Innovative Designs with Social, Mobile and Wearable Technologies for Creative Teaching and Learning (focus section)
Guest Editors
Ilona Buchem, Beuth University of Applied Sciences Berlin, Germany
Isa Jahnke, Umeå University, Sweden
Yishay Mor, P.A.U. Education, Spain
Dimitris Apostolou, University of Piraeus, Greece
Important dates
• Abstract submission: 31 January 2015 -> 15 February 2015 (extended)
• Deadline: 28 February 2015 -> 10 March 2015 (extended)
• Notification to the authors: 30 March 2015 -> 15 May 2015 (extended)
• Camera ready paper: 20 April 2015 -> 30 May 2015 (extended)
• Publication of the special issue: May 2015 -> mid June 2015 (extended)
Theme and Aims of the Focus Section
The focus section is devoted to the innovative uses of social, mobile and wearable technologies for teaching and learning. Specifically, this special issue will explore designs for teaching and designs for learning aiming at enhancing creative teaching and learning with social, mobile and wearable technologies. Creative teaching and learning in this context means teaching and learning how to be creative as well as teaching and learning through creative practice. In other words, we are interested both in the advancement of teaching practice that promote learners’ creativity, and design practices that promote teachers’ creativity. The aim of this focus section is to review and critique examples of current innovative designs, discuss emerging principles and theoretical frameworks which are reflected in these examples, and identify opportunities for future innovations for creative teaching and learning with social, mobile and wearable technologies.
The emphasis on creative teaching and learning results from the observation that fostering creativity is still a underexposed aspect when it comes to designing technology-enhanced learning - TEL. While a great number of TEL designs focus on enhancing efficiency, mastery, reflection or even social interaction, there are yet few examples of TEL designs explicitly addressing creative teaching and learning. This special issue aims at encouraging researchers, designers and educators to reflect on how their designs may already enhance creativity as well as to give creativity a more prominent role when designing, implementing and evaluating technology-enhanced learning in the future. Specifically in context of this special issue, the focus is in exploring the possibilities of social, mobile and wearable technologies for fostering creative teaching and learning.
The understanding of creativity underlying this special issue is based on the socio-cultural concept of creativity, which shifts the attention from unique, great creators and revolutionary creations to ordinary creators and creativity of everyday life. This concept of creativity includes such notions as “connective, social activity”, “collaborative creativity”, ”making something new, something valuable or useful for a particular group”, “making something novel in a given context”, or as “connecting with others, sharing and putting together ideas and artifacts to create something novel from the creator’s perspective in a particular context”. These approaches emphasize the importance of creativity for the engagement with social and physical environment, active and meaningful participation. We acknowledge the affinity of this conceptualisation of creativity to notions of design and learning design and welcome submissions that explore this connection.
Social, Mobile and wearable technologies (and particularly the link between them) offer new opportunities for innovative technology-enhanced teaching and learning practice, including connective, social and collaborative forms of creativity in specific contexts. However, there may be a gap between technological and pedagogical innovation. As innovative uses of emerging technologies, including social, mobile and wearable technologies, results from creative process, taking place in communities, embedded in networks of social relations, we believe that there is a need to discuss how pedagogical innovation can be achieved by designs for teaching and designs for learning supported by social, mobile and wearable technologies. Innovation may be considered in terms of the transformation of the existing (educational) practice. The aim of this focus section is to discuss if and how innovation, not per se but in view of specific needs of diverse learner groups, may be supported the application of social, mobile and wearable technologies for creative teaching and learning.
Topics of Interests
We invite different types of contributions including empirical research, conceptual models, theory building, innovative methodologies and applications, design narratives, patterns and scenarios and position papers. Topics to be discussed include (but are not limited to) the following:
• Theoretical frameworks and approaches to enhancing creative teaching and learning with social, mobile and wearable technologies
• Instructional designs for teaching and learning with social, mobile and wearable technologies
• Methodologies for designing and evaluating creative teaching and learning with social, mobile and wearable technologies
• Innovative applications of social, mobile and wearable technologies in practice for fostering creative teaching and learning
• Innovative social, mobile and wearable user interfaces for creativity including concepts and products
• Design narratives, patterns, principles and scenarios of creative teaching and learning with social, mobile and wearable technologies
• Future visions for creative teaching and learning with social, mobile and wearable technologies including frameworks and methodologies.
Author Guidelines
All submitted abstracts and papers should include a framework that is helpful to reflect both designs for teaching and designs for learning. Specifically, submission for the special issue should include insights into:
• Theoretical perspective on the creativity concept and definition of creativity, including the understanding of creative teaching and learning;
• Theoretical perspective on the innovation concept and definition of innovation, including different dimensions of innovation in technology-enhanced learning;
• Theoretical underpinnings of learning, including definition and context of your contribution (e.g. higher education, schools, workplace learning, informal learning);
• The discussion about the role of the social, mobile and wearable technologies in supporting creative teaching and learning as well its links to innovation in TEL.
Submission procedure
In the first stage of the process, we invite the submission of extended abstracts (max. 500 words) for the first review.
When submitting extended abstracts please apply the following:
• Title (as short as possible)
• Abstract (approx. 500 words)
• Keywords (max. 5)
• Complete addresses of all authors (position, department, name of institution, postal address, email) – only on the first page
All submissions (abstracts and later final manuscripts) must be original and may not be under review by another publication.
The manuscripts should be submitted either in .doc or in .rtf format.
All papers will be blindly peer-reviewed by at least two reviewers. Perspective participants are invited to submit a 8-14 pages paper (including authors' information, abstract, all tables, figures, references, etc.).
The paper should be written according to the IxD&A authors' guidelines .
More information on the submission procedure and on the characteristics of the paper format can be found on the website of IxD&A Journal the where information on the copyright policy and responsibility of authors, publication ethics and malpractice are published.
For scientific advices and for any query please contact the guest-editor:
• buchem[at]beuth-hochschule.de
marking the subject as: 'IxD&A focus section on: 'Innovative Designs with Social, Mobile and Wearable Technologies for Creative Teaching and Learning'.