Call for papers - Special issue of Research in Learning Technology, the journal of the Association for Learning Technology: "Theory in Learning Technology"
Guest Editors Laura Czerniewicz, University
of
Cape
Town, South
Africa Chris Jones, Open
University, UK
Deadlines Abstracts can be submitted to either of
the guest editors for informal feedback until 1 December 2010. Papers should be submitted via the
Manuscript Central online submission system at http://mc.manuscriptcentral.com/calt
before 31 January 2011.
The call
This call for papers on theoretical approaches
in digitally-mediated environments aims to investigate and develop
the conceptualisation of theory in the field of learning
technology. Theory can be contrasted with practice and is often
associated with the particular forms of research given value by
higher education institutions. Technology is constantly changing
and yet theory aims to stabilise and order change so that a degree
of permanence is introduced into this sea of change.
In this special issue, we wish to attract
papers which consider theory from a wide range of perspectives
including the relationship of theory with practice, with empirical
research, and with both traditional forms of scholarship and newer
claims for digital scholarship. Questions for consideration
include the following: How can practice inform theory? How can
theory help to design, choose and use technology appropriately?
How does empirical research inform theory? What is the role of
theory in the development of empirical research? How is technology
changing our relationship to knowledge? We are also interested in
receiving papers that consider the ways in which changes in
technology can drive an atheoretical chase for the novel and the
new.
Research and scholarship in learning technology
are most commonly served by the disciplines of psychology,
sociology and philosophy. Psychology has had a central position
because it has provided theories of learning and theorists who
have proved important to the field (e.g. Piaget and Bruner). More
recently, social theories of learning with roots in sociology and
anthropology have provided an important challenge and complement
to psychologically-based theories (e.g. Engeström, Lave and
Wenger). Furthermore, alongside theoretical approaches to
understanding learning, theory has also considered the roles of
context, such as generational, societal, political and
intercultural differences.
How well do current theories serve the field?
Are existing theoretical approaches robust, even as the technology
changes rapidly? How do new areas of research affect the work we
do? We are interested both in papers that use existing theoretical
approaches and those which develop new approaches from diverse
fields to underpin and inform the study of learning technology.
The Boyer Commission suggested there are four
types of scholarship: discovery, application, integration and
teaching with the first being most closely aligned with
traditional notions of research. In a field which has a practical
and applied focus, what is the role of theory in the scholarships
of application and integration, bearing in mind, that such forms
of scholarship are not one way? The process of applying knowledge
to specific problems gives rise to new understanding and can in
itself define a research agenda. We are interested in papers which
explore the relationship between theory and scholarship, including
new forms of digital scholarship in our field. Indeed, the field
of learning technology also needs to engage with new ways of
conducting and sharing research.
The aim in this special issue is to bring
together popular and less known theoretical approaches and assess
their value to the study of learning technology. We see clearly
articulated theoretical frameworks as essential to the study of
learning technology and the further advancement of the field. We
hope that this issue will acknowledge and bring together
researchers from diverse fields of specialization and guide their
future research. In particular, the papers in this issue should
demonstrate how a consideration of theory can contribute to a
better understanding of the nature of the problems we face, deepen
knowledge to be shared across contexts, contribute to methods of
investigating emerging technology, and ultimately improve both
policy and practice.
Types of papers
With these issues as a springboard, we welcome
papers in a variety of formats including:
considerations of the general role
of theory in learning technology;
considerations of particular
theories and their contributions to learning technology;
critiques of the role of theory in
learning technology policy, practice or research; or
case studies of innovative practice
informed by a particular theoretical approach.
About the Guest Editors
Chris Jones is a Reader in the Institute
of Educational Technology
at the Open University (UK). He is co-editor of the books Analysing
Networked
Learning Practices in Higher Education and Continuing
Professional Development and Networked Learning:
Perspectives and Issues. He has recently completed a
two-year research council funded project The
Net
Generation encounter e-learning at university and co-edited
with Laura Czerniewicz a recent edition of the Journal of Computer
Assisted Learning on the same subject.
Laura Czerniewicz is an Associate Professor and
Director of the Centre for Educational Technology at the University
of Cape Town
in South
Africa.
She has an interest in the epistemological nature of the field
itself. For the past seven years she has lead a multi-phased
project on digitally-mediated student practices, and has
co-published widely on the project findings. Theoretically she has
found Bourdieu, Bernstein and Archer useful to frame her research
investigations.
Submission process and timetable
The submission of abstracts for informal
feedback is encouraged. They can be sent directly to guest editors
until 1 December 2010.
Full papers must be submitted according to the
journal's Instructions for Authors.
Papers should be submitted via the Manuscript
Central online submission system at http://mc.manuscriptcentral.com/calt
before 31 January 2011.
Papers received will undergo peer review and
authors will receive feedback and where appropriate, an
opportunity to revise their paper. An additional round of
reviewing is sometimes used to encourage authors to improve their
paper, either for this special issue, or a subsequent issue of Research
in Learning Technology.
For other queries and guidance relating to the call please
contact the Special Issue Editors:
Chris Jones - c.r.jones@open.ac.uk
Laura Czerniewicz - lauraczerniewicz@gmail.com
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