Special issue: “Analytics in online language learning and teaching”
The Journal of Computer Assisted Language Learning published by Taylor and Francis (Impact Factor 1.7) is organising a special issue to investigate the role of learning analytics in online language learning and teaching.
Learning Analytics is understood as “the measurement, collection, analysis and reporting of data about learners in their context, for purposes of understanding and optimizing learning and the environment in which it occurs” (Siemens et al., 2011). In particular, articles should describe the potential of today’s new possibilities of tracking learners’ online and offline interactions, and analysing and visualising learner data. High quality and original articles are required on the following or related topics:
· analytics in online and offline language learning environments
· analytics inside and outside the language classroom
· analytics and adaptive language learning
· analytics for formative assessment, including portfolios
· the ethics of researching analytics in language education
· the use of instructor and learner dashboards for language learning
· sociocultural approaches to analytics in language learning
· analytics in game-based and immersive language learning environments
· instructor, learner and institutional resistance to the use of analytics
· preparing institutions (schools, colleges, higher education) for analytics
Expressions of interest are required by 15th October 2016 consisting of a detailed abstract of the proposed paper (between 300 and 500 words) stating the scope and focus of the submission. A brief 100-word biography of each author including their position, institutional affiliation and contact email address are also required. Please send expressions of interest to Michael Thomas (MThomas4@uclan.ac.uk) and Anouk Gelan (firstname.lastname@example.org).
Schedule of submissions
Expressions of interest deadline: 15th October 2016
First draft due: 1st April 2017
Final papers due: 1st July 2017
Publication: end 2017
Michael Thomas Ph.D. is a Reader and Associate Professor in Digital Education and Learning in the School Language and Global Studies at the University of Central Lancashire, UK. His research interests are in online and distance learning, with specific interest in learner collaboration using computer-mediated communication; sociocultural theory; multimodal and digital research methods; and intercultural communication. He is the lead and founding editor of two book series, Advances in Digital Language Learning and Teaching (Bloomsbury Academic) and Digital Education and Learning (Palgrave Macmillan US) and has authored or edited over 15 books in the field.
Anouk Gelan is researcher and project manager at the Centre of Applied Linguistics of Hasselt University in Belgium. After obtaining her master’s degree in Romance Philology at Ghent University, she joined Hasselt in 1998 and worked on several European research and development projects in the field of language learning with the use of instructional technologies. She co-ordinated the European KA2 languages project TST-ID (Language and Speech Technologies for Intercultural Dialogue), the ESF-project “Culturele Diversiteit op de Vlaamse Werkvloer” and currently the VITAL project around Learning Analytics (Visualisation Tools and Analytics to Monitor Online Language Learning & Teaching).