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Emerging Web 3.0/Semantic Web Applications in Higher Education: 

Growing Personalization and Wider Interconnections in Learning
(Charlotte, North Carolina: IAP Information Age Publishing, 2015)

 

Charles Wankel, St. John's University, New York, and Agata
Stachowicz-Stanusch, Silesian University of Technology, Gliwice, Editors

 

Call for Chapter proposals

 

As SOCNET members know, the Web is evolving from a place where a prodigious
amount of text and images are stored to a place where educational and other
needs are serviced. The Web is becoming increasingly automated with
functions that previously required human action undertaken automatically
moving learners and other users more quickly to useful support. More and
more such services interoperate with each other through computer programs
and agents. This is the territory of semantic Web services and Web 3.0. Just
as shop bots and auction bots abound in handling a particular task on the
Web currently, in higher education of the future such related bots and
agents will interact with the heterogeneous information that is the stuff of
higher education. The scale of such agent-based mediation and linked data
will grow over time. Increasingly, intelligent agents and bots will
undertake tasks on behalf of their faculty, administrator, and student
owners. Collaborations among faculty and students around the world will be
increasingly supported by semantic social networks capable of providing
crucial functions. Students can be engaged in participating in the design
and development of semantic Web applications in such areas as structuring
and representing knowledge. The increasing availability of interactive
educational tools and collaborative community-resources, such as wikis, can
be the foundation for deploying semantically marked-up and social-connected
educational spaces where students construct their own learning pathways in
explorations of knowledge and creating new content integration. 

 

This volume will share visions and partial realizations of the impact of the
semantic Web and associated Web 3.0 features on higher education. This
volume will provide accounts of cutting-edge pedagogic applications of the
semantic Web with its extremely extensive use of interconnecting information
technologies. New vistas of the personalization of learning objects in
virtual learning environments (virtual worlds, for example) is a
particularly exciting topic. Students' learning styles, preferred learning
activities, and germane teaching approaches in Web 3.0 environments are
welcome topics. Another invited topic for this volume will be how learners
can be enabled to be aware of the characteristics and dimensions of
organizationally embedded learning in university courses and contexts, or
such learning in their workplaces or homes. Another topic, cloud
technologies, presents new ways of gathering information that can be
exploited for learning by individuals. For example, cloud technologies can
facilitate semantic tagging and the recognition and acknowledgement of
informal learning activities. Finally, we are open to articles on the
post-Web-3.0 world, the Web 4.0 epoch where people will be able to upgrade
themselves mightily in ways appropriate to bolster the tasks at hand through
technology extensions. Similarly, we welcome articles with overviews and
models of semantic Web/Web 3.0 educational applications.

 

PUBLICATION SCHEDULE: 

 

Book chapter proposals received: March 20, 2014

Notification of peer-review decisions: March 26, 2014

Receipt of full book chapters: May 23, 2014

Chapter authors receive peer reviews with editorial feedback: June 6, 2014

Final revisions due: July 6, 2014

Book publication with 2015 copyright: December 1, 2014

  

Submit a one-page or so chapter proposal.  Also, include for each of the
coauthors a brief biography including terminal degree, current institutional
affiliation and position, and a listing of any related publications. For
each coauthor include contact information, so we can readily contact you
ideally including: email address, mobile phone, work phone, home phone, and
Skype (if you do not mind us contacting you through these). We realize that
this is a very fast schedule.  However, we believe that moving agilely to a
first draft during the spring term will work best for getting our book done
in a timely and robust way.  

 

Send proposals and inquiries to both:

 

Charles Wankel  <mailto:[log in to unmask]> [log in to unmask] and Agata
Stachowicz-Stanusch  <mailto:[log in to unmask]>
[log in to unmask]   

 

 

 


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