Special Issue "eLearning: Exploring Digital Futures in the 21st Century"
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 31 January 2014
Prof. Dr. Glenn Finger
Arts, Education and Law Group, Gold Coast Campus, Griffith University, QLD 4222, Australia
Phone: +61 7 5552 8618
Interests: elearning; technological pedagogical content knowledge (TPACK); teacher education; ICT trends
In a globalised knowledge economy, enabled by an increasingly pervasive digital, networked world, elearning possibilities are being explored by educational institutions. Learning and teaching is now able to be designed to enable learning anywhere and at anytime. This opens up exciting possibilities as well as challenges. Consequently, this special issue aims to provide evidence-based guidance through conceptual and research papers focused on elearning and digital futures in the 21st century. Specifically, this special issue calls for papers addressing topics including but not limited to the following:
- research which can inform evidence-based elearning policy and practice
- building the technological, pedagogical content knowledge (TPACK) capabilities fo educators
- implications and innovations in assessment approaches using new and emerging technologies
- the use of student technologies
- in addition to institution-led and teacher-led access to technologies
- challenges and solutions relating to digital citizenship, such as digital rights and responsibilities, digital literacy, digital law, and digital identity
- case studies of 'pathfinder' elearning initiatives
- mobile technologies and mobile applications
Prof. Glenn Finger
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. Papers will be published continuously (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are refereed through a peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed Open Access quarterly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. For the first couple of issues the Article Processing Charge (APC) will be waived for well-prepared manuscripts. English correction and/or formatting fees of 250 CHF (Swiss Francs) will be charged in certain cases for those articles accepted for publication that require extensive additional formatting and/or English corrections.
- digital technology
- digital futures
- digital citizenship
- 21st Century learning
Title: Implementing mobile learning in tertiary environments: Instructional, curricular and organizational matters
Authors: Boris Handal 1,*, Jean MacNish 2 and Peter Petocz 3
Affiliations:1,* School of Education, Sydney, The University of Notre Dame Australia, Australia, E-Mail: email@example.com
2 School of Education, Fremantle. The University of Notre Dame Australia, Australia
3 Department of Statistics, Macquarie University, Australia
Abstract: This qualitative study looked at the instructional, curricular and organizational factors impacting on the implementation of mobile learning in a higher education institution. Academics expressed their views on a variety of educational issues likely to enhance or hinder the effectiveness of the innovation. Teachers requested more professional development on a number of key areas including the integration of the technology to teaching and learning. Likewise, resolving vital issues such as workload, equity to access and effective policy making were seen as key to successful implementation. Technical issues such as having good wireless connectivity, need for efficient technical support, access to mobile devices and an understanding of their operational limitations with respect to desk/laptops were also highlighted. Staff expressed concerns about the risk of exposing students to superficial learning when mobile learning experiences were not well designed, the prospect that the devices might distract students from learning as well as a possible deterioration of the quality of interaction between academics and students. Recommendations to reconcile those beliefs with best practice principles are outlined.
Keywords: academics, perceptions, mobile learning, curriculum, implementation
The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.
Title: Leadership and Reshaping Schooling in a Networked World
Authors:Mal Lee1 and Glenn Finger2
Affiliations: 1Educational Consultant and Author, Australia
2 Arts, Education and Law Group, Gold Coast Campus, Griffith University, Australia
Abstract: This paper is initiated from a position that the nature of schooling globally has, until recently, remained largely unchanged since its design in the last century, and there has been a hegemony that it supported its form to be enduring and largely unchanged. However, in a digital, networked world, there is a need to rethink and redefine schooling. Following an examination of Schooling in the 21st Century, summarising the context and critical challenges presented by new and emerging digital technologies, suggestions about what schooling might look like in a networked world are presented. Guidance is provided in relation to key questions for leadership to reshape schooling in a networked world, including:
- how schools might best move into the networked mode?
- what is required to lead and manage a networked school community?
- how will a networked school become defined less by its physical space and timetabled lessons, but by being networked and learning can take place anywhere, anytime?
Keywords: digital technologies; leadership; networked school community; networked world
Title: Technologies, democracy and digital citizenship: Examining Australian policy intersections and the implications for school leadership
Affiliations: Centre for School Leadership, Learning and Development, Charles Darwin University, Australia
Abstract: Tensions and synergies occur at the intersections between the respective Australian policy agendas concerning the use of technologies in classrooms to improve teaching and learning; the role of school leaders to bring about change in classrooms to meet the varying learning approaches required by the students in Australian schools; and the accountability requirements specified in national policies such as the Australian Curriculum and the Australian Professional Standards for Teachers. The various Australian national policies however are largely silent on learning about fostering digital citizenship and democratic education. Yet knowing what a democracy is and understanding how to use democratic processes including e-democracy approaches, has to be learned and practiced. It is these complexities this paper examines in order to consider some of the implications for e-learning, school leadership and digital futures.
Keywords: technologies; democracy; digital citizenship; e-learning; school leadership; policies
Title: Mapping the Evolution of eLearning 1977-2005 to Inform Understandings of Current and Future eLearning Trends
Authors: Pei-Chen Sun1 and Glenn Finger2
Affiliations: 1National Kaohsiung Normal University, Kaohsiung, Taiwan
2Arts, Education and Law Group, Gold Coast Campus, Griffith University, Australia
Abstract: While there have been very limited studies of the educational computing literature to analyse the research trends since the early emergence of educational computing technologies, the authors argue that it is important for both researchers and educators to understand the major, historical educational computing trends in order to inform understandings of current and future eLearning trends. This study provides the findings of an analysis of 2 694 journal articles published between 1977 and 2005 in four major, international educational computing journals. Those journal articles were categorised according to their research themes. Subsequently, clustering analysis, multi-dimension scale analysis, and research diversity analysis were performed on the categorised results to explore the research trends. The research literature analysis confirmed that there were identifiable evolutionary trends dating from 1977, and that each key breakthrough in technology was accompanied by increased educational research about those technologies to inform educational practices. Importantly, two major driving forces of the evolution trend identified were technologies and pedagogical approaches. The paper concludes with explanations of how these trends from 1997-2005 have shaped the current focus on Technological Pedagogical Content Knowledge (TPACK) needed for effective current and future eLearning.
Keywords: eLearning; ICT; educational computing research; pedagogy; TPACK
Title: eLearning and eMaking: 3D Printing Blurring the Digital and the Physical
Author: Jennifer Loy
Affiliation: Convenor 3D Design Digital Media, Queensland College of Art, Gold Coast Campus, Griffith University, Australia
Abstract: This article considers the potential of 3D printing as an eLearning tool and the role of eMaking in bringing together the virtual and the physical in the classroom. ELearning has matured from the basics of lecture capture into sophisticated, interactive learning activities for students, using approaches such as Gamification and shared blogs. At the same time, laptops and internet enabled phones have made computer--‐based learning mobile, invading classroom learning, changing communication between students, enabling on the spot research and making the recording of ideas and activities easier. The barriers between online and offline are becoming blurred in a combined digital and physical learning environment. 3D printing is part of this unification and can be an empowering learning tool for students, changing their relationship with the virtual and the physical, allowing them to take ideas and thinking from screen to reality and back again in an iterative, connected process. From an eLearning point of view, it is a transformative technology that has the potential to change the relationship of the learner to their virtual and physical environment. This article considers eMaking, and, in particular, 3D printing as a teaching tool and its potential within eLearning for student centred learning. Supported by practical examples of practice in design education, strategies are identified that connect eLearning to classroom activities through 3D printing, exploring the potential of eMaking to enhance combined learning in a digital age.
Last update: 19 November 2013