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Call for chapters 
Open Online Learning and Teaching 
 
Something fundamental has changed in the context of education and learning with the latest 
developments of the Web. People can access libraries from their pockets, communicate with fellow 
learners on the hoof and aggregate information and digital artifacts with the press of a button. 
Institutionally controlled Learning Management Systems (LMS) have been criticized and found lacking in 
the facilitation of meaningful communication at a time when learners outside formal education have a 
multitude of tools at their disposal with which to adapt learning to their own needs and communicate 
with peers and experts of their choice on a global scale. People can participate on online networks 
outside the control of the educational institution and the local educator. The emergence of open online 
courses, large global networked learning events, is only one manifestation of this development.  
 
The standardized curriculum and organizational structures of educational institutions are a contradiction 
to the societal and individual needs in the current global and digital era. They also do not align well with 
emergent networked knowledge creation and learning processes identified by pedagogical and learning 
sciences. These point towards the desirability for a more open educational practice and the use of open 
educational resources to support individual learning preferences and the personalization of learning by 
using digital and social media in a variety of ways.  
 
The role of educators and learners seems to change in the current experimental open online learning 
environment as new activities are required to stay abreast of the information stream in a complex 
learning environment. Different forms of learner support have been identified as appropriate to 
facilitate a quality learning experience. Digital tools might aid in the curation and aggregation of 
information that is shared and amplified by human or technological mediation using emerging 
technologies.  
 
The concept of Massive Open Online Course has been rising in prominence over the past four years and 
has entered educational practice with the aim of experimenting with informal and open learning 
environments, and experiencing the affordances of emergent technologies in the process. After CCK08 
(facilitated by George Siemens and Stephen Downes,  with as aim the discussion and study of their 
emerging learning theory ‘connectivism’ on a global open network) attracted over 2000 participants, a 
steady number of MOOCs has been facilitated by a variety of people and institutions interested in the 
concept (CCK09, CritLit, PLENK2010, CCK11, DS106, mobiMOOC, LAK11, eduMOOC, PLE for K12).  Open 
online courses are at a stage now where the press is showing interest in developments. Research in the 
intricacies of theory, practice and pedagogy on MOOCS has started to emerge (Kop, 2011; McAuley, A., 
Stewart, B., Siemens, G., and Cormier.D.,2010; S.F. John Mak, R. Williams, and J. Mackness, 2010) and 
the time seems ripe for the publication of a book on Open Online Courses. 
 
Overall objectives of the book 
 
The text aims to identify and present the latest research on relevant theory and practice contexts, and 
also to capture learning designs and technologies that demonstrate ways of enhancing the open 
learning process and perhaps speculate on which developments the author sees as most important for 
open learning in five years’ time. Proposals for book chapters are invited, covering a variety of fields 
related to open learning.  We especially invite contributions from researchers, learners and facilitators 
of open online courses.  
 
Format of the book 
 
Our intention is to produce and publish a book containing refereed chapters, in an open format with an 
‘open’ publisher. We expect to not only publish a book in paper format, but also in eBook format and we 
ask authors to provide a written text, and, if possible, to also submit digital artifacts (related to their 
paper) that might enhance the eBook .  
 
Guidelines for the submission of chapters 
 
Completed chapters should be between 5,000 ‐ 7,000 words in length using APA referencing guidelines. 
However, initially we would welcome a two page long submission containing an outline of the chapter 
and envisaged artifacts to be sent to Rita Kop at  Frederika.Kop@nrc‐cnrc.gc.ca by 31st
 October 2011. 
 
Important dates 
 
31st
 October 2011 Submission of 2 page abstract  
2nd
 December 2011 Review of abstract returned  
30th
 January 2012 Submission of full paper 
31st
 March 2012 Review results of paper returned  
30th
 April 2012 Submission of revisions 
June 2012 Expected publication date  
 
Themes of the chapters 
 
Possible areas to be addressed by the chapters include but are not limited to the following: 
 
 Theoretical perspectives in open online learning 
 Open learning and pedagogy 
 The value of openness in learning  
 Hybrid and blending open learning  
 Systemic change in education in response to affordances of open networks, and MOOCS 
in particular 
 Mobile devices and open learning 
 Alternative delivery formats  
 Case studies using new technologies and OER in novel ways to enhance and support the 
student learning experience 
 Evaluative studies in the use of open learning spaces 
 Researching learning on open networks and ethics of dealing with Big Data 
 Data‐mining, learning and social network analytics 
 Theoretical frameworks for the research and evaluation of MOOCs 
 Studies of methodological innovation in research on open learning 
 Critical theoretical perspectives related to the social, cultural and personal in open 
learning environments 
 Identity issues related to open learning 
 Self‐formed learning support networks; human mediation in open learning 
environments 
 Issues of complexity, flexibility, agility and resilience in open learning 
 Gender perspectives in open educational practice 
 Personalization of learning 
 Alternative assessment models 
 Critical reflections on recognizing prior learning and competences, and qualifications in 
the light of open learning 
 The design of open learning experiences  
 Next‐generation open technologies  
 Learning in The Commons  
 Knowledge and information in a networked learning environment 
 Self‐directed leaning in an informal learning environment 
 Communication and semantics 
 
Editors 
 
George Siemens gsiemens@gmail.com  
Stephen Downes Stephen.Downes@nrc‐cnrc.gc.ca  
Rita Kop Frederika.Kop@nrc‐cnrc.gc.ca  

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