Self-Regulated Learning (SRL) is the process through which individuals control their own learning, from the cognitive, meta-cognitive, behavioral, emotional and motivational points of view. It is an important interdisciplinary competence which has increasingly gained attention in the past couple of decades because it leads to improved learning and it helps people to cope with the challenges of life-long-learning in the knowledge society.
While the field of SRL has been widely investigated, at least from the point of view of educational psychology, less attention has so far been granted to the interplay between SRL and Information and Communication Technology (ICT). There is a strong need to better understand this relationship because technology has profoundly changed the way we learn and live. This relationship appears to be quite complex, in that ICT, and especially socially- and technologically-rich learning environments, seems to both require and foster SRL.
Objective of the Book
This book aims to draw a comprehensive picture of the relationship between SRL and ICT, in particular by analyzing what features and conditions make Technology-Enhanced Learning Environments (TELEs) a promising arena for SRL development. This objective includes an investigation of the extent to which ICT:
o provides support for SRL development, and under what conditions;
o has made SRL competence even more necessary than ever.
Both theoretical arguments and practical indications about how to support SRL through technology will be considered relevant. Papers focusing on specific aspects of SRL (e.g. planning, monitoring or evaluating the learning process, fostering motivation, etc) will also be of interest.
Recommended topics include, but are not limited to, the following:
1. What kind of studies have been carried out in this field, and what are the main results achieved so far? What is the way ahead?
2. What kind of TELEs are likely to support the development of SRL competence?
3. What kind of SRL competences are supported by different kinds of TELEs?
4. How does the human element in TELEs contribute to SRL development?
5. What issues are entailed by learning to learn (and to live) in the knowledge society?
6. What kind of principles can be devised for instructional design of TELEs supporting SRL?
7. What type of behavior should be adopted by the actors involved in online learning (tutors, students, learners and others) to foster the practice of SRL?
The target audience of this book will be composed of educational researchers, information scientists, instructional designers, teachers, education and training practitioners worldwide.
Prospective authors are invited to submit a concise chapter proposal (700-1500 words) by April 30, 2009, clearly explaining the mission, outline and content of your proposed chapter. Invitations to submit full chapters will be sent to authors of accepted proposals by May 15, 2009. Full chapters are expected to be submitted by August 31, 2009. All submitted chapters will be reviewed on a double-blind review basis. Authors of accepted chapters will be notified by October 31, 2009. Contributors may also be requested to serve as reviewers for other submissions. Publisher
This book is scheduled to be published by IGI Global, publisher of the "Information Science Reference", "Medical Information Science Reference," and "IGI Publishing" imprints. For additional information on the publisher, please visit www.igi-global.com. This publication is scheduled for release in the second half of 2010.
April 30, 2009: Proposal Submission Deadline
May 15, 2009: Notification of Acceptance
August 31, 2009: Full Chapter Submission
October 31, 2009: Review Results Returned
November 30, 2009: Revised Chapter Submission
Inquiries and submissions should be forwarded by e-mail (Word document) to:
Giuliana Dettori & Donatella Persico
Via De Marini 6, 16149 Genova, Italy
Tel.: +390106475 683/313 o Fax: +390106475300