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ETR&D Special Issue Announced: “Systematic Reviews of Research on Learning Environments and Technologies" |
| Tuesday, May 14, 2019 |
Announcing a Very Special Special Issue.
As noted below, there is going to be a special issue of ETR&D that sprung out of a presidential session I helped coordinate at AECT in KC in October. Below is information on that presidential session.
AECT 2018 Presidential
Session
Systematic
Reviews of the Research on Emerging Online Technologies:
What’s
Been Done; What’s To Come
Short Description (75 word)
This
session brings together researchers from four important strands of online learning
environments. Each team has conducted monumental overviews of the research
literature in one the following areas: social media, open textbooks, MOOCs, or
synchronous learning. These researchers will detail some of the key findings
from their research studies and some of the common research methods undertaken
to date. They will also point to untapped areas of research in these areas that
await further exploration.
Session
Coordinators/Co-Chairs: Curtis J. Bonk, Indiana University and Lin Lin, University
of North Texas
Presenters and
Topics:
1. A Systematic
Review of the Research on Social Media in China and North America, Ke Zhang, Wayne
State University, Fei Gao, Bowling Green State University, and Vanessa Dennen,
Florida State University
2. A Systematic
Review of Open Textbook and OER Research, John Hilton, BYU and David Wiley,
BYU and Lumen Learning
3. A Systematic Review of Research Undertaken on Massive Open
Online Courses (MOOCs): Curtis J. Bonk, Meina Zhu, and Annisa Sari, Indiana
University
- A Systematic Review of Synchronous
Online Learning Research,
Florence Martin and Kiran
Budhrani, University of North Carolina
at Charlotte
Session Moderator: Lin Lin,
University of North Texas
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See links below. The special issue will come out near the end of 2020 or start of 2021. The title is: “Systematic Reviews of Research on Learning Environments and Technologies.”
See link: https://aect.org/news_manager.php?page=18460
See also:
Please let Lin Lin Lipsmeyer, Florence Martin, Vanessa Dennen, or I know if you have any questions or if you plan to submit.. See our contact info below. Note: 750 word proposals are due August 1, 2019.
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Call for Papers for a
Special Issue in Educational Technology Research and Development (ETR&D)
(Note: to be published
in late 2020 or early 2021)
Systematic Reviews of Research on Learning Environments and
Technology
Special Issue Editors
Dr. Florence Martin
Dr. Vanessa P. Dennen
Dr. Curtis J. Bonk
Background
There has been an increase in the use of
learning technologies such as MOOCs, social media, open educational resources,
synchronous online technologies, adaptive technologies, mobile technologies
etc. These technologies are referred to as emerging technologies, a term that
indicates that their status and use in educational contexts is still fairly
fluid (Veletsianos, 2010). Early research in an area typically focuses on what
Borko (2004) refers to as “existence proofs,” or one-off studies of individual
implementations. It takes time for a more systematic, mature body of research
to emerge, and for research gaps to fill in. This special issue brings together
a collection of systematic review articles, each focusing on a different aspect
of emerging learning technologies. This has led to a need for a strategic
approach to review research on the use of these emerging learning environments
and technologies. Systematic Reviews is a methodology used to systematically
examine secondary data from published studies and synthesize and report
findings based on the research questions. Meta-analysis studies are also
considered as systematic reviews.
Focus and Scope
The intent of the special issue is to provide an
overview of the current state of research on various emerging technologies, to
characterize the major findings or implications of this research, as well as to
identify gaps and opportunities for future researchers.
Timeline for Special Issue
June 1st, 2019
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Call for Proposals for
the Special Issue on Systematic Reviews of Research on Learning Environments and
Technology is open
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August 1st, 2019
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Outline of 750 word
proposal of the proposed manuscript due to the Guest Editors. Submit through
the dropbox file request link. Please name your file by lastname_shortenedproposaltitle
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August 15th, 2019
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Invitation to submit
Full Manuscript sent to authors
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November 1st, 2019
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March 1st, 2020
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Review completed and
author notified of decision
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May 1st, 2020
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Revised manuscript
due. Submit via Editorial
Manager
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July 1st, 2020
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Feedback due to author
on revised manuscript
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September 1st, 2020
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Final manuscript due
by author to Editorial Manager
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October 1st, 2020
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Final manuscript
accepted and sent to publisher
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Early 2021
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Publication of Paper
in Online First
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Submission Information
Please prepare your manuscript following the
Instructions for Authors on the journal homepage (www.springer.com/11423).
Submit your manuscript via https://www.editorialmanager.com/etrd/.
Log into Editorial Manager. Select New Manuscript. Select Article Type
“S.I.: Systematic Reviews of Research on Learning Environments and
Technology.”
We seek a broad range of potential papers for
this special issue, including authors who have published in ETRD
previously and those who have not. Please share this call for papers widely
within your networks.
Example Contributions
The following are examples of previous
systematic reviews published on systematic reviews on emerging learning
environments.
Bernard, R. M., Abrami, P. C., Lou, Y.,
Borokhovski, E., Wade, A., Wozney, L., ... & Huang, B. (2004). How does distance
education compare with classroom instruction? A meta-analysis of the empirical
literature. Review of educational research, 74(3), 379-439.
Veletsianos, G., & Shepherdson, P. (2016). A
systematic analysis and synthesis of the empirical MOOC literature published in
2013–2015. The International Review of Research in Open and Distributed
Learning, 17(2).
Wu, W. H., Wu, Y. C. J., Chen, C. Y., Kao, H.
Y., Lin, C. H., & Huang, S. H. (2012). Review of trends from mobile
learning studies: A meta-analysis. Computers & Education, 59(2),
817-827.
Pimmer, C., Mateescu, M., & Gröhbiel, U.
(2016). Mobile and ubiquitous learning in higher education settings. A
systematic review of empirical studies. Computers in Human Behavior, 63,
490-501.
Tamim, R. M., Bernard, R. M., Borokhovski, E.,
Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says
about the impact of technology on learning: A second-order meta-analysis and
validation study. Review of Educational research, 81(1), 4-28.
References
Borko, H. (2004).
Professional development and teacher learning: Mapping the terrain. Educational researcher, 33(8),
3-15.
Veletsianos, G. (2010). A
definition of emerging technologies for education. In G. Veletsianos (Ed.), Emerging
technologies in distance education (pp. 3-22). Athabasca, Canada: Athabasca
University Press.
Labels: emerging technology, ETR&D, learning environments, meta-analysis, MOOCs, OER, open textbooks, social media, special issue, synchronous online learning, Systematic reviews, Technology |
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The Monster is out! Long live the monster: R678 Emerging Learning Technologies Spring 2019 |
| Sunday, February 10, 2019 |
The Monster is out! Long live the monster.
I mean that I updated my Monster Syllabus for R678 on Emerging Learning Technologies last month. It is a very painful and arduous process. My head hurts when I am done. It is pounding. I do not recommend it to anyone. Try updating and changing a 70 or 80 page syllabus sometime. It is like a book. Hence, why I am sharing a freely open online version of it. Nearly every article is free and available online. And there are hundreds!
Each year, I attempt to update the weeks on mobile learning, augmented and virtual reality, open and digital textbooks, e-learning and blended learning, open educational resources (OER), massive open online courses (MOOCs), collaborative technologies, and much much more. This year I added AI and adaptive learning to the final weeks. Not easy. At times fun. At times frustrating; especially when links go dead.
The field of educational technology is evolving fast. It is very difficult to keep up. But it can also quickly overwhelm. I say this as a caution to all those who enter.
At the same time, the R678 syllabus is one way to stay on top of things or to search for certain topics. The syllabus contains high level research articles, free and open books and technical reports in the field of learning technologies, daily news articles, videos on each topic, researcher interviewers, open educational resources, links to technology tools and vendors, etc.
See what you think. The monster (76 page version) and mini-monster (30 pages thin version) are available here:
Spring 2019: R678 (“Monster” Syllabus 76 pages)
Spring 2019: R678 (Abbreviated “Mini-Monster” 30 pages)
See below for more information on the monster. We have guest speakers coming up. Anyone is welcome in Zoom.
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Emerging Learning Technologies (The Famed "Monster" Syllabus)
Indiana University, School of Education, Room 2101 (both online and FTF sections)
Instructor: Curt
Bonk, Professor, Instructional Systems Technology Dept.
Week
1. (January 7) Introduction to the Open World: Visionaries and Visions
Week
2. (January 14) Alternate Reality Learning: AR, VR, Gaming, and Simulations
Week
3. (January 21) Open Textbooks, E-Books, and Digitally Enhanced Books
Week
4. (January 28) The Expansion of Blended and Fully Online Learning
Week
5. (February 4) Extreme, Nontraditional, and Adventure Learning
Week
6. (February 11) Open Educational Resources (OER) and OpenCourseWare (OCW)
Week 7. (February
18) Open Education and Massive Open Online Courses (MOOCs)
Week 8 (February
25) More MOOCs and Open Education Around the World
Week
9. (March 4) Open Education in the Developing World (i.e., Emerging Economies)
Week 10. (March
18) Informal & Self-Directed Online Learning Environments (includes:
language lrng)
Week 11. (March
25) Connectivism, Social Media, and Participatory Learning
Week
12. (April 1) Interactive, Global, and Collaborative Learning (including wikis and learning
spaces)
Week
13. (April 8) Mobile, Wireless, and Ubiquitous Learning
Week
14. (April 15) The Future of Learning Tech: Networks of Personalized Learning
Week 15. (April 22) The Future of Learning Tech: AI,
Robotics, and Personal Digital Assistants
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Instead of passive consumption-based
learning, we are living in a participatory age where learners have a voice and
potentially some degree of ownership over their own learning. Here at the start
of the twenty-first century, emerging technologies and activities– such as blogs, wikis, podcasts,
ebooks, YouTube videos, massive open online
courses (MOOCs), simulations, virtual worlds, and wireless and
mobile computing – are generating waves of new opportunities in higher
education, K-12 schools, corporate training, and other learning environments.
And today’s millennial learner, immersed in an
increasingly digital world is seeking richer and more engaging learning
experiences; and now the new “phigital” learner who is equally at
home in the digital as well as physical world. Amid this
rising tide of expectations, instructors across educational sectors are
exploring and sharing innovative ways to use technology to foster interaction,
collaboration, and increased excitement for learning. It
is time to take advantage of the new participatory learning culture where
learners build, tinker with, explore, share, and collaborate with others
online. It is also time to utilize free and open educational resources,
opencourseware, learning portals, and open source software across educational
sectors and income levels. Some of you will create and publish a cross-cultural
Wikibook. Others will create video blogs, and still others will design
YouTube-like videos. Some might even flip their classrooms. Still others
will enroll in or perhaps even teach a massive open online course (MOOC).
The syllabus for this course is purposefully long. I
refer to it as “the monster syllabus.” I will be your online concierge or guide
through masses of online resources. In an age when eyeball-to-eyeball
learning is no longer necessary, effective online instructors do not simply
teach, but moderate, coach, and assist in the learning process. Today a
teacher, trainer, professor, or instructional designer often assumes the role
of concierge with a wealth of freely available tools and resources to guide her
learners. Or perhaps, after reading through this syllabus, you
might be more inclined to call such a person a “curator” of quality content.
Still others might focus on the “counseling” skills needed to help guide
learners through their assorted instructional options. In this more open twenty-first century learning world, anyone can
learn anything from anyone else at any time.
Labels: AI, AR and VR, blended learning, collaborative technologies, e-books, emerging learning technologies, Massive Open Online Courses (MOOCs), mobile learning, monster syllabus, OER, online learning, open textbooks |
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