Special Issue "Learning Technologies and Interactive Designs"
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (29 June 2013)
Prof. Dr. Brett E. Shelton
For learners to become competent in any key subject, it is necessary to design appropriate instructional learning experiences. Strategies to encourage the enhancement of subject-specific skills that relate to technology--and interactions with and through technology--include:
• Hands-on, involving students in “doing” – experimenting first-hand with physical objects in the environment and having concrete experiences before learning abstract and complex concepts.
• Minds-on, focusing on core concepts and critical thinking processes needed for learners to create and re-create concepts and relationships in their own minds.
• Authentic, allowing learners to explore, discover, discuss, and meaningfully construct concepts and relationships in contexts that involve real-world problems and projects that are relevant and interesting.
A variety of technologies can provide unique learning experiences. Mobile devices can be used for hands-on activities because they are hand-held and virtual objects can be manipulated and experimented with and by the student. Web-based tools are capable of supporting text, images, audio, and video but also provide tutoring and automated assessments. Games and virtual worlds can support data representation that can potentially scaffold a student’s ideas and understanding of concepts for critical thinking. Multiple forms of delivery coupled together can be used to portray information in a way to student that can help with the learning of new concepts. Portability aspects of some technologies allow students to perform or participate in activities in different sites for authentic learning experiences. With interactive learning technologies, students can participate in instructive activities while learning with their environment and the world around them.
This special issue aims to address innovative technologies, and innovative uses of technology, for learning experiences with a focus on design. Preference will be given to empirically-driven articles that provide evidence and assessments of learning.
Prof. Dr. Brett E. Shelton
Manuscript Submission Information
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. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short 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 thoroughly refereed through a single-blind 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. The Article Processing Charge (APC) for publication in this open access journal is 350 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.