-------- Forwarded Message -------- Subject: IEEE TLT: Call for Papers - Special Issue on Designing Technologies to Support Professional and Workplace Learning for Situated Practice Date: Tue, 2 Feb 2021 14:00:07 +0000 From: IEEE Education Society admin@ieee-edusociety.org Reply-To: IEEE Education Society admin@ieee-edusociety.org To: gustaf.neumann@wu-wien.ac.at
IEEE TLT: Call for Papers - Special Issue on Designing Technologies to Support Professional and Workplace Learning for Situated Practice Special Issue on Designing Technologies to Support Professional and Workplace Learning for Situated Practice View this email in your browser https://mailchi.mp/354d807d1a30/ieee-transactions-on-education-volume-63-issue-1-released-386818?e=6d8fc184fa
Call for Papers https://ieee-edusociety.us7.list-manage.com/track/click?u=a56289c418698825973a992ba&id=77f54a4daf&e=6d8fc184fa Special Issue on "Designing Technologies to Support Professional and Workplace Learning for Situated Practice"
In an era of global, organizational, and technological change, all of which are transforming the world of work, professional and workplace learning are critical for both employability and organizational competitiveness. Such learning is therefore needed on a greater scale than ever before, and the only way to provide that scale is through the integration of technology and learning. At the same time, if it is to serve the goal of boosting productivity, professional and workplace learning needs to be based around and integrated with work. Yet most advances in learning technologies have been made within K–12 and higher education settings, and in the area of formal learning environments in general. Technologies developed within formal education settings are nevertheless also increasingly being appropriated for use with/by professional learners in contexts other than those for which they were originally designed.
This special issue of the /IEEE Transactions on Learning Technologies/ (TLT) https://ieee-edusociety.us7.list-manage.com/track/click?u=a56289c418698825973a992ba&id=68e43a2509&e=6d8fc184fa on “Designing Technologies to Support Professional and Workplace Learning for Situated Practice” aims to showcase the latest developments and innovations in, and advance the scientific discourse on issues specific to, designing technologies that support learning for work. In order to achieve this, we place focus on learning that is intended to improve work practice, and that is situated within work activities and contexts. ------------------------------------------------------------------------ *Suggested Topics*
Topics of interest for the special issue include, but are not limited to, the design and development of technological solutions and applications aimed at:
* Remote or distributed, work-based learning * Workplace and professional learning that helps ensure resilience to continuity crises (e.g., pandemics, natural disasters) * Supporting and assessing the transfer of learning to, and between, on-the-job situations * Learning-as-knowledge-creation in the workplace and in professional settings * Learning in complex professional domains and/or in domains with low uptake of learning technologies * Coaching and mentoring in the workplace (both human and intelligent agent-based) * The development of “soft” skills in the workplace and professions * Supporting the links between individual learning, organizational learning, and capability building * Learning through reflection on workplace and professional practice, including collaborative or shared reflection * Assessment and credentialing of the workplace and professional learning * The modeling, development, and management of workplace and professional competencies (i.e., competency-based learning and assessment) * Computer-supported collaborative workplace and professional learning
Also of interest are investigations of specific technologies as applied to workplace and professional learning, such as:
* Adaptive and personalized learning systems, including learner models for enabling those systems * Authoring and instructional design tools/platforms * Games and gamification * Modeling, simulation, and digital twin technologies and applications * Reusable learning objects and learning designs * Semantic Web services, applications, and ontologies * Social networking and knowledge-sharing infrastructures * Virtual reality (VR), augmented reality (AR), mixed reality (MR), and other extended reality (XR) technologies * Wearable devices and interfaces * Learning analytics and data mining technologies/applications
*_Note:_**TLT is somewhat unique among educational technology journals in that it is both a computer science journal and an education journal. In order to be considered for publication in TLT, papers must make /substantive technical and/or design-knowledge contributions to the development of learning technologies/ as well as /show how the technologies can be used to support learning/. Papers that are concerned primarily with the evaluation of existing learning technologies and their applications are suitable for TLT only if the technologies themselves are novel, or if significant technical and/or design insights are offered. * ------------------------------------------------------------------------ *Submission and Review Process*
Abstracts may be submitted to the guest editors via email at tlt-workplacelearning@ieee.org mailto:tlt-workplacelearning@ieee.org; this is not mandatory but will enable the editors to offer early feedback on the paper’s suitability with respect to the aims and scope of the special issue.
Full manuscripts should be prepared in accordance with the /IEEE Transactions on Learning Technologies/ guidelines https://ieee-edusociety.us7.list-manage.com/track/click?u=a56289c418698825973a992ba&id=8727157f03&e=6d8fc184fa and submitted via the journal’s ScholarOne Manuscripts portal https://ieee-edusociety.us7.list-manage.com/track/click?u=a56289c418698825973a992ba&id=0a78717b2b&e=6d8fc184fa, being sure to select the relevant special issue name during the submission process. *Manuscripts _must not_ have been published or currently be under consideration for publication elsewhere.* Only full manuscripts intended for review, not abstracts, should be submitted via the ScholarOne portal, and conversely, full manuscripts cannot be accepted via email.
Each full manuscript that passes an initial prescreening will be subjected to rigorous peer review in accordance with TLT’s editorial policies and procedures. It is anticipated that seven or eight articles (plus a guest editorial) will ultimately be published in the special issue. ------------------------------------------------------------------------
*Important Dates*
* Abstract submission (optional): 15 April 2021 * Feedback from guest editors to authors on abstracts: 22 April 2021 * Full manuscripts due: 15 June 2021 * Completion of first review round: End of September 2021 * Revised manuscripts due: End of November 2021 * Final decision notification: End of January 2022 * Publication materials due: End of March 2022 * Publication of special issue: Summer 2022
------------------------------------------------------------------------ *Guest Editors*
* Viktoria Pammer-Schindler - Graz University of Technology, Austria * Allison Littlejohn - University College London, U.K. * Tobias Ley - Tallinn University, Estonia * Joachim Kimmerle - IWM-KMRC Tuebingen, Germany * Mark J. W. Lee - Charles Sturt University, Australia
Please contact tlt-workplacelearning@ieee.org mailto:tlt-workplacelearning@ieee.org with any questions, comments, or concerns.
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