International conference on visual literacy and digital communication: The call is open cc @carmenherrero14

Date: 18-Dec-2020 – 19-Dec-2020
Location: MADRID, Spain (Virtual venue)
Meeting Email: vildic20@ucm.es

Field(s): Second / Foreign language teaching and learning (methodologies, pedagogy and interdisciplinary approaches)

Second Call Deadline: 15-Nov-2020

Meeting Description:

The International Conference on Visual Literacy and Communication (VILDIC’20) welcomes expert researchers and scholars from across the world to meet for a premier online conference experience. Scholars and educators will engage in professional development and explore a wide range of topics relevant to audio-visual culture and language teaching.

VILDIC’20 aims at providing a forum for researchers, teachers and educational representatives to share their knowledge and promote creativity and innovation in the area of visual literacy and digital communication.

Abstracts are invited on topics related, but not limited to:

critical visual literacy

media literacy

digital storytelling

audiovisual cultures

films, television, web series, and video

new video formats: creation and production

screens: Netflix generation

videos and accessibility

transmedia and participatory experiences

multimedia productions

‘copywright’ and ‘fair use’ for language teaching with media

educational media

multimodal compositions

interactive digital media

the role of emerging technologies for fostering student agency

teaching materials

new assessment models (video essays, wikis, blogs, and social networking activities)

multilingual media and multilingual learning

translanguaging and visual cultures

CLIL and digital /visual media

Guidelines for Submission: Please submit an anonymous copy of your abstract (max. 300 words, excluding references), in Word or PDF format, via email to: vildic20@ucm.es Please include paper title, name, affiliation, email address and any other contact details in the body of the e-mail message. Participants may submit a maximum of two abstracts, that is, no more than one single-authored paper and one joint-authored paper, or two joint-authored papers. All abstracts will be double blind peer-reviewed.

We invite submissions for two types of presentation:

INDIVIDUAL PAPERS: Oral presentations on original research by one or more authors within a 20-minute period with 10 minutes for questions.

LIGHTNING TALKS: A 10-minute long talk (following a ‘TED-talk’ format) using a maximum of 4 slides. This format may be of interest to postgraduate students wishing to present their subject area without yet having gathered/analysed their data. It may also be of interest to language teachers and other practitioners wishing to present on teaching methods/practices and developments.

Participants can send their contributions in English, Spanish or French.

Conference Publication: Selected papers presented at the conference will be published by an international publishing house as book chapters in an edited book. We will send you the related publishing guidelines after the conference.

Submission Deadlines:

Proposals should be sent by email to: vildic20@ucm.es

Deadline for Abstract proposals *second call: 15 November 2020

Notification of acceptance: 20 November 2020

Registration fee:

Until 27^th November:

50 euros (25 euros for students)

After 27 November:

70 euros (35 euros for students)

Conference organisers:

Jelena Bobkina (Universidad Politécnica de Madrid)

Elena Domínguez Romero (Universidad Complutense de Madrid)

Carmen Herrero (Manchester Metropolitan University)

Isabelle Vanderschelden (Manchester Metropolitan University)

Celebrating a very special Collaborative Teaching Excellence recognition at @manmetuni >>> MetMUnch @metmunch our winners of the Collaborative Award for Teaching Excellence 2020, our warmest congratulations

The Collaborative Award for Teaching Excellence awarded by AdvanceHE, have just been announced.  This year, we are delighted to share with you that MetMUnch has been recognised nationally with this prestigious award.

The student-led social enterprise MetMUnch

MetMUnch is a global award-winning, student-led social enterprise based at Manchester Metropolitan University, which was started back in 2011. At its heart is a passion for sustainable and nutritious food – and sharing that with students, staff, local businesses and communities. The MetMUnch Team run a whole range of sessions, from on-the-spot nutritional advice and running pop-up stalls, to cooking nutritious meals and leading fun, interactive activities.

The MetMUnch Team is diverse; made up of people from different cultures, different parts of the University, and different generations. The team is also multi-layered. Embedded in the Environment Team, the core team consists of two members of staff – Haleh Moravej and Dean Brookes – and 10 student leaders from across the University.

These leadership roles rotate – students get recruited from every faculty in their first year and, and when they graduate, they continue to get involved in MetMUnch events, as well as linking them to the companies and organisations they work for.

MetMunch helps these students develop skills, knowledge and experience to promote health and wellbeing, and then apply it in a range of sessions, workshops and public engagement events. Students in the team enrich their university experience with entrepreneurial and creativity skills, all with sustainability at heart. For everyone involved, it’s an environment where ideas and innovation receive the support they need to flourish.

UTA asked Haleh Moravej, the MetMUnch founder, what it means to win a Collaborative Award for Teaching Excellence. This is what she said:

“Enterprise education, entrepreneurship, sustainability and creativity are key traits needed in 21st century, to provide us with empowered people and a better planet. They have never been more important than now.

The Advance HE CATE award is even more special than my individual National Teaching Fellowship (NTF) award. This is because it is about our TEAM and the unlimited and collective creativity of the MetMUnch community, of the extraordinary people we work with, and the exceptional mentorship of Dr Chrissi Nerantzi over the last 6 years. Chrissi truly has been an inspiration to all of us at MetMUnch and I am very grateful for her compassion, kindness and for always pushing students and I beyond our comfort zone.

I would also like to thank Sam McVeigh (Assistant Director of HR), Jonathan Face (Assistant Director of Estates, Facilities and Capital Development) and Prof Rebecca Lawthom for their modern, empathic and inspirational leadership and support.

When I won my own NTF award for enterprise, sustainability and Nutritional Sciences in 2018, I was thrilled, humbled and expected massive personal transformation and limitless growth. The only way that was possible, was to pour all passion and energy into growing and empowering our team of exceptional students.

This was also a great opportunity to work with students and likeminded creative colleagues from different faculties. Learning more from Environment Team and collaborating with HR, Conferencing, MMU Sport, Widening Participation, International, First Generation, Jobs4Students and Catering Teams. During this time, I had the pleasure of working with Dean Brookes who has been wonderfully supportive, enthusiastic and student focused.

Together, we have been expanding and enforcing meaningful collaborations, along with some new and unexpected partnerships with internal university teams, charities, social enterprises and national organizations. The culmination of this is our student-led GROW Meat Free (GROW). GROW features a meat free café containing upcycled furniture, locally sourced food, and is staffed by students.  It has a packed programme of activities promoting healthy and sustainable habits, including creative workshops that have personal growth and wellbeing at the forefront.

Many thanks to Advance HE for recognizing, rewarding and valuing 10 years of empowerment, courage, curiosity, hard work and true experiential learning and connected teaching where the whole world became our classroom.”

Professor Helen Laville noted in her institutional supporting statement:

“As a modern university committed to education for sustainable development, the pioneering approach of the MetMUnch team is visible and articulate.  The MetMUnch Team, and its student leaders, work with many teams across our institution, both in academia and Professional Services. Together, they develop projects and initiatives around sustainability, enterprise and nutrition, which have a wider impact across the institution and beyond.

The creative pedagogical work, which begins experientially in the classroom, is not contained there, and has challenged the typical institutional structures. Through commitment, hard work and creativity, the team has created synergies and collaborations that have a real impact on our students, their learning and their journey after graduation. MetMUnch is a movement we are proud of embodying our priorities for student education, employment and the planet.”

Our warmest congratulations to Haleh and the whole MetMUnch team! We are delighted and are looking forward to sharing their work further across the institution. Congratulations also to all CATE winner nationally!!!

Access them all at https://www.advance-he.ac.uk/news-and-views/Outstanding-teaching-recognised-in-the-2020-Teaching-Excellence-Awards-for-Higher-Education

Celebrating a very special Teaching Excellence Recognition at @manmetuni >>> Dr Theresa Nicholson @thezzanicholson our National Teaching Fellow 2020, our warmest congratulations

The National Teaching Fellowship Awards by AdvanceHE, have just been announced.  This year, we are delighted to share with you that our colleague Dr Theresa Nicholson has been recognised nationally with this prestigious award.

Dr Theresa Nicholson, Reader, Faculty of Science and Engineering, Department of Natural Sciences, Department Education Lead, NTF 2020

Theresa has pioneered many pedagogical innovations but is best known for her passionate and committed advocacy of inclusive learning and teaching. Theresa’s innovations have led to published research on aspects of curriculum development, student partnership, student engagement and belonging, technology enhanced learning, employability, and disabled student support. She works in partnership with students to develop curricula that enhance students’ sense of belonging to a learning community, and that promote engagement, performance and self-confidence. Theresa mentors academic colleagues to design and deliver teaching that recognises and celebrates learner diversity. She also develops policy around inclusive teaching that impacts on the wider HE community, and influences national practice through her contribution to Diversity in Geoscience UK (DiG-UK) and her staff development game Diversity Dash! which was developed with Kath Botham from UTA.

UTA asked Theresa what it means to her winning a National Teaching Fellowship. This is what she said:

“Egged on by some existing National Teaching Fellows, notably Professor Jennifer Hill from University of Gloucestershire who has been ‘on my case’ for many years, I applied with some diffidence. Self-confidence and self-belief have never been my forté. But knowing, that through this process, senior peers have commended my impact on Higher Education, considering it worthy of this prestigious award, has paradoxically made me feel both humble and buoyant simultaneously.

My background is a far cry from what was once considered the ‘traditional’ entry into academia. This fact drives my passion for equality of opportunity for all through an inclusive approach to curriculum design and delivery. One (or is it even two…) decade(s) ago, a combination of blind optimism and impassioned belief empowered me to begin a journey to overcoming the inevitable challenges rooted in curriculum change, and I feel privileged to have been able to influence the inclusion agenda within the University and beyond.

My NTF application gave me time to reflect on my teaching practice and consider how it might evolve in the future. I have never been afraid of a challenge, and am absolutely delighted to join a Higher Education fellowship of “people you cannot put in a box” (Haleh Moravej). This describes me perfectly – we will get on well! I anticipate that the award of a National Teaching Fellowship will create new external opportunities for me to collaborate in research, educational development and innovation. But ultimately, it’s all about the students, excellent teaching, and dare I say, transforming lives.”

Professor Helen Laville noted in her institutional supporting statement:

“Theresa has a passion for inclusive and effective teaching and a drive to support all her colleagues and the institution in enhancing teaching practice and curriculum development.

Theresa’s passion and drive to develop teaching practice is infectious and she has supported and mentored many colleagues across Manchester Met. She is recognised across the institution as a key leader in championing and developing teaching practice linked to inclusive teaching and curriculum and has led a number of key institution-wide initiatives that have resulted in changes in teaching practice and supported the development of inclusive curriculum across the whole institution. As well as being a champion of inclusive practice Theresa has also had an impact on teaching and learning practice nationally as an expert in her field and through her work with geography professional organisations, conference organisation and conference presentations, publications and external mentorship.”

The University Teaching Academy supports and mentors colleagues and teams who have the potential to be awarded an NTF/CATE in the future. For further information, please access http://www.celt.mmu.ac.uk/ntfs/index.php. Please note, the call for expressions of interest for next year’s institutional submission will open in September with an online session and special guests on the 21^st September at 2pm.

Our warmest congratulations to Theresa! We are delighted and are looking forward to sharing her work further across the institution. Congratulations also to all NTF winners nationally!!!

Access them all at https://www.advance-he.ac.uk/news-and-views/Outstanding-teaching-recognised-in-the-2020-Teaching-Excellence-Awards-for-Higher-Education

Professor Helen Laville @helenlaville1, PVC Education supports the launch of a new special issue on Block Teaching #blockteachingHE

As the University prepares for the academic year 2020-2021, Prof Helen Laville, PVC Education, supports the launch of a new special issue on Block Teaching in HE at the Journal of Learning and Teaching in Action.  Inspired by the writer and essayist Lorrie Moore, Prof Laville said:

“Block blended teaching as a design solution gives us the opportunity to respond flexibly across the year, to manage staff and student workload and helps us manage campus in more controlled way. While the context for teaching and learning remains a challenging one, block teaching simplifies our structures and allows us to concentrate our efforts, managing one thing at a time.”

The guest editors of the issue, Dr Chrissi Nerantzi (UTA), Dr Gerasimos Chatzidamianos (HPSC), and Dr Nicoletta Di Ciolla (FAH), are now inviting contributions from colleagues from both the academic and professional community of the University. In their open invitation to contributors they said:

“As a response to the pandemic, some institutions in the UK (and abroad) are moving to block blended teaching in the academic year 2020/21  to create academic offers that are responsive and flexible to the current situation and the high uncertainty this brings for universities, staff and students. Our institution recognises the challenges this pandemic has brought to staff, students and the wider community. Together we are re-thinking our approaches, to re-imagine and embrace learning and teaching approaches that are flexible, inclusive and creative and celebrate the diversity of our students and staff.”

They are currently looking for contributions that capture staff reflections on the planning process of the move to block blended teaching.

If you are interested in contributing to this special issue or need any further information, please visit the Journal’s dedicated webpage and/or contact the editorial team.

Dr Chrissi Nerantzi, Dr Gerasimos Chatzidamianos, Dr Nicoletta Di Ciolla

Email: blockteachingHE@mmu.ac.uk

Twitter: #BlockteachingHE

 

Join two weeks of open learning and development – #FOS201 and #creativeHEjam (inc call for contributions)

#FOS201 – Flexible, open and social learning

5-14 June 2020

FIND OUT MORE: @fos4l: #FOS201 https://foslearning.wordpress.com/

Topics:

• Digital literacies
• Flexible pedagogies
• Supporting learning
• Communities and collaboration
• Open education (including linking to #creativeHEjam)

In #FOS201 you will:

• be supported by distributed volunteer facilitators across 10 NW institutions
• have the opportunity to engage in inquiry-based activities
• select what you would like to do, how, when (and with whom)
• and if you wish, be part of a community to learn with and from each other…
• and of course, experiment with and experience new approaches and consider some of these for your own practice.

You can do as much or as little as you wish in any order. You may even just focus on one of the above for the main part of the course. Whatever is useful for you! We look forward to learning together

Sean, Paul, Peter, Alex, Tünde, Emma, Hassan, Dawn, Craig, Paul, Neil and Chrissi (The #FOS201 team)

 

Creativity in Quarantine: Announcing the 2020 #creativeHEjam

12-19 June 2020

FIND OUT MORE: https://creativehecommunity.wordpress.com/ #creativeHE #creativeHEjam

The time for our second #creativeHEjam is approaching and how different it is this year! We would like to get together remotely and celebrate resourcefulness and creativity in supporting students’ learning in times of adversity.

Outline Programme

• 12 June 2020, 12:00-14:00 Join us live online for a practice sharing marketplace Book your place on the live session here
• 15-18 June 2020 Join in asynchronously (whenever suits you) with our daily discussion and short creative challenge
• 19 June 2020, 12:00-14:00 Join us live online to reflect on your #creativeHEjam experience and discuss the future of a new normal in facilitating learning

You can join us for one element of the jam or jump in and experience the whole festival, the choice is yours!

Anna, Emma, Chrissi, Neil, Sandra, Norman, Alex, Rachelle and Hannah (The #creativeHEjam team)

Call for Contributions – #creativeHEjam 2020

We would love for you to share your lockdown story via the marketplace on 12 June. 15-minute slots will be allocated to contributors and it is completely up to you how you would like to use that time! Perhaps you would like to talk through your experience via an object or presentation. You could share what has gone well for you during lockdown, or what has gone wrong! Maybe you would like to lead a debate or demonstrate an activity or perhaps you have an idea that you would value feedback on. This is your space to share practice and learn from the collective #creativeHE community Submit your contribution idea here before 31 May

 

Join #FOS201 in June, all staff and students very welcome!

We have some exciting news. FOS, is back! The open cross-institutional course for professionals in Higher Education and Further Education who teach or support learning and students who are interested in learning with others  from around the world about flexible, open and social learning together.

Visit the course site at https://foslearning.wordpress.com/

The areas we would like to explore together are:

• Digital literacies
• Flexible pedagogies
• Supporting learning
• Communities and collaboration
• Open education

The first three days will have a focus on getting to know each other and find out a little bit more about the course. And we are preparing a surprise for our very first day, the 5th. Watch this space. Then on Monday – Friday we will focus on the above areas of interest. The following weekend will be an opportunity to consolidate what we have learnt and see what we would like to take forward and how.

In #FOS201 you will

• be supported by distributed volunteer facilitators
• have the opportunity to engage in inquiry-based activities
• select what you would like to do, how, when (and with whom)
• and if you wish, be part of a community to learn with and from each other…
• and of course, experiment with and experience new approaches and consider some of these for your own practice.

You can do as much or as little as you wish in any order. You may even just focus on one of the above for the main part of the course. Whatever is useful for you.

This brand new iteration will be offered over 10 days. We start on Friday the 5th of June and will finish the facilitated version on Sunday the 14th of June. Learning, of course, can continue and often does.

This iteration is an open cross-institutional collaboration with volunteer facilitators from institutions across the North West of England. Together, we will support you and each other in debating and experimenting with alternative approaches to learning especially now. We hope this will help us all to re- and un-think our practices to solve the issues we currently face in flexible, creative and collaborative ways.

 Collaboration and cooperation are more important than ever. We hope you will embrace this development opportunity and join us. Everybody is welcome. Staff teaching or supporting learning at a higher education institution and students in the NW, anywhere else in the UK or further afield. Colleagues and students from the wider education sector may also find this useful. You are all welcome. The more diverse  our learning community becomes the better!

FOS is an openly licensed course developed through recycling and building on existing OER course and particularly FDOL developed by Chrissi Nerantzi and Lars Uhlin (see full attribution on the right-hand side). We are using an inquiry-based approach that can work for individual and collaborative learning, online and offline.

If you work at MMU, you will also be able to use your FOS work towards up to 30 FLEX credits at Postgraduate Level of the PgCert in LTHE or HE but also the MA in HE. Get in touch if you would like to find out more regarding this. Other institutions may offer similar opportunities through their internal staff development programmes.

The #FOS201 community space where our discussions will take place will be announced closer to the beginning of the course.

We hope you will join us in this exciting 10-day adventure, to share experiences, ideas, participate in (some of) the activities and learn with and from each other. You will have the opportunity to meet like- and other-minded individuals who all care about learning and teaching and will bring diverse ideas to our conversations. Be open to new possibilities, learning explorations and experimentations. Challenge, be challenged and have fun too!

We will share regular course updates on Twitter using @fos4l and the course hashtag  #FOS201.

We are really looking forward to learning together and will be back again nearer the start of the course with more information.

Please share this open invitation with anybody you feel may be interested, staff, students and the wider public.

Sean, Paul, Peter, Alex, Tünde, Emma, Hassan, Dawn, Craig, Paul, Neil and Chrissi

The #FOS201 team

 

#creativeHE news and opportunities to engage

Dear #creativeHE community,

We are living in strange times and we hope you and those close to you are safe and well. We would like to let you know about some initiatives for the community to help us see our experiences through the lens of creativity:

1. The #creativeHE meetup on 22 April (13:00-15:00) will now be hosted online at https://mmu.adobeconnect.com/creativehe. Please join us for what we hope will be a lively discussion around creative approaches to online learning and teaching and creative research methods. Find out more: https://creativehecommunity.wordpress.com/2020/02/20/meetup-22-april-2020/
2. Save the date 2^nd Annual #creativeHEjam Creativity in Quarantine: offer a live get together with special guests on 12 June from 12-2pm. The following week from 15-21 June we will host a series of asynchronous activities using our Facebook group and the #creativeHE hashtag on Twitter. Find out more: https://creativehecommunity.wordpress.com/2020/04/08/2nd-annual-creativehejam-creativity-in-quarantine/
3. New blogpost Dr Aspa Paltoglou @aspasiapal joined the #creativeHE community recently and shared a blogpost documenting her experience so far… read the blogpost here: https://creativehecommunity.wordpress.com/2020/04/04/meeting-creative-academics-reflections-from-a-new-creativehe-friend/

Best wishes,

The #creativeHEjam team

Anna, Emma, Chrissi, Neil, Sandra, Norman, Alex, Rachelle and Hannah

Save the date! UK Creativity Researchers Conference 2020 #creativeHE

We are pleased to announce that our 2020 conference will be on Wednesday 27th May 2020, in London. Our 2020 event is organised as a joint collaboration by our founders Dr Lindsey Carruthers (Edinburgh Napier University), Dr Gillian Hill (University of Buckingham) and Dr Shelly Kemp (University of Liverpool). We are further delighted to advise that Bartle Bogle Hegarty (BBH) have generously agreed to host the event in their central London office.

 

We are delighted to say that our keynote speaker is Professor Roni Reiter-Palmon. Professor Reiter-Palmon is the Varner Professor of Industrial/Organizational Psychology at the University of Nebraska at Omaha. Her impressive research record includes a focus on creativity and innovation in the workplace, cognitive processes and individual differences that influence creative performance in individuals and groups, and the development of creativity and leadership skills. We are honoured that Professor Reiter-Palmon has agreed to attend our event, and look forward to welcoming her to the UKCR network.

 

Please look out for further information on our website: https://creativityresearchers.co.uk/ and follow us on twitter: @ukcreativity. We will shortly be putting out calls for presenters, posting the timetable for the day, and of course releasing details of how to purchase your ticket.

 

#UKCRC20 

 

Best wishes,

 

Lindsey, Gill and Shelly

 

  

Dr Shelly Marie Kemp

BSc PCTHE MSc PhD CPsychol SFHEA AFBPsS

 

Senior Academic Developer

 

University of Liverpool

126 Mount Pleasant

2^nd floor, Office 217

Mount Pleasant

Liverpool

L3 5TQ

 

Telephone: +44(0)151 79 5 8482

Extension: 58482

Web: www.liverpool.ac.uk

Twitter: @LivUniAcademy

e-mail: Shelly.Kemp@liverpool.ac.uk

 

Call for papers> Exploring visual representation of concepts in Learning and Teaching in Higher Education

Exploring visual representation of concepts in Learning and Teaching in Higher Education

Submission deadline – 31 July 2020

Editors:
Dr Charles Buckley and Dr Chrissi Nerantzi

Cite as: Buckley, C. and Nerantzi, C. (2018), “Exploring visual representation of concepts in Learning and Teaching in Higher Education”, International Journal of Management and Applied Research, http://ijmar.org/cfp008.html

In the forthcoming Special Issue we will explore the use various forms of visual representation within learning and teaching processes. The issue will highlight a number of innovative case studies and implications for practice relating to supporting students’ and staff’s learning and development in the context of Higher Education across the disciplines.

The use of images for communicating has been around since cave days and we now live in the most visual era of human existence. However, whilst the use of still and moving images has been spreading, especially since the wider use of social media and open practices in Higher Education in the UK and other parts of the world, there is a need to clarify and explore the benefits, potential challenges and barriers offered for learning through more creative visual representations. More and more, academics and other professionals who teach or support learning in universities are often intrigued to find out more about the potential offered through visual methods in their practice to enhance their teaching and create stimulating learning experiences for learners in face-to-face and online settings.

There has been a growing interest in using visual representation in teaching and work such as that of Mayer (2014) on Multimedia learning offers some guiding principles such as the various ways in which words and pictures can be used to enhance learning as does Jewitt’s (2012) approach to multimedia model of learning using digital technologies. The influential theory of Clark and Pavio (1991), the dual-coding theory, has also gained wide acceptance and suggests that it is easier to understand something when we combine verbal and non-verbal elements. The implications of this are obvious for teaching in most educational settings including university, especially with an ever- growing interest in enhancing learner experiences.

This Special Issue aims to go deeper in exploring the potential uses of visual representation in teaching and learning and the implications for practice in the context of higher education while showcasing the emerging work and research in this area from around the world.

We welcome articles from new and more experienced academic writers, practitioners and researchers who have been creating, using and adapting various forms of visual representation across the disciplines and professional areas. We also invitestudents who are using them for their learning at undergraduate, postgraduate or doctoral level, from around the world and would like to share their work with a wider audience through an open access issue to help us all gain new insights and deepen our understandings in this area.

We will consider the following types of contributions:

• Reflective articles (1000-3000 words)
• Research papers (3000-5000 words)
• Viewpoints (2000-3000 words)
• Innovative practice papers (3000-4000 words)
• We strongly encourage authors to include visual representations which relate to their work.

The deadline to submit your article is 30 May 2020. This Special Issue will be published in August 2020.

*Note to the UK academics, REF 2021 will consider open access publications (research articles), subject to evaluation of the article (not the journal) by panel’s external evaluators ( https://www.ref.ac.uk/media/1092/ref-2019_01-guidance-on-submissions.pdf ).

Guidelines For Authors

Papers must be original work not published elsewhere. The Journal has a preferred publication style ( http://ijmar.org/authors.html#6 ). Please submit your paper as an email attachment to submissions@ijmar.org.

Early submissions are encouraged and will be published ahead of the deadline. All papers will go through the double blind review process.

References

1. Clark, J. M. and Paivio, A. (1991), “Dual coding theory and education”, Educational Psychology Review , Vol. 3, No. 3, pp. 149-210. https://doi.org/10.1007/BF01320076
2. Jewitt, C. Bezemer, J and O’ Halloran, K. (2016), Introducing Multimodality, London: Routledge
3. Mayer, R. (2014), The Cambridge Handbook of Multimedia Learning, 2nd Ed., New York: CambridgeUniversity Press.

Check out the call online at http://ijmar.org/cfp008.html

We are looking forward to your contributions. Please feel free to share more widely with colleagues who may be interested.

Charles and Chrissi

Special Issue: Our Creative Self: Understanding perceptions of creativity in learning and teaching > The call for proposals is now open #creativeHE

Dear all,

We are delighted to announce a new call for papers on a subject very close to our hearts:

Our Creative Self: understanding perceptions of creativity in learning and teaching

 

The purpose of this special edition of the PRISM journal is to showcase the unique journeys that have led the contributors to embrace and discover their creative identities, in order to improve the lived experience of higher education for both learner and facilitator. Through a series of reflective accounts, original research articles and position papers, presented in a variety of formats, the special edition will challenge the notion that creativity is a niche practice that belongs only to those who define themselves as ‘creative’. Through exploring your perceptions and experiences of creativity, we hope to provide insights into how creative approaches are developed and disrupt barriers to the creative process.

 

We encourage you to analyse and reflect on your creative practices, to illustrate your unique path to becoming a congruent educator. Your stories and journeys will equip the reader with the necessary tools to develop congruence between their personal and professional selves, in order to foster critical awareness, curiosity and confidence in themselves and their learners.

 

You can find the full details of the call here: https://openjournals.ljmu.ac.uk/index.php/prism/announcement/view/12

 

The editorial team of this Special Issue

(Anna, Emma, Neil and Chrissi)