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Studies in Technology Enhanced Learning: A project of scholarly conversation

Research output: Contribution to journalEditorial

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Studies in Technology Enhanced Learning: A project of scholarly conversation. / Bligh, Brett; Lee, Kyungmee.

In: Studies in Technology Enhanced Learning, Vol. 1, No. 1, 23.10.2020, p. 1-16.

Research output: Contribution to journalEditorial

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Bligh, Brett ; Lee, Kyungmee. / Studies in Technology Enhanced Learning: A project of scholarly conversation. In: Studies in Technology Enhanced Learning. 2020 ; Vol. 1, No. 1. pp. 1-16.

Bibtex

@article{e1aa909fcdd2481e952a4b8fb6e6f31b,
title = "Studies in Technology Enhanced Learning: A project of scholarly conversation",
abstract = "Starting a new academic journal is, at any time and in any academic field, a serious venture: some might say audacious. How will the journal recruit and persuade those with the time and inclination to write for it? Will it find any kind of readership among its target audience? What mechanisms will it use for production, and what effect will those have on how authors publish, and readers access, its content? How will it differentiate itself from other titles in the area?In this editorial, we seek to address questions of that nature in respect of the new journal Studies in Technology Enhanced Learning. Clearly, it would be both premature and presumptuous to suggest, within an editorial appearing in the inaugural issue, that we have attained any kind of success in relation to the challenges attendant upon establishing a new title. Yet we do contend that the concept behind the journal is novel for the field of technology enhanced learning (TEL). On the basis of that concept—a {\textquoteleft}scholarly conversation{\textquoteright} with the particular characteristics of critical integration, self-awareness and connectedness, all terms that we elaborate below—we aspire to mobilise and nurture a community of researchers around the journal. By doing so, we wish, in turn, to intervene to challenge the existing body of knowledge on TEL, and to develop the field into a more recognisably {\textquoteleft}scholarly{\textquoteright} area of enquiry.",
author = "Brett Bligh and Kyungmee Lee",
year = "2020",
month = oct,
day = "23",
doi = "10.21428/8c225f6e.9611574a",
language = "English",
volume = "1",
pages = "1--16",
journal = "Studies in Technology Enhanced Learning",
number = "1",

}

RIS

TY - JOUR

T1 - Studies in Technology Enhanced Learning: A project of scholarly conversation

AU - Bligh, Brett

AU - Lee, Kyungmee

PY - 2020/10/23

Y1 - 2020/10/23

N2 - Starting a new academic journal is, at any time and in any academic field, a serious venture: some might say audacious. How will the journal recruit and persuade those with the time and inclination to write for it? Will it find any kind of readership among its target audience? What mechanisms will it use for production, and what effect will those have on how authors publish, and readers access, its content? How will it differentiate itself from other titles in the area?In this editorial, we seek to address questions of that nature in respect of the new journal Studies in Technology Enhanced Learning. Clearly, it would be both premature and presumptuous to suggest, within an editorial appearing in the inaugural issue, that we have attained any kind of success in relation to the challenges attendant upon establishing a new title. Yet we do contend that the concept behind the journal is novel for the field of technology enhanced learning (TEL). On the basis of that concept—a ‘scholarly conversation’ with the particular characteristics of critical integration, self-awareness and connectedness, all terms that we elaborate below—we aspire to mobilise and nurture a community of researchers around the journal. By doing so, we wish, in turn, to intervene to challenge the existing body of knowledge on TEL, and to develop the field into a more recognisably ‘scholarly’ area of enquiry.

AB - Starting a new academic journal is, at any time and in any academic field, a serious venture: some might say audacious. How will the journal recruit and persuade those with the time and inclination to write for it? Will it find any kind of readership among its target audience? What mechanisms will it use for production, and what effect will those have on how authors publish, and readers access, its content? How will it differentiate itself from other titles in the area?In this editorial, we seek to address questions of that nature in respect of the new journal Studies in Technology Enhanced Learning. Clearly, it would be both premature and presumptuous to suggest, within an editorial appearing in the inaugural issue, that we have attained any kind of success in relation to the challenges attendant upon establishing a new title. Yet we do contend that the concept behind the journal is novel for the field of technology enhanced learning (TEL). On the basis of that concept—a ‘scholarly conversation’ with the particular characteristics of critical integration, self-awareness and connectedness, all terms that we elaborate below—we aspire to mobilise and nurture a community of researchers around the journal. By doing so, we wish, in turn, to intervene to challenge the existing body of knowledge on TEL, and to develop the field into a more recognisably ‘scholarly’ area of enquiry.

U2 - 10.21428/8c225f6e.9611574a

DO - 10.21428/8c225f6e.9611574a

M3 - Editorial

VL - 1

SP - 1

EP - 16

JO - Studies in Technology Enhanced Learning

JF - Studies in Technology Enhanced Learning

IS - 1

ER -