Category Archives: Global Initiatives

Currents in Teaching and Learning

Currents in Teaching and Learning, a peer-reviewed electronic journal that fosters exchanges among reflective teacher-scholars across the disciplines, welcomes submissions for its Fall 2018 and Spring 2019 issues (Volume 10, Numbers 1 and 2).  We consider all submissions that address new approaches to theories and practices of teaching and learning.
 

Each year we release two issues of Currents, an open-ended Fall issue and a themed issue in the Spring.  We welcome all teaching and learning-related submissions for the Fall Issues.

The theme for the Spring 2019 issue is “Globalizing learning.” With the intensifying clash between nationalism and globalization, the issue of how to incorporate consciousness of global issues and trends into college education has become ever more critical.  For this issue, we invite submissions that address this issue from theoretical and/or practical perspectives. Some questions that might be addressed include (but are not limited to): 
·       What constitutes “global learning”, and what implications might this have for the nature, substance, content, and methods of tertiary education? 
·       What kinds of approaches can be used to integrate global knowledge and skills into teaching and learning across the disciplines? 
·       In what ways can global and local forms of knowledge construction be related in classroom and extra-curricular modes of teaching and learning?  

Looking ahead, the theme for the Spring 2020 issue is “Digital Pedagogies.” With their proliferation, diversification, and ever-growing importance in students’ lives, digital technologies present a limitless horizon of opportunities and challenges for educators.  As emerging technologies disrupt established spaces, dynamics, and institutions of learning, it becomes ever more urgent for instructors to reflect critically on how to incorporate digital tools and mediums into pedagogical practices.         

Some questions that might be addressed include (but are not limited to): 

  • How do digital technologies inform issues of accessibility, inclusiveness, and diversity in higher education?
  • In what ways do digital pedagogies shape or reshape dynamics, structures, and hierarchies that are embedded in the academic learning environment? 
  • Are there strategies and concepts that can guide instructors in aligning the bewildering array of emerging technologies with fundamental principles of rigorous learning?
  • How do we pedagogically navigate the intersection of digital media and information literacy?
  • Are there demonstrably effective ways to integrate face-to-face with digital learning environments?
  • What considerations should inform the selection and use of digital technologies in online, hybrid, and/or course design?

Submissions may take the form of:
·      Teaching and Program Reports: short reports from different disciplines on classroom practices (2850-5700 words);
·      Essays: longer research, theoretical, or conceptual articles and explorations of issues and challenges facing teachers today (5700 – 7125 words);
·      Book Reviews: send inquiries attn: Kisha Tracy, Book Review Editor. No unsolicited reviews, please.

We welcome both individual and group submissions.  All submissions must be original, previously unpublished work and, if based in a particular academic discipline, must explicitly consider their relevance and applicability to other disciplines and classroom settings.

Submissions Deadlines:
Fall 2018 issue: August 15, 2018
Spring 2019 issue: December 15, 2018

Submissions received after these dates will be considered on a rolling basis and for the following issue.

Currents in Teaching and Learning is a peer-reviewed electronic journal that fosters non-specialist, jargon-free exchanges among reflective teacher-scholars. Published twice a year and addressed to faculty and graduate students across the disciplines, Currents seeks to improve teaching and learning in higher education with short reports on classroom practices as well as longer research, theoretical, or conceptual articles, and explorations of issues and challenges facing teachers today.

For essays and teaching and program reports, send all inquiries to Editor Martin Fromm at currents@worcester.edu.  For book reviews, send all inquiries to Book Review Editor Kisha Tracy at ktracy3@fitchburgstate.edu. For submission guidelines, visit our website at www.worcester.edu/currents.

Currents in Teaching and Learning is a publication of Worcester State University, Worcester, Massachusetts, USA.   ISSN: 1945-3043

Symposium on Globalizing Learning

Worcester State University

Tuesday, October 2

Dear colleagues,

The internationalization of education and the increasing trend in higher education to take global rather than nation-bounded perspectives on learning across disciplines demands new ways of thinking about higher education in global contexts.

 

The intention behind organizing this symposium is to gather a small group of teacher-scholars at the cutting edge of scholarship on teaching and learning to explore theories behind, approaches to, and practices of globalizing learning.  Speakers will be invited to contribute to the Spring 2019 themed issue of the peer-reviewed academic journal Currents in Teaching and Learning.

 

Some of the questions that both the symposium and themed issue will address include (but are not limited to):

  • What constitutes “global learning”, and what implications might this have for the nature, substance, content, and methods of tertiary education?
  • What kinds of approaches can be used to integrate global knowledge and skills into teaching and learning across the disciplines?
  • In what ways can global and local forms of knowledge construction be related in classroom and extra-curricular modes of teaching and learning?

 

To kick off the symposium, Laura Rumbley, Associate Director of the Boston College Center for International Higher Education and a distinguished leader in the field of international education, will deliver the keynote address.

 

If you are interested in participating in the symposium as a presenter, please send your abstract to Martin Fromm at mfromm@worcester.edu. Deadline for abstracts is June 1.

Currents in Teaching and Learning

Currents in Teaching and Learninga peer-reviewed electronic journal that fosters exchanges among reflective teacher-scholars across the disciplines, welcomes submissions for its Fall 2018 and Spring 2019 issues (Volume 10, Numbers 1 and 2).  We consider all submissions that address new approaches to theories and practices of teaching and learning.

Each year we release two issues of Currents, an open-ended Fall issue and a themed issue in the Spring.  We welcome all teaching and learning-related submissions for the Fall Issues.

The theme for the Spring 2019 issue is “Globalizing learning.” With the intensifying clash between nationalism and globalization, the issue of how to incorporate consciousness of global issues and trends into college education has become ever more critical.  For this issue, we invite submissions that address this issue from theoretical and/or practical perspectives. Some questions that might be addressed include (but are not limited to):

  • What constitutes “global learning”, and what implications might this have for the nature, substance, content, and methods of tertiary education?
  • What kinds of approaches can be used to integrate global knowledge and skills into teaching and learning across the disciplines?
  • In what ways can global and local forms of knowledge construction be related in classroom and extra-curricular modes of teaching and learning?

Submissions may take the form of:

  • Teaching and Program Reports: short reports from different disciplines on classroom practices (2850–5700 words);
  • Essays: longer research, theoretical, or conceptual articles and explorations of issues and challenges facing teachers today (5700 – 7125 words);
  • Book Reviews: send inquiries attn: Kisha Tracy, Book Review Editor. No unsolicited reviews, please.

We welcome both individual and group submissions.  All submissions must be original, previously unpublished work and, if based in a particular academic discipline, must explicitly consider their relevance and applicability to other disciplines and classroom settings.

Submissions Deadlines:

Fall 2018 issue: August 15, 2018

Spring 2019 issue: December 15, 2018

Submissions received after these dates will be considered on a rolling basis and for the following issue.

Currents in Teaching and Learning is a peer-reviewed electronic journal that fosters non-specialist, jargon-free exchanges among reflective teacher-scholars. Published twice a year and addressed to faculty and graduate students across the disciplines, Currents seeks to improve teaching and learning in higher education with short reports on classroom practices as well as longer research, theoretical, or conceptual articles, and explorations of issues and challenges facing teachers today.

For essays and teaching and program reports, send all inquiries to Editor Martin Fromm at currents@worcester.edu.  For book reviews, send all inquiries to Book Review Editor Kisha Tracy at ktracy3@fitchburgstate.edu. For submission guidelines, visit our website at www.worcester.edu/currents.

Currents in Teaching and Learning is a publication of Worcester State University, Worcester, Massachusetts, USA.   ISSN: 1945-3043

Global Knowledge, Memory and Communication

Special Issue Call for Papers from Global Knowledge, Memory and Communication.

Guest editor: Nina Clements, Librarian and Information Literacy Coordinator at California State University-Channel Islands

Global Knowledge, Memory and Communication is an inter- and cross- disciplinary double-blind peer reviewed journal. It publishes contemporary research and practice which explores the way that people and organisations interact in the digital information environment. It is concerned with innovation and developments in digital information, as they relate to global knowledge, communication and world memory.  It covers the creation, management, dissemination and use of the full range of information objects.

In 2017, The Association of College & Research Libraries published a white paper sharing international perspectives on information literacy entitled, Fostering a Dialogue for International Understanding. This themed issue wants expand on the unique challenges and opportunities for “Global Information Literacy” and will explore the extent to which there is global acceptance and a shared understanding of the term information literacy. Proposals are requested that explore the role of information literacy frameworks within a specific country and an assessment of how these frameworks foster a dialogue for international understanding.

Topics may include, but are not limited to:

•    Case studies comparing information literacy frameworks from two different countries or cultures (SCONUL Seven Pillars of Information Literacy and the ACRL Framework for Information Literacy for Higher Education, for example)
•    Discussions of definitional issues of information literacy related to specific cultural contexts
•    Reflections on how information literacy standards reflect the educational priorities of a country or region.
•    The role of critical librarianship in shaping information literacy pedagogy.
•    The impact of linguistic diversity and multilingualism on information literacy frameworks


Submissions
Submissions should comply with the journal author guidelines which are here. They should be made through ScholarOne Manuscripts, the online submission and peer review system. Registration and access is available at https://mc.manuscriptcentral.com/gkmc
Deadlines

•    Deadline for submissions: 30 May 2018
•    Peer review: July-September 2018
•    Revisions, copyediting, proofing etc.: October and November 2018
•    Publication of special issue: January 2019

 

EdMedia + Innovate Learning

June 25-29, 2018

Amsterdam

For more information go to https://www.aace.org/conf/edmedia/call/

Submissions due Jan. 30, 2018

 

EdMedia + Innovate Learning, the premier international conference in the field since 1987, spans all disciplines and levels of education attracting researchers and practitioners in the field from 70+ countries.

This annual conference offers a forum for the discussion and exchange of research, development, and applications on all topics related to Innovation and Education.

EdMedia + Innovate Learning is an international conference organized by the Association for the Advancement of Computing in Education (AACE)

Co-sponsored by the:

Topics:

The following nine themes codify the vision and goals of EdMedia + Innovate Learning for advancement and innovation in:

Advanced Technologies for Learning and Teaching

Assessment and Research

Educational Reform, Policy, and Innovation

Evaluation and Quality Improvement Advances

Global Networks, Partnerships, and Exchanges

Innovative Approaches to Learning and Learning Environments

Open Education

Technologies for Socially Responsive Learning

Virtual and Distance Education

Who Attends?

Anyone can attend and/or submit proposals to present at conference. The  conference is designed to engage:

Educators in ALL disciplines

Researchers

Educational administrators

Teachers

Curriculum developers

Technology & education companies

Anyone with an interest in educational media

and technology