Call for chapter submissions: Instructional Innovations in Teaching and Learning

Instructional Innovations in Teaching and Learning

By:

A volume in the series: Innovative Perspectives of Higher Education: Research, Theory and Practice. Editor(s): Kathleen P. King, University of Central Florida.

Call for Book Proposal Submissions

Widespread adoption and integration of technology into our everyday lives provides a powerful lever for educational purposes. Dr King says, “In the last 20 years we have seen technology use shift from early adopters to mainstream society. This series offers the opportunity for educational innovators who are instructors, researchers and/or developers to communicate the vibrant work they have accomplished the vision to reach further.” Dr. Kathleen P. King is an award-winning author, researcher and editor of this IAP series. “This series provides instructors, instructional designers and administrators with quality, innovative, substantial and yet practical applications of technology to teaching and learning. Each volume will have a theme and the editors will invite expert authors or issue a Call for Papers.” It is intended that the chapters of the volumes could take different literary forms, but will always focus on educational technology in act ion: identifying promising practices, applying theory and research to practice, and sharing reflections on and recommendations for learning and application of technology in education, for instance. 

The series is broad enough to include not only instruction in classrooms and virtual spaces, social media, robotics, virtual reality, online learning in synchronous, asynchronous or mixed modes, but also innovative adoption of technology to the large world of teaching and learning across contexts- P-12, postsecondary education, formal and informal education, training, and more. The Instructional Innovations in Teaching and Learning series always provide a valuable resource and community for participation in understanding current practice, research and theory in educational technology.

Academics with research and experience in instructional technology are we lcome to submit book proposals to Dr. King for consideration (KPKing@TransformationED.com). The following essential elements must be included in the proposal

  1. Overall objectives and significance of the book project in a detailed statement of purpose (1-3 pages).
    Include responses to all of these questions in your statement of purpose:

    • Who is/are the author(s)/editor(s)?
    • If this is an edited volume, include a list of contributors/affiliations. Indicate if tentative list.
    • Who is your audience for this book? (e.g., academic or professional, or reference work)?
    • What is the book’s adoption/purchase potential?
    • How could the book be marketed (e.g., list professional societies or SIGs that would be interested in this book)?
    • How do you expect readers to make use of this book?
    • How does the book extend current knowledge in your field of study?
    • How does the project explore previously unrecognized or infrequently considered topics?
    • How does this book fit in with the published literature? Be specific about the competition and the unique gap your work addresses.
    • What is the length of the project?
    • What is your schedule for delivery of the final draft?
    • Are there any special production issues, i.e., complex graphics, art work, photos, etc.?
    • Are you submitting your proposal to other prospective publishers?
  2. An outline of the book that provides a short narrative description of each chapter. For edited volumes, provide a list of the chapter titles or topics that will be covered.
  3. resume or curriculum vitae for each authors(s) or editor(s).
  4. A sample chapter or section if available, or if not, a sample of a journal article or conference paper that is similar to the proposed volume. Obviously, this sample needs to have been written by the submitting author.

IRRODL vol 18, no 5 published

Vol 18, No 5 (2017)

Table of Contents

Editorial

Editorial – Volume 18, Issue 5
Rory McGreal

Research Articles

Catherine Cronin
Gema Santos-Hermosa, Núria Ferran-Ferrer, Ernest Abadal
C. Edward Watson, Denise P. Domizi, Sherry A. Clouser
Joohi Lee, Leisa Martin
Jo Corlett, Linda Martindale
Ernest Mnkandla, Ansie Minnaar
Christopher Lange, Jamie Costley, Seung-Lock Han
Grace Clifton
Alexander Amigud, Joan Arnedo-Moreno, Thanasis Daradoumis, Ana-Elena Guerrero-Roldan
Elizabeth Archer, Glen Barnes
Aras Bozkurt, Ela Akgün-Özbek, Olaf Zawacki-Richter
Moon-Heum Cho, Moon-Kyoung Byun
Cathrine Edelhard Tømte, Arne Martin Fevolden, Siri Aanstad
Hsi-Hsun Yang, Chung-Ho Su

Field Notes

Allen Rao, John Hilton III, Sarah Harper

Veille scientifique du CRIFPE no. 159

Livres

– Billo Barry, M. (2017). Gouvernance et coopération internationale en éducation le cas de la Guinée. Paris : L’Harmattan. Lire… 
– Dutercq, Y. & Maroy, C. (2017). Professionnalisme enseignant et politiques de responsabilisation. Bruxelles : De Boeck.  [AGIR COMME PROFESSIONNEL DE L’ENSEIGNEMENT : LE TRAVAIL] Lire… 
– Fabre, M. & Fleury, B. (2017). Peut-on enseigner autrement ? Une expérience de formation d’enseignants. Paris : L’Harmattan.  [SE FORMER À L’ENSEIGNEMENT : LA FORMATION PROFESSIONNELLE INITIALE ET CONTINUE] Lire… 
– Janner-Raimondi, M. & Wittorski, R. (2017). Rhétoriques de l’implicite en éducation et formation. Entre discours et pratiques. Mont-Saint-Aignan (France) : Publications des universités de Rouen et du Havre (PURH).  [SE FORMER À L’ENSEIGNEMENT : LA FORMATION PROFESSIONNELLE INITIALE ET CONTINUE] Lire… 

Mémoires et thèses

– Arseneau, R. (2017). Coopérer pour apprendre la syntaxe écrite : recherche-action sur la phrase subordonnée relative en troisième secondaire. Thèse de doctorat inédite, Université de Montréal, Montréal, Québec.  [AGIR COMME PROFESSIONNEL DE L’ENSEIGNEMENT : LE TRAVAIL] Lire… 
– Séguin, C. (2017). Étude de la validité d’un instrument de mesure de la compétence informationnelle : l’exemple du QuizCI. Mémoire de maîtrise inédit, Université de Montréal, Montréal, Québec. Lire… 
– Simard, S. (2017). Étude exploratoire des facteurs influant sur l’intention des futurs enseignants de développer les compétences informationnelles des élèves. Thèse de doctorat inédite, Université de Montréal, Montréal, Québec.  [SE FORMER À L’ENSEIGNEMENT : LA FORMATION PROFESSIONNELLE INITIALE ET CONTINUE] Lire… 
– Yelle, F. (2017). Appropriation d’une ressource didactique permettant le développement de la pensée historienne par un enseignant au secondaire. Mémoire de maîtrise inédit, Université de Montréal, Montréal, Québec.  [AGIR COMME PROFESSIONNEL DE L’ENSEIGNEMENT : LE TRAVAIL] Lire… 

Rapports et études

– Higher Education Statistics Agency (HESA), & Higher Education Academy (2016). Report on Research and Data Analysis on Academic Teaching Qualifications. Londres : The Higher Education Funding Council for England (HEFCE). Lire… 
– Ingersoll, R. & Merrill, L. (2017). A Quarter Century of Changes in the Elementary and Secondary Teaching Force: From 1987 to 2012. Washington, DC : National Center for Education Statistics (NCES), U.S. Department of Education.  [AGIR COMME PROFESSIONNEL DE L’ENSEIGNEMENT : LE TRAVAIL] Lire… 
– Public Policy and Management Institute (PPMI) (2017). Preparing Teachers for Diversity: the Role of Initial Teacher Education Final Report to DG Education, Youth, Sport and Culture of the European Commission. Luxembourg : Publications Office of the European Union.  [SE FORMER À L’ENSEIGNEMENT : LA FORMATION PROFESSIONNELLE INITIALE ET CONTINUE] Lire… 
– Walker, M. (2017). Insights into the Role of Research and Development in Teaching Schools. Slough, Berkshire (U. K.) : National Foundation for Educational Research (NFER). Lire… 

Périodiques professionnels

– Education Next, 17 (3) 2017 Lire… 
– L’Éducateur (Special) 2017 Lire… 
– Revue préscolaire, 55 (3) 2017 Lire… 
– Savoir, 22 (4) 2017 Lire… 

Revues scientifiques

– Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 42 (5) 2016 Lire… 
– Educational Administration Quarterly, 53 (3) 2017 Lire… 
– Formation et profession, 25 (1) 2017 Lire… 
– Journal of Teacher Education, 68 (4) 2017 Lire… 
– Recherches en didactique des langues et des cultures – Les Cahiers de l’Acedle, 14 (2) 2017 Lire… 
– Savoirs (43) 2017 Lire… 

Dossier de Veille de l’Institut français de l’éducation (IFÉ)

– Dossier de veille de l’IFÉ n° 119, juin 2017 : L’accompagnement à l’école : dispositifs et réussite des élèves Lire… 
– Dossier de veille de l’IFÉ n° 118, mai 2017 : À la recherche de l’autonomie des établissements Lire… 
– Dossier de veille de l’IFÉ n° 117, avril 2017 : Je dis, tu parles, nous écoutons : apprendre avec l’oral Lire… 
– Dossier de veille de l’IFÉ n° 116, mars 2017 : Recherche ou enseignement : faut-il choisir ? Lire… 

Colloques en éducation

– Fourteenth International Conference on Technology, Knowledge, and Society Lire… 
– 2018 6th International Conference on Management and Education Innovation (ICMEI 2018) Lire… 
– The 5th Annual STEM Conference STEMCON 2018 Lire… 
– 2018 9th International Conference on E-Education, E-Business, E-Management and E-Learning (IC4E 2018) Lire… 

Les archives de la veille scientifique sont disponibles à l’adresse suivante:  http://crifpe.ca/veille

Responsable : Richard Croteau LL.L., M.Sc.
richard.croteau@umontreal.ca