Digital pedagogy has long embraced an ethos of openness, both in the sense that teaching materials are shared with the public and that students are often asked to share their work to public audiences.
ABSTRACT SUBMISSION DEADLINE EXTENDED TO MAY 31, 2017
Educating Today’s Youth
CFP UPDATED: APRIL 5, 2017: Abstract Submission email address updated to correct address of firstname.lastname@example.org
Abstract Submission Deadline: MAY 31, 2017
Conference Dates: August 19 & 20, 2017
ABSTRACT DEADLINE EXTENDED TO MAY 31, 2017
Learning in Utero and Preschool Age Children
Update: April 5, 2017 - email address to submit abstract has been updated to the correct address at email@example.com.
Call for Presentations
Abstract Deadline: MAY 31, 2017
Conference Dates: August 17&18, 2017
The University of Iowa’s Writers’ Workshop says that “Writing cannot be taught” but that “writers can be encouraged.” Whether or not literary creativity can be taught, certain skills can certainly be enhanced. Students can acquire insight into what constitute effective or realistic description, style, narrative, characterization, or use of language. They can also learn about voice, diction, plotting, setting, and figures of speech as well as how to craft dialogue that gives clues to a character’s personality, social position, values, and character.
Deadline for abstracts:
April 5 2017
Prof. Bruce Gilbert (Bishop’s University, Canada)
Call for Papers
Special Issue of Pedagogy
Ideological Transparency in the Classroom and On Campus
Daniel P. Richards and Louise Wetherbee Phelps, Guest Editors
The intersection of globalization and American style higher education is perhaps most keenly expressed in the necessity of the English language as a connecting force. However, as the lingua franca of many ‘global’ or ‘international’ liberal arts programs, it is more than just a medium of instruction. English operates as the defacto language of globalized higher education, with the assumption that it can be dehistoricized and value-free. Yet faculty teaching in international contexts know that English medium education biases many higher education practices, including text selection, the subordination of other languages, and often an associated second class treatment of non-Western cultures.
Higher education innovators and institutional leaders have many expectations about blended learning. To get the most out of face-to-face and virtual learning environments, these must provide learners with flexible learning environments that overcome situational barriers for learning. Additionally, they must be pedagogically rich learning settings where different learning styles can be supported. Blended learning allows for the combination of a variety of offline learning ecologies (in classrooms, at work, at home, in the field) with a wealth of online resources.