The Spring 2009 edition of the Canadian Journal of Learning and Technology has just been published (no, this is not a typo – it is one year late).
Note that it has moved to being an open access, open source journal (hooray, sincerely, and about time).
There is also a lot in it (if you are interested in instructional design and educational technology), and some good authors (who before this posting were good friends of mine).
However, its late publication, the length of the journal, and its traditional format all make me wonder if such journals are useful anymore. (This one is also incredibly boring, like most of the others). I get the feeling that the primary stakeholders in journals these days are not the readers but the authors, who need publication for tenure and promotion. Do they really expect anyone other than reviewers to read this stuff?
I don’t know if my attention span is going with old age, but even in my own field, I don’t have the time to sit down and read – or even – skim – a complete issue of a whole academic journal, and I’m not even working full-time. Maybe that’s my loss, but surely in this day and age we can find better ways of disseminating useful information that has a sound academic base, without trivializing it.
There is still a need for a ‘full’ article that’s been properly peer reviewed, especially if it is presenting original data or research, but why not have a ‘rolling’ publication of articles when ready, using abstracts with links to the full article, RSS feeds and Twitter notices, with opportunities for online comments and discussion of the articles? Shouldn’t journals about e-learning be walking the talk, instead of existing in a pre-digital age? (Long live blogs.)
I also apologize to the journal’s editor and board: my criticisms apply to all academic journals in the e-learning field, not just this one.
For those of you with more focus and patience than me, here is the list of contents:
Canadian Journal of Learning and Technology / Revue canadienne de l’apprentissage et de la technologie
Vol 35, No 2 (2009)
Table of Contents / Table des matières
Editorial / Éditorial
Defining the Field of Educational Technology
What is educational technology, anyway? A commentary on the new AECT definition of the field
Denis Hlynka, Michele Jacobsen
Authenticity in the process of learning about Instructional Design
Jay R. Wilson, Richard A. Schwier
Online professional development conferences: An effective, economical and eco-friendly option
Lynn Anderson, Terry Anderson
Developing the level of adoption survey to inform collaborative discussion regarding educational innovation
Doug Orr, Rick Mrazek
School cultures, teachers, and technology transformation
Andrew D. Kitchenham
Weaving a Personal web: Using online technologies to create customized, connected, and dynamic learning environments
Jessica McElvaney, Zane Berge
Book Reviews / Recensions
Distance and Blended Learning in Asia. 2010. Colin Latchem and Insung Jung. New York, NY: Routledge. 266 pages. ISBN: 978-0-415-99410-1 (pbk)
The Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators, 2008, American Association of Colleges for Teacher Education (AACTE) New York, NY: Routledge/Taylor & Francis Group, 326 pages, ISBN: 0-8058-6356-7
Dorian Stoilescu, Douglas McDougall