CFP - Special Issue for TechTrends

Ethnographic Experiences in Learning Design Special Issue

Jill Stefaniak University of Georgia Jill.stefaniak@uga.edu
Jason McDonald Brigham Young University jason@byu.edu
Special Issue:

For this special issue, the Design and Development Division is interested in exploring ethnographic accounts of learning design in a variety of contexts. Ethnography is a qualitative research method used to deeply understand the social and cultural life of communities, institutions, and other settings (LeCompte & Schensul, 1999). Ethnography relies on the use of participant observation to understand individuals within a given setting, in conjunction with other qualitative tools such as interviews or artifact analysis, to develop rich accounts of a phenomenon of interest. Examples may include a teacher recounting how they have implemented new instructional strategies in their classroom, an exploration of the impacts that cultural and social injustices may pose for learners, and use of personas to inform instructional design practices. In contrast to other forms of research that might also study these issues, ethnographic studies will focus on narratives, detailed observations, and careful explanation and interpretation of events, rather than summary forms of data such as surveys or test scores.

Submissions should either be examples of ethnographic inquiry in learning design, or emphasize innovative practices and/or methods of ethnographic inquiry in learning design activities. Articles are sought which will provide readers with practical and applicable ideas, strategies, and techniques on topics related to authentic learning experiences. Articles should be written to align with the TechTrends mission of “linking research and practice to improve learning”. We encourage research studies, as well as conceptual or theoretical papers and literature syntheses.

Some topics that may be explored include the following:
  • An exploration of how learning designers use of ethnographic methods such as critical ethnography, rapid ethnography, netnography, duaoethnography, autoethnography, and feminist ethnography to inform their research and design practice in business and industry, government, K12, and higher education industries
  • Emerging strategies and technologies for ethnographic practice in learning design
  • The use of ethnographic techniques to better understand social implications experienced by learners in learning environments
  • Technological tools and applications that support ethnographic inquiry in design environments
  • Actual ethnographic studies of learning design practice
  • Other topics appropriate to ethnographic inquiry and learning design
Expected publication date: January 2022

Submission Information:
Please submit a brief overview (approx. 500 words) of your proposed article for initial review to Jill Stefaniak (jill.stefaniak@uga.edu) using “Tech Trends Design Special Issue” as the subject line for initial review. If accepted for review, you will be directed to a TechTrends portal for this special issue where you will submit your full manuscript and receive style guidelines. Proposals are due March 15, 2021.

Full manuscript submissions will be 5000-6000 words in length (10-15 pages) with an abstract of a maximum of 150 words. Manuscripts should follow the style guidelines for TechTrends and utilize APA 7th Edition formatting throughout. All manuscripts will undergo blind peer review. We ask authors to serve as reviewers for other submissions as your expertise on this topic will be very valuable. When you submit your proposal, please indicate whether you are willing to serve in this capacity.

Important Dates:
  • January 2021 – Call for Proposals  
  • March 15, 2021- Submission of proposals due
  • April 1, 2021 - Decisions made; feedback sent
  • June 15, 2021 – Full submissions due
  • August 1, 2021 – Decisions made; feedback sent
  • September 1, 2019 – Revisions due
  • October 1, 2021 – Feedback on revised manuscripts
  • November 1, 2021 – Revisions due
  • January 2022 - Publication

Educational Partners