Call for papers SPECIAL ISSUE: Microlearning and technology

06-10-2023

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Editors of the Special Issue:

Keywords: microlearning; technology; education; digital teaching-learning; distance education.

Publication date of the issue: June 2024

Introduction:

Contemporary times and technologies have made their mark on education, to stay and develop (Corbeil et al., 2021). And, to a large extent, they have changed the way we teach and learn. Contemporaneity and the student's attention span cohabit in the face of ubiquitous technology, which facilitates connectivity (Boller and Kapp, 2016). In this sense, we show the intention of including in this learning process with pills, through videos, audios and photos (with voice), a possible objective: microlearning and its possibilities for (university) education and in the training of trainers (teachers in the faculty of education). Small educational pills that adapt to the attention span of the students and make the process more flexible, as well as increasing the possibility of contributing to the construction of knowledge. Microlearning is an e-learning methodology, which adjusts to the continuous learning process and promotes effectiveness in the different training actions. This easy-to-implement system allows for immediate learning, being equally effective and affective, as it promotes a non-distant distance education (Amar, 2010).

This is a different way of learning, inspired by the fragmentation of didactic content (Hug, 2016), always with the intention of acquiring the necessary competences. However, it is inspired by learning in small steps/doses that develop towards more complex knowledge. And, likewise, the traditional model of the classroom as a single space is transformed by a choice on the part of the students in space and time (Sirwan et al., 2018), establishing it as a reference with self-esteem and autonomy. And all, by virtue of having changed the uniqueness of the classroom for learning ecologies.

It should be noted that one of the improvements in this teaching proposal would be motivation, which subscribes to the leadership of the student in the process, who directs and becomes the protagonist (Salinas and Marín, 2018). While the teacher is transformed and resized in the responsibility of presenting and giving to understand the contents. And always with an educational intention in which there is no abandonment or "disconnection" of the students; and we begin to talk about co-responsibility.

In short, microlearning encourages the creation of educational pills, with the idea of presenting fragmented content in the form of a mosaic, always for the benefit of the students, with the aim of helping them to understand the content. Therefore, it is necessary to know how to use the tools to make a video (even with your own mobile phone), to make an audio or to take photos to which you can add a voice (there are several specific programmes that facilitate this task) and all inspired by the rhetorical procedure of ekphrasis and dialogical learning (supported by forums, e-mail, etc.).

Topics or lines of interest:
  • Microlearning and technology
  • Distance and digital education
  • Technology-enhanced learning environments.
  • Contemporary and contemporary education
Important dates:
  • Initial date for submitting paper: 15 june 2023
  • Submission deadline: 15 january 2024 
  • Publication of the special issue: June 2024

 

Profile of the editors: 

Dr. Víctor Amar Rodríguez (https://orcid.org/0000-0001-9036-2651 )

University Lecturer, Department of Didactics, Faculty of Education Sciences, University of Cadiz. Lecturer on the Master's Degree in Educational Research for the Professional Development of Teachers; University of Cadiz. Lecturer in the Interuniversity Master's Degree in Strategic Management and Innovation in Communication; University of Cadiz and Malaga. Lecturer on the Doctorate Programme "Educational Research and Practice", University of Cadiz.  Director of the research group HUM 818 "Educommunication.  Educom" belonging to the Andalusian Research Plan of the Andalusian Regional Government.  Lines of research on educommunication, educational technology and media/new media in education. Director of the journal http belonging to the Publications Service of the University of Cadiz. Tutor lecturer at the UNED-Cádiz and visiting lecturer at the State University of Bahia (UNEB, Brazil). Member of REICIM (Red Ecuatoriana De Investigación Científica Inclusiva Multidisciplinar). Member of the University Institute for Research in Hispanic World Studies (IN_EMHis) of the University of Cadiz, University of Cadiz, Spain. Director of the journal Hachetetepé.

Dr. Manuel Francisco Romero Oliva (https://orcid.org/0000-0002-6854-0682 )

Professor of the Department of Language and Literature Didactics at the University of Cadiz and head of the group HUM-1041 Research and Educational Innovation in Language and Literature Didactics. Her lines of research focus on linguistic and literary education from an interdisciplinary perspective, where different areas of knowledge converge. He has participated in several national and international publications and, currently, his work is focused on the R&D project Retos Investigación Formamar lectores en la sociedad digital desde el libro de no ficción (RTI2018-093825-B-I00), of the Spanish Ministry of Science and Innovation, and in teacher training, as well as in conferences and courses. He is a member of the Sociedad Española de Didáctica de la Lengua y la Literatura (SEDLLL) and a member of the permanent commission of the Red Internacional de Universidades Lectoras (RIUL) for the University of Cádiz. Editor of the journal Hachetetepé and director of the journal Tavira.

Dr. Hugo Heredia Ponce (https://orcid.org/0000-0003-3657-1369 )

Assistant Professor at the Department of Language and Literature Didactics at the University of Cadiz and member of the group HUM-1041 Research and Educational Innovation in Language and Literature Didactics. Her lines of research focus on the reading habits of today's adolescents, the impact of technologies in today's schools and on illustrated non-fiction books. He has participated in several national and international publications and his work is currently focused on the R&D project Retos Investigación Formar lectores en la sociedad digital desde el libro de no ficción (RTI2018-093825-BI00), of the Spanish Ministry of Science and Innovation. Editor of the journal Hachetetepé.

 

GUIDELINES FOR AUTHORS AND SUBMISSION OF CONTRIBUTIONS

We welcome original contributions, written in English or Spanish that thoughtfully engage: 

  • Research projects reports, extension of 5000-6500 words.
  • Innovation experiences scientifically reviewed and susceptible of being transfered to other contexts and situations, extension of 5000-6500 words.
  • Systematic literature reviews, extension of 5000-6500 words.

 

Manuscripts must be sent through the journal management system selecting the special issue Microlearning and technology : http://www.edutec.es/revista/

Publication rules: manuscripts must be submited following the regular structure of the EDUTEC-E journal available at: http://www.edutec.es/revista/

Last call for the reception of manuscripts: 15 january 2024

Editorial process: Submitted manuscripts will be under revision following established criteria for published manuscripts (editorial board and blind review). Once the Editorial Board has completed all the admission procedures, authors will receive anonymous scientific evaluation reports informing on their acceptance or rejection. More information about the review process and its communication is available at: http://www.edutec.es/revista/

Quality Index: EDUTEC journal is indexed in the main databases, directories and evaluation systems of specialized journals. More information about indexations is available at:  https://edutec.es/revista/index.php/edutec-e/indexacion