CALL FOR CHAPTER PROPOSALS E-learning & Social Media: Education and Citizenship for the Digital 21st Century
International Advances in Education: Global Initiatives for Equity and Social Justice Publisher: Information Age Publishing Volume 10 E-learning & Social Media: Education and Citizenship for the Digital 21st Century Volume Editors Elinor L. Brown, University of Kentucky, firstname.lastname@example.org Anna Krasteva, New Bulgarian University, email@example.com Maria Ranieri, University of Florence, firstname.lastname@example.org
Series Mission Statement International Advances in Education: Global Initiatives for Equity and Social Justice is a themed research monograph series of scholarly works that focus on empowering students (children, adolescents, and young adults) from diverse education, social, cultural, linguistic, and economic settings to reach their full potential. The series goal is to contribute to the evidence base for developing sound educational policies, practices, and programs that improve the academic achievement, economic advancement, political empowerment, and psychological wellbeing of disenfranchised groups including but not limited to Indigenous, underprivileged, marginalized, and the underserved. In this series, scholars from diverse countries, academic disciplines, and cultural backgrounds contribute multidisciplinary educational research, theory, and best practices to provide an enriched understanding of the drivers of human potential and assist in explicating new solutions that will enable all students to fully participate in the global society.
Volume 10 E-learning & Social Media: Education and Citizenship for the Digital 21st Century Statement of Purpose
Technology is one of the most salient phenomena influencing local, national, and global interactions in the 21st century. Both industrialized and developing nations are moving toward a social order where knowledge is disseminated, manipulated, and shared through in a digital media environment. Equity in access to this environment will strongly influence the human condition, academic learning, political stability, and economic enterprise. Today technology influences the way people relate, communicate, work, live, and engage in recreational activities. The frequency with which communication is transmitted coupled with both simple and complex technological innovations, continues to challenge and change the very fabric of society in ways never before imagined. In this volume we seek to share examples of theory, research, and best practices that directly contribute to our understanding of how access to and the use of digital media will promote equity and social justice in diverse political and cultural contexts – with a particular focus on academic achievement, e-citizenship, health/wellness outcomes, and political and economic stability. The peer-reviewed volume will be divided into sections as follows: Section I Theory: broad and generalizing theory that reflects and reports on, commentary and history compiled from the perspectives of both the dominant and non-dominant cultures. Topics will focus on the political, educational and organizational principles and directives that shape education and citizenship for the 21st century.
Section II Research: original innovative research, based on the systematic collection and analysis of data or facts, which may involve the application or testing of educational and social theory.
Section III Practice: exemplary practices and programs found in academic, community and workplace environments designed to enhance the development of skills, knowledge and operational effectiveness. Chapters may be case studies, narratives, or technical reports that involve putting theory and research into practice.
Themes may include, but are not limited to, the following:
Communication across the digital divide, Educational opportunities through social media and e-learning, Effective strategies to attract and retain online students, E-learning and citizenship education, Empowerment through digital media, Generation ‘Y’, education and e-citizenship Providing equity in access to technology, Social media and cyber bullying, Teaching and learning disseminated through time, space, and via multiple people, Technology, a tool to increase student achievement and success, Technology, an effective tool in closing the achievement gap? The challenge of bridging the formal and informal contexts of learning through social media and mobile technologies, The role of technology and social media in influencing healthcare and wellness decisions, Using social media to implement lifelong learning, Using social-media to provide equity in access to health care, Using technology, including mobile devices, to provide high quality teaching and learning in K-20 formal education.
Chapters are invited on any of the above, or related, themes. If you would like to contribute a chapter to this volume, please email an expression of interest to Prof. Elinor L. Brown at email@example.com, Prof. Anna Krasteva at firstname.lastname@example.org or Prof. Maria Ranieri, at email@example.com. Expression of interest should consist of a title, author contact details (including position, institution, e-mail and postal address) and a 500-word summary of your proposed topic indicating how this topic addresses the mission of the volume.
Important dates Expressions of interest should be received by September 30, 2013. Authors of accepted proposals will be notified by October 15, 2013 and sent chapter format and guidelines. First drafts of chapters are due December 1, 2013. Final chapters are due by January 31, 2014.
Do you make innovative use of technology in language teaching and learning? Have you been experimenting with MOOCs and wish to share your experiences? Do you use social networking sites, virtual worlds or mobile technology with your language students? Are you engaging students in the creation or use of open educational resources? If so, then the LLAS community would like to hear from you!
LLAS, Centre for Languages, Linguistics, and Area Studies welcomes proposals for presentations, workshops and posters at the 9th annual elearning symposium, on 23/4 January, 2014. Abstracts for proposed presentations or workshops should be no more than 400 words.
Topics may include but are not limited to, the use in language teaching or research of:
social networking sitesmobile technologyMOOCs and open learningblogs or wikisopen educational resourcesvirtual worlds, such as Second Lifevirtual learning environmentsonline tools or coursesinnovative online learning designs or environmentsautonomous learningblended learningsocial media, e.g. micro-blogging (e.g. Twitter)student-generated digital content
Submissions deadline: Friday, 4th October, 2013 Submissions to: firstname.lastname@example.org, using the downloadable submission form
Presentations (20+10 mins) should describe and evaluate an innovative use of technology with students in higher education. Our focus is the LLAS subject areas; however, we also welcome proposals related to other disciplines, if the ideas can be generally applied cross-discipline. This might include examples of student engagement for academic purposes with virtual worlds, social networking websites, open educational resources or other Web.2.0 tools; use of innovative learning designs or creative elearning environments and methods. Presentations can be delivered in person or by video link. Accepted speakers are also welcome to bring a poster for display in the poster area, and to take part in a lunchtime showcase of tools/projects.
Workshops (60 mins) should introduce a way of using technology in the higher education classroom. They should be highly practical and involve participants in discussion and hands-on use of tools/methods introduced.
Posters should present work on a particular project or topic. They should summarise the key points and give enough appropriate information for the topic/project to be understood in 5-15 minutes. They should be visually interesting and designed to provoke informal discussion of the topic/project amongst colleagues.
Successful applicants will be notified by 31st October, 2013 and will be assigned a session on receipt of conference registration and fee. If you have any questions about this call or would like feedback on your draft abstract please contact K.Borthwick@soton.ac.uk before 1st October 2013.
More information about the event: LLAS, Centre for Languages, Linguistics and Area Studies will hold its 9th annual elearning symposium on 23/4th January 2014. The aim of the symposium is to seek to bridge the gap between the ‘techie’ and the teacher, giving educators ideas to help them integrate elearning into their practice but also to inspire them to see where the online future could lead. The symposium is always well-attended by practitioners from a wide range of disciplines and institutions, and keynote speakers are live-streamed. Following last year’s successful event, the two-day symposium comprises a practical mix of workshops on authoring tools and elearning techniques and presentations to inspire the mind with exciting ideas about the possibilities that online learning offers. We offer attendees a range of content from areas of more specific interest to our core LLAS community, to topics of wider interest to educators involved in elearning. We highlight best practice in using elearning and feature an exciting mixture of research and reports from practice to inspire our community.
Si invitano contributi sia di tipo teorico che resoconti di esperienze d’uso relativamente ai seguenti temi: Percezione del Sé negli ambienti virtuale Strutturazione di trame narrative co-costruite nell’interazione Atemporalità e assenza di radicamento...