Journal of Teaching and Learning with Technology: Announcements

Call for Abstracts for 2023 Special Issue: Belonging

2023-01-11T11:59:46-05:00

The Journal of Teaching and Learning with Technology (JoTLT) is inviting proposals for articles about uses of technology to enhance a learner’s sense of belonging in higher education classrooms and on campus.

Over the last few decades, researchers have provided significant evidence that sense of belonging is integral to student success, with certain populations such as first generation, non-majority, or persons with disabilities often most at risk for lacking a sense of belonging. We also believe instructor/faculty sense of belonging intersects and matters to student sense of belonging. Universities and colleges often struggle to attract and retain non-majority faculty when the culture or contexts mean such faculty lack sense of belonging. In turn, failure to attract and retain non-majority instructors or to respect and encourage inclusive learning outcomes and teaching strategies can have far-reaching effects undermining a learner’s sense of belonging and success. In contrast, access to a wide range of perspectives and instructors from diverse backgrounds can provide growth opportunities that students may not have as the instructor pool becomes homogenous.

For this special issue, as usual, we will consider proposals that focus on learning in higher education. Proposals must specifically focus on uses of technology to enhance a learner’s sense of belonging in higher education classrooms and on campus. In addition, we will consider proposals that address faculty development or retention of diverse faculty—if the connection to student learning is well-grounded and clear.

We invite 300-word abstracts submitted via this form by February 6, 2023, for data-driven articles, case studies, reflective essays, Quick Hits, or critiques. Abstracts will be blind reviewed and invitations to submit a full article will be sent the week of February 13, 2023. The full article will be due June 1, 2023, followed by double-blind review. The target date for publication is December 1, 2023.

Manuscript categories are described below; please list the category of your submission so we know how to review it.

Articles: data-driven formal research projects with appropriate analysis. These studies are either with a quantitative or qualitative emphasis and authors should indicate the appropriate domain. Acceptable articles establish a research rigor that leads to significant new understanding in pedagogy.

Case studies: an intense analysis of a specific teaching situation or problem that led to a solution. Case studies are well-grounded in the literature and should have the following components: description of the teaching situation or problem, solution or solutions attempted, quantitative or qualitative analysis of the effectiveness of the solution, reflection on the implications and possible generalization to other settings or populations.

Reflective essays: essays rooted in the literature that interrogate current practice, encourage experimentation, or draw novel conclusions.

Quick Hits: a brief description of an innovative teaching practice or an innovative use of a teaching or learning tool. Each quick hit should include a brief description of the activity and its context, necessary materials, including technology, step-by-step instructions for the activity, and evidence of effectiveness (i.e., what were the results of the activity that told you it worked well?).

Critiques: a systematic and detailed assessment of a published empirical study, case study, or reflective essay. A critical evaluation should deconstruct the work, identify both strengths and weaknesses, and evaluate it in light of its purpose.

For more information or questions, please contact the journal’s Editorial Team: Michael Morrone (Editor in Chief) or Christopher Young (Executive Editor) at facet@iu.edu.

Call for Abstracts for 2022 Special Issue: Authentic Assessment

2021-12-02T21:47:32-05:00

Authentic assessment gained popularity during the COVID pandemic, when remote teaching led many instructors to recognize the problems inherent in our objective testing practices. It is, however, a response to an ongoing challenge in higher education: that of helping students bridge the gap from conceptual knowledge to applied knowledge—the move from being able to do well on a test to the ability to apply that knowledge in real-world situations. This special issue seeks to explore the ways we can use technologies to foster the use of authentic assessments in our classes and curricula. Possible questions and topics of interest include, but are not limited to:

How does technology allow us to move beyond the classroom to engage students in the real-world problems that drive authentic assessment?
What challenges do our current learning management systems pose for authentic assessment, and how do we work around those challenges, making tasks feel authentic in a possibly inauthentic technical context?
What alternate technologies are available that support authentic assessment, that set real-world technical contexts for addressing real-world problems?
How can we use technology creatively to set up authentic assessments for contexts that cannot actually occur for our students (e.g., from the microscopic to the historical)?
How can we use technology to manage the time commitment involved in authentic assessments, for both instructors and students?
How do we ensure equitable access to the technologies we use to support authentic assessment? And how does considering this equity reflect/inform/complicate the real-world problems students are addressing?

We invite 300-word abstracts submitted via email to facet@iu.edu (deadline extended to January 12, 2022) for data-driven articles, case studies, reflective essays, Quick Hits, or critiques. Please use the subject line “JoTLT Authentic Assessment Issue.” Abstracts will be blind reviewed and invitations to submit a full article will be sent the week of January 17, 2022. The full article will be due June 1, 2022, followed by double-blind review. The target date for publication is December 1, 2022.

Manuscript categories are described below; please list the category of your submission so we know how to review it.

Articles: data-driven formal research projects with appropriate analysis. These studies are either with a quantitative or qualitative emphasis and authors should indicate the appropriate domain. Acceptable articles establish a research rigor that leads to significant new understanding in pedagogy.

Case studies: an intense analysis of a specific teaching situation or problem that led to a solution. Case studies are well-grounded in the literature and should have the following components: description of the teaching situation or problem, solution or solutions attempted, quantitative or qualitative analysis of the effectiveness of the solution, reflection on the implications and possible generalization to other settings or populations.

Reflective essays: essays rooted in the literature that interrogate current practice, encourage experimentation, or draw novel conclusions.

Quick Hits: a brief description of an innovative teaching practice or an innovative use of a teaching or learning tool. Each quick hit should include a brief description of the activity and its context, necessary materials, including technology, step-by-step instructions for the activity, and evidence of effectiveness (i.e., what were the results of the activity that told you it worked well?).

Critiques: a systematic and detailed assessment of a published empirical study, case study, or reflective essay. A critical evaluation should deconstruct the work, identify both strengths and weaknesses, and evaluate it in light of its purpose.

For more information or questions, please contact the journal’s Editorial Team: Michael Morrone (Editor in Chief) or Christopher Young (Executive Editor) at josotl@iu.edu.

Special Issue Editor: Greg Siering, Indiana University-Bloomington

Established in 2012 by Indiana University’s Faculty Academy on Excellence in Teaching (FACET), the Journal of Teaching and Learning with Technology (JoTLT) is an international journal dedicated to exploring efforts to enhance student learning in higher education through the use of technology.

Reimagining Engagement in Teaching and Learning Conference

2021-02-19T10:51:40-05:00

The conference, “Reimagining Engagement in Teaching and Learning,” sponsored by the Faculty Academy on Excellence in Teaching (FACET), the Indiana University (IU) Office of Online Education, and IU centers for teaching and learning will take place February 26, 10 a.m. to 3 p.m. Eastern Standard Time (New York time zone). It will focus on the Journal of Teaching and Learning with Technology’s special issue, “Transitioning to Online Teaching and Learning in a Time of Urgency.” Moderated author panels will discuss themes that carry through the upcoming issue, including lessons learned as we move beyond the pandemic:

10:00-11:00 am Communication/Mental Health/Belonging/Engagement

11:15 am - 12:15 pm Changes as a Result of the Experience/Transformation Moving Forward

12:45-1:45 pm Collaboration/Creativity/Innovative Engagement

2:00-3:00 pm Institutional Support/Preparing to Make the Transition

Registration is open to all. A final program is available on the FACET website.

2020 Special Issue Two: Call for Proposals

2020-04-07T16:46:15-04:00

The Journal of Teaching and Learning with Technology (JoTLT) is issuing a call for a special issue on transitioning to online teaching and learning in a time of urgency. Faculty, students, and staff are currently experiencing the need to pivot teaching and learning during the COVID-19 pandemic. We encourage manuscripts from faculty, students with faculty co-authors/sponsors, staff (such as instructional designers, consultants, technologists, and advisors), and administrators.

Authors are encouraged to submit work discussing how the pandemic’s impact on teaching and learning challenged current practice, encouraged experimentation, or brought about novel conclusions. Submissions should fit in one of the following categories. Please carefully categorize your submission as that determines how we will review your manuscript. Categories include:

Reflective essays in which the author(s) provide a narrative of their experience pivoting instruction during the pandemic
Articles that are data-driven studies
Case studies illustrating SoTL and its applications
Quick Hits that make a brief contribution describing innovative teaching practices or an innovative use of a teaching or learning tool

Abstracts of up to 300 words should be submitted to facet@iu.edu by May 15, 2020.

Please include JoTLT Special Issue Abstract submission in the subject line of your email submission.

2020 Special Issue Call for Proposals

2019-09-30T14:26:07-04:00

JoTLT is issuing a call for a special issue on strategic uses of the learning management system (LMS) to promote self-regulated learning. The notion of self-regulated learning refers to teaching practices that include a goal of helping students learn how to learn, in other words to take ownership of their learning; it includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. We are interested in articles that inform an interdisciplinary audience about all aspects of teaching that promote self-regulated learning and are supported by the LMS. Topics could focus on LMS-supported feedback, metacognition, motivation, rubrics, scaffolding, and more.

This issue may include empirical research, case studies, reflective essays, and critiques. Abstracts of up to 300 words should be submitted to facet@iu.edu by November 1, 2019.

Please include JoTLT Special Issue Abstract submission in the subject line of your email submission.

Authors will be notified by November 15, 2019, whether they have been selected to submit a manuscript. Completed manuscripts will be due February 1, 2019, with a target publication date of August 1, 2019.

The guest editors of this special issue are Robin K. Morgan, Professor of Psychology and Director of the Institute for Learning and Teaching Excellence, Indiana University Southeast, and Julie Saam, Professor of Education and Director of the Center for Learning, Teaching, and Assessment at Indiana University Kokomo.

Any questions may be addressed to JoTLT’s Editor-in-Chief, Michael Morrone, or its Managing Editor, Christopher Young, at facet@iu.edu.

(Information on article types and review guidelines.)

2019 Special Issue on Physical Learning Spaces

2019-01-30T15:14:14-05:00

Established in 2012 by Indiana University’s Faculty Academy on Excellence in Teaching (FACET), the Journal of Teaching and Learning with Technology (JoTLT) is an international journal dedicated to exploring efforts to enhance student learning in higher education through the use of technology.

In September 2018, JoTLT issued a call for a special issue on physical learning spaces. The issue will focus on the use of technology to enhance teaching and learning in classroom and informal learning spaces. This issue may include empirical research, case studies, reflective essays, and critiques.

Full manuscripts from invited authors are currently under review.

The special issue will be published in summer 2019.

The guest editor of this special issue is Anastasia (Stacy) Morrone, Professor of Educational Psychology and Associate Vice President for Learning Technologies, Indiana University. Any questions may be addressed to Michael Morrone, Editor-in-Chief of JoTLT or Christopher Young, Managing Editor of JoTLT at facet@iu.edu.

JoTLT Special Issue Proposal Deadline

2018-09-10T10:31:55-04:00

September 14, 2018 is the deadline to submit a proposal for JoTLT's special issue focusing on the use of technology to enhance teaching and learning in classroom and informal learning spaces. For more information, please read our announcement regarding this issue:

https://scholarworks.iu.edu/journals/index.php/jotlt/announcement/view/123

We look forward to your proposals.

--The JoTLT Editorial Team

2019 Special Issue Call for Proposals

2018-08-07T10:24:06-04:00

JoTLT is issuing a call for a special issue on physical learning spaces. The issue will focus on the use of technology to enhance teaching and learning in classroom and informal learning spaces. This issue may include empirical research, case studies, reflective essays, and critiques.

Abstracts of up to 300 words should be submitted to facet@iu.edu by September 14, 2018.

Please include JoTLT Special Issue Abstract submission in the subject line of your email submission.

Authors will be notified by October 15, 2018, whether they have been selected to submit a manuscript. Completed manuscripts will be due January 31, 2019, with a target publication date of July 31, 2019.

https://scholarworks.iu.edu/journals/index.php/jotlt/about

https://facet.iu.edu/

JoTLT Submission Instructions

2017-11-15T00:00:00-05:00