2. Comunicar 51 (2017-2): E-Innovation in Higher Education
Thematic Editors: Dr. Ramón López-Martín, University of Valencia (Spain)
Dr. Paulo Dias, Open University of Lisboa (Portugal)
Dr. Alejandro Tiana Ferrer, The National Distance Education University Madrid (Spain)
Last call: September 30, 2016
3. Comunicar 52 (2017-3): The Social Brain and Connective Intelligence
Thematic Editors:
Dr. Jesús Timoteo-Alvarez, Complutense University of Madrid (Spain)
Dr. Fabio Babiloni, Sapienza University of Rome (Italy)
Dr. Angel L. Rubio-Moraga, Complutense University of Madrid (Spain)
Last call: December 30, 2016
Subject editors Dr. Ramón López-Martín, Universitat de València, Spain Dr. Paulo Dias, Universidade Aberta of Lisbon, Portugal Dr. Alejandro Tiana Ferrer, National Distance Education University, Spain
Starting from the premise that it is education that makes innovation possible, the development of the ‘learning to learn’ competency is the key to understanding how to innovate. At a time when communication and exchange of information via new digital technologies are subject to immediacy, good educational practices are needed to enhance pertinent, excellent learning within the higher education setting. On the implementation of the European Higher Education Area (EHEA), the university opted for a competency-based learning approach focused on the student. The idea that one-way transmission of knowledge exclusively taught on campus was no longer enough. Human knowledge can only be enhanced by making the transition from education focused on teaching to education focused on learning, which has consolidated the use of a teaching methodology using information and communication technologies – virtuality – tools facilitating the learning process. In this context, overcoming past misgivings and having surpassed the old controversy that emerging technologies entail, per se, good innovative practices or the depletion of the entire richness of innovation, it seems appropriate to contemplate which tools are the most suitable to boost teaching quality. Now is the time for those responsible at all levels of this process to reflect on the application of these web tools and on whether their use has led to the creation of a digital education culture, modifying our own teaching habits. Are we truly heading in that direction? Education organisations should provide feedback from ongoing changes in current contexts, placing value on the need to undertake a planned process capable of introducing changes and improvements in individuals. Taking into account the emerging newlybuilt digital classroom, both education policy makers and university educators should provide the university with leadership for students within the parameters of governability and social responsibility in the university. In this regard, this monograph wishes to re-examine educational e-innovation from a strategic role to be fulfilled, without forgetting the demand of its application from the university standpoint. The search for good practices means, without a doubt, curiosity, renovation, creativity and being at the cutting edge; that CALL FOR PAPERS, 51 (2017-2) is to say: innovation, including new developments (new methods or services), change and transformation, or benefits and progress. The aim is to collect and disseminate research showing results of innovation already demonstrated, which affect the behaviour of individuals, their communication and organisations in which they participate and take part. In summary, discovering which organisational strategies and methodologies are the best in order to respond to the need of adaptation and change that society is expecting in the university context.
Descriptors
ICT and innovation in higher education.
E-governability in the university setting.
E-training for teaching staff.
Good practices in e-innovation.
Communicating innovation: university responsibility in the e-society.
Closing date for submitting articles: 30 September 2016 Date of publication of this issue: Pre-print version: 1st quarter 2017 Print version: 2/2017: April 2017
Thematic Editors:
Dr. Kris Buyse, KU Leuven (Belgium)
Dr. M.Carmen Fonseca-Mora, University of Huelva (Spain)
Deadline: May 30, 2016
In this era of technological revolution, we welcome the fact that technologies and their proper use and consumption, as well as the ability to communicate in one or more languages, contribute to connecting users in this globalized world. Our communicative spaces have expanded exponentially and therefore require appropriate training. Digital media can promote independent learning of modern languages both inside and outside the classroom, but they always require the guidance of an expert. Communicative competence in several languages -especially English, Spanish and Chinese- and digital competence are essential skills that open access and mobility within the job market in the 21st century. The use of educational technology in learning a foreign language has evolved considerably. Initially, computer-aided programs for learning languages involved the possibility of individual and independent work to reinforce gaps and find solutions on the go, but now the focus has switched to a collaborative learning guided by experts. On the other hand, knowing a second language -especially English as the international language of academia- can help anyone to expand their information skills by searching for content on internet and databases. Currently, the use of ICT increases interaction and collaboration with other native or non-native speakers beyond the classroom. Users have become not only prosumers, receivers and consumers, but also creators of digital content and oral and written messages. Digital resources available for teachers and students are, among others, Blogs, wikis, emails, Facebook, twitter, Skype, hangouts, podcasts, video games, video clips, virtual platforms. In addition, the ubiquity of mobile devices (Tablets, iPads, phones, laptops, etc.) allows and facilitates communication anywhere and anytime. However, we still have much to learn about its true impact on second language teaching and acquisition, and about how this possibility of global communication impacts on the transformation of ethical, responsible and critical citizens into true global citizens.
Thematic Editors:
Dr. Jaume Sureda-Negre, University of the Balearic Islands (Spain)
Dr. Karl O. Jones, Liverpool John Moores University, (United Kingdom)
Dr. Rubén Comas-Forgas, University of the Balearic Islands (Spain)
Media Education around the World: Curriculum & Citizenship/ La educación en comunicación en el mundo: currículum y ciudadanía
Thematic Editors:
Dr. Alexander Fedorov, Rostov State University of Economics (Russia)
Dr. Jorge Abelardo Cortés Montalvo, Universidad Autónoma de Chihuahua (Mexico)
Dr. Yamile Sandoval Romero, Universidad Santiago de Cali (Colombia)
Descriptors
· Problems and challenges in media education and literacy in today’s world.
· Responsibility of media education in children and youth: families, professionals, media outlets, institutions…
· Communication education in formal and non-formal education.
· Citizen training through communication media.
· The Curricula of Media Education Literacy in different educational stages.
· Research experiences in media literacy in diverse social and educational contexts.
· Media education training plans and programs for media teachers and professionals.
· Student evaluation in media education and literacy: strategies and methods.
· Legislation and regulation in media education and literacy.
· Analysis of media texts and production for media literacy.
· On-line and virtual training on media education and literacy.
· Media education and literacy integrated with various subjects.
Prompt publishing, our maximum period to inform you about acceptance is three months.
World-wide, multidisciplinary audience and high visibility due to our presence in 211 international data bases, journal impact assessment platforms, selected directories, specialized portals and hemerographic catalogues
«Comunicar» publishes four issues a year (forty articles per year) and has two sections, five papers in each: 1) Dossier: monograph section, previously organized, with call for papers, and coordinated by experts in the topics such as editors. 2) Kaleidoscope: varied contributions within the general subject of publication. The Editorial Board will assign the manuscript to the appropriate section. Authors may submit manuscripts for evaluation at any time, although for the purpose of entry, manuscripts will be considered as received on the last day of each quarter. Monographs are closed six months before the publication of the journal.
Thematic Editors:
Dr. Eloísa Nos Aldás, Universitat Jaume I de Castellón (Spain)
Dr. Matt Baillie Smith, Northumbria University Newcastle (United Kingdom)
Dr. Eloísa Nos Aldás, Universitat Jaume I of Castellón, Spain
Dr. Matt Baillie Smith, Northumbria University Newcastle, United Kingdom
Focus: The injustices and inequalities taking place worldwide have moved thousands of people to claim their rights through social movements. Especially since 2011, citizens protests have revived globally with the Arab Spring, the 15M in Spain, Occupy in the United States and other countries such as Greece, Turkey, Chile or Brazil, that have also seen several social movements unfolding. In this context, the present special issue addresses matters that intersect with communication, civil society and social change. The edition of this issue has been conceived from a perspective of empowerment and agency with the objective of exploring peaceful communicative proposals and alternatives that, from civil society, could contribute to transform social injustices and inequalities. We refer to good practices and communicative innovations that foster people’s political engagement. Therefore, the publication will delve into the study of the influence of communicative models of structured and non-structured civil society (social movements and NGOs of social justice) to identify and mobilize citizens for their causes. This includes the analysis of indicators for evaluation and criteria of success of grassroots communication. Civil society has increased its opportunities of resistance with the emergence of digital networks. From a communicative perspective, we face the loss of influence of a unidirectional model and the appearance of a digital and non-digital proactive citizenship that rely on tools 2.0 (spaces and applications such as YouTube, CALL FOR PAPERS, 47 Wikipedia, Flickr, Myspace, Facebook, Twitter, Blogger, TitanPad, Mumble, or Telegram, among others), that have democratized information and media, allowing interaction among diverse transmitters and receivers (interlocutors) at transnational level. This evolution towards a collective creation of knowledge is one of the features of the so called cyberculture (Levy, 2007), Self-Mass communication (Castells, 2009), Technopolitics (Toret, 2013), or Networked Fourth Power (Sampedro, 2014), where people can create their own information and communication systems, as well as influence political configuration and re-appropriate democracy. Following the above statements, this issue will analyze the influence that these processes of digital citizenship through the Web 2.0 have had on the visibility, deliberation, and organization of civil society, mainly in the recent social movements such as 15M and Occupy. It also seeks to cover the study of different expressions and proposals sprung from civil society which contemplate contents and discourses that confront logics of power and control. Especially, it sets as a goal to analyze the main factors of success in the communication for social change through the discussion of possible social indicators for its evaluation, or criteria for its systematization.
Descriptors
Cultural efficacy of the communication of social movements and NGOs of social justice Indicators of cultural efficacy of the communication of social movements and NGOs of social justice
From victims to indignant: discourses, representations and empowerment
Communication of social movements, emotions and nonviolence
Representation of protest and nonviolence Impact of networks and digital logics on the communication of civil society
Transmedia narratives, activism and social change Activism and protest NGOs, communication and social change
Citizen journalism and social change
Communicative practices of the 15M and other recent communicative movements
Guidelines and submission of proposals: www.grupocomunicar.com/index.php?contenido=normas&idioma=en
Proposals for the Special Issue through the OJS RECYT platform http://recyt.fecyt.es/index.php/comunicar/login Important dates
Comunicar journal seeks for proposals that answer the following topical questions proposed by our Guest Editors Dr. Jaume Sureda and Dr. Rubén Comas (University of Baleares, Spain) and Dr.Karl Jones (Liverpool John Moores University, United Kingdom):
Ethics and scientific communication: What basic principles should guide the dissemination of scientific results? How to promote ethical values linked to communication and scientific dissemination among researchers? To what extent are dishonest practices widespread in the scientific communication? What are the causes of dishonest practices in the scientific communication? Are there differences between the different areas of knowledge regarding the concept of honesty and rigor in scientific transmission?
Academic honesty in communication amongst students: What is the level of prevalence of various dishonest practices, such as plagiarism? What are the causes or factors associated with plagiarism and other fraudulent practices amongst students? What are the consequences of committing dishonest practices amongst students? What measures and strategies exist to combat dishonest practices by students, what is their effectiveness and how they could be improved?
Academic honesty among teachers/faculty: What kind of dishonesty may occur in teachers in exercising their profession? What control mechanisms have academic institutions established to combat dishonesty amongst faculty?
Scientific journals and academic honesty: What role does or should the editors of scientific journals play to ensure honesty in scientific communication? What mechanisms have been or should be put in place to ensure fair practices in scientific communication?
Strategies to combat dishonesty in scientific communication. What strategies have been or should be implemented to combat dishonesty in the transmission of scientific knowledge? What role does/should the Ethical Commissions of universities and/or research centres have in ensuring standards of rigor and honesty in scientific research?
Cross-country analysis and amongst geographical contexts: Are there differences between countries in the treatment of honesty and ethics in scientific communication?
Open Educational Resources (OER) and Open Science (OS) and misconduct: How does the integrity of scientific and academic communication affect the existence of resources, tools and educational practices created and shared within a framework of open exchange?
Ethics in scientific communication via audio-visual media: How to prevent and detect fraud in scientific communication and distribution using audio-visual resources?
Public communication of science in the society of the spectacle: What role should mass media play in transmitting scientific knowledge and ensuring its accuracy and reliability? What control mechanisms are applied and enforced by the media in order to ensure the accuracy and rigor of the dissemination of scientific knowledge? What legal framework exists to ensure the accurate dissemination of scientific knowledge by the mass media?
The role of institutions and governments in promoting honesty in scientific communication: How can governments, responsible bodies of science policy, and research funding institutions act to ensure honesty and truthfulness in the communication of research project results? Does the increasing pressure for researchers to publish their research results -“publish or perish” syndrome – provoke an increase in dishonest practices among researchers?
Thematic Editors
Dr. Jaume Sureda-Negre (Balearic Islands University, Spain)
Dr. Karl O. Jones (Liverpool John Moores University, UK)
Dr. Rubén Comas-Forgas (Balearic Islands University, Spain)
Topics
Ethics in Science
Scientific and Academic Communication
Ethics, honesty and academic integrity
Scientific values and principles
Ethical Codes in Science and Academic Institutions
Deontological Codes
Ethics and control policies in scientific publishing
Fraud in students’ assessment
Dishonest academic behaviours and practices
Legislation and regulation on scientific misconduct and fraud
Academic regulations and norms to confront fraud and misconduct
Factors associated with misconduct within scientific and academic communication
Consequences of scientific misconduct
Scientific misconduct detection systems, resources and strategies
Academic writing principles and fundamentals
Scientific education in the diverse levels of the educational system
Students’ assessment strategies and methods
Publishing and editorial processes in mass media in scientific communication
Self-plagiarism
Plagiarism in scientific communication using digital and audio-visual resources
