JIME is a peer reviewed open access online journal in educational technology that focuses on the implications and use of digital media in higher or post-compulsory education. It aims to foster a multidisciplinary and intellectually rigorous debate on both the theory and practice of interactive media in higher or post-compulsory education. JIME was launched in September, 1996.
JIME is currently looking for both a Book Reviews Editor and a Social Media Editor to join our team and like to hear from enthusiastic individuals with a vision for promoting scholarship and fostering debate in the field of educational technology. You can download the the PDF with more information on each role in the links below.
Applicants are welcome for either role who have a PhD qualification in the field of educational technology; enthusiasm and sufficient (realistic) capacity to fulfil the time commitment required of the role (1-2 hours per week).
To apply - please send a copy of your CV to firstname.lastname@example.org together with a cover letter explaining why the role is of interest to you and what you would bring to it. We are happy to answer any questions about the role via the same email. Applicants internal and external to The Open University are invited. The position does not attract a salary.
Posted on 23 Nov 2022
JIME is pleased to announce our latest Special Collection, Balance between guidance and self-regulated learning: teaching and learning strategies in online, hybrid and blended learning in higher education, is now available to read.
This special collection brings together five studies and practices that illustrate how aspects of guidance and self-regulated learning in online, hybrid and blended learning contexts in higher education can be combined. The articles highlight the importance and usefulness, as well as some challenges, of strategies that lead to students’ self-regulated learning and autonomy (e.g., self-assessment, co-assessment, co-design, co-creation, learning pathways), while having at their disposal different types of guidance mediated by digital technology.
Posted on 12 Sep 2022
The deadline for full papers has now been extended to: 12pm on Monday the 5th of December 2022.
The European Commission states that microcredentials “certify the learning outcomes of short-term learning experiences, for example a short course or training. They offer a flexible, targeted way to help people develop the knowledge, skills and competences they need for their personal and professional development.” They can be viewed as an extension of the interest in MOOCs, and a means of addressing employability and upskilling. A number of higher education institutions globally have made significant investments in relation to microcredentials.
JIME seeks to gather a collection of papers to contribute to our understanding of microcredentials, including critical perspectives. Given the speed with which many such courses have been developed, we welcome consideration not only of successes, but of challenges and lessons learned. The special collection aims to investigate aspects such as why microcredentials are being developed, what the experience is like for learners and how to develop and target them effectively. Papers might explore the following themes:
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.
We would also welcome expressions of interest in becoming reviewers for what we expect to be a really interesting special collection.
Posted on 21 Jul 2022