Call for Papers: Special Issue on Intercultural Competencies and Higher Education, Autumn 2025
Guest Editor: Dr. Kyriaki Koukouraki: Kyriaki.koukouraki@kcl.ac.uk
In an era marked by increasing polarisation and radicalisation, fostering intercultural competencies offers a promising pathway to greater understanding and harmony. Intercultural competencies—encompassing skills, knowledge, and attitudes for effectively interacting with diverse cultures—can help bridge divides, promote empathy, and mitigate conflicts.
Higher Education Institutions (HEIs) play a crucial role in shaping future citizens and leaders. As hubs of knowledge creation and cultural exchange, they are uniquely positioned to foster global understanding and intercultural competencies. The landscape of higher education is itself increasingly internationalised, with institutions hosting staff and student bodies from diverse cultural backgrounds. This demographic shift necessitates a comprehensive understanding and development of intercultural competencies among students, educators, and administrative staff. Moreover, by implementing comprehensive strategies and initiatives, universities can prepare students to thrive in a diverse, interconnected world, thus promoting peace and mutual respect across cultures.
The Journal of Applied Learning & Teaching (JALT) invites submissions for a special issue dedicated to exploring the multifaceted dimensions of Intercultural Competencies within the realm of higher education. This issue aims to provide a comprehensive platform for scholarly discussions, empirical research, and theoretical advancements on how Intercultural Competencies are integrated, assessed, and cultivated in academic settings.
Proposed Focus Areas for Submission:
- Intercultural Competencies and Faculty Development
- Strategies for incorporating Intercultural Competencies training in faculty development programmes.
- Case studies on successful Intercultural Competencies initiatives led by faculty.
- Evaluating the impact of Intercultural Competencies proficiency on teaching effectiveness and student outcomes.
- Intercultural Competencies and Assessment
- Innovative methods for assessing Intercultural Competencies.
- Challenges and solutions in measuring Intercultural Competencies in diverse educational contexts
- Longitudinal studies on the development of Intercultural Competencies in higher education
- ICC and Global Citizenship
- The role of Intercultural Competencies in promoting global citizenship among students
- Comparative studies on Intercultural Competencies and global citizenship across different cultures and educational systems
- Curriculum design that integrates Intercultural Competencies to prepare students for global challenges
- Non-western approaches to Intercultural Competencies
- Exploration of Intercultural Competencies frameworks originating from non-Western cultures.
- Comparative analysis of Western and non-Western approaches to developing intercultural competencies.
- Case studies highlighting the integration of non-Western intercultural competencies practices in higher education.
Read More for Submission Guidelines
Murdoch-Kaplan Learning and Teaching Symposium 2024 (Friday, 20 September 2024)
You are warmly invited to this year’s Murdoch – Kaplan Learning and Teaching Symposium.
Date: Friday, September 20, 2024
Time: 2 pm to 5.30 pm online (Teams)
Theme: Learning and Teaching in the Age of AI
The emergence of Artificial Intelligence (AI) is already transforming the landscape of learning and teaching. This symposium will critically examine the multifaceted impact of AI on both learners and educators, exploring the opportunities, challenges and ethical considerations that have surfaced.
In this 7th Learning & Teaching Symposium, a panel discussion will kickstart the varied presentations on the role of AI in Education.
A week prior to the Symposium, a Teams link will be disseminated to registered participants. Read more for the schedule.
Registration Link: Murdoch-Kaplan24 / Scan QR Code in poster
Read more about Murdoch-Kaplan Learning and Teaching Symposium 2024 (Friday, 20 September 2024)
University of Essex-Kaplan Online Symposium on Teaching and Learning (Friday, 13 September 2024)
You are cordially invited to attend the University of Essex-Kaplan Online Symposium on Teaching and Learning on Friday, 13 September 2024, 4-7 pm Singapore time (= 9 am – 12 pm UK time).
Please register here, and upon acceptance of your participation in this free-of-charge symposium, you will be sent a link one week prior to this online event. Read more for the schedule.
Registration: Essex-Kaplan2024
University of Portsmouth-Kaplan Online Symposium on Higher Education and Digital Technology (Thursday, 17 October 2024)
You are cordially invited to attend the University of Portsmouth-Kaplan Online Symposium on Higher Education and Digital Technology on Thursday, 17 October 2024, 5-8 pm Singapore time (= 10 am – 1 pm UK time).
Please register here, and upon acceptance of your participation in this free-of-charge symposium, you will be sent a link one week prior to this online event. Read more for the schedule.
Registration: UOP-KaplanSG24
"Call for Presentation Proposals” The 7th Murdoch – Kaplan Learning and Teaching Symposium 2024
Date: Friday, September 20, 2024
Time: 2 pm to 5.30 pm online (Teams)
Theme: Learning and Teaching in the Age of AI
This year’s Murdoch – Kaplan Learning and Teaching Symposium theme is “Learning and Teaching in the Age of AI”.
The emergence of Artificial Intelligence (AI) is significantly transforming the landscape of learning and teaching. Claims are made that it is revolutionising traditional education methods and systems.
This symposium will critically examine the multifaceted impact of AI on both learners and educators, exploring the opportunities, challenges and ethical considerations that have surfaced .
In this 7th Learning & Teaching Symposium, we invite presentations on any Learning & Teaching issues in the age of AI.
Some suggested lines of enquiry might include:
- Using technology (especially AI) to teach
- Ethical concerns of AI in education
- How well do students and educators use and develop AI
- Managing to teach well with diverse AI tools
- Managing Educational Institutions with AI
Please submit your 50-100 word presentation proposal to Murdoch Singapore at MurdochSGP@murdoch.edu.au by May 31, 2024.
Newcastle Business School & Kaplan Singapore symposium on inclusive approaches to learning and teaching: Sharing good practices
You are cordially invited to attend the Newcastle Business School-Kaplan Learning and Teaching Symposium on Thursday, 28 March 2024, 5-8 pm Singapore time (= 9 am – 12 pm UK time).
Please register here, and upon acceptance of your participation in this free-of-charge symposium, you will be sent a link one week prior to this hybrid event. Read more for the schedule.
Registration: Newcastle-Kaplan2024
Call for Papers: Special Issue on Green Pedagogies: Ecology, Green Education and the Classroom (Guest Editor: Dr Sayan Dey)
Guest Editor: Dr Sayan Dey
Concept Note:
The alarming rise in climate and environmental catastrophes has been consistently reminding us that transformation initiatives at the level of institutional policy making and radical governmentalities are not sufficient. Also, what is widely observed is that at times the policies are often fraudulent in nature, because in the name of building ecological consciousness, they often end up appeasing the self-profiting desires of blindfolded capitalistic enterprises. For instance, false reports of ecological safety and security were prepared by the then Indian government and a US-based organization to establish a carbide gas plant in Bhopal (the capital city of Madhya Pradesh), which eventually leaked in 1984 and generated a devastative impact on both the humans and the natural environment. In the name of development, growth and ecological balance, through compromising with the forest and environmental laws, several forest lands have been confiscated by local governing bodies and private organizations for constructing factories and industries in Odisha, Gujarat, Jharkhand, Arunachal Pradesh and various other parts of India. In 2022, with due permission of the local government, Shell wanted to conduct seismic survey in the coastal regions of Cape Town in South Africa to see the possibility of constructing oil and gas pipelines below the sea. Though, with the intervention of various environmental and coastal communities the survey was stalled by court order, yet, what was alarming was how much effort it took to make Shell, the government, and other profitmaking enterprises understand the disastrous ecological consequences of conducting such experiments. These scenarios provoke us to explore the various ways in which these issues can be addressed at varied grassroot levels and one of the many ways of doing is to dismantle the capitalistic curriculums and pedagogies and co-build green curricular and pedagogical spaces.
To explain further, it is crucial for the educational institutions to generate curricular and pedagogical changes in such ways so that the teachers and the learners can integrate indigenous eco-centric knowledge values, not just as text books in syllabuses, but also in practical ways through hands-on-experience. In fact, many educational initiatives like the Green School Education System in Bhutan, Kaupapa Maori education system in New Zealand, Happiness Curriculum in New Delhi, the green educational systems in Kenya, and others have been forging curriculums and pedagogies that gives first-hand teaching-learning experiences with (and also within) the natural environment. However, there is still a lack of a planetary collaboration to introduce such systems of knowledge production because of lack of realizations, socioeconomic skepticisms, dictatorial functional procedures of academic and other knowledge producing institutions, and the surveillance and censorships of capitalistic governmentalities.
With respect to these arguments, the special issue looks forward to receive praxis-based research articles on the following subthemes (not limited to):
- Indigenous knowledge systems and curriculum building: The contribution of indigenous knowledge systems towards present-day curriculum-making procedures.
- Decentralizing curriculums and pedagogies: Decentralizing curriculums and pedagogies in schools and higher education institutions with respect to the knowledge-making patterns of the natural environment.
- Activisms and praxis-based learning systems: The roles that activists and indigenous community elders can play towards shaping praxis-based eco-centric education systems across the globe.
- Artificial Intelligence and eco-centric knowledge systems: The possibilities that Artificial Intelligence can play towards rebuilding the collaborative knowledge-making systems between human and more-than-human-beings.
- Anthropocentrism, posthumanism and eco-centric pedagogies: The ways in which the paradigms of anthropocentrism and posthumanism may contribute towards shaping the planetary consciousness of building environment friendly curriculums and pedagogies.
- Natural environment as a pedagogical site: Trying to think through natural components like oceans, seas, lakes, rivers, forests, animals, plants, and seasons as possible agencies of building nature-based teaching and learning systems.
- Eco-centric educational infrastructures – Challenges and Possibilities: Engaging with the infrastructural capacities of different educational institutions to engage with eco-centric praxis-based education system and what are the underlying possibilities and challenges.
- Building eco-centric pedagogies across disciplines: Understanding the different possibilities of building eco-centric pedagogies across diverse disciplines through institution-based case studies.
- Science and Technology Studies and Eco-centrism: Analyzing the different theories and methods through which the knowledge-making systems of sciences and technologies can be co-developed with the functional patterns of the natural environment, rather than destroying, expropriating and erasing them.
Submissions are invited in the forms of research articles and can be made by scholars, activists and scholar-activists, who are independent thinkers/researchers/practitioners, postgraduate students, PhD scholars, postdoctoral scholars and faculty members.
Timelines of Submissions:
Abstract: 31st March 2024 (250-300 words)
Decision on abstracts: 15th May 2024
Full paper submission: 31st August 2024 (5000-7000 words)
Double-bind peer review (tentative): 30th November 2024
Revised paper submission: 31st January 2025
Publication (tentative): 30th April 2025
Please note that publication confirmation will only be given to the contributors, once all the internal and external reviews are completed and a favorable decision is reached.
University of Portsmouth - Kaplan Symposium on Learning and Teaching (Thursday, 2 November 2023, 5 pm - 7 pm (SGT)
You are cordially invited to attend the University of Portsmouth - Kaplan Symposium on Learning and Teaching. This online event takes place on Thursday, 2 November 2023, 5 pm - 7 pm (Singapore Time)/ 9 am - 11 am (UK Time).
Please register here, and upon acceptance of your participation in this free-of-charge symposium, you will be sent a link one week prior to this online event. Read more for schedule.
Registration Link: UOP-KAPLAN2023
RHUL-Kaplan Symposium on the Scholarship of Teaching and Learning (Tuesday, 31 October 2023, 5 pm - 8 pm SGT)
You are cordially invited to attend the RHUL-Kaplan symposium on the Scholarship of Teaching and Learning. This online event takes place on Tuesday, 31 October 2023, 5 pm - 8 pm (Singapore Time) / 9 am - 12 pm (UK Time).
Please register here, and upon acceptance of your participation in this free-of-charge symposium, you will be sent a link one week prior to this online event. Read more for schedule.
Registration Link: RHUL-KAPLAN2023
Murdoch - Kaplan Online Symposium on Learning and Teaching (22 Sept 23, 2 pm - 5.30 pm; SGT)
You are cordially invited to attend the Murdoch-Kaplan Learning and Teaching Symposium.
Theme: “Teaching Well”
Date: Friday, September 22, 2023
Time: 2 pm to 5.30 pm (Singapore time)
Registration: https://MurdochKaplan2023.eventbrite.sg
Society greatly values those that ‘Teach Well’ and most of us have benefited from teachers who have inspired and taught us well. But what does it mean to teach well? How do our experiences as learners shape our teaching practices? What are the heuristics and practices of effective teachers? How do we know as educationalists when we have taught well?
In this 6th Learning & Teaching Symposium, we invite you to register at the below weblink, and upon acceptance of your participation in this free-of-charge symposium, a Team meeting link will be shared one week prior to the event. Read more for the schedule.
University of Essex-Kaplan Symposium on Learning & Teaching (6 Sept 23, 4 pm - 7.15 pm; SGT)
You are cordially invited to attend the Essex- Kaplan Symposium on Learning and Teaching. This hybrid event takes place on Wednesday, 6 September 2022, 4 pm - 7.15 pm (Singapore Time).
Please register here, and upon acceptance of your participation in this free-of-charge symposium, you will be sent a link one week prior to this hybrid event. Read more for the schedule.
Registration: ESSEX_KAPLAN2023
Call for Papers: Special Issue on Digital Disruption in Management Education
The convergence of technology and globalisation continues to demand changes that will be, in any sense, global in their scope and in their implications for management education. The overlapping impact of hybrid work, e-learning and the rise of artificial intelligence will transform education, the construction and delivery of the student experience and indeed, the value of the core assumptions that constitute our understanding of quality in education. As we stand on the cusp of these changes, a host of questions surely arise. Such questions include but are certainly not limited to the following:
Will digital technology widen participation and increase social mobility, as many hope, or will it, in fact, create a two-tier system of education? Do we now occupy a world where standardised online programmes are for the many and face-to-face teaching becomes a premium experience for the chosen few?
What will be the impact of emerging technologies like ChatGPT and other variants of AI for both teaching staff and students?
How will digital technology redefine the role of universities and other providers of higher education?
Beyond the traditional institutions of higher education, how is technology changing the design and delivery of management learning?
For this special issue of the Journal of Applied Learning & Teaching, we invite contributions that address the challenges for management practice, education and learning that arise due to digital disruption. Contributors are, of course, free to navigate their own route through and within these issues and around the dilemmas that they pose for educators and for policy-makers. Nonetheless, we welcome contributions which :
● Explore the rise of online and hybrid learning programmes.
● Examine the impact of digital learning tools.
● Consider how government and accreditation bodies are evolving policies to keep pace (or not) with digital change.
● Examine how digital technology is changing the learning experience itself for both learners and teaching staff.
● Reach beyond the institutions of education themselves and consider how digital disruption is changing relationships with wider economies and societies.
The purpose of this special issue is to collate a collection of articles which become reference points for understanding the impact of digital disruption now and how we should think about it when designing future learning programmes and strategies.
The guest Editor of this special issue is Dr. Andrew Taylor (andrew.taylor@teecluj.ro). He has co-authored and edited five books around digital change and sustainability and has a single-authored executive guide to disruption due out at the end of the year. As Managing Director of a management training and development company (Connect CEE) since 2000 and Managing Director of a not-for-profit foundation (Transilvania Executive Education) that delivers an executive MBA in Romania (validated by Buckingham University), Andrew is deeply immersed in blurring the boundaries of management learning.
We are looking for papers of 4-8000 words length to be submitted by 1st October 2025. We are looking for all types of papers, but preference will be given to research-led work. Please see the below link for guidance:
Read more about Call for Papers: Special Issue on Digital Disruption in Management Education
Call for Papers: Special Issue on “Kindness in Higher Education: Fostering the Human(e) Element of Teaching and Learning”
Guest Editors
Professor Tania Aspland, Kaplan Australia and New Zealand/Co Editor-in-Chief of JALT
Ms Vanessa Stafford, Kaplan Business School Australia
Dr Fiona Tang, Kaplan Business School Australia
Dr Shanthy Thuraisingham, Kaplan Business School Australia
Introduction
The Journal of Applied Learning & Teaching (JALT) is pleased to announce a forthcoming special issue on “Kindness in Higher Education: Fostering the Human(e) Element of Teaching and Learning”. This issue aims to explore the essential aspects of Garrison’s (2016) Community of Inquiry model, with a specific focus on the three forms of ‘presence’: social, cognitive, and teaching. We seek to investigate how these elements play a pivotal role in fostering productive and meaningful learning experiences in diverse higher education settings while embracing and nurturing the humane aspect of education. Theme and Scope As the landscape of higher education undergoes a transition back to full on-campus, online, and hybrid teaching environments, the challenge of cultivating purposeful pedagogies, enhancing student engagement, and implementing authentic assessment methodologies becomes ever more critical. This special issue is designed to synthesise contemporary research, insightful analysis, debates, and provocations centred around the theme of fostering humane, socially present learning environments.
Topics of interest include but are not limited to:
▪ Social presence and learning outcomes: Exploring the impact of social presence on student engagement, collaboration, and learning outcomes in various higher education settings.
▪ Cognitive presence and pedagogical strategies: Investigating the relationship between cognitive presence and effective pedagogical approaches that promote deep learning and critical thinking.
▪ Facilitating teaching presence in hybrid and online settings: Examining the role of teaching presence in hybrid and online courses, and its impact on the quality of instruction and student learning experiences.
▪ Authentic assessment techniques: Presenting innovative assessment methods that align with authentic learning experiences, promoting a deeper understanding of course content.
▪ Humanising learning environments: Discussing strategies for creating inclusive and empathetic learning spaces that value and respect individual learner identities and experiences.
▪ Student perspectives on social and cognitive presence: Inquiring into students’ perspectives on the importance of social and cognitive presence in their learning journey.
▪ Leadership in higher education and learning environment design: Analysing the role of institutional leaders in fostering socially and cognitively rich learning settings.
For any inquiries or further information regarding the special issue, please contact Dr Fiona Tang at fiona.tang@kbs.edu.au
Please Read More for Submission Guidelines.
CALL FOR PRESENTATION PROPOSALS: The 6th Murdoch – Kaplan Learning and Teaching Symposium 2023
The 6th Murdoch – Kaplan Learning and Teaching Symposium 2023
Date: Friday, September 22, 2023
Time: 1 pm to 5 pm online (Teams)
Theme: Teaching Well
This year’s Murdoch – Kaplan Learning and Teaching Symposium will be informed by the theme “Teaching Well”.
Society greatly values those that ‘Teach Well’ and most of us have benefited from teachers who have inspired and taught us well. But what does it mean to teach well? How do our experiences as learners shape our teaching practices? What are the heuristics and practices of effective teachers? How do we know as educationalists when we have taught well?
In this 6th Learning & Teaching Symposium, we invite presentations on any Learning & Teaching issues that further our shared understanding of “Teaching Well”.
Some suggested lines of enquiry might include:
- Using technology (especially AI) to teach well
- Teaching practices to stimulate class discussion
- Developing student’s critical and analytical faculties
- Teaching sensitive issues well
- Teaching well in international contexts
- Teaching well with diverse cohorts of students
- Teaching well using blended learning methods
- Managing to teach well under pressure
Please submit your 50-100 word presentation proposal to Murdoch Singapore at MurdochSGP@murdoch.edu.au by August 15, 2023.
SPECIAL ISSUE 2023 Simulation in Higher Education
For publication into the Journal of Applied Learning & Teaching: https://journals.sfu.ca/jalt/index.php/jalt/about
Guest Editors
Assistant Professor Dr Jane Murray, Northumbria University
Associate Professor Dr Alan Platt, Northumbria University
Assistant Professor Jaden Allan, Northumbria University
Background
Simulation based education has an emerging prevalence across the globe. Initially pioneered by the airline industry, simulation is now regular used across a broad range of professions such as law enforcement (police forces), lawyers, teachers, and social workers and many more. It has increasing importance in educating healthcare professionals, particularly post pandemic where there is a shortage of student placements in some areas and governing bodies are authorising the replacement of practice hours with simulated practice.
This issue intends to show case some of the most contemporary research in the area, across a range of professions as well as highlighting examples of good practice and demonstrating case studies where simulation has been used in a new or innovative way.
Topics may include, but are not limited to:
Simulation as a pedagogy
Prebrief and debrief
Measuring the effectiveness of simulation
Planning and implementation of simulated learning sessions
The types of publications that are eligible for acceptance into this Special Issue include:
- Research and review papers (4,000 – 8,000 words)
- Case studies and good practice examples (3,000 – 6,000 words)
- Book reviews
- Other types of relevant articles will be considered. Please email Dr Jane Murray to discuss.
Timeline
- Full articles due: 15 July 2023
- Final revised papers due: 30 October 2023
- Final publication: 1 December 2023
For further information please email Dr Jane Murray using JALT Simulation Special Edition as the title; jane.murray@northumbria.ac.uk
Read more about SPECIAL ISSUE 2023 Simulation in Higher Education
8th Annual International Conference on Communication and Management (ICCM2023) & 4th International Conference on Education (EDU2023)
Call for Participation
The Communication Institute of Greece invites you to its
8th Annual International Conference on Communication and Management (ICCM2023)What will Communication be like? Future directions on global challenges and tensions
4-7 December 2023, Athens, Greece &4th International Conference on Education (EDU2023)
The future of education: inclusive and interdisciplinary responses to global challenges
4-7 December 2023, Athens Greece
Call for Papers and registration:
https://coming.gr/edu2023-call-for-papers/
https://coming.gr/iccm2023-call-for-papers/
This conference is supported by the Journal of Applied Learning & Teaching (JALT), amongst other journals.
Abstract submission deadline: 14 March 2023
Submission of full paper: 28 June 2023
Portsmouth - Kaplan Symposium on Learning and Teaching (12 Dec 22, 4.15pm-9.30pm SGT)
You are cordially invited to attend the Portsmouth- Kaplan Symposium on Learning and Teaching. This hybrid event takes place on Monday, 12 December 2022, 5 PM - 9.30 PM (Singapore Time). At 4:15 pm, there will be some high tea refreshments before the symposium starts. If possible, please join us for that if you are in Singapore.
Please register here, and upon acceptance of your participation in this free-of-charge symposium, you will be sent a link one week prior to this hybrid event. Read more for schedule.
Link: UOP-KAPLAN2022
Murdoch - Kaplan Online Symposium on Learning and Teaching
You are cordially invited to attend the Murdoch - Kaplan Online Symposium on Learning and Teaching. Please register here, and upon acceptance of your participation in this free-of-charge symposium, you will be sent a link one week prior to the event. It takes place on Friday, 25 November 2022, 2.00 PM - 5.40 PM (Singapore Time). Read more for schedule.
Link: MURDOCH-KAPLAN
Read more about Murdoch - Kaplan Online Symposium on Learning and Teaching
Royal Holloway University of London-Kaplan Singapore Online Symposium (Tuesday, 27 Sep 2022, 4pm - 8.30pm, SGT; 9am - 1.30pm UK).
You are cordially invited to attend the Royal Holloway University of London - Kaplan Online Symposium on Learning and Teaching in times of crisis. Please register here, and upon acceptance of your participation in this free-of-charge symposium, you will be sent a Zoom link one week prior to the event. It takes place on Tuesday, 27 September 2022, 4.00 PM - 8 .30 PM (Singapore Time), which is 9 AM - 1.30 PM (UK Time). Read more for schedule.
Register here: RHUL_Kaplan
University of Essex-Kaplan Online Symposium on Ecopedagogy / Learning & Teaching as if Ecology Matters
You are cordially invited to attend the University of Essex-Kaplan Online Symposium on Ecopedagogy / Learning & Teaching as if Ecology Matters. Please register here and upon acceptance of your participation into this free-of-charge symposium, you will be sent a Zoom link one week prior to event. It takes place on Friday, 1 July 2022, 4.00 PM - 9 .30 PM (Singapore Time) which is 9 AM - 2.30 PM (UK Time). Read more for schedule.
Registration: ESSEXKAPLAN2022
University of Portsmouth-Kaplan Online Learning & Teaching Symposium (Friday, 19 November 2021, 5-9 pm SGT)
You are cordially invited to attend the University of Portsmouth-Kaplan Online Learning & Teaching Symposium. Please register here and upon acceptance of your participation into this free-of-charge symposium, you will be sent a Zoom link one week prior to event. It takes place on Friday, 19 November 2021, 5pm - 9pm SGT (9am - 1pm GMT).
Registration here: UOP-KAPLAN2021
Griffith University - Kaplan, Virtual Learning And Teaching Symposium, 22 September 2021, 10am-1pm (SGT)
You are cordially invited to attend the Griffith University - Kaplan, Virtual Learning And Teaching Symposium 2021. Please register here and upon acceptance of your participation into this free-of-charge symposium, you will be sent a Zoom link one week prior to event. It takes place on Wednesday, 22 September 2021, 10 am - 1 pm (SGT), 12pm - 3pm (AEST).
Registration Link: Griffith-KaplanSymposium
Murdoch-Kaplan Learning and Teaching Symposium 2021 -- Friday, 17 September 2021, 1pm - 4.45pm (SGT)
You are cordially invited to attend the Murdoch-Kaplan Learning and Teaching Symposium 2021. Please register here and upon acceptance of your participation into this free-of-charge symposium, you will be sent a Zoom link one week prior to event. It takes place on Friday, 17 September 2021, 1pm - 4.45pm (SGT).
Registration link: Murdoch-Kaplan2021
Essex Business School & Kaplan Singapore Symposium: Alternative Finance // Rethinking Financial Education– Thursday July 22nd, 2021, 5 pm – 10 pm SGT.
You are cordially invited to attend the University of Essex and Kaplan Singapore Symposium. Please register here and upon acceptance of your participation into this free-of-charge symposium, you will be sent a Zoom link one week prior to event. It takes place on Thursday July 22nd, 2021, 5 pm – 10 pm SGT.
The debacle surrounding “Game Stop” in early 2021 was extraordinary, a moment where instruments and processes of contemporary finance entered popular culture and discourse in ways that are rarely seen. From the dynamics of short-selling to conflicts between small investors and larger brokerages, to the abandonment of the traditional retail sector to gamifcation and memeifcation of financial transactions. These events were for many a “learning moment” in the sense of bringing to light dynamics that were far less visible before.
If this was indeed a learning moment, what have we learned? What lessons might be learned for finance education? What can we make of these dynamics for rethinking approaches to teaching and learning today? Both in the sense of financial education itself, but also in the broader sense of teaching and learning itself is deeply embedded in what Randy Martin theorized as the “financialization of everyday life”?
Registration: https://www.eventbrite.co.uk/e/alternative-finance-rethinking-financial-education-tickets-144233577513
Call For Papers: Special issue: Research on learning and teaching the basic skills in mathematics in sub-Saharan Africa
Special issue editors:
Annemarie Fritz
Vitor Haase
Pekka Räsänen
We are delighted to invite review articles and proposals for a special issue on Research on learning and teaching the basic skills in mathematics in sub-Saharan Africa.
In this special issue, we aim to collect the current state of knowledge in learning and education of basic skills in mathematics in sub-Saharan Africa. This special issue seeks to deepen this discussion between research on learning and teaching and the educational practices in Sub-Saharan countries, i.e. how the educational system and research find each other at the moment, and how research could support the development of education.
For more information: Call_For_Papers_Sub-Saharan
2nd International Conference on Education (EDU2021) 8 - 12 August / 2021
We are delighted to announce that the 2nd International Conference on Education (2020) is now open for registration! The conference is held in Athens from 8 - 12 August 2021 and is organised by our partner in higher education and research – the Communication Institute of Greece.
You will be able to find out more about the programme via this link: EDU2021_Call
Read more about 2nd International Conference on Education (EDU2021) 8 - 12 August / 2021
University of Portsmouth - Kaplan: Online Symposium on Applied Learning and Teaching (20 November 2020, 5pm - 10pm SGT)
You are cordially invited to attend the University of Portsmouth - Kaplan: Online Symposium on Applied Learning and Teaching. Please register here and upon acceptance of your participation into this free-of-charge symposium, you will be sent a Zoom link one week prior to event. It takes place on Friday, 20 November 2020, 5pm - 10pm SGT (9am - 2pm GMT).
Registration here: https://www.eventbrite.co.uk/e/online-symposium-on-applied-learning-and-teaching-tickets-127109944265
Murdoch - Kaplan Learning and Teaching Symposium (18 September 2020, Friday, 10 am - 3.30 pm)
You are cordially invited to attend the Murdoch - Kaplan Learning and Teaching Symposium. Please register here and upon acceptance of your participation into this free-of-charge symposium, you will be sent a Zoom link one week prior to event. It takes place on Friday, September 18, 2020, Time 10 am to 3.30 pm.
Register for more information: murdochkaplanonline.eventbrite.sg/
Griffith SoNM Scholarship of Effective Learning and Teaching Symposium 2020 (24 August 2020)
We had the absolute pleasure to have conducted our first virtual Griffith – Kaplan Symposium on the Scholarship of Effective Learning and Teaching 2020, on 24 August. It was organised by the School of Nursing and Midwifery, Griffith University: Singapore.
Open for registration: Alternative Education // Educational Alternatives, Essex Business School & Kaplan Singapore – Wednesday July 29th - Thursday July 30th, 2020, 5-10pm
You are cordially invited to attend the second joint University of Essex and Kaplan Singapore Symposium. Please register here and upon acceptance of your participation into this free-of-charge and open two-day symposium, you will be sent a Zoom link and password:
Over many years, there has emerged a rich tradition of alternative education practices, from the ideas and practices of Paulo Freire and Ivan Illich, to the formation of free schools and non-institutional forms of organized self-education. These educational alternatives are built upon a foundation of deep learning, as participants take part out of an interest or enthusiasm for the topic, rather than as a means to attain a qualification or degree. The symposium will explore these approaches to applied teaching and learning.
6th Annual International Conference on Communication and Management (ICCM2021), 1 - 5 August / 2021
We are delighted to announce that our partnering journal in higher education and research - the Communication Institute of Greece, is inviting you to present your work at the 6th Annual International Conference on Communication and Management (ICCM2021), on the 1 - 5 August 2021. The conference aims to provide an opportunity for Academics, Professionals and Industry Experts from various fields, with cross-disciplinary interests, to discuss the future directives and innovations in Communication and Management.
You will be able to find out more about the programme and more on the Journal of Education, Innovation and Communication via this link: https://coming.gr/iccm2021-call-for-papers/
2nd International Hellenic Conference on Political Sciences: Communicating in Politics? (HEPO2021) 1 - 5 August / 2021
We are delighted to announce that our partnering journal in higher education and research - the Communication Institute of Greece, is inviting you to present your work at the 2nd International Hellenic Conference on Political Sciences: Communicating in Politics? (HEPO2021). The conference would be held on the 1 - 5 August / 2021. The conference aims to provide an opportunity for Academics, Professionals and Industry Experts from Politics, with cross-disciplinary interests, to discuss the future directives and innovations in their discipline.
You will be able to find out more about the programme and more on the Journal of Education, Innovation and Communication via this link: https://coming.gr/hepo2021-call-for-papers/
Embedding active, research and inquiry-based learning in the curriculum (28 Jan 2020)
We had the absolute pleasure to have Professor Mick Healey conduct a workshop on “Embedding active, research and inquiry-based learning in the curriculum” on 28 January, here at Kaplan Singapore.
