This page will be kept up to date with publishing opportunities from journals relevant to our community.
AePR - AAEEBL ePortfolio Review Call for Papaers
The Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL) ePortfolio Review (AePR) invites you to submit articles and reports covering the broad area of eportfolio use. We publish articles about pedagogy, research, technical, and organizational issues. Our readership includes eportfolio practitioners, administrators, and students. Our mission is to serve the needs of the global eportfolio community and promote portfolio learning as a major way to transform higher education.
Building Bridges with ePortfolios (Fall 2018) (AAEEBL 2018 Annual Conference)
Individual ePortfolios (Spring 2019)
To be considered for the Fall issue, submit your paper by May 1 of each year.
To be considered for the Spring issue, submit your paper by Sept 1 of each year.
More information available at: https://aaeebl.org/2018/03/13/aepr-call-for-papers/
Call for special issue: Designing, using and evaluating learning spaces: the generation of actionable knowledge
- Dr. Paul Flynn, National University of Ireland Galway. email@example.com
- Dr. Kate Thompson, Griffith University. firstname.lastname@example.org
- Prof. Peter Goodyear, The University of Sydney. email@example.com
Focus of the special issue
This special issue will include papers that consider the design, use and/or evaluation of learning spaces and contribute actionable knowledge for future learning spaces. Learning spaces are fundamental to engagement in tertiary education. They are growing more complex: as sites where the physical/material, digital and social come together and where the needs and activities of multiple stakeholders (students, teachers, managers, designers, etc.) co-exist. Understanding how such spaces function is also complex. Research often needs to combine multiple methods and multiple data sources. To generate actionable knowledge, researchers also need to consider who is in a position to create and improve learning spaces, and what kinds of knowledge can inform and improve their actions. For example, spaces are ‘brought to life’ by individual self-managing students, students working on group projects, teachers using conventional lecturing or facilitation methods, infrastructure managers, library, IT and Ed. Tech. staff, architects, furniture makers and interior designers. There are overlaps and differences in the knowledge needed by users, managers and designers if they are to co-create better learning spaces.
This special issue provides an opportunity to: bring together researchers in learning technology and learning spaces; examine learning spaces as technologies for learning; foreground the spatial aspects of learning with technology; consider ideas about learning as physically, digitally, socially and epistemically situated; explore ways of making research-based knowledge easier to share and use.
Topics for this special issue may include, but are not limited to:
- Interdisciplinary or discipline-specific implementations of new learning spaces
- The consideration of ‘space’ as a technology when designing for learning
- What constitutes actionable knowledge for learning space design, management and use
- Integrated design of learning spaces and technologies
- Learning space design, use and/or evaluation methodologies
- Learning spaces in tertiary education, teacher education and school education (where relevant to tertiary education)
- Learning spaces that bridge between school and tertiary education, or between tertiary education and work.
We welcome well-conducted empirical studies, reviews and conceptual articles.
Deadlines for authors
- Strict submission deadline: 1st May 2018
- Decision on manuscripts: 1st August 2018
- Revised/final manuscripts: 1st October 2018
- Expected Publication: December 2018
More information: https://ajet.org.au/index.php/AJET/pages/view/SpecialIssueCall
International Journal of ePortfolio - Call For Papers
The International Journal of ePortfolio (IJeP) is now accepting manuscripts for consideration for publication.
Manuscripts considering the following areas of investigation are welcomed:
- instruction and principles of learning that utilize and inform practical, effective ePortfolio methodologies;
- evaluation and assessment methodologies and practices supported by ePortfolio;
- case studies and best practices regarding applications of ePortfolio for learning, assessment, and professional development supported by scholarship of teaching and learning practices and research methodologies;
- theoretically rich accounts of the principles grounding ePortfolio work and its relationship to larger social and cultural phenomena; and
- innovative development and applications of technologies that enable new ePortfolio practices.
IJeP is published twice a year (April and October) and employs a rolling submission process. Those wishing to be considered for the Fall 2018 issue should use June 1, 2018 as their submission deadline. Those submitting manuscripts to IJeP can expect the review process to take less than 90 days.
More information available at: http://www.theijep.com/callforpapers.html
The Journal of Interactive Technology and Pedagogy - General Issue
The Journal of Interactive Technology and Pedagogy seeks scholarly work that explores the intersection of technology with teaching, learning, and research. We are interested in contributions that take advantage of the affordances of digital platforms in creative ways. We invite both textual and multimedia submissions employing interdisciplinary and creative approaches in the humanities, sciences, and social sciences. Besides scholarly papers, the submissions can consist of audio or visual presentations and interviews, dialogues, or conversations; creative/artistic works; manifestos; or other scholarly materials.
The most recent submission deadline for full manuscripts was December 1st, 2017. We will post the next date for submissions once it is available on the website.
Please view our submission guidelines for information about submitting to the Journal.
More information available at: https://jitp.commons.gc.cuny.edu/call-for-submissions/
Student Engagement in Higher Education Journal - Current call for contributions
There is currently an open call for contributions.
If you considering submitted a student voice, opinion piece, non-text submission or review please contact the editorial team beforehand by email.
If you would like to check if your submission idea is likely to fit with the journal in terms of focus and quality, please submit a proposal of your intended submission (in the order of 300 words) before writing and submitting the full piece.
Student Engagement in Higher Education Journal is an international peer-reviewed journal publishing contributions dealing with student engagement in Higher Education from a disciplinary or multi-disciplinary perspective.
We welcome contributions from all those working or studying in Higher Education, this includes:
- students: undergraduate, postgraduate or research.
- all and any staff working in whatever capacity working in a university or tertiary education
- any individuals involved in a consultancy or indirect role but which are involved in universities or tertiary education
Focus and the audience of the journal
The focus of the journal reflects the focus of RAISE; i.e. research, theory, practice and policy about student engagement. We adopt a very broad definition of student engagement as this is a multi-construct. This includes all forms of work around student voice, student participation and students as partners.
More information available at: http://www.raise-network.com/journal/ways-of-submitting/