Thursday, July 12, 2007

CALL FOR CHAPTER PROPOSALS: "Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching"

CALL FOR CHAPTER PROPOSALS: "Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching"
Submission Deadline: October 5, 2007

A book edited by:
Mark J. W. Lee, Charles Sturt University, Australia and
Catherine McLoughlin, Australian Catholic University


“Web 2.0” (O’Reilly, 2005) is a term used to describe an apparent second
generation or improved form of the World Wide Web that emphasizes collaboration
and sharing of knowledge and content among users. There has been a burgeoning
interest in Web 2.0, both in mainstream society as well as in education, with
tools such as blogs, wikis, RSS, social networking sites, tag-based
folksonomies, and peer-to-peer (P2P) media sharing applications gaining much
popularity and traction in all sectors of the education industry. In
particular, Web 2.0 is seen to hold tremendous potential for addressing the
needs of large numbers of students typical in college and university classes,
enhancing their learning experiences through customization, personalization,
and rich opportunities for networking and collaboration. However, a number of
questions need to be answered, such as the following, which the book will
attempt to address:

- Does Web 2.0 represent a major conceptual or paradigm shift in how we
conceive and make use of the Internet as a means of delivering teaching and
- Do the new technologies actually have anything new to offer us in the way of
improving our pedagogy? How to avoid falling prey to a “technology-driven
pedagogy” (Salaberry, 2001)?
- Is the emergence of Web 2.0 changing the culture of, and/or redefining the
competencies that are needed by, teachers and learners?
- What are existing examples of “best practice” and “good principles” in this
area, if any, and how can we learn from them?

Mission and Objectives of the Book

The mission of the book is to disseminate knowledge on both the theory and
practice of Web 2.0 based teaching and learning, and to promote scholarly
inquiry and the development/adoption of best practice in this area. Its main
objectives are as follows:

1. To provide novice readers with an introduction to the major issues
surrounding both the theory and practice of Web 2.0-based tertiary teaching and
2. To supply an avenue for the publication of cutting-edge research that will
inform both novice and expert readers about leading and emerging Web
technologies and their applications to tertiary teaching and learning;
3. To showcase examples of current and emerging practice in innovative
pedagogy, and demonstrate models of the integration of Web 2.0 technologies in
tertiary teaching, learning and assessment;
4. To contribute to the development of best practice through the evaluation and
documentation of the successes and pitfalls of various techniques, approaches,
and strategies;
5. To analyze and critique recent trends and nascent technologies, in order to
propose an agenda or “roadmap” for future research and development in the area
of e-learning scenarios and tools (Web 2.0 and beyond) for tertiary teaching
and learning.

Target Audience

The prospective readership of the proposed book is broad, ranging from
university/college teachers and administrators to social and educational
researchers interested in the use of Web 2.0 for enhancing teaching and
learning at a tertiary level. The book may also be adopted to support
educational technology and e-learning courses at a postgraduate level.

Through a combination of theoretical pieces as well as practical cases or
examples of “best practice” in the field, the novice reader will benefit from
expert knowledge and learn from the experiences of both researchers and
practitioners. Experts will stand to gain from reading the book to stay abreast
with the latest developments and trends in this still nascent area, and to
obtain exposure to diverse perspectives and approaches to Web 2.0 based
tertiary teaching and learning.

Organization of the Book

The book will be divided into three parts, each consisting of between 5 and 7
chapters, for a total of approximately 20 chapters.

- Part 1: Pedagogy 2.0? Emerging paradigms and innovative theories in web-based
tertiary teaching and learning (6-7 chapters)
- Part 2: Towards best practice: Case studies and exemplars of Web 2.0-based
tertiary teaching and learning (8-9 chapters)
- Part 3: Web 2.0 and beyond: Current implications and future directions for
web-based tertiary teaching and learning (5-6 chapters)

Recommended topics include, but are not limited to, the following:

Web 2.0 and social informatics in the tertiary classroom
Web 2.0 and social informatics in distance and blended learning environments
New/emerging paradigms and theoretical/pedagogical models for e-learning
research and practice
Instructional uses of blogs, wikis, RSS, podcasting, P2P media sharing in
tertiary education settings
Pedagogical implications of social software and social network environments
Student-generated content in tertiary teaching and learning
Web 2.0 and mobile technologies / mobile collaborative learning
Massively-Multiplayer Online Games (MMOGs) and networked learning
E-moderation in Web 2.0-based tertiary teaching and learning
Implications of Web 2.0-based e-learning for tertiary teachers and learners
Institutional issues related to Web 2.0 and social informatics (e.g. strategy,
policy, infrastructure)
Web 2.0 and learning management systems
Case studies using Web 2.0 and social informatics in tertiary teaching and
Success factors and pitfalls in the implementation of Web 2.0-based tertiary
teaching and learning
Beyond Web 2.0: Future directions for web-based tertiary teaching and learning

IMPORTANT: Potential contributors should note that successful
proposals/chapters will not focus merely on the technical aspects of Web 2.0
and social informatics, but rather will engage deeply with pertinent questions
and issues from a pedagogical, social, cultural, philosophical/epistemological
and/or moral/ethical perspective. Chapters that simply use rhetoric as the
basis for making arguments, or which rely solely on anecdotal evidence to draw
conclusions, are not likely to be accepted.


Researchers and practitioners are invited to submit on or before October 5,
2007, a 2-5 page manuscript proposal clearly explaining the mission and
concerns of the proposed chapter. Authors of accepted proposals will be
notified by November 5, 2007 about the status of their proposals and sent
chapter organizational guidelines. Full chapters are expected to be submitted
by February 15, 2008.

All chapters will be subject to a double-blind peer review process. Authors
will also be asked to peer-review another chapter submitted for the book and
will have one month for the review process, which is anticipated to take place
in February/March 2008.

The book is scheduled to be published by IGI Global (formerly Idea Group Inc.),, in 2009.

Inquiries and submissions can be forwarded electronically (Word document) to or by mail to:

Mark J. W. Lee
1802/281 Elizabeth Street, Sydney, N.S.W. 2000, Australia
Tel.: +61-417 841188
Fax: +61-2-9283 9719