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<nettime-ann> CFP: Learning Inquiry
jeremy hunsinger on Fri, 5 Sep 2008 18:22:22 +0200 (CEST)

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<nettime-ann> CFP: Learning Inquiry

Apologies for x-posting, please distribute as appropriate -jh

Dear Colleagues;

We invite your submissions to  Learning Inquiry. We are sending out a call for 
participation in our ongoing creation of a transdiciplinary forum to engage the widest 
variety of perspectives on learning. We're looking for articles and special issues that push 
the boundaries and include new perspectives, but also take the opportunity to share 
research and experiences from particular locations of inquiry to a larger audience.

Learning Inquiry is a refereed scholarly journal, which is devoted to establishing the area 
of "learning" as a focus for transdisciplinary study. The journal's goal is to be a forum 
centered on learning that remains open to varied objects of enquiry, including machine, 
human, plant and animal learning as well as the processes of learning in business, 
government, and the professions, both in informal and formal environments. The 
audience for this journal is anyone interested in learning, understanding its contexts, and 
anticipating its future.

The first volume of Learning Inquiry has included papers from a wide variety of 
perspectives that have helped to frame the discourse we hope the journal will engender. 
 Our first issue, on the futures of learning included contributions from Gary Natriello, Erik 
De Corte, Helen Verran, Mark Warschauer, Stuart Moulthrop, Douglas Kellner and Heinz 
Mandl on Discovery Networks, Metaphysics and Learning, Play, and Knowledge 
Management. Leonard J. Waks brought together a "Special Issue on Listening and 
Reflecting" with participation from Sophie Haroutunian-Gordon, Stanton Wortham, 
Latherine Schultz, Suzanne Rice, Elizabeth Meadows, Megan Laverty, Andrea English, A. 
G. Rud and Jim Garrison Past and forthcoming contributions cover topics as diverse as 
 the ethical challenges of training brain surgeons, organizational learning theory, futures 
of digital learning, music and math, learning and discipline, and situated cognition.

Learning Inquiry strives to strike a balance between presenting innovative research and 
documenting current knowledge to foster a scholarly dialogue on learning independent of 
domain and methodological restrictions. Learning Inquiry also presents special issues that 
identify the central areas of learning inquiry to provide focus for future research.

Please visit the journal website (http://learning-inquiry.info) for more information and to 
submit a paper.


Jason Nolan, Ryerson University, CANADA
Jeremy W. Hunsinger, Virginia Tech., USA

Editorial Board:
David Berliner, Arizona State University, USA;
Megan Boler, University of Toronto, CANADA;
Erik De Corte, Catholic University of Leuven, BELGIUM;
Katie Embree, Columbia University, USA;
Charles Ess, Drury University, USA & Norwegian University of Science and Technology, 
Jim Garrison, Virginia Tech, USA;
Henry Giroux, McMaster University, CANADA;
Mimi Ito, University of Southern California, USA & Keio University, JAPAN;
Cushla Kapitzke, Queensland University of Technology, AUSTRALIA;
Heinz Mandl, Ludwig Maximilians University, GERMANY;
Rochelle Mazar, University of Toronto/Missisauga, CANADA;
Kinshuk, Athabasca University, CANADA;
Penina Mlama, University of Dar es Salaam, TANZANIA;
Vera Nincic, UNiversiyt of Toronto, CANADA;
Nuria Oliver, Telefonica R&D SPAIN;
K. Ann Renninger, Swarthmore College, USA;
Ingvar Sigurgeirsson, Iceland University of Education, ICELAND;
Susan Stucky, IBM, USA
Joel Weiss, University of Toronto, CANADA
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