ETR&D Special Issue Shifting to digital: Informing the rapid development, deployment, and future of teaching and learning

Dr. Andri Ioannou is the Guest Editor for the upcoming Special Issue: Shifting to digital: Informing the rapid development, deployment and future of teaching and learning, in Educational Technology Research & Development. 

This Special Issue is unique in that it will focus on multiple perspectives where respondent authors write about the implications of scholarship on addressing current challenges related to an increased focus of digital learning. The multiple perspectives include but are not limited to research, theory, design, practice (teaching or training), policy, culture and international angles. 

Several ETR&D published manuscripts have been identified that have implications for online learning. We would like you to consider one of the manuscripts (listed below), select a perspective, and write a focused response to describe what works with going digital dealing the following constraints:

  • Need to have useful ideas for flexible learning, online learning, learning disruption
  • Disruption with limited resources, situation where you have to pivot to a different learning delivery
  • Dealing with inexperienced teachers and students with online learning
  • Short timeline to design and develop courses for online delivery

As a respondent author, you will use the following submission format:


Respondent Author Name:

Biographical Info: (100 words / link to website)

Targeted Manuscript:

Selected Perspective: Pick one of the following: research, theory, design, practice (teaching or training), policy, culture and international angles

Response: (to include the following elements where relevant)

Key Ideas

  • What are the key ideas of the already published manuscript?

Value

  • What is the value of this paper on your selected perspective given the shift to digital?
    How do you take ideas presented in the manuscript and use them in practice (or your specific perspective); specify the paper’s value given your perspective; key components of value in the paper; current status of learning from your perspective; future of learning related to your perspective.
  • What interests you most about this paper as it relates to your perspective?

Limitations

  • What constraints/limitations do you have about this paper as it relates to your perspective?

Impact

  • What impact does this paper have on your perspective?
  • Given your perspective, what is the relevance of this paper right now on the field of learning?
  • What suggestions do you have about the paper to make it more significant for your perspective?

Future Implications

  • What are the future implications of your perspective based on the paper

Submission Guidelines

Submitted responses will be approximately 500 – 1000 words without references. We are seeking to be concise and usable for our audience. This invitation does not constitute acceptance for publication; publication is pending acceptance from a 1 – 2 rounds of review. Criteria for acceptance includes: APA, references, constructive response, not hyper-critical, applicability of ideas from the paper to shifting to digital, and forward/future implications.


Timeline

  1. By 15 June 2020: Respondents invited 
  2. By 31 July 2020: Initial responses submitted to Editorial Manager under the Special Issue: Shifting to digital
  3. Target 1 Oct 2020: Special Issue finalized 

Action

Please consider being a respondent author for a manuscript found below by responding to this email or by contacting the assigned guest editor for the manuscript that you would like to write a response about.


Targeted Manuscripts with Assigned Guest Editor overseeing Respondents

Guest Editor: Camille Dickson-Deane—camille.dickson-deane@uts.edu.au

Bennett, S., Agostinho, S. & Lockyer, L. The process of designing for learning: understanding university teachers’ design work. Education Tech Research Dev 65, 125–145 (2017). https://doi.org/10.1007/s11423-016-9469-y 

Zacharia, Z.C., Manoli, C., Xenofontos, N. et al. Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review. Education Tech Research Dev 63, 257–302 (2015). https://doi.org/10.1007/s11423-015-9370-0 

Guest Editor: Hale Ilgaz—haleilgaz@gmail.com

Joo, Y.J., Kim, N. & Kim, N.H. Factors predicting online university students’ use of a mobile learning management system (m-LMS). Education Tech Research Dev 64, 611–630 (2016). https://doi.org/10.1007/s11423-016-9436 

Nacu, D., Martin, C.K. & Pinkard, N. Designing for 21st century learning online: a heuristic method to enable educator learning support roles. Education Tech Research Dev 66, 1029–1049 (2018). https://doi.org/10.1007/s11423-018-9603-0 

Guest Editor: Andri Ioannou—andri@cyprusinteractionlab.com

Giannakas, F., Kambourakis, G., Papasalouros, A. et al. A critical review of 13 years of mobile game-based learning. Education Tech Research Dev 66, 341–384 (2018). https://doi.org/10.1007/s11423-017-9552-z 

Ke, F. Designing and integrating purposeful learning in game play: a systematic review. Education Tech Research Dev 64, 219–244 (2016). https://doi.org/10.1007/s11423-015-9418-1 

Guest Editor: Royce Kimmons—roycekimmons@byu.edu

Hilton, J. Open educational resources and college textbook choices: a review of research on efficacy and perceptions. Education Tech Research Dev 64, 573–590 (2016). https://doi.org/10.1007/s11423-016-9434-9 

Ifenthaler, D., Schumacher, C. Student perceptions of privacy principles for learning analytics. Education Tech Research Dev 64, 923–938 (2016). https://doi.org/10.1007/s11423-016-9477-y 

Guest Editor: Gwen Morel—gwendolynmorel@txstate.edu

Lee, E., Hannafin, M.J. A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. Education Tech Research Dev 64, 707–734 (2016). https://doi.org/10.1007/s11423-015-9422-5 

Tracey, M.W., Hutchinson, A. Empathic design: imagining the cognitive and emotional learner experience. Education Tech Research Dev 67, 1259–1272 (2019). https://doi.org/10.1007/s11423-019-09683-2 

Guest Editor: Gloria Natividad—gloria.natividad@itsaltillo.edu.mx

Philipsen, B., Tondeur, J., Pareja Roblin, N. et al. Improving teacher professional development for online and blended learning: a systematic meta-aggregative review. Education Tech Research Dev 67, 1145–1174 (2019). https://doi.org/10.1007/s11423-019-09645-8 

Willis, J.E., Slade, S. & Prinsloo, P. Ethical oversight of student data in learning analytics: a typology derived from a cross-continental, cross-institutional perspective. Education Tech Research Dev 64, 881–901 (2016). https://doi.org/10.1007/s11423-016-9463-4 

Guest Editor: Andreja Starčič—andreja.starcic@gmail.com

Borup, J., West, R.E. & Thomas, R. The impact of text versus video communication on instructor feedback in blended courses. Education Tech Research Dev 63, 161–184 (2015). https://doi.org/10.1007/s11423-015-9367-8

Kuo, Y., Belland, B.R. An exploratory study of adult learners’ perceptions of online learning: Minority students in continuing education. Education Tech Research Dev 64, 661–680 (2016). https://doi.org/10.1007/s11423-016-9442-9 

Guest Editor: Kausalai Wijekumar—K_Wijekumar@tamu.edu

Jarrell, A., Harley, J.M., Lajoie, S. et al. Success, failure and emotions: examining the relationship between performance feedback and emotions in diagnostic reasoning. Education Tech Research Dev 65, 1263–1284 (2017). https://doi.org/10.1007/s11423-017-9521-6 

Guest Editor: Patricia Young—pyoung@umbc.edu

Liu, J., Shindo, H. & Matsumoto, Y. Development of a computer-assisted Japanese functional expression learning system for Chinese-speaking learners. Education Tech Research Dev 67, 1307–1331 (2019). https://doi.org/10.1007/s11423-019-09669-0 

Loizzo, J., Ertmer, P.A. MOOCocracy: the learning culture of massive open online courses. Education Tech Research Dev 64, 1013–1032 (2016). https://doi.org/10.1007/s11423-016-9444-7 


ETR&D Special Issue Details

Purpose

As we have experienced the worldwide disruption recently, the purpose of this special issue is to:

  1. Provide practical information for educational professionals who are making the move to online teaching
  2. Capitalize on papers recently published at ETR&D and connect to the current global crisis of rapidly moving F2F teaching and learning to online delivery
  3. Link research and development scholarship directly to practice
  4. Feature how ETR&D papers are informing and could inform practice

Need and Importance

  1. Schools, teachers, and students are quickly moving from physical settings to online settings and use technologies for teaching and learning under extraordinary circumstances such as COVID-19.
  2. Although educational technology has been around for years, many designers and teachers are at a loss in identifying best practices and quick solutions to address the immediate teaching and learning needs.
  3. ETR&D has published high-quality research and development papers that explore different aspects of integrating online technologies into theory, research, design, practice and policies.
  4. It is important to engage the community of researchers and practitioners in creating solutions to problems through critical dialogues and resources.
  5. By capitalizing the relevant research recently published in ETR&D, we will be able to create critical dialogues and contribute solutions to problems in a timely manner.

Goals

  1. To be a resource for all educational professionals who are integrating technology into their teaching experience
  2. To publish a Special Issue, which will:
  1. Include the abstracts of 8-12 papers selected from ETR&D publications in the last five years;
  2. Include links to the original papers published at ETR&D
  3. Include 2-4 essay-style responses to the papers from different perspectives such as theory, research, design, (K-12 and higher education) practice, or policy.
  4. To solicit essay-style responses (500-1000 words) and get the Special Issue published this year, preferably before the annual meeting.

Criteria of review of responses

  • Value of the work (here is the conceptual idea; what we take this idea to use in practice; online practice with future development; specify the value; summarize the paper; key components of value in the paper; current status of learning; future of learning)
  • What are these ideas that can contribute; have tremendous impact; where to go with the work
  • Constructive feedback; perspective to enrich the research and practice
  • What’s the relevance in this paper that inform the field right now
  • 500 – 1000 words