Join the Conversation
Special Issue: New practices and perspectives on open, distance and e-learning in support of the Sustainable Development Goals (SDGs)
Deadline: 31 May 2019
The Sustainable Development Goals (SDGs) were agreed by the global community in 2015 to set a shared agenda to end poverty and tackle issues such as access to and participation in quality education, gender inequality, climate change and the promotion of peaceful and inclusive societies.
In this special issue we explore how different forms of open, distance and e-learning are being drawn on to support progress towards the SDG goals. Our purpose is to enhance understanding of how the features and affordances of open, distance and e-learning can be developed in new and productive ways to improve student learning experiences in support of sustainable development and system change.
We invite investigations of practice in diverse contexts, cultures and with different groups of learners; studies may be from accredited or non-accredited learning contexts including MOOCs, open educational resources (OER) and professional learning opportunities as well as schools, universities and vocational education programmes.
Papers might address issues such as the design and implementation of innovative forms of open, distance or e-learning or where open, distance or e-learning has been enacted in new contexts or for new purposes. For example:
- How might ODL support the social justice agenda of many institutions and programmes of study?
- What role can ODL play in increasing diversity in the teaching profession?
- Broadening learning opportunities for the most marginalised with mobile technologies
- Blended learning models and practices, for example in MOOCs
This list is not exhaustive or exclusive and we welcome papers which address relevant contemporary questions concerned with open, distance or e-learning in support of the SDGs from all contexts.
Instructions for Authors
Research papers should be 5,000 – 7,000 words but we also welcome shorter case study articles (3,000 – 5,000 words) which go through the same peer review process. The closeness of case study research allows an invaluable and deep insight into that practice with some reference to how it fits with similar cases in the scholarly literature.
Papers should be submitted via the Taylor and Francis system by 31 May 2019.
The guest editors of this special issue are Alison Buckler, Matt Foster, Tom Power and Freda Wolfenden from the Faculty of Wellbeing, Education and Language Studies at The Open University.
If you have any queries, please email firstname.lastname@example.org