Call for papers SPECIAL SUBJECT: University Didactics

19-06-2024

call for paers - University Didactics

Issue coordinators:

Keywords: literacies, didactics, environment, technology, university.

 

Presentation

The relationship between education and technology requires new imaginaries, positionings and disciplines to understand in depth both the opportunities and the tensions it poses to teaching and learning. In today's world of artificial intelligence and technological platforms, technology in education is much more than a box of increasingly complex tools, the instruments are only the tip of the iceberg. Technological mediation contributes to and articulates the configuration of another environment that hybridizes and mimics a great diversity of educational practices, giving rise to a new framework in which online and offline life are assembled. This technologically expanded environment configures a scenario of global, hybrid, reticular and increasingly opaque action and representation for which new skills, abilities and attitudes are needed to reorient the complex task of teaching and learning at the university.

Conceiving today's technology as a complex environment changes the problem. It is not only about examining the effectiveness of digital artefacts and tools, but also about understanding how environments, which define educational opportunities, also influence teaching and learning strategies, leading them to other requirements, such as new literacies. Teaching at the university, in addition to 'delivering classes', also consists of designing learning environments and activities that take advantage of technological environments to expand the learning experience in various contexts of formal, informal or non-formal education. Why? Because the margins of university educability admit environments with increasingly blurred boundaries between face-to-face and virtual formats, environments that are integrated, diffused and complex to delimit and understand. It is in this context where university didactics can be re-examined and revisited. Today, learning experience at university is an extension of actions that are interwoven in face-to-face and/or virtual tasks, in social networks, inside and outside the classroom, involving a variety of agents and materials, combining blurred times and spaces. So, from what new literacies should we build didactics for an increasingly expanded and hybridized university experience in diverse environments?

For those who learn and teach at university, virtuality is neither a prosthesis of reality, nor is reality an unscathed part of virtuality. Assuming this complexity of the current scenarios, in today's university experiences are hybridised in different senses and intensities that go beyond the face-to-face/virtual dichotomy. And it is here that we need to build a didactic approach that addresses these hybridisations: of actors, practices, voices and contexts.

This monograph, therefore, seeks to problematize the traditional conceptions about educating in a single space, while inviting to recover theoretical and empirical-based works that contribute to broaden the debate on university didactics in hybrid environments. What does teaching in the university imply today? What subjectivities, practices and ways of inhabiting the classroom come into play? What new literacies does university teaching require to understand and face the complexity of the new environments? The proposal is to address the challenge of educating in hybrid environments, extended or enriched by virtual experiences, as well as to characterize what new literacies university faculty require to create learning opportunities under these new conditions.

Topics or Lines of Interest

  • University teaching literacies and Artificial Intelligence.
  • Didactic categories to understand complexity (beyond digital/analogical, virtual/presential, synchronous/asynchronous dichotomies).
  • Digital teaching competence for b-learning.
  • Data and datification in university teaching design and practice.
  • From transmission to transformation: deconstruction of university didactics from new paradigms or territories.
  • Expanded university didactics: transmedia, gamification, podcasting, videosctivism, etc.
  • Narratives on university teaching: hybridization of languages and formats.
  • University teaching and hybridization (time, spaces, subjects, etc.).
  • Expanded environments for university teaching: narratives of experiences.
  • Standards for evaluating hybrid university teaching.
  • New learning variables to be taken into account in hybrid university teaching.
  • New didactic knowledge to understand complexity.
  • Platformization and university didactics: the meanings of teaching in environments mediated by algorithms.

Important dates:

  • Start date for receipt of papers: June 01, 2024
  • Deadline for submission of papers: October 31, 2024
  • Publication of the issue: March 2025.

 

About the coordinators

Cristóbal Suárez-Guerrero. Universitat de València

PhD in Education in training processes in virtual spaces by the University of Salamanca and Professor of the Department of Teaching and School Organization at the University of Valencia.  He has developed a postdoctoral stay on the contribution of Digital Humanities to Digital Pedagogy in the Department of Digital Humanities at King's College London and has been coordinator of the Observatory of Online Training (Scopeo) at the University of Salamanca. He is a member of the research group on cultural pedagogies (CREARI) at the University of Valencia and his line of research focuses on digital pedagogy, the sociocultural approach to learning and didactic innovation with technology.

https://orcid.org/0000-0002-6558-4321  

Amaia Arroyo Sagasta. HUHEZI - Mondragon Unibertsitatea

PhD in Communication and Education and Special Education teacher. She is currently a lecturer and researcher at the Faculty of Humanities and Education Sciences (HUHEZI) of the University of Mondragon. She is the research coordinator of the STEM and Digitalisation area of KoLaborategia, as well as of the Educational Innovation mention of the Primary Education Degree. Her lines of research are digital competence in education, learning environments and ecosystems, technopedagogical design and the critical view of educational innovation, including the ethical perspective.

https://orcid.org/0000-0002-3493-0375  

Mariana Ferrarelli. Universidad Isalud

Mariana Ferrarelli has a degree in Communication Sciences and a Master's degree in Scientific Research Methodology. She recently graduated in artificial intelligence and society. She teaches undergraduate and postgraduate courses, and is a technopedagogical consultant in different institutions where she designs and accompanies digital projects. She coordinates the Observatory of Innovation in Higher Education (Isalud University) and is a member of the Alfamed Argentina Network. She researches on technologies in teaching, teacher training and transmedia narratives in education.

https://orcid.org/0000-0001-8549-0747

  

 

 

 

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 University Didactics. New literacies for expanded and hybrid teaching: 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: June 01, 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