attn:CALL FOR CHAPTERS

CALL FOR CHAPTERS

Proposal Submission Deadline: February 28, 2014

Managing and Sustaining Feedback in Technology Integrated Learning Environments

A book edited by Huey Zher, Ng (University of Malaya, Malaysia) and Raja Maznah Raja Hussain (Universiti Utara Malaysia, Malaysia)

To be published by IGI Global:

Introduction

Feedback has been conceptualized in various ways. According to Bruner (1974), feedback was viewed as an issue of “correction of errors” or “knowledge of results”. Much later, Ramaprasad (1983), and Sadler (1989) conceptualised that feedback is information about the gap between the actual level and the reference level of a system parameter which is used to alter the gap in some way.

Feedback is further elaborated as information with which a learner can confirm, add to, overwrite, tune, or restructure information in memory, whether that information is domain knowledge, meta-cognitive knowledge, beliefs about self and tasks, or cognitive tactics and strategies (Butler and Winne, 1995). On the same ground, Nicol and Dick (2006) interpret feedback as information about how the student’s present state (of learning and performance) relates to goals and standards of the course. In other words, it is also illustrated as the ‘consequence’ of a performance (Hattie and Timperley, 2007).

In higher education, feedback is often associated as “the most aspect of the assessment process in raising achievement” (Bloxham & Boyd, 2007). Students in higher education have regarded feedback as the key component in shaping and improving their learning experience. Unfortunately, there are issues in sustaining and managing feedback within technology integrated learning environment (TILE). Hence, there is a need for prescribing suitable instructions and design tasks towards sustaining and managing feedback in TILE.

References:-

Bloxham, S., & Boyd, P. (2007). Developing assessment in higher education: A practical guide. McGraw-Hill International.

Bruner, J.S. (1974) Toward a Theory of Instruction.Cambridge, Mass: Harvard University Press.

Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of educational research, 65(3), 245-281.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.

Nicol, D. J., & MacfarlaneDick, D. (2006). Formative assessment and selfregulated learning: A model and seven principles of good feedback practice.Studies in higher education, 31(2), 199-218.

Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science,28(1), 4-13.

Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144.

 

 

Objective of the Book

Sustaining and managing feedback in TILE is relevant in today’s teaching and learning. There have been numerous researches on sustaining feedback but very few on specific strategies applied for TILE. More, educators are searching for solutions to the current issue. The objectives/mission of this publication: (1) provide strategies in sustaining and managing feedback in TILE (2) guide educators in designing solutions towards feedback for learning in TILE. Hence, this book will add new knowledge in the recent development of feedback for learning.

Target Audience

Academicians, researchers, advanced-level students, teachers, higher education leaders and the ministry of education will find this text useful in furthering their research exposure to pertinent topics in sustaining and managing feedback in TILE and at the same time, assisting in furthering their own research efforts in this field.

Recommended topics include, but are not limited to the following:

Contributors are welcome to submit chapters on the following topics relating to sustaining and managing feedback in TILE:

– Theories towards sustaining and managing feedback

– Student assessment on feedback and instructional practices

– Sustaining and managing feedback with technology

– Models, frameworks and principles to sustain and manage feedback

– Developing rubrics

– Feed-forward and feedback loop

– Peer feedback

– Mobile feedback

– Feedback for 21st century teaching and learning

Submission Procedure

Researchers and practitioners are invited to submit on or before February 28, 2014, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. The work must not have been published elsewhere. Each chapter should be between 4,000 and 6,000 words in length. The proposal can be submitted in either MS-word or PDF format. It must include the author’s name, affiliation, mailing address, e-mail address and short curriculum vitae. Authors of accepted proposals will be notified by February 28, 2014 about the status of their proposals and sent chapter guidelines. The authors of accepted proposals will be notified personally. Full Chapters (4,000-6,000 words) in Microsoft Word format, with APA references, are due by June 30, 2014. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.com. The publisher, however, will make its final decision upon receipt of the final draft of the manuscript. IGI Global is a reputable publisher and well-known around the world. IGI Global is a disseminator of knowledge and has published numerous books in different areas and disciplines. It is a peer reviewed publisher with competent reviewers from different fields. IGI Global is highly cited and indexed in Thomson Reuters (ISI), DBLP Computer Science Bibliography, ERIC-Education Resources Information Center, and ACM Digital Library. This book is scheduled to be published in 2015.

Important Dates

February 28, 2014: Deadline for proposal submission

March 30, 2014: Acceptance letter and Notification

June 30, 2014: Full Chapter Submission

August 30, 2014: Review Results Returned

October 15, 2014: Final Acceptance Notification

October 30, 2014: Final Submission

Submissions & Inquiries:-

All submissions can be forwarded electronically (Word document) to:

Professor Dr. Raja Maznah Raja Hussain

School of Education and Modern Languages

College of Arts and Sciences

Universiti Utara Malaysia

Sintok, Kedah

Malaysia

Tel.: +604 928 5540

Fax: +604 928 5382

E-mail: rajamaznah@uum.edu.my / rmaznah@gmail.com

 

Huey Zher Ng

Department of Curriculum and Instructional Technology

Faculty of Education, University of Malaya

Kuala Lumpur

Malaysia

E-mail:nhzher@gmail.com

OR you can submit your chapter proposal via this link http://www.igi-global.com/publish/call-for-papers/call-details/1247

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Is there a right digital tool for my classroom?

Digital tools are here to stay. Our generation X and Y are quickly embracing the digital era. Even as we are reading this article, there will be new digital tools being created. It is not only physical tools such tablets, smartphones, but also software applications. In this article, we pay a call to software applications. Software applications can either be bought or free. These applications can be both offline and online. Moreover, the applications are divided to various categories for instance social media tools, learning management system (LMS) tools and curator tools. Indeed, there are various tools to choose from the shelves. Since the teachers are spoilt with myriad of tools which can be used to enhance the teaching and learning experience for the students, they need to be very selective in picking the appropriate digital tool to serve the said purpose.

Like choosing a product from the supermarket shelf, identifying the suitable digital tool for teaching and requires extra work. This is because each digital tool has affordances and limitations. In other words, digital tools are not perfect in nature. But the teacher needs to learn how to work with the limitations while maximizing the affordances to achieve the results.

The other things which cannot be ignored when choosing a digital tool are the content and the type of students. Content, here, refers to the taught topic. The teacher has to figure what digital tool can highlight the topic well. For example, what is the tool best used for teaching history? Would it be a blogging tool or a social media tool such as Twitter? Or could it be a curator tool like Pinterest? Of course, besides the content, it is necessary to look at the learning outcomes which we want the students to achieve at the end of the lesson. It is also crucial to involve the audience or the end users a.k.a the students when deciding upon a digital tool. The age group of the students and their ability in mastering the technology come into the picture. Students in the age group between 13 to 15 years old and the age group of 10 to 11 years old would have different approach in cognitively adapting to technology. At the same time, the students’ ability to master the skill has to be considered. On that account, we need to look at the user interface of the digital tool. Last, but not least, another factor to deal with is time. How much time is allocated to achieve the learning outcome? Is it short term or long term? Yes, time does influence the type of digital tool.

With all these aspects checked-out on the shopping list, the teacher can purchased the digital tool for the taught course.

I’m sure there are more items to list that would be considered before “purchasing” the digital tool. Let me know in the comments and add your thoughts to the discussion!

Image taken from http://www.cartkeeper.com/images/PHP-shopping-cart.png

Earning wings to be a Digital Tools Fairy

It goes without saying that digital tools bring out the best element in the teaching and learning experience. Amidst the picturesque environment, the following questions kept on raging in the teachers’ mind:

How do I use Twitter in teaching?

When do I start using Flipped Learning?

Can Pod-cast be used for a large class?

How do I make Moodle fun?

These are the type of questions which are commonly asked by the teachers. Unfortunately, there are some who will be drowned and defeated by these unanswered questions. At the end of the day, they become the Grinch of Digital tools. It is somehow sad to see such outcome. It is a losing situation for both the teachers and the students.

Are there any keys to unlock this plague?

The answer: Yes. There are FOUR keys to unlock the frustration and throw a lifeboat to bring back the Grinch of Digital tools into the path of the Digital Tools Fairy.

Key 1: Start with Short and Simple

When I was using digital tools for my classes, I was carried away by my excitement. I wanted to do big and complicated. I wanted a flashy entrance with a flashier ending. I thought it will not do if it is not big and complicated. The vision crumbled. I received a reality check. For someone who is new to applying digital tools to teaching and learning, try something simple, within your capacity. Once you get the hang of it, as Buzz Lightyear from ToyStory says, “To infinity and beyond.” Now the question: Where can I get the ideas to start? My reply: Please proceed to Key 2.

Key 2: Google

There are plenty of resources out there to get the ball moving. Many teachers from all over the world have tried and in fact, blogged and reflected on applying digital tools for teaching and learning. Some even created recipes for teaching in a blended environment in the form of e-book. The best part, some of the e-books are free to download. All you need to do is download these precious things and replicate some of the steps. Reason being, their students and teaching content will be different from our local shores. Hence, there is a need to tweak some parts of the recipes. Another cool part for this Key; is the creativity aspect. I am amazed to read so many brilliant ideas in bringing out the best in the digital tools.

This brings us to Key 3.

Key 3: Try and try again

Applying digital tools for teaching and learning is not a first time perfect success story. There will be the unexpected issues which can throw you off the platform. But, you see, that is the best part. When issues happen, I use that to polish my steps in applying digital tools. I remember at one time, I applied YouTube for teaching and learning for three semesters. Each semester brought out something new which I did not foresee even though I felt at first I was meticulous in my teaching plan. So, do not let one failure or mistake or “I am not getting anywhere” or “I hit the wall” clip your Fairy wings.

Key 4: Attend seminars / webinars / conference

The final key will be to attend seminars / webinars / conferences. No, you don’t need to buy an international plane ticket to attend these events. In fact, in Malaysia, there are such activities all year round organized by our local higher institutions. One will be spoilt with the numerous choices. Some are free while some are not. Even with a fee-stamp, it is an opportunity which should not be passed. By attending these events, you will have the chance to network either with the speakers or participants whom can help in the gaining the upper-hand in the Technology Integrated Learning Environment.

With the FOUR KEYS in your possession, you have officially gained the upper-hand in the technology integrated learning environment. Time to get those Digital tools Fairy wings!

Fairy Image taken from http://images2.layoutsparks.com/1/219811/little-fairy-cartoon-anime.jpg