Webology: Call for Papers (a Special Issue), Folksonomies, the Web and Search Engines
Background and Significance:
Folksonomy is a user-generated system that allows users to tag their favorite web resources with their chosen natural-language words or phrases. These tags can be used to classify web resources and to express users’ preferences. Folksonomy may be generated and shared collaboratively by the creators and consumers of web content.
Contributions to this Special Issue (Volume 5, Number 3) should address Folksonomies, Taxonomies, Knowledge Organizartion, the Web and Search Engines. Papers are solicited on, but not limited to, the following topics:
- Folksonomies
- Taxonomies
- Search engines
- Information retrieval
- Social bookmarking
- Social tagging
- Social classification
- Social softwares
- Social networks
- Social indexing
- Collaborative tagging
- Controlled vocabulary
- Knowledge organization
- Knowledge management
- The role of the folksonomy in information retrieval
The topics above are not a comprehensive list of all possible topics for this Special Issue. Submissions to this Special Issue should address the topics above (as well as other related topics).
Submissions:
Submissions should follow the Author Guidelines of Webology avilable at: http://www.webology.ir/guidelines.html .
All Submissions will be acknowledged and then refereed by at least 2 reviewers. Authors should indicate that the submission is intended for the Special Issue on Folksonomies, the Web and Search Engines, in the accompanying cover letter.
All submissions must be in English, and should represent the original work of the authors. Improved versions of papers previously published in conference proceedings are welcome, provided that no copyright limitations exist. Submissions must be made electronically via e-mail to the Guest Editor (sending a CC: copy to the Editor-in-Chief). The manuscript should be included as an attachment in MS-Word.
E-mail address for submission: Louise.Spiteri at dal.ca
Alternative e-mail address for submission: CC: Nouruzi at gmail.com
Important Dates:
August 15, 2008: Deadline for submission of papers. All submissions are due to the Guest Editor.
September 15, 2008: Notification to authors.
September 30, 2008: Special Issue is published.
Guest Editor of the Special Issue:
Dr. Louise Spiteri
School of Information Management
Dalhousie University
Canada
http://sim.management.dal.ca
Call for Papers: — http://www.webology.ir/cfp.html
Best regards,
Alireza Noruzi, PhD
Editor-in-Chief of Webology
~ The great aim of Open Access journals is knowledge sharing. ~
Showing posts with label Social Software. Show all posts
Showing posts with label Social Software. Show all posts
Friday, June 06, 2008
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
Introduction
“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
learning?
- 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
learning;
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
learning
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.
SUBMISSION PROCEDURE
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.),
www.igi-pub.com, in 2009.
Inquiries and submissions can be forwarded electronically (Word document) to
web2.0ishere@gmail.com 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
Submission Deadline: October 5, 2007
A book edited by:
Mark J. W. Lee, Charles Sturt University, Australia and
Catherine McLoughlin, Australian Catholic University
Introduction
“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
learning?
- 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
learning;
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
learning
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.
SUBMISSION PROCEDURE
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.),
www.igi-pub.com, in 2009.
Inquiries and submissions can be forwarded electronically (Word document) to
web2.0ishere@gmail.com 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
Thursday, January 25, 2007
Call for Chapters: Library 2.0 Initiatives in Academic Libraries
Call for Chapters: Library 2.0 Initiatives in Academic Libraries
Call for Chapters
Hybrid Book/Wiki Publication
"Library 2.0 Initiatives in Academic Libraries"
An ACRL Monograph
Editor: Laura B. Cohen
Library 2.0 is a response to the revolution in the way library users create, edit, seek, use, organize and share information. Many observers agree on several guiding principles of Library 2.0. These include the use of social information tools favored by users; building personalized,
participatory library services driven by user needs; an embrace of radical trust; taking the library to users; and rapid change mobilized by assessment.
Academic libraries are spearheading Library 2.0 innovations, but many libraries remain out of the loop. "Library 2.0 Initiatives in Academic Libraries" will be a hybrid book and post-publication wiki presenting case studies of Library 2.0 initiatives and will serve as a guide to
action. It is the first professional library publication of its type. "Library 2.0 Initiatives in Academic Libraries" will consist of case study chapters on a range of significant Library 2.0 initiatives taking place in academic libraries throughout the world. Following its publication, the authors will maintain follow-up reports on a wiki that will track the subsequent evolution of their initiatives. These reports can be tracked on the wiki site or by RSS feed.
The book and wiki will be published by the Association of College & Research Libraries.
Recommended topics: Acceptable topics cover a range of significant initiatives that embody the guiding principles of Library 2.0. Topics may cover functional beta initiatives.
Chapter topics, and any combinations of these topics, may include but are not limited to the following:
2.0-enhanced Web sites
Assessment of Library 2.0 initiatives
Blogging
Delivering customizable content
Engaging staff in Library 2.0 principles and practices
Engaging students in library planning and assessment
Gaming
IM communication
Innovative user-centered services in physical spaces
Library Web sites as community spaces
Mashups
Mobile computing-enhanced online spaces
OPAC innovations
Podcasting, videocasting, Web conferencing
Privacy and 2.0
RSS content delivery
Social bookmarking
Social networking tools used for outreach, community conversations,
teaching, research, etc.
Student collaboration in developing library services
Tagging
Taking the library to users in both physical and online spaces
Wiki publishing
Submissions: Individuals interested in contributing to this publication are invited to e-mail a proposal to the editor. Significant writings about the initiative should not have appeared elsewhere. The proposal should be approximately 500 words and consist of your name, affiliation, working title of the chapter, abstract, description of the initiative and plans for its future development. Proposals should include a statement that the author(s) agree to maintain periodic project updates on the post-publication wiki for a period of at least two years following publication of the book.
Please e-mail your proposal in an attached document to Laura B. Cohen, editor, at lcohen@uamail.albany.edu by March 1, 2007. You will be notified about the status of your submission by April 1, 2007. Following acceptance of proposals, authors will have three months to prepare chapters of 5,000-7,000 words. The book has an estimated publication
date of fall 2007.
______________________________
Laura B. Cohen
Web Support Librarian
LI-140 University at Albany, SUNY
1400 Washington Avenue
Albany, NY 12222
Voice: 518-442-3492
Fax: 518-442-3088
Call for Chapters
Hybrid Book/Wiki Publication
"Library 2.0 Initiatives in Academic Libraries"
An ACRL Monograph
Editor: Laura B. Cohen
Library 2.0 is a response to the revolution in the way library users create, edit, seek, use, organize and share information. Many observers agree on several guiding principles of Library 2.0. These include the use of social information tools favored by users; building personalized,
participatory library services driven by user needs; an embrace of radical trust; taking the library to users; and rapid change mobilized by assessment.
Academic libraries are spearheading Library 2.0 innovations, but many libraries remain out of the loop. "Library 2.0 Initiatives in Academic Libraries" will be a hybrid book and post-publication wiki presenting case studies of Library 2.0 initiatives and will serve as a guide to
action. It is the first professional library publication of its type. "Library 2.0 Initiatives in Academic Libraries" will consist of case study chapters on a range of significant Library 2.0 initiatives taking place in academic libraries throughout the world. Following its publication, the authors will maintain follow-up reports on a wiki that will track the subsequent evolution of their initiatives. These reports can be tracked on the wiki site or by RSS feed.
The book and wiki will be published by the Association of College & Research Libraries.
Recommended topics: Acceptable topics cover a range of significant initiatives that embody the guiding principles of Library 2.0. Topics may cover functional beta initiatives.
Chapter topics, and any combinations of these topics, may include but are not limited to the following:
2.0-enhanced Web sites
Assessment of Library 2.0 initiatives
Blogging
Delivering customizable content
Engaging staff in Library 2.0 principles and practices
Engaging students in library planning and assessment
Gaming
IM communication
Innovative user-centered services in physical spaces
Library Web sites as community spaces
Mashups
Mobile computing-enhanced online spaces
OPAC innovations
Podcasting, videocasting, Web conferencing
Privacy and 2.0
RSS content delivery
Social bookmarking
Social networking tools used for outreach, community conversations,
teaching, research, etc.
Student collaboration in developing library services
Tagging
Taking the library to users in both physical and online spaces
Wiki publishing
Submissions: Individuals interested in contributing to this publication are invited to e-mail a proposal to the editor. Significant writings about the initiative should not have appeared elsewhere. The proposal should be approximately 500 words and consist of your name, affiliation, working title of the chapter, abstract, description of the initiative and plans for its future development. Proposals should include a statement that the author(s) agree to maintain periodic project updates on the post-publication wiki for a period of at least two years following publication of the book.
Please e-mail your proposal in an attached document to Laura B. Cohen, editor, at lcohen@uamail.albany.edu by March 1, 2007. You will be notified about the status of your submission by April 1, 2007. Following acceptance of proposals, authors will have three months to prepare chapters of 5,000-7,000 words. The book has an estimated publication
date of fall 2007.
______________________________
Laura B. Cohen
Web Support Librarian
LI-140 University at Albany, SUNY
1400 Washington Avenue
Albany, NY 12222
Voice: 518-442-3492
Fax: 518-442-3088
Thursday, January 04, 2007
CFP: SPECIAL ISSUE OF THE TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION (TOJDE)
CFP: SPECIAL ISSUE OF THE TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION (TOJDE)
(ISSN: 1302–6488; Vol. 8, No. 3)
Topic: "Web 2.0 and Social Software in Distance Education"
Guest Editors:
Mark J.W. Lee, Charles Sturt University, AUSTRALIA and
Hakan G. Senel, Anadolu University, TURKEY
'Web 2.0' (O'Reilly, 2005 - http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html), epitomised by such nascent technologies as blogs, wikis, RSS, podcasting, as well as tag-based folksonomies, social networking, collaborative editing and peer-to-peer (P2P) media sharing applications, is purported to be redefining the way we conceive and make use of the Internet, and is enjoying considerable attention and popularity in both mainstream society and in education spheres. Its advent and continued growth may have specific implications for the field of online and web-based distance education.
Submissions are invited for an internationally peer-reviewed Special Issue of the Turkish Online Journal of Distance Education (TOJDE) on the use of Web 2.0 and social software in distance education.
Questions/themes that are of interest in this Special Issue include but are not limited to the following:
* 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, learning and assessment? Are they the just the same old technologies in shiny new wrapping, or do they actually have anything new to offer us in the way of improving and/or enhancing the way we teach, learn and assess at a distance? How to avoid coasting on fashion and 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, distance education teachers and learners?
* Does Web 2.0 have the potential – more so than its predecessors – to address the traditional issues/challenges faced by the field of distance education, and if so, how can this potential be best harnessed? How can the technology be used to capitalise on the unique strengths and opportunities of distance education?
* What are existing examples of 'best practice' and 'good principles' in this area, if any, and how can we learn from them?
* What are the major issues facing institutions in terms of strategy, policy and infrastructure for Web 2.0-enhanced distance education? What are the implications for teachers and learners?
Scholarly articles in the form of reports of empirical/evidence-based research are sought for publication in this Special Issue pending favourable review. Meta-analyses, as well as case studies or reports of works-in-progress supported by a sound theoretical foundation and incorporating an extensive literature review, will also be considered.
All articles will be evaluated for originality, significance, clarity and soundness. Successful contributions will not focus merely on the technology or the technical aspects of Web 2.0-based distance education applications, but rather will engage deeply with pertinent questions and issues from a pedagogical, social, cultural, philosophical and/or moral/ethical perspective.
Approximately 7 to 11 papers will be selected for this 4th Special Issue of TOJDE.
PAPER SPECIFICATIONS AND SUBMISSION GUIDELINES
For details consult the TOJDE guidelines: http://tojde.anadolu.edu.tr/callfp.html
Please note that since TOJDE is an online publication, there is no specified word limit for submissions; however, authors are reminded that clarity and succinctness of expression will be highly valued.
KEY DATES
Article submission deadline: April 1, 2007
Notification of acceptance: May 1, 2007
Submission of final articles for publication: June 1, 2007
Publication of Special Issue: July 1, 2007
(ISSN: 1302–6488; Vol. 8, No. 3)
Topic: "Web 2.0 and Social Software in Distance Education"
Guest Editors:
Mark J.W. Lee, Charles Sturt University, AUSTRALIA and
Hakan G. Senel, Anadolu University, TURKEY
'Web 2.0' (O'Reilly, 2005 - http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html), epitomised by such nascent technologies as blogs, wikis, RSS, podcasting, as well as tag-based folksonomies, social networking, collaborative editing and peer-to-peer (P2P) media sharing applications, is purported to be redefining the way we conceive and make use of the Internet, and is enjoying considerable attention and popularity in both mainstream society and in education spheres. Its advent and continued growth may have specific implications for the field of online and web-based distance education.
Submissions are invited for an internationally peer-reviewed Special Issue of the Turkish Online Journal of Distance Education (TOJDE) on the use of Web 2.0 and social software in distance education.
Questions/themes that are of interest in this Special Issue include but are not limited to the following:
* 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, learning and assessment? Are they the just the same old technologies in shiny new wrapping, or do they actually have anything new to offer us in the way of improving and/or enhancing the way we teach, learn and assess at a distance? How to avoid coasting on fashion and 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, distance education teachers and learners?
* Does Web 2.0 have the potential – more so than its predecessors – to address the traditional issues/challenges faced by the field of distance education, and if so, how can this potential be best harnessed? How can the technology be used to capitalise on the unique strengths and opportunities of distance education?
* What are existing examples of 'best practice' and 'good principles' in this area, if any, and how can we learn from them?
* What are the major issues facing institutions in terms of strategy, policy and infrastructure for Web 2.0-enhanced distance education? What are the implications for teachers and learners?
Scholarly articles in the form of reports of empirical/evidence-based research are sought for publication in this Special Issue pending favourable review. Meta-analyses, as well as case studies or reports of works-in-progress supported by a sound theoretical foundation and incorporating an extensive literature review, will also be considered.
All articles will be evaluated for originality, significance, clarity and soundness. Successful contributions will not focus merely on the technology or the technical aspects of Web 2.0-based distance education applications, but rather will engage deeply with pertinent questions and issues from a pedagogical, social, cultural, philosophical and/or moral/ethical perspective.
Approximately 7 to 11 papers will be selected for this 4th Special Issue of TOJDE.
PAPER SPECIFICATIONS AND SUBMISSION GUIDELINES
For details consult the TOJDE guidelines: http://tojde.anadolu.edu.tr/callfp.html
Please note that since TOJDE is an online publication, there is no specified word limit for submissions; however, authors are reminded that clarity and succinctness of expression will be highly valued.
KEY DATES
Article submission deadline: April 1, 2007
Notification of acceptance: May 1, 2007
Submission of final articles for publication: June 1, 2007
Publication of Special Issue: July 1, 2007
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