Call for Papers for a Special Issue for 2023
Editors
Stokes Schwartz
Michigan State University, USA
Roland Dumavor
Michigan State University, USA
Marohang Yakthung Limbu
Michigan State University, USA
Associate Editor
Rofiat Bello
Michigan State University, USA
Narantsogt Baatarkhuu
Michigan State University, USA
Digital collaborative learning has become an inevitable component of pedagogical practices in the 21st century’s academic institutions and beyond. Of particular interest to our digital community are the various ways in which digital and collaborative learning, digital project-based-, problem-based-, team-based-, cooperative-, multimodal-, and cloud-based learning inhabit and inform our day to day pedagogical practices. In other words, digital collaborative learning, in all of its various forms, has become inherently rhetorical in ways that both facilitate and complicate traditional and current pedagogical parameters. Based on that development, this special issue examines the affordances of current and emerging opportunities/possibilities presented by digital/cloud-based technologies like Google docs, Dropbox, OneDrive, Zoom, MS Teams, YouTube, D2L, Eli Review, and many other applications (apps), including ChatGPT, Google Bard (artificial intelligence, or AI), and augmented or virtual reality (AR/VR). All offer considerable potential for teaching and connecting students and the world from anywhere, any place, any device, and at any time, making them highly receptive to cloud- and crowd-based learning (Jaeger et al. 2008; Limbu, 2012, 2013).
By sharing our digital collaborative pedagogical theories and practices, we attempt, in this issue, to fuse a wide variety of digital-, collaborative-, problem-based-, and team-based learning experiences, to further enhance, develop, and/or envision current and future conceptual pedagogical frameworks. In addition, we aim to foster and cultivate 21st-century skills (for example, critical thinking, collaboration, problem-solving, conflict resolution, information management, etc.) within the under/graduate communities regardless of students’ academic programs or intended careers post-graduation (Addy et al., 2021; Barkley et al., 2014; Brooks et al., 2022; Dede & Richards, 2020; Kuh & Schneider, 2008). Our next goal is to examine the increasing importance of digital collaborative learning for 21st-century learners’ success and/or smooth transition to both the local and global digital ecology/economy after graduation. Our related critical pedagogical discussion will include what, why, and how we might utilize digital collaborative learning to a greater degree for other cutting-edge pedagogical intentions as we prepare our students to become well-informed next generation global citizens. Hence, our intention is also to critically observe and reflect on our current pedagogical practices and to effectively re/frame rhetorical practices, modes, and mediums, so we can engage our students in the creation of more democratic, inclusive, and representative spaces for themselves and their community members and/or larger society.
Overall, the primary purpose of this special issue is to provide a preliminary overview of digital collaborative learning in the third decade of the 21st century, including the emerging technologies, to frame or reframe new leading-edge principles and critical understandings of collaborative cloud-, crowd-, AR/VR-, and AI-assisted learning. Among many possible related topics, we seek contributions that critically examine the following points:
- Discover and unpack new ways of teaching and learning with and/or humanize digital technologies.
- Utilize or see the affordances of AI, not as something to shy away from, but as a classroom pedagogical tool, to scaffold learning, enhance students’ composing (traditional and multimodal) skills and academic progression, or the use of AI in a support role.
- Use digital and cloud-based technologies as a means to bridge knowledge gaps and the digital divide, decolonize education (and technologies), and reduce or eliminate the disparities that impact minority, underprivileged, and underserved students the world over, who find it difficult to access emerging technological demands and/or ensure digital equity and justice (this process occurs in all directions instead of emanating from the top down).
- Examine the transcultural, transnational, translingual, and socioeconomic aspects of integrating digital and cloud-based technologies into teaching practices and learning processes.
- Integrate digital and cloud-based technologies to democratize pedagogical practices, learning, and knowledge worldwide.
- Spearhead intellectual discussions about the use of current and emerging technologies in pedagogically sound and innovative ways by emphasizing diversity, equity, and inclusion (DEI) in terms of:
- Curricula design
- Instructor training
- Instructors, students, and syllabi
- Classroom practices
- Explore possibilities for, challenges to, and issues with deeper learning made possible by digital and cloud-based technologies.
- Evaluate and/or reevaluate how we train and/or use digital and cloud-based tools ourselves as instructors – including AI – in an ongoing pedagogical adaptation (sink or swim theory).
- Incorporate augmented reality or virtual reality experiences into course pedagogy to enhance collaboration, experiential learning, or other course objectives.
- Provide informed perspective on the post-digital era (technically there will be no post-digital era), critique of digitech, and/ or the unintended consequences of technological innovation and its ongoing effects on symbiotic knowledge sharing and learning.
- Share your current use of digital and cloud-based tools and collaboration in your classroom: teaching artifacts, pedagogical strategies, teaching methods and practices, and/or anecdotal teaching reports.
Timeline for Articles/Teaching Artifacts Submission
- Submission of full manuscript: July 15, 2023
- Blind-peer review: August 30, 2023
- Peer review comments to contributors: September 15, 2023
- Submission of revised manuscript: October 30, 2023
- Proposed publication: December 2023
Submission: Please send your manuscripts via this email address: jogltep@gmail.com
Useful Resources
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