Constructivists Online: Reimagining Progressive Practice
It is well known that online students, like their face-to-face peers, do best in environments that provide opportunities to engage in meaningful problem-based thinking, negotiate meanings, complete authentic tasks, and reflect on their experiences. Researchers have advocated the use of constructivist theories as a foundation for developing online learning experiences. Applying the legacy of Dewey and Bruner, they argue that students need opportunities to interact with and learn from each other. Although this commitment to a progressive pedagogy appears to be widely held, a survey of the scholarly literature reveals that descriptions of constructivist pedagogy in online, blended (hybrid) and technologically innovative classrooms are only beginning to emerge.
For this issue of the Bank Street Occasional Paper Series, we are seeking examples of innovative practices that make sense of what is possible in the online environment. We encourage discussions of ways that educators are framing and reframing constructivist practice in the 21st century. We are also interested in papers that focus on program assessments including but not limited to: the way that traditional constructivist strategies may shift in online environments and, in turn, the way that teaching online may influence face to face pedagogies. All submissions should have a clearly articulated theoretical rationale and, where appropriate, discuss the dynamic interactions between theory and practice.
We welcome submissions from scholars and practitioners working in a wide range of school and non-school contexts. We encourage innovative and traditional formats including but not limited to: photo-narratives, annotated videos, graphic representations, critical analyses, essays, and case studies.
We are especially interested in the following questions:
- How have online tools led you to shift your thinking about teaching and learning?
- What new insight have you developed about your students, your colleagues, and /or yourself through your exploration of online learning?
- What challenges to constructivist online education are posed by current educational policies?
- How is online constructivist teaching different from constructivist practice in face-to-face settings?
- How does online learning affect the power dynamics among participants (voice, authority, agency)?
- What surprises have emerged as you implement constructivist online pedagogy? What has been comfortable? Challenging? Scary?
Letter of Intent Due: October 1, 2014
This should be a brief (500 word) description of what you plan to cover in your submission and how you plan to go about it.
Full Manuscript Due: January 15, 2015
Manuscripts should be double spaced and formatted in APA Style; papers lacking APA formatting will not be reviewed. Text manuscripts may be between 3000-5000 words.
As an online journal, we encourage authors to use a reader-friendly, accessible style including shorter rather than longer paragraphs, generous use of subheadings and images whenever appropriate.
Only unpublished manuscripts that are not under review by other publications are eligible for consideration.
Send all manuscripts a Word document or as a Google Doc; subject line OP Special Issue Submission; to Helen Freidus at firstname.lastname@example.org.
This special edition of Bank Street Occasional Papers is guest edited by:
- Helen Freidus (email@example.com)
- Steve Goss (firstname.lastname@example.org)
- Mollie Welsh Kruger (email@example.com)
If you have questions or would like to discuss your ideas, please contact one of the guest editors.