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CALL FOR CHAPTER PROPOSALS
Proposal Submission Deadline: December 31, 2008
Critical Design and Effective Tools for E-Learning in Higher Education:
Theory into Practice
A book edited by Dr. Roisin Donnelly, Dr. Jen Harvey, and Dr. K.C.
O'Rourke,
Dublin Institute of Technology, Ireland
This publication’s call for chapters can be viewed on the IGI Global
Web site at http://www.igi-global.com/requests/details.asp?ID=516
Introduction
Creating effective E-Learning in higher education involves, among
others, crafting content that is consistent with academia, literature,
and best practices in learning theories. Inherent in this is the use of
technological tools that are consistent with the triad of literature,
academia, and best practices in electronic communications. This book is
an exploration of institutional teaching practice and pedagogy in
higher education, and how each can inform system and software
developments or vice versa.
Within each of these spheres there are additional layers of expertise
which require professional training, commitment, and practice. The
growing number of postgraduate programs in E-Learning for academic
staff/faculty is testament to this. However, too often technology
dictates which options are available to practitioners using E-Learning.
This book will critically explore this phenomenon with an aim to begin
to reverse this dominance. In addition, exploring Web 2.0 and its
consequences for (including the possible demise of) Learning Management
Systems will contribute towards keeping debate in the field current.
Tools are increasingly being used to enable academics with little or no
instructional design experience to create E-Learning for their
students. In many instances there is little evident reason behind the
use of media elements in programs. This book will provide academic
staff on professional development programs with the opportunity to
develop appropriate and relevant E-Learning skills in further/higher
education pedagogy, underpinned with a scholarly informed approach. The
potential benefit of this approach for lecturers and tutors is that
they can analyze and reflect on their teaching practice from a
theoretical point of view. This should allow practitioners to make more
informed decisions between comparable approaches.
Objective of the Book
The aim of this book is to bring together best practice in the
development and use of E-Learning tools and technologies in Ireland and
abroad to support academic staff and faculty in universities, further
education, and higher education institutes, who have or are thinking of
enhancing their professional learning to support the student experience
and to enhance the quality of learner support. It is also aimed to
further foster the advancement and evolution of learning technologies
within educational development as a field of practice and scholarship.
There are three overall objectives:
1. To provide the higher education community with accurate, up-to-date
evidence and research-based information about effective practice in the
use of E-Learning tools and technologies;
2. to promote the application and development of E-Learning tools and
standards to better support effective practice; and
3. to facilitate collaboration with colleagues both inside and outside
of specialist disciplines, and therefore overcome the sense of
isolation in facing E-Learning implementation problems that is
frequently reported by academics before and after completing
technology-enhanced professional development programs.
The scholarship of E-Learning in higher education is now more than just
a specialist's concern. In the context of the growth of
interdisciplinary focus on issues of teaching and learning with
technology, the publication will adopt a critical dialogic approach
(involving students and practitioners) and situate the topics firmly
within a community of learning. This is especially relevant in light of
changes and challenges in the higher education community, for example
the rapidly changing student demographics; impact of national/economic
priorities; and emergence of online communities of practice (within
disciplines, but also within teaching and learning communities).
Target Audience
While many higher education professionals are aware of the increasing
emphasis on reflective practice associated with the integration of
technology (e.g. blogging) and its impact on pedagogy, they often lack
the ability and guidance to adapt their practices accordingly. By
illustrating key developments in each field, examples of best practice,
dialogues integrating the student perspective, worked examples, and
both national and international perspectives, this book will provide an
invaluable resource for those striving to develop their E-Learning
skills and revaluate their E-Teaching rationale and methodology.
One of the benefits of linking practice to theory is that it will help
teachers and E-Learning practitioners to analyze and discuss what it is
they do. In addition, teachers use a variety of resources to inform
their teaching practice including E-Learning tools, E-Learning
resources, institutional support services, and national support
services. To make more effective use of these, this book is about
sharing knowledge, supporting people to do something new and supporting
culture change within institutions.
Therefore, the prospective audience are:
Primary: Lecturers, professors, academic support staff, teaching and
research assistants, postgraduate students who maintain or are
interesting in developing their E-Teaching practice.
Secondary:
Those concerned with developing E-Learning in higher education in a
broader sense, for example learning support, heads of department, and
faculty heads.
Recommended topics include, but are not limited to, the following:
· Different approaches taken to the design of qualifications in
E-Learning internationally.
· Strategic development of E-Learning continual professional
development (CPD): future-proofing of programs, open source vs.
propriety.
· The student perspective: can the use of technologies transform
learning?
· Tools and multimedia: the challenges in supporting CPD programs.
· Beyond the Learning Management System: what can eLearning really
offer the academic?
· Philosophy of E-Learning
· Online narratives and communities of practice
· Online identities: what the research says.
· The unrealized potential of online assessment
· E-Learning initiatives institutionally: how far have we progressed?
· Mobile technologies
· Learning spaces
· Information management
· Multimedia
· Game-based learning
· Virtual Worlds in education
· Portals and Repositories
· E-Portfolios
· Online surveys: fostering a culture of compliance?
Submission Procedure
Researchers and practitioners are invited to submit on or before
December 31, 2008, a 2-3 page chapter proposal clearly explaining the
mission and concerns of his or her proposed chapter. Authors of
accepted proposals will be notified by January 20, 2009 about the
status of their proposals and sent chapter guidelines. Full chapters
are to be submitted by April 15, 2009. All submitted chapters will be
reviewed on a double-blind review basis. This book is scheduled to be
published by IGI Global (formerly Idea Group Inc.), publisher of the
“Information Science Reference” (formerly Idea Group Reference) and
“Medical Information Science Reference” imprints. For additional
information regarding the publisher, please visit www.igi-global.com.
Important Dates:
December 31, 2008: Proposal Submission Deadline
January 20, 2009: Notification of Acceptance
April 15, 2009: Full Chapter Submission
June 5, 2009: Review Result Returned
August 31, 2009: Final Chapter Submission
Inquiries and submissions can be forwarded electronically (Word
document) or by mail to:
Dr. Roisin Donnelly
Learning Teaching and Technology Centre (LTTC)
Dublin Institute of Technology
14 Upper Mount Street
Dublin 2
Ireland
Tel: +353-1-4027886
E-mail: [log in to unmask]
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