Thematic series on Positioning for Digital Learning Futures
Research and Practice in Technology Enhanced Learning welcomes submissions to the thematic series on Positioning for Digital Learning Futures.
Theory and practice associated with technology enabled learning are often characterised as emergent and inter-disciplinary in scope. As a consequence, digital futures have been the focus of much research and commentary ever since the personal computer was invented. There now exist many research centres focused on the implications of this topic. Likewise, there exists a broad frontier of research and innovation associated with digital technology and learning. Connecting 'futures thinking' to the challenges and opportunities of digital technology for learning is therefore the primary concern of this thematic series.
Responding to these challenges and opportunities requires innovation and shifts in practice. In formal educational settings it requires foresight planning to position for and advance the way we teach and learn. While the future of elite institutions may seem guaranteed the increased competition for students as 'customers' will likely see continued disruption and transformation. Thus, the central topic of this thematic series is focused on articulating and positioning for plausible futures that might help signal and guide the kinds of responses needed for us to be informed and skilled educators into the future.
Potential topics include but are not limited to:
• Inter-disciplinary perspectives on digital learning
• Foresight planning and digital services in education
• Intelligent & smart technologies
• Harnessing augmented reality for learning
• Responding to global agendas – Education for All & the developing world
• Positioning for data-driven education
• The 'open agenda' – open access, open educational resources and practices
• Emergent skills and competencies in teaching & learning
• Innovation, disruption, and the transformation of formal education
• Developments in theory – has connectivism stalled?
Before submitting your manuscript, please ensure you have carefully read the submission guidelines for Research and Practice in Technology Enhanced Learning. The complete manuscript should be submitted through the Research and Practice in Technology Enhanced Learning submission system. To ensure that you submit to the correct thematic series please select the appropriate thematic series in the drop-down menu upon submission. In addition, indicate within your cover letter that you wish your manuscript to be considered as part of the thematic series on Positioning for Digital Learning Futures. All submissions will undergo rigorous peer review and accepted articles will be published within the journal as a collection.
Lead Guest Editor
Jon MASON, International Graduate Centre of Education, Charles Darwin University, Australia
Greg SHAW, International Graduate Centre of Education, Charles Darwin University, Australia
Ania LIAN, International Graduate Centre of Education, Charles Darwin University, Australia
Submissions will also benefit from the usual advantages of open access publication:
• Rapid publication: Online submission, electronic peer review and production make the process of publishing your article simple and efficient
• High visibility and international readership in your field: Open access publication ensures high visibility and maximum exposure for your work - anyone with online access can read your article
• No space constraints: Publishing online means unlimited space for figures, extensive data and video footage
• Authors retain copyright, licensing the article under a Creative Commons license: articles can be freely redistributed and reused as long as the article is correctly attributed
For editorial enquiries please contact firstname.lastname@example.org.
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Research and Practice in Technology Enhanced Learning is affiliated with The Asia-Pacific Society for Computers in Education.
2017 Journal Metrics
74 days from submission to first decision
166 days from submission to acceptance
35 days from acceptance to publication
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- ISSN: 1793-7078