CFP: Journal of Online Learning and Teaching's special issue on MOOCs

The MERLOT Journal of Online Learning and Teaching (JOLT) has just released a Call for Papers for a special issue on Massive Open Online Courses (MOOCs), to be published in Summer 2013. Both papers reporting on empirical studies/evaluations (research papers, case studies) as well as conceptual and position papers will be considered for publication in the special issue. The Guest Editors of the special issue are George Siemens (Athabasca University), Valerie Irvine (University of Victoria), and Jillianne Code (University of Victoria).

Proposals in the form of extended abstracts (500 words) are due on November 15, 2012, with full manuscripts due on January 31, 2013.

The full Call for Papers is available at http://jolt.merlot.org/jolt_moocs_cfp.pdf

Topics of interest include but are not limited to the following:

Case Studies

  • Experiences of learners in MOOCs
  • What MOOC models can teach us about face-to-face or hybrid courses (MOOC-ification)
  • 21st-Century skills/literacies needed in MOOCs
  • Planning, designing, and running a MOOC
  • Business models for MOOCs
  • MOOCs across subject areas and disciplines
  • MOOCs across education stages and sectors
  • MOOCs in different parts of the world Case-study comparison of different MOOCs

Learning (Instructional) Design/Pedagogy of MOOCs

  • Learning design methodology and practices with MOOCs
  • MOOCs as flexible platforms for critical pedagogical discourse
  • MOOCs as process, MOOCs as content – pedagogical implications
  • Social and cultural issues for interactions among global MOOC students
  • MOOCs and formative assessment
  • MOOCs and educational data mining/learning analytics

Theoretical/Conceptual Issues

  • Metrics of success and failure in MOOCs
  • Summative assessment and accreditation of the MOOC (badge theories, certifications, portfolios)
  • Value of MOOCs for faculty, research and interdisciplinary/team-teaching models Critiques of the MOOC format
  • Learning theory and MOOCs
  • Learning sciences and MOOCs
  • MOOCs from senior administration and leadership perspectives
  • Sustainability of MOOCs
  • Security and privacy in MOOCs
  • Physical meetups in MOOCs
  • MOOCs in a realigning higher education space (e.g., role/place in formal and non-formal education, implications for for-profit online education providers)

Future Directions

  • MOOCs and mobile environments
  • MOOCs and virtual worlds/MMORPGs
  • MOOCs and augmented/mixed reality
  • MOOCs and data collection and analytics

The MERLOT Journal of Online Learning and Teaching (JOLT) is a peer-reviewed, open-access, online publication addressing the scholarly use of multimedia resources in online higher education. JOLT is published quarterly in March, June, September, and December. The objectives of JOLT are to:

  • Enable faculty to use technology effectively in online teaching and learning by learning from a community of researchers and scholars;
  • Enable academic programs to design and deploy academic technology to optimize online teaching and learning;
  • Build a community around the research and scholarly use of multimedia educational resources for online teaching and learning.

The journal welcomes papers on all aspects of online learning and teaching in higher education. Topics may include, but are not limited to: learning theory and the use of multimedia to improve online learning; instructional design theory and application; online learning and teaching initiatives; use of technology in online education; innovative online learning and teaching practices. The publisher of JOLT is MERLOT, which provides a free and open online community of resources designed primarily for faculty, staff, and students from universities and colleges around the world to share their learning materials and pedagogy.

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MOOC Journal

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