• (Extended Call): The future of Instructional Design, Volume 6, No. 4, December, 2019

    2019-03-19

    For more than 50 years, instructional designers have worked to develop materials and strategies to teach people, using principles derived from theory and research. In recent years the integration of Information and Communication Technologies in education has made it necessary to change instructional design according to the new requirements for the field (Baltodano & Gómez Zermeño, 2017). Nevertheless, instructional designers have a major challenge, because they must develop courses that allow students to interact with materials, to understand the course design, and to take advantage of this design to finish the course successfully (Costley & Lange, 2017). However, such objectives have not been easy to achieve. For that reason, an issue that analyzes aspects that improve the achievement of educational goals and gives orientation for a correct application of instructional design models is crucial to know how to improve this field (Alemán, et al., 2015).

    This issue of Global Education Review will explore new ways to increase students’ motivation and engagement, new models that emerge from teachers’ experience according to the needs that they face in their professional role, and some useful abilities that instructional designers need to improve their skills. This issue will give special attention to research related to instructional design and technology, and elements that are pushing the new trends.

    Read more about (Extended Call): The future of Instructional Design, Volume 6, No. 4, December, 2019
  • Context-Based Approaches to Developing Theories of Change in Basic Education, Volume 7, No. 1, January, 2020

    2019-03-12

    The Sustainable Development Goals (SDGs), adopted by the United Nations Member States in 2015 aim to end poverty, protect the planet, and ensure prosperity for all by the year 2030. Education is a central and underlining goal that influences the success of all other goals. But how can we ensure that efforts to improve education in the world are targeted, relevant, and effective?

    With this call for papers, we are envisioning to provide an opportunity to the global community of scholars, researchers, and development experts to reexamine how carefully our education interventions have sought to understand the foundations of specific contexts (in terms of the historical, cultural, social, political, and economic forces that drive a system); as well as the epistemological underpinnings or assumptions that define the development of Theories of Change (ToC) and promise effective interventions and improved outcomes.

    Read more about Context-Based Approaches to Developing Theories of Change in Basic Education, Volume 7, No. 1, January, 2020
  • Context-Based Approaches to Developing Theories of Change in Basic Education, Volume 7, No. 1, January, 2020

    2019-03-12

    The Sustainable Development Goals (SDGs), adopted by the United Nations Member States in 2015 aim to end poverty, protect the planet, and ensure prosperity for all by the year 2030. Education is a central and underlining goal that influences the success of all other goals. But how can we ensure that efforts to improve education in the world are targeted, relevant, and effective?

    With this call for papers, we are envisioning to provide an opportunity to the global community of scholars, researchers, and development experts to reexamine how carefully our education interventions have sought to understand the foundations of specific contexts (in terms of the historical, cultural, social, political, and economic forces that drive a system); as well as the epistemological underpinnings or assumptions that define the development of Theories of Change (ToC) and promise effective interventions and improved outcomes.

    Read more about Context-Based Approaches to Developing Theories of Change in Basic Education, Volume 7, No. 1, January, 2020