Category Archives: Special Education
The EDUCAUSE Learning Initiative (ELI) is a community of higher education institutions and organizations committed to advancing learning through IT innovation. The ELI Annual Meeting provides an opportunity for those interested in learning, learning principles and practices, and learning technologies to explore, network, and share. Find more information about the ELI mission and philosophy here.
Transforming Higher Education: Exploring New Learning Horizons
The horizon of teaching and learning today is characterized by ever greater degrees of agency for learners, instructors, instructional designers, and technologists. From active learning classrooms to integrated student advising and from rapidly improving XR technologies to learning analytics, we all have more options for invention, innovation, and new designs in support of our teaching and learning mission. Join your colleagues as we collectively explore this ever-changing landscape of the new possibilities for learning, addressing these and many other questions:
- What new kinds of leadership are required for this new teaching and learning landscape?
- What are the best methods and techniques that promote innovation and creative thinking to support student learning?
- What new educational technologies seem most promising?
- What role should data and analytics play, and what are the trade-offs between analytics and privacy?
- How can we best determine the efficacy of our learning innovations and technologies?
- What learning spaces and environments best promote active learning?
2019 Annual Meeting Tracks
The strategic use of information technology has the ability to transform teaching and learning, helping institutions realize EDUCAUSE’s mission to advance higher education through the use of information technology. The following tracks include the best ways to navigate the learning horizons. Proposals that clearly describe innovative and creative work will receive the highest priority in the selection process.
- Accessibility and Universal Design for Learning (UDL)
- Analytics: Privacy, Learning Data, Student Advising, and Interventions
- Digital and Information Literacy
- Faculty Development and Engagement
- Innovation in Instructional Design and Course Models
- Leadership and Academic Transformation
- Learning Efficacy: Impact Evaluation, Learning Research and Science
- Learning Environments and Spaces
- Learning Horizons: Emerging Technology, Ground-Breaking Practices, and Educational Futures
- Open Education
- Student Success
Learning Objectives and Participant Engagement Strategies
The ELI proposal reviewers will closely examine and rate each proposed session’s learning objectives, which should clearly describe what participants will know or be able to do as a result of participating in the session. A successful proposal must also include the specific and creative ways in which the presenter(s) will engage with participants through active learning strategies. ELI encourages innovative and participatory session design, the creative use of technology, and active engagement by all participants.
All ELI Annual Meeting sessions will be conducted face-to-face in the meeting venue.
Preconference workshops will be held Tuesday, February 19, from 8:00 to 11:00 a.m. (PT), face-to-face, in Anaheim, California. Up to two presenters from each seminar will be provided with a full complimentary registration to the annual meeting. Preconference workshops are intended to provide attendees with significant assistance in addressing their needs and opportunities to navigate the learning horizons. If you have questions, please contact the speaker liaison.
Present and Engage Sessions
Please note that your presentation session proposal will be carefully evaluated and may be accepted for any of the following formats below, depending on the scope of content and engagement strategies proposed. If you have questions, please contact the speaker liaison.
- Interactive Presentation: Interactive presentations are opportunities to present in detail on a project, idea, or experience while enabling audience participation. These sessions require continuous engagement tactics, interspersed activity tactics, or intensive Q&A tactics. They are scheduled for 45 minutes, and at least 15 minutes of this time should be interactive.
- Short Presentation Pairs: Presentation pairings include two 15-minute presentations (by different presenters) followed by a 15-minute question/discussion period, for a total of 45 minutes. This is a great way to organize closely related content with two unique perspectives. When you submit your proposal, you can suggest that your solo presentation be paired by the ELI Annual Meeting Program Team or you can coordinate with colleagues to suggest your paired team. Final pairings will be determined by ELI, based on proposal content. These highly visible sessions highlight pioneering practices by giving institutions a spotlighted venue with condensed presentation time. Please note these are not poster sessions.
- Hands-On Workshop: Workshops are 45-minute sessions where participants experience technology or pedagogical practices firsthand. Note that these are not presentation sessions—they are activity sessions. Session descriptions should clearly indicate how presenters will guide a hands-on, tutorial-like experience using applications and resources. Participants are asked to bring a mobile device (e.g., smartphone, tablet, laptop) to the session in order to fully participate and to experience an emerging, innovative technology or practice. Hands-on workshops, by virtue of their robust interactive learning design, will have priority consideration for the active learning space (designed by Steelcase Education). Presenters are responsible for providing any additional technologies needed to ensure an engaging hands-on experience.
Discuss and Connect Sessions
- Discussion Circle: This is ELI’s version of an unstructured, topic-driven discussion, somewhat like a conceptual jam session. The Discussion Circle is a way to engage with colleagues seeking common solutions to today’s greatest challenges on the learning horizon. Eschewing any presentation, discussion circle hosts facilitate conversations in small, intimate settings, allowing participants to take a deep dive into a pressing issue the community is tackling and for which the resolution is not obvious. These 45-minute sessions are highly interactive and provide a unique learning and bonding opportunity.
- Posters: Posters give participants and presenters the opportunity to share and examine problems, issues, and solutions in a more casual, personal environment through informal, interactive, brief presentations focused on effective practices, research findings, or technical solutions. The standard setup for a poster includes a 6′-foot skirted table, wireless internet access, and boards. Posters are allocated 45 minutes of action, with ample time for setup and breakdown.
Please take a moment to view this 5-minute video on how to write an effective proposal. Following the tips in this video will increase the likelihood of your proposal being selected.
There are over 800 presentations in 25 major topic areas!
The SITE Conference is designed for:
Call for Papers of Special Issue:
Useful Links for preparing and proposing a Special Issue:
- Please write your special issue proposal based on the Special Issue Proposal sample DOC
- Please send your well-completed special issue proposal to editor-in-chief Dr. Maiga Chang (email@example.com)
Useful Links for Authors preparing and (re-)submitting a manuscript:
- new submission should be submitted via IGI-Global’s e-Editorial Discovery System instead)
- Manuscript Template for preparing and formatting your manuscript for double blind review process
- Author Guidelines for preparing and formatting your manuscript
- Submission Guidelines for preparing and formatting your manuscript
Useful Links for Authors whose manuscripts have been accepted (with required revisions) for publish:
- Author Guidelines for preparing and formatting your manuscript
- Image Guide for preparing the TIFF images of your final package
October 15-18, 2018
Las Vegas, Nevada
For submission information go to https://www.aace.org/conf/elearn/call/
E-Learn–World Conference on E-Learning 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.
E-Learn, the premiere international conference in the field, spans all disciplines and levels of education and is expected to attracts many leaders in the field from 70+ countries around the world.
We invite you to attend E-Learn and submit proposals for papers, panels, best practices, roundtables, tutorials, workshops, posters/demonstrations, and corporate showcases/demos.The Conference Review Policy requires that each proposal will be peer-reviewed by for inclusion in the conference program, proceedings book, and online proceedings available on LearnTechLib–The Learning and Technology Library.
The scope of the conference includes, but is not limited to, the following topics as they relate to e-Learning in Corporate, Government, Healthcare, and Higher Education. All topics listed here.
- Content Development
- Implementation Examples and Issues
- Instructional Design
- Policy Issues
- Social and Cultural Issues
- Standards and Interoperability
- Tools and Systems
The Technical Program includes a wide range of interesting and useful activities designed to facilitate the exchange of ideas and information. These include keynote and invited talks, full and brief paper presentations, poster/demonstration sessions, tutorials, workshops, panels, and best practice sessions. For Presentation Category descriptions, and information about what to submit with your proposal, click here.
- Keynote Speakers
- Invited Panels/Speakers
- Corporate Showcases & Demonstrations
- Virtual Papers
Accepted papers will be published in the Proceedings as well as in LearnTechLib, The Learning and Technology Library. These publications will serve as major sources of information for the community, indicating the current state of the art, new trends and new opportunities.
Selected papers may be invited for publication in may be invited for publication in AACE’s respected journals.
Please note that reviewers may reject submissions if the written product shows exceedingly poor grammar or structure. For this reason, all papers and presentations—especially those written by non-native English speakers—should be proofread or copyedited prior to submission.
Editor-in-Chief: Purnendu Tripathi (IGNOU, India) and Siran Mukerji (IGNOU, India)
Submission Link: https://www.igi-global.com/submission/submit-manuscript/?jid=202752
- Submission of papers- April 10, 2018
- Notification-May 10, 2018
- Camera ready-June 10, 2018
- Registration-June 15, 2018
- Conference Dates-June 25-27, 2018
Introduction The International Journal of Technology-Enabled Student Support Services (IJTESSS) presents, analyzes, shares, and collaborates ideas, experiences, research studies, and cases on the advancements, innovations, and implementations of technology in student support services covering the entire gamut of education ranging from formal learning to informal learning, including childhood education, tertiary education, vocational education, open and distance education, and skill development and competency enhancement. Targeting educational planners, administrators, researchers, educational technologists, educational specialists, and marketing educators, IJTESSS attempts to create a networked approach of synergy between technology and student support services and its management for sustainable educational development and competency enhancement. In addition to full-length research papers, this journal publishes insightful books reviews and case studies on educational institutions and their techno-management initiatives for the management and administration of support services for students at all levels/stages of education.
Invitation The Editors-in-Chief of the International Journal of Technology-Enabled Student Support Services (IJTESSS) would like to invite you to consider submitting a manuscript for inclusion in this scholarly journal. The following describes the mission, coverage, and guidelines for submission to IJTESSS.
Mission The mission of International Journal of Technology-Enabled Student Support Services (IJTESSS) is to provide an international forum for technological innovations and its related applications for effective student support services and its management and administration in all the segments/stages of education (formal as well as non-formal), including, but not limited to, early childhood education, school education, K-12 education, higher education, online, distance, and continuing education. The purpose of the journal is to cover diverse socio-economic, geographic, and differential cultural perspectives under the overall mandate of the application of technology in student centric support services in the diversified fields of education and learning. This journal publishes scholarly articles on the latest findings in technology and its application for student support services.
The journal invites research papers and case studies on technological dimensions of student support services covering the different stages for formal and non-formal education including vocational education, Online and Distance Education. Topics include, but are not limited to the following:
• Student Recruitment, Development, Retention and Assessment • Student Life Cycle Management • Support Services for International Students • Online Learning and Student Support • Integrated Virtual learning Environment and Support Services • Technology driven Support Services for Learners with Special Needs • Advertising and promotion of academic programs and Student Support Services • Digital Support Services and Education • Technology and Support Services for In Campus and Off Campus Students • Direct marketing of educational programs • Education product management • Educational and allied services marketing • Educational branding • Educational institution corporate identity • Educational product management & and differentiation • Open and Distance Learning Support Services • Skill Development and Competency Enhancement Support and Services • Vocational Education and Student Support • Ethical issues in the Student Support Services • Globalization and Student Support • Innovations in technology for Student Support • Interactive technologies for marketing of Support Services • International partnership and franchising • Management of technology and marketing-led change in education • Market segmentation and Education Support • Network marketing of educational institutions • Quality, gaps analysis, and Grievance Redressal in institutional support services • Role of technology in promotional mix and education • Societal marketing and educational Support • Strategic collaboration and transnational Student Support Services • Student as customers and institutions as corporate houses • Academic program life cycle management and Student Support • Educational services and its marketing • Student Support towards sustainable educational development • Students Relationship Management • Technology enhanced Educational Partnership • Quality assurance in educational programs and support services • Technology for transnational partnership and collaboration in education • Educational partnership management • Technology in educational program development • Technology in services marketing of education • Transnational strategies for Student Support Services • Trademark of academic programs and Support Services • Virtual Student Support Administration
Researchers and practitioners are invited to submit their original empirical research articles 3,000–10,000 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.
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.
Fall 2018 issue:
Spring 2019 issue:
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 firstname.lastname@example.org. For book reviews, send all inquiries to Book Review Editor Kisha Tracy at email@example.com. 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
- If you would like to present at PETE&C 2019 now is the time to submit your presentation proposal. Click here to submit your session for consideration for PETE&C 2019.
June 25-29, 2018
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:
- Journal of Educational Multimedia and Hypermedia
- International Journal on E-Learning
- Journal of Interactive Learning Research
The following nine themes codify the vision and goals of EdMedia + Innovate Learning for advancement and innovation in:
Anyone can attend and/or submit proposals to present at conference. The conference is designed to engage:
Educators in ALL disciplines
Technology & education companies
Anyone with an interest in educational media
Volume editors: Sara L. Schwebel and Jocelyn Van Tuyl
In anticipation of the one hundredth anniversary of the American Library Association’s Newbery Medal (1922-2022), submissions are welcomed for a volume devoted to critically-neglected Newbery Award-winners.
About the Volume
Since the inception of the Newbery Medal in 1922, Newbery novels have had an outsized influence on American children’s literature, figuring perennially on publisher’s lists, on library and bookstore shelves, and in K-12 school curricula. As such, they offer a compelling window into the history of U.S. children’s literature and publishing as well as changing societal attitudes about what books are “best” for American children. Nevertheless, many Newbery Award winners—even the most popular and frequently taught titles—have attracted scant critical attention.
This volume offers a critically- and historically-grounded analysis of representative Newbery Medal books and interrogates the disjunction between the books’ omnipresence and influence, on the one hand, and the critical silence surrounding them, on the other.
The editors seek at least one previously unpublished essay per decade (1920s-2010s), with each essay to focus primarily on a single Newbery Medal (not Newbery Honor) title for which little or no literary scholarship exists. We welcome submissions from both emerging and established scholars.
We specifically seek a diversity of Newbery authors, genres, themes, and book settings, but also investigations of how diversity is treated or, especially for earlier works, silenced in the texts.
Avenues for exploration include: neglected categories and sub-genres (horse books, maritime adventure stories, regional literature, retold folktales, one-hit wonders for children by well-known authors); reception and book history (alterations of text to avoid offensive language and imagery, both immediately after the Medal and decades later); critical readings of problematic texts; Newbery winners and their archives; hypotheses regarding critical neglect: the rise of Children’s Literature as an academic field long after the Medal’s inception; the disjunction between the Newbery’s historical whiteness and heteronormativity and current developments in literary criticism; a possible disconnect between librarians who award the medal, K-12 teachers who recommend the books, and university professors who are rewarded for publishing literary criticism.
E-mail the editors (firstname.lastname@example.org and email@example.com) for access to the spreadsheet of books on which we are soliciting contributions, contributor resources, and additional specifications to ensure continuity throughout the volume.
The deadline for initial proposals of approximately 500 words is April 1, 2018.
We anticipate requesting completed essays of 6000-7000 words by early 2019 (subject to the publisher’s requirements).