Journal of Interactive Media in Education

JIME is an open access online journal in educational technology that focuses on the implications and use of digital media in education.  It aims to foster a multidisciplinary and intellectually rigorous debate on both the theory and practice of interactive media in education.  JIME was launched in September, 1996.

We aim to publish JIME three times a year

JIME has some exciting special issues lined up for 2014/2015 including a special issue on OER and state-of-the-art research in mobile learning.  Further possible special issues are under discussion.  So, whilst we usually welcome new papers, we are not currently soliciting new papers except for papers in areas that align with these topics, i.e. OER (including MOOCS) and mobile learning research.

Please also note that we have amended our scope a little to focus on adult learning and so are not seeking submissions on the use of educational technology in school settings.

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Announcements

 

Call for papers - Bristol Ideas in Mobile Learning Symposium

 

The Journal of Interactive Media in Education (JIME) invites contributions for a Special Issue that expands on the trends explored in the successful 'Bristol Ideas in Mobile Learning Symposium' (see http://cloudworks.ac.uk/cloud/view/8540), which took place March 6-7, 2014. The Special Issue is due to be published in Spring 2015 and is open to Symposium participants and any interested researchers. Papers will be reviewed following the usual JIME pattern of a double blind review by two reviewers.

Requested contributions should offer any combination of conceptual, critical, design, empirical, theoretical or experimental work that addresses at least one of the following three trends of mobile learning state-of-the-art research:

  • New patterns of connected social learning and work-based practices
  • Learning Design for 'mobile learning' at scale
  • Exploring the new thresholds of learning enabled by mobile technologies.

Examples of key questions in these research trends are provided below (but should not restrict contributions). We expect the Special Issue to contain up to 6 full length reviewed articles and there may also be capacity for two short 'position' papers.

Deadline for the submission of papers: September 22nd 2014.

John Cook, Yishay Mor and Patricia Santos (as co-chairs of the Symposium) are the Guest Editors.

Correspondence: john2.cook@uwe.ac.uk

Key Questions in state-of-the-art research in mobile learning

Trend 1: new patterns of connected social learning and work-based practices.

Under this first trend possible examples of questions are:

Is a key evolving pedagogical affordance of mobile devices the ability to use social media and apps to enable new patterns of connected social learning and work-based practices?

There is dearth of research into social-cultural, mobile learning. Why is this? Is there still a focus on content and information? Is augmentation a key theme for the future of m-learning?

Is personalisation another key affordance of m-learning?

Trend 2: Learning Design for mobile learning at scale.

Does Design Research allow us to engage in inquiry surrounding the transformative possibilities for mobile learning? And particularly, is designing for mobile learning at scale a big challenge?

Can designing for mobile learning help unlock the web of individualized choices that are available by encouraging us to design for access to small chunks, and to make these customizable to individual's needs, experience and agency?

What are the main challenges faced when designing for 'mobile learning' at scale, beyond pilots and content-centric approaches?

Where should we situate ourselves in terms of current state of cross-platform development techniques? These falls into two broad approaches: cross-compilation ("native" apps) and mobile web applications ("web" apps).

Does MobiMOOC (https://mobimooc.wikispaces.com/) provide an example of how a mobileMOOC or mMOOC's would work?

Trend 3: Exploring the new thresholds of learning enabled by mobile technologies.

When does the experience of personal electronic devices change the nature and affordance of learning?

Are we right to think of mobile learning as breaking boundaries? What implications might this have for learning design or designing for learning?

Participants in new mass communications are now actively engaged in generating their own content and contexts for learning. User/learner-generated context for the London Mobile Learning Group of LMLG (http://www.londonmobilelearning.net/) is conceived in such a way that users of mobile digital devices are being 'afforded' synergies of knowledge distributed across people, communities, locations, time (life course), social contexts, sites of practice (such as socio-cultural milieus) and structures. Of particular significance for the LMLG is the way in which mobile digital devices are mediating access to external representations of knowledge in a manner that provides (equity of) access to cultural resources. Are these helpful concepts? How might they be extended?

What are the key boundary objects or artefacts in mobile learning? What should we expect in the future?

 
Posted: 2014-04-24
 

Special JIME issue on ‘Reusing Resources’ is published

 

The International Editorial Board of JIME is pleased to announce the publication of the Spring 2014 edition of the journal. This special issue of JIME features selected chapters from the forthcoming book 'Reusing Resources: Learning in Open Networks for Work, Life and Education' edited by Alison Littlejohn and Chris Pegler. The selected chapters and editorial are reproduced in JIME under an open license with permission from the publisher Routledge. It also includes two other articles and a book review.

You can find the latest issue of JIME at http://jime.open.ac.uk/jime/issue/view/2014-ReusingResources-OpenforLearning

JIME is an open access online journal in educational technology that focuses on the implications and use of digital media in education. The editors aim to publish three issues per year. This spring issue is the first publication of 2014. JIME papers are peer reviewed before publication and you can comment on the published papers on the site, which uses the Open Journal System (OJS) software.

 
Posted: 2014-04-10
 
More Announcements...

2014: Reusing Resources - Open for Learning Special Issue

A selection of five chapters written for the book 'Reusing Open Resources: Learning in Open Networks for Work, Life and Education (Littlejohn and Pegler, 2014).

Table of Contents

Editorial

Editorial: Introduction to Reusing Resources: Open for Learning HTML PDF
Ann Jones, Martin Weller
Reusing Resources: Open for Learning HTML PDF
Allison Littlejohn, Chris Pegler

Articles

Agoraphobia and the modern learner HTML PDF
Jon Dron, Terry Anderson
“Open-sourcing” personal learning HTML PDF
Sebastian H. D. Fiedler
OER: A European policy perspective HTML PDF
Jesús Maria Alquézar Sabadie, Jonatan Castaño Muñoz, Yves Punie, Christine Redecker, Riina Vuorikari
Workplace Learning in Informal Networks HTML PDF
Colin Milligan, Allison Littlejohn, Anoush Margaryan
Analytics for Education HTML PDF
Sheila MacNeill, Lorna M. Campbell, Martin Hawksey
The Structure and Characteristics of #PhDChat, an Emergent Online Social Network PDF HTML
Kasey C. Ford, George Veletsianos, Paul Resta
Developing an Open Resource Bank for Interactive Teaching of STEM: Perspectives of school teachers and teacher educators PDF HTML
Bjoern Hassler, Sara Hennessy, Simon Knight, Teresa Connolly

Book and eBook Reviews

Book review:Technology-enhanced professional learning: process, practices and tools. London & New York: Routledge (Edited by Alison Littlejohn and Anoush Margaryan, 2014) HTML PDF
Steve Walker


ISSN: 1365-893X