/Apologize for unintended cross-mailing
/ =========================================================
*Extended deadline: May 31, 2020*
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Special Issue on
*Designing for ownership in technology-enhanced learning (TEL): a core
element for learners’ SRL and agency*
to be published at the
/*Interaction Design and Architecture(s) Journal (IxD&A)*/
(ISSN 1826-9745, eISSN 2283-2998)
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**** Since 2012 also in Scopus ****
**** *Since 2015 also* in *Emerging Sources Citation Index* and *Web of
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with no charge to the authors (submission & paper processing)
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*Guest Editors:*
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--
/• Ilona Buchem, Beuth University of Applied Sciences Berlin, Germany
• Gemma Tur, University of the Balearic Islands, Spain
• Jesús María Salinas Ibáñez, University of the Balearic Islands, Spain/
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*Important dates:*
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• Deadline: *May 31, 2020* (deadline extended)
• Notification to the authors: July 01, 2020
• Camera ready paper: June 20, 2020
• Publication of the special issue: mid August, 2020
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*Overview*
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Psychological ownership is a concept describing a relationship between a
person and an object in which the object is experienced as “connected
with the self” and/or becomes a part of an “extended self' .
Psychological ownership in context of learning and education is rooted
in Self-Regulated Learning, SRL and has been viewed as an essential
component in the development of metacognitive and critical thinking
skills . Psychological ownership has received increased attention in
different fields of research, including organisational development and
leadership, education and consumer behaviour. A number of authors have
addressed the links between psychological ownership and self-identity,
self-adjustment, accountability, sense of belonging and citizenship .
Psychological ownership has been viewed as a positive resource for
attitudes (e.g. higher commitment, responsibility), self-esteem,
self-efficacy, motivation, accountability, performance and self-identity
. The theory of psychological ownership considers ownership as a
multi-dimensional construct encompassing (1) sense of responsibility,
(2) sense of identity, (3) sense of accountability, (4) sense of
self-efficacy and (5) sense of belongingness.
Psychological ownership has been studied in relation to physical
entities, e. g. house, and non-physical entities, e. g. ideas and in
relation to tangible elements of a learning environment, e. g.
technology, and intangible elements, e. g. data. Studies on
psychological ownership have been focused on understanding the nature of
psychological ownership and related concepts such as control,
accountability and identity, and the effects of psychological ownership
on learning and performance in online learning.
The concept of ownership in context of learning and education has been
studied in relation to physical learning environments, individualized
education programs, student-directed planning of learning processes,
professional communities of teachers, service learning, teacher
education, group projects and effective leadership in groups,
collaborative writing and perceived learning, formative assessment,
learning contracts, academic readiness, formative assessment, formative
instructional practices, laboratory courses, often in relation to
student engagement and student performance.
Ownership has a close relationship with other related themes such as
self-regulated learning and agency, both of which have received a
growing interest in recent years. In particular, self-efficacy is a
particular common element in all three -see for example, the models of
SRL by Zimmerman and higher education students’ agency by Jääskelä,
Poikkeus, Vasalampi, Valleala and Rasku-Pustonen.
The question of ownership and control has been also explored in the
field of technology enhanced learning, especially in learner-centered
approaches to learning designs. The shift towards greater learner
control and ownership has been especially discussed in relation to
Personal Learning Environments and the changes in ownership and control
in comparison to previous educational approaches to the use of
technologies for learning and diverse aspects related to ownership such
as ownership and control, ownership and culture, and ownership and
privacy in Personal Learning Environments (PLEs). Ownership in
technology-enhanced learning has been also discussed in relation to
ownership and access in online learning environments, Blended Learning
Environments, personalised support in the use of the Learning Management
System (LMS), learning with electronic texts and navigation aids, mobile
learning, personalised learning in Web 2.0, e-portfolio and social
learning, use of iPad for active reading in academic setting, digital
logs of teachers and Computer-Assisted Language Learning.
However, despite existing literature, empirical research on ownership in
content of technology enhanced learning is very scarce and current state
of research provides little clarity about how ownership in
technology-enhanced learning and in consequence the quality of learning
outcomes can be fostered through learning design. Perceiving oneself as
owning learning is a challenging aim that may support and be supported
by self-regulation beliefs and one’s own agency whether at an
individual, relational or contextual level and more research is needed
to support such a statement and the implications for learning in
technology enhanced environments. The literature is also very scarce
when it comes to measures and scales for psychological ownership in
technology-enhanced learning. There is a need for validated research
instruments which can be applied in further studies. Moreover, a
comprehensive overview of the diverse theories and models of ownership
which can be applied to the study of ownership in technology enhanced
learning has been missing, making the landscape of research in this
field scattered and obscure.
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*Topics of Interest*
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An indicative list of themes includes, but is not limited to:
• Empirical studies on ownership in technology-enhanced learning
• Learning designs for ownership in technology-enhanced learning
• Research designs for ownership in technology-enhanced learning
• Measures and scales for ownership in technology-enhanced learning
• Technologies and tools for enhancing ownership
• Literature reviews that demonstrate critical perspectives on the
highly related concepts with ownership such as SRL and students’ agency
• Ethical, cultural, sociological and philosophical issues related to
psychological ownership in TEL
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/*Submission guidelines and procedure*/
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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.
Authors are invited to submit 8-20 pages paper (including authors'
information, abstract, all tables, figures, references, etc.).
The paper should be written according to the IxD&A authors' guidelines
->http://ixdea.uniroma2.it/inevent/events/idea2010/index.php?s=101&a=7
<http://www.mifav.uniroma2.it/inevent/events/idea2010/index.php>
==========================================================
*Authors' guidelines*
----------------------------------------------------------
Link to the paper submission page:
http://ixdea-2018.uniroma2.it/ojs/index.php/ixdea/login
<http://www.mifav.uniroma2.it/idea2010/login.php>
(Please upload all submissions using the Submission page.
When submitting the paper, please, choose the section:
"SI: Designing for ownership in technology-enhanced learning ")
More information on the submission procedure and on the characteristics
of the paper format can be found on the website of the IxD&A Journal
where information on the copyright policy and responsibility of authors,
publication ethics and malpractice are published.
For scientific advice and queries, please contact any of the
guest-editors below and mark the subject as:
/Designing for ownership in technology-enhanced learning /
• buchem [at] beuth-hochschule [dot] de
• jesus [dot] salinas [at] uib [dot] es
• gemma [dot] tur [at] uib [dot] es
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***
* Forthcoming issues:*
http://ixdea.uniroma2.it/inevent/events/idea2010/index.php?s=102
• Autumn 2020
'Hybrid Learning Spaces - Design, Data, Didactics'
Guest editors: Yannis Dimitriadis, Christian Köppe, Yishay Mor
with a focus section on
'Augmenting Space: The role of immersive technologies in future cities'
Guest editors: Callum Parker, Soojeong Yoo, Waldemar Jenek, Youngho Lee
• Winter 2020
'Tools, Pedagogical and Ludic Strategies, Co-Design supporting Smart
Learning Ecosystems and Smart Education'
Guest editors: Oscar Mealha, Traian Rebedea, Matthias Rehm
• Springer 2021
'Collaborative multimedia applications in technology'
Guest editors: César A. Collazos, Sandra Cano, Freddy Paz, Habib Fardoun
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