rapid and detailed feedback to students and academics about the learning process.” (McAlpine, 2002, p. 8).

Stödberg (2012) presents a study in which e-assessment task were classified in five categories namely: (i) closed questions, such as multiple-choice questions and matching, (ii) open-ended questions, (iii) portfolio, (iv) product, such as software, and (v) discussions between students.  There are applications of e-assessment in diverse areas such as geography (Holmes, 2015; Rod et al., 2010; Wilson, Boyd, Chen, & Jamal, 2011), management (Jacob et al., 2006), chemistry (Sorensen, 2013), medicine (Harris et al., 2015), engineering (Botički & Milašinović, 2008; Burrow et al., 2005; Jacob et al., 2006; Moscinska & Rutkowski, 2012) , and Mathematics (Acosta-Gonzaga & Walet, 2013; Blanco & Ginovart, 2012; Ferrão, 2010; Gruttmann, Böhm, & Kuchen, 2008; Hauk, Powers, & Segalla, 2015; Mathai & Olsen, 2013).

Historically, assessment in higher education consisted in the application of final exams for each of the courses, the so-called final assessment. In Europe, the Bologna process points out to another type of assessment, encompassing diverse forms of assessments carried out during the semester/academic year, the so-called continuous assessment. E-assessment plays an important paper in this context, and has nowadays a growing importance in Higher Education, not only in Europe, but around the world.

Objective:

The primary objective of this book is to provide insights concerning the use of e-assessment in Higher Education. This is a cutting-edge and important topic that deserves a reflexion, and this book is an excellent opportunity to do it. The book aims to provide the opportunity for a reflexion on this important issue, increasing the understanding of using e-assessment in the context of several different contexts, providing relevant academic work, empirical research findings, and an overview of this relevant field of study.

Target Audience:

All those that need to assess the teaching-learning process, namely teacher at all levels, from k1-k12 to college. Also professionals in the area of skills certification, managers, researchers, academicians, practitioners, and graduate students, are the target of this book.

Recommended Topics:

Traditional vs e-assessment  E-assessment with portfolios  E-assessment with multiple choice questions and other closed formats  Feedback and e-assessment  E-assessment for e-learning  Analitics and e-assessment  Adaptive systems and e-assessment  E-assessment hardware and software  E-assessment tools, applications, and portals  Other topics of interest

Submission Procedure:

Researchers and practitioners are invited to submit on or before July 15, 2017, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by July 25,2017 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by November 15, 2017, and all interested authors must consult the guidelines for manuscript submissions athttp://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.  Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Trust in Knowledge Management and Systems in Organizations. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery®TM online submission manager.

Publisher:

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2018.

Contact:

Propose a chapter for this book clicking here http://www.igi-global.com/publish/call-for-papers/submit/2812

 

International Journal of Bias, Identity and Diversities in Education (IJBIDE)

CALL FOR PAPERS

Mission of IJBIDE:

The International Journal of Bias, Identity and Diversities in Education (IJBIDE) investigates critically the positioning of diverse individuals in formal and informal contexts of education – from kindergarten to adult education, but also lifelong learning. Diversities here refer to different identity markers such as ethnicity, religion, gender, social class, citizenship, disabilities, educational background and language(s). IJBIDE is clearly positioned within a non-essentialist and non-culturalist perspective. IJBIDE also aims to promote original research methods by linking up macro- and micro- methodological approaches. The journal is fully blind peer reviewed by the best experts in the field and publishes empirical and conceptual research and case studies from around the world.

Indices of IJBIDE:

  • Cabell’s Directories
  • Google Scholar
  • Ulrich’s Periodicals Directory

Coverage of IJBIDE:

The topics covered in the contributions include (but are not limited to):

  • The perception, place and role of diversities in (teacher) education (students, teachers, student-teachers, leadership, etc.)
  • Bullying, bias, segregation and discrimination in education
  • Academic and student mobility and diversities
  • Diversities and informal learning
  • School choices and diversities
  • Teaching about diversities (intercultural/global competence)
  • Forms of discrimination and segregation in education
  • Place/space and diversities
  • Diversities and digital educational technologies
  • Links between ‘home’ and school in relation to diversities (parents)
  • Media representations of diversities in education
  • Assessment, evaluation and diversities
  • Role and place of diversities in education policies
  • Diversities within a school system
  • Teaching material and diversities
  • History of diversities in education
  • Interactions between and integration of students of diverse backgrounds
  • Role and place of teachers of diverse backgrounds
  • Perception and integration of the ‘foreigner’ in education
  • Diversities and multilingual education
  • Methods or methodologies/conceptual approaches and researching diversities
  • Reflexivity and/or critical awareness around diversities in education
  • Social Action and Diversities
  • The commodification or processes of commodifying of diversities in education
  • Inclusive education and diversities
  • The impact of globalization on diversities
  • Social processes and diversification/differentiation
  • Multimodality and diversities

Interested authors should consult the journal’s manuscript submission guidelines www.igi-global.com/calls-for-papers/international-journal-bias-identity-diversities/125026

International Journal of Teacher Education and Professional

CALL FOR PAPERS

Development Editor-in-Chief: Molly Zhou

 

Published by IGI Global: www.igi-global.com

 

 

http://www.igi-global.com/calls-for-papers/international-journal-teacher-education-professional/178151

Invitation

The Editor-in-Chief of the International Journal of Teacher Education and Professional Development (IJTEPD) invites authors to submit manuscripts for consideration in this peer reviewed, scholarly journal. The following describes the mission, coverage, and guidelines for submission to IJTEPD.

 

Mission

The mission of the International Journal of Teacher Education and Professional Development (IJTEPD) is to offer important perspectives on teaching and learning and to provide a forum for teacher education in an international context. IJTEPD will bridge the discussion and dialogue of teaching as a profession together while integrating the theoretical, practical, and pedagogical discourse as the core to teaching and learning. The objectives of this journal will be to contribute to continued discussion on teacher education, to create a venue for teacher education professionals to share and learn together, and to provide a platform for open discussion of teaching and learning in an international context.

 

Coverage

  • Accreditation
  • Assessment
  • Curriculum Development
  • Diversity
  • Educational Research
  • Educational Technology
  • Instructional Technology
  • Issues in Education
  • Teacher Education
  • Teacher Training
  • Teaching and Learning

 

Submission

Researchers and practitioners are invited to submit their original empirical research articles 3,000–8,000 words in length. Interested authors must consult the journal’s guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted articles will be reviewed on a double-blind review basis by no fewer than 3 members of the journal’s Editorial Review Board and 1 Associate Editor. Final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers and at the sole discretion of the Editor-in-Chief.

 

All manuscripts must be submitted through the E-Editorial Discovery™ online submission manager. Please see the link at the bottom of this page.

 

Inquiries can be forwarded to the Editor-in-Chief, Molly Zhou, at mzhou@daltonstate.edu.

 

http://www.igi-global.com/calls-for-papers/international-journal-teacher-education-professional/178151

 

 

 

Peer Reviewed Instructional Materials Online (PRIMO)

The Peer Reviewed Instructional Materials Online (PRIMO) Committee of the ACRL Instruction Section invites you to submit your online information literacy tutorial, virtual tour, or other online library instruction project for review and possible inclusion in PRIMO: Peer-Reviewed Instructional Materials Online.

***Deadlines for Spring 2017*** Nominations: April 25, 2017 Submissions: May 9, 2017

Additional information about PRIMO, as well as the submission and nomination forms, is available from the following link:

http://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/primo-peer-reviewed-instruction-materials-online/

Site submissions for PRIMO are accepted continually, but are reviewed for possible inclusion twice per year.  If you would like to submit your own project for consideration, please use the Submission Form rather than the Nomination Form. For further information, please contact committee co-chairs Bill Marino at wmarino1@emich.edu and Megan Hodge at mlhodge@gmail.com.

**Important note**

All submissions will be acknowledged shortly after the submission deadline. If you submit a project for review and do not receive an acknowledgment after the submission deadline, please contact the PRIMO co-chairs with a request for verification that your submission was transmitted successfully.

Bill Marino and Megan Hodge Co-chairs, ACRL IS PRIMO Committee

2017 Leadership in Higher Education Conference

October 19-21, 2017 in Baltimore, Md

For more information go to http://www.magnapubs.com/2017-leadership-in-higher-education-conference/call-for-proposals.html?utm_campaign=LHE+2017-+Leadership+in+Higher+Education+Conference&utm_source=hs_email&utm_medium=email&utm_content=40774756&_hsenc=p2ANqtz–SlSnoZIBiAdihFfzdD_pttjhEjjG1bNjNOtuq34JN1nTcfz1U2msWaliwxcOmGH4elw4v3Z9WyRRD34_K3dbJOe6a5g&_hsmi=40774756

If you serve in a leadership role on campus, here’s your chance to get involved in a conference developed just for academic leaders.

Brought to you by Magna Publications, producers of Academic Leadernewsletter and the Teaching Professor Conference, the Leadership in Higher Education Conference is accepting speaking proposals for its 2nd annual conference, Oct. 19–21 in Baltimore.

As a session presenter, you’ll make a meaningful contribution to this dynamic and interactive conference. You’ll extend you own network and grow professionally. You’ll help other academic leaders examine the challenges, issues, and trends affecting management in higher education today—and return to campus with an invigorated outlook and an actionable plan for change.

Submitting a proposal is easy.  Areas of interest include the following tracks; however compelling and relevant proposals that fall outside of these designated topics are also welcome:

Topical Area 1: Best Practices for Deans and Department Chairs

Topical Area 2: Leadership and Management

Topical Area 3: Evaluation and Program/Department Assessment

Topical Area 4: Faculty Hiring and Development

Topical Area 5: Issues and Trends in Higher Education

 

Featuring two-and-a-half intensive days of plenary sessions, preconference workshops, concurrent sessions, and roundtable discussions, the Leadership in Higher Education Conference provides insights to help academic leaders set direction, solve problems, and make a positive imprint on their campus.

This is your opportunity to share your expertise at a conference of your peers.

For more information about the proposal process and how to submit your proposal, please go here.

Submissions are due March 31, 2017.

Presenters are responsible for their own conference registration fee, travel, and lodging.