Current Issue

The Global OER Graduate Network (GO-GN) is a global community of researchers in Open education. We invite papers from GO-GN members (past and present) to highlight the research they are undertaking and impact of the network. As well as conventional research papers, we are interested in the following formats:

• Joint papers with other members or external to the network
• Shorter, work-in-progress papers (2000-3000 words)
• Case studies or narrative accounts of OEP
• Innovative formats (please contact us with suggestions)

This is an opportunity for members to showcase their work, gain feedback and demonstrate the value of the network. The GO-GN team are willing to act as mentors for any authors who wish to work up their contributions, please indicate in the submission if you would like this.
Contributors should take account of JIME's Guidelines for Submissions.
Papers should be submitted by the 31st March 2021.
Please indicate an expression of interest if you intend to submit by Feb 28th 2021 by emailing the GO-GN account (also if you have any queries).

During the COVID-19 pandemic we have seen universities and other education providers responding quickly to the challenges of providing education in an environment where campuses have been forced to close.  Some were already providing blended education and have had to scale up; others have put in place what has sometimes been called ‘emergency distance education’. Those who are concerned with only f2f teaching have had to innovate / improvise to put in provision very fast. A number of journals have called for special issue papers to explore various aspects of this unforeseen situation such as sustainability for the future, engagement and accessibility to all. Now that we are at a little distance from the onset of lockdowns in many countries and universities are open to students again, we are calling for papers for a special collection that can offer some longer-term reflections on the responses to Covid-19 in higher education.  We invite papers in this theme, meeting our normal author requirements. JIME seeks to gather a collection of papers to contribute to our understanding of how educational technology has been harnessed to support education during this period, and what has or has not worked.  Given the speed with which new approaches have been put in place, we welcome consideration not only of successes, but of challenges and lessons learned. Papers might explore the following themes:

• Case studies of new approaches to teaching with evidence of their impact
• Accessibly of online/blended provision during this time for disabled students 
• The role of different communities in supporting teaching during this time
• The role of MOOCs and online courses during this period 
• Support for teachers in hitherto face to face institutions that have made a transition
• The extent to which new approaches are likely to be sustainable
• The role of OER
• Surprising challenges and surprising successes

Overall, we welcome a focus on a reflective approach, and as usual, submissions to JIME should have a clear educational focus or application, and should go beyond anecdotes or opinion. We encourage historical analysis, rich case studies, and innovative analytic methods applied to literature, interviews and data. Submissions are expected to advance knowledge in the field of educational technology and/or open education conceptually and/or empirically. Contributors should take account of JIME’s guidelines for submissions.

Full papers should be submitted by 12pm on Friday the 12th of February.

We would also welcome expressions of interest in becoming reviewers for what we expect to be a really interesting special collection.

The special collection on 'History of Educational Technology' is now available. This collection brings together four articles which examine both broad approaches to the history of educational technology and more specific analysis of particular technologies. The broader reviews investigate different research patterns and the different challenges and contexts that such research has responded to. The specific analyses examine the development of eportfolios and VLEs. The history of educational technology is under-documented and this collection seeks to add to the literature in this field.

The full collection can be found at: https://jime.open.ac.uk/collections/special/history-of-educational-technology/