ENSEMBLE

Expressions of Interest are invited for a forthcoming special edition of the International Journal of Qualitative Studies in Education on “Cases and Case Methods in Teaching, Research and Technology Development”.

The notion of the nature, role, scope and boundaries of cases has been explored both in the context of research approaches, where there is an established literature on case methods, generalisation and the relationship between cases and other research approaches; and in teaching and learning, where ‘case based learning’, problem-based learning and ‘the case method’ are used to introduce learners to complex ‘real-world’ situations.

It is clear, however, that researchers, teacher and learners understand cases differently and that cases are mobilised in creative and unpredictable ways, which do not fit established models of case methods. Cases may, for example, be used by researchers to engage practitioners or policy makers; used to identify salient elements of complex situation, or to reveal the complexity of an apparently simple one; or may be mobilised by teachers to challenge learners or to frame their engagement with ‘troublesome knowledge’.

Empirically based studies that engage with the following questions are invited:

• How are cases understood and enacted in particular settings, including those which are ‘technology rich’ and those where technology use is emergent?
• What is the nature, role and scope of cases and case methods in particular methodological traditions and/or specific pedagogical settings?
• What is the role of cases in interdisciplinary working?  For example, how can Bowker and Star’s notion of ‘boundary objects’ inform case methods in interdisciplinary settings?
• What is the relationship between case methods in research and the role of cases in teaching and learning?
• How can case methods inform the development of learning technologies and the practices and discourses that accompany them?
• How do learning technologies, (including, but not solely novel web technologies) support or constrain the enactment, construction, reconstruction and learning with and from cases?

Expressions of Interest are required by 30th June 2010, with full papers to be submitted by April 2011 and publication planned for January 2012.

Full details are available here: qse_callforpapers_2010

Call for Papers: “Teaching and Learning with Semantic Technologies”

Guest Editors:  Patrick Carmichael (Liverpool John Moores University) and Katy Jordan  (Technology Enhanced Learning Programme)

Papers are invited for a special edition of Technology, Pedagogy and Education exploring the potential of the broad ‘semantic web’ vision and of specific semantic technologies to enhance teaching and learning in different educational sectors and settings.

Aims and Scope

The emphasis in this special edition will be on teaching and learning practices and the discourses that accompany them, rather than on the development of technical ontologies, semantic enhancements to resource description or educational administration.   This would be an edition which promotes better understanding of how emergent semantic technologies might support and enhance teaching and learning, and that invites educators to consider how their own practice might be transformed, what barriers might exist to adoption of these new technologies, and their implications for learning environments, relationships and outcomes.

Papers are invited that address questions including, but not limited to:

• How are visions of a future ‘semantic web’ and the affordances of its associated semantic technologies understood by teachers and learners in different educational settings?
• How might access to a linked ‘web of data’ transform the nature and scope of learning activities?  What hitherto unrealised opportunities for teaching and learning might now be realised?
• How can the opportunities to access large collections of distributed data be reconciled with predetermined learning outcomes?
• How do teacher and learner roles, relationships and identities change in teaching and learning environments enabled by semantic technologies?
• What are the barriers to adoption of semantic technologies in teaching and learning environments? Are these institutional, epistemological or technological?  Or some combination of these and other factors?
• How can teacher and learner experiences of the introduction of ‘Web 1.0’ and ‘Web 2.0’ into teaching and learning environments inform understanding and enactment of ‘Web 3.0’ – the semantic web?
• What are the implications of semantic technologies for assessment, transitions into different learning environments and for existing systems such as e-Portfolios or Virtual Learning Environments?

Participation

Initial enquiries may be made to Patrick Carmichael at w.p.carmichael@ljmu.ac.uk and a 500 word (maximum) summary of the proposed paper should be submitted to the editor by 11 December 2009.    Successful authors will be notified by 8 January.  Full papers will then be required by July 2010 for final submission following peer review by November 2010.  Normal journal procedures and formatting requirements apply. All papers will be double-blind peer reviewed.    Submitting authors are particularly urged to consider issues of copyright clearance in relation to images and representations of other web content.