Frontline Learning Research is an open-access electronic-only journal that publishes articles on issues and trends occurring internationally in research on learning and educational sciences.
Among others, the journal focuses on articles in the following fields of research: Research on learning and instruction in formal and informal contexts, multidisciplinary research on learning and learning environments, new theoretical and methodological approaches in learning sciences, insights into learning research from disciplines other than educational sciences or psychology (e.g., cognitive neuroscience, computer science, philosophy, sociology).
The journal particularly welcomes both short and long, brief, albeit rigorous, articles reporting on emerging theoretical, methodological and empirical approaches. Innovative/risk-taking research in the learning and educational sciences is encouraged. An outlet is provided for publishing in-depth studies, including articles involving a thoroughly elaborated theoretical framework, extensive qualitative data, or complex analytical techniques. As a consequence, also dynamic data material is welcomed in the journal, such as video's, photo's, and other dynamic data.
Furthermore, multidisciplinary research that draws from cognitive, philosophical, sociological, psychological and pedagogical theoretical paradigms is highly-valued. Indicatively, the following research is encouraged to submit its work to Frontline Learning Research:
Studies focusing on issues and ideas encountered in relatively new fields, lacking a long line of research. This lack of well-developed theoretical framings and of articulated theoretical constructs and ideas, provides an avenue for initiating useful and productive scientific discussion on a range of issues. These include internal inconsistencies, phenomena which appear inconsistent with the predictions derived from the corresponding theoretical framework and available empirical evidence, indicating flaws in underlying assumptions or premises.
Studies seeking to make connections between previously unconnected established lines of research so as to integrate different theoretical frameworks
Studies using an innovative research methodology that offers a different perspective on how to conceptualise and pursue certain research questions.
Higher education is facing a range of major challenges during the twenty-first century. Personalised, flexible and open learning are considered among the driving forces, thus, issues of quality must be urgently addressed.
This qualitative, multiple-case-study research with single and cross-case analysis focuses on benchmarking e-learning in higher education. The results of this study include providing conceptual lenses with which to see, discuss and perceive the complexity of benchmarking e-learning in higher education in extended, stretched and boundless learning environments.
The conference theme responsible teaching and sustainable learning focuses on elementary issues that educational researchers investigate. Besides, it picks up EARLI’s twofold mission in researching learning and instruction and also connects to recent developments in educational research and practice.
Besides, we focus the responsibility of teachers to provide powerful, motivating and social learning environments. Not only should teachers prepare learners for particular exams, but for being able to develop their character, being open minded and develop own ideas. In other words: teachers should be aware of their responsibility to create learning environments which make sustainable learning likely.
In focusing the sustainability of learning, we mean to highlight learning processes which are meaningful and useful, aware and reflective, focused on higher order skills and deep understanding. Sustainable learning is self-determined and in line with social, global, ecological responsibility, open-minded and a basis for learning across the life span. The concept of sustainability focuses the idea of a system – e.g. an ecosystem – remaining diverse and productive over time. For a psychological system to remain diverse and productive over time, learning is a crucial element. However, it is not understood that learning is sustainable! Often, learning is numb and focused on short term goals. To circumvent this is a challenge for every person involved in researching educational processes!
In sum, we believe that qualitatively ambitious educational research which is carried out in awareness of today's global challenges will contribute to improving teaching and learning by making it more responsible as well as more sustainable.
If you are attending the EARLI 2013 conference to share your research with the community, we encourage you to relate to this general theme of the conference and highlight how your work contributes to it.
On 10 December 2012 the VISCED Partnership organised a 60 minute webinar on the main outputs of the VISCED Project. This webinar was well attended with 44 participants from 17 different countries, including some representatives of the virtual schools that have been researched as case studies by the VISCED partners. Participants could interact with one another and ask questions to the speakers via the live chat.
The programme, as well as the webinar recording and speakers' presentations are available in the VISCED project site.
Programme for the webinar 'Virtual Schools and Colleges in Europe – outputs of the VISCED Project'
|15.00||Welcome and introduction to the agenda - Sally Reynolds, ATiT, Belgium (WP7)|
|15.05||Introduction to VISCED - project background, rational, partnerships and main activities - Prof. Paul Bacsich, Sero Consulting, UK and Project Coordinator (WP1)|
|15.15||Prevalence of Virtual Schools throughout the world and a summary of case examples from different parts of Europe - Giles Pepler, Sero Consulting, UK (WP2)|
|15.25||Critical success factors for the success of Virtual Schools - Anthony F. Camilleri, EFQUEL, Belgium (WP4)|
|15.35||Main recommendations for policy-makers - Prof. Paul Bacsich, Sero Consulting, UK and Project Coordinator (WP3/WP8)|
Open discussion, question and answer opportunity - moderated by Sally Reynolds, ATiT, Belgium
During the last few years, new devices have been invading the pacific waters of educational environments. Different kind of tablets, laptops, whiteboards, mobile devices and other exciting computer systems have been introduced in classrooms together with the recurrent claim for which they help to improve the learning process in.
Each year the Ministry of Children and Education organises an R&D conference in order to spread and utilize the experience and results of research and development projects and other development work in training.
Participants in the conference are institutions for training, production schools, technical committees, Metropolitan University College (NCE) research network and others.
Institutions bring proposals for concrete, completed or ongoing development projects and present them in workshops at the conference, which acts as mutual inspiration.
Alongside Keynotes, breakout sessions, and networking opportunities, the Conference will address the impact of ICT and the imperatives for schools, learning and CPD. There will be a strong BYOD theme running throughout the programme and a chance to hear the recent developments on the Naace Curriculum Framework.
Naace ICT Impact Awards will be presented throughout the two day event – and this year will see a less formal dinner on the evening of March 7 in the form of a TeachEat! More details on this coming soon.
New for the 2013 programme will be ‘Sponsor Zones’ which will provide delegates with half an hour hands on drop in sessions run by Naace Sponsoring Partners to showcase their latest products and ideas. A brilliant opportunity to explore products you’re interested in close up!
An 8-page glossy brochure summarising the main findings of the VISCED Project has been produced by the project team and is available for distribution. The brochure describes the prevalance of virtual schools and colleges in Europe and includes a series of short descriptions of examples, a set of key success factors and a list of main recommendations
ICMEI 2013, aims to bring together researchers, scientists, engineers, and scholar students to exchange and share their experiences, new ideas, and research results about all aspects of Management and Education Innovation, and discuss the practical challenges encountered and the solutions adopted.
2013 2nd International Conference on Management and Education Innovation - ICMEI 2013 is the premier forum for the presentation of new advances and research results in the fields of theoretical, experimental, and applied Management and Education Innovation. The conference will bring together leading researchers, engineers and scientists in the domain of interest from around the world.
The Ireland International Conference on Education (IICE) will be held from 15th to 17th of April, 2013 in Dublin. The IICE is an international refereed conference dedicated to the advancement of the theory and practices in education. The IICE promotes collaborative excellence between academicians and professionals from Education.
The aim of IICE is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The IICE-2013 invites research papers that encompass conceptual analysis, design implementation and performance evaluation.