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The Society for New Communications Research is a global nonprofit 501(c)(3) research and education foundation and think tank focused on the advanced study of the latest developments in new media and communications, and their effect on traditional media and business models, communications, culture and society.

The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication between researchers and the practitioners and to foster collaborative research. It is a rich source of material for research students in areas such as collaborative learning, knowledge engineering, open, distance and networked learning, developmental psychology and evaluation. The research themes are treated in a way which will maximize their influence on developments and practice in education, vocational training and professional development.

The Journal of Computer-Mediated Communication (JCMC) is a web-based, peer-reviewed scholarly journal. Its focus is social science research on computer-mediated communication via the Internet, the World Wide Web, and wireless technologies. Within that general purview, the journal is broadly interdisciplinary, publishing work by scholars in communication, business, education, political science, sociology, media studies, information science, and other disciplines. Acceptable formats for submission include original research articles, meta-analyses of prior research, synthesizing literature surveys, and proposals for special issues.

The American Journal of Distance Education is the internationally recognized journal of research and scholarship in the field of American distance education. Distance education explores topics central to teaching-learning relationships where the actors are geographically separated and communication takes place through technologies such as audio and video broadcasts, teleconferences and recordings, printed study guides, and multimedia systems. The principal technology of current research interest is the Internet, and subfields of distance education such as online learning, e-learning, distributed learning, asynchronous learning, and blended learning are of particular interest to the journal.

Technology, Pedagogy and Education seeks to serve the international education community by supporting educators in the integration of information and communications technology in teaching and learning. It focuses on research evidence and critical analysis on all aspects of ICT and its relation to teacher education and professional development in all phases of education.

Abstract: This case study looks at the integration of open online communication tools in a 'MA in the Creative Economy' programme at Kingston University's school of Business. Forty students set up individual blogs, created Twitter accounts, published an online research library and collaborated on team websites to record their progress and engage the public with their efforts. All of the tools used were free and publically available that allowed students to own their work and retain access to it beyond graduation.

Interactive art has become much more common as a result of the many ways in which the computer and the Internet have facilitated it. Issues relating to human-computer interaction (HCI) are as important to interactive art making as issues relating to the colours of paint are to painting. It is not that HCI and art necessarily share goals. It is just that much of the knowledge of HCI and its methods can contribute to interactive art making. This paper reviews recent work that looks at these issues in the art context. In interactive digital art, the artist is concerned with how the artwork behaves, how the audience interacts with it and, ultimately, in participant experience and their degree of engagement. The paper looks at these issues and brings together a collection of research results and art practice experiences that together help to illuminate this significant new and expanding area. In particular, it is suggested that this work points towards a much needed critical language that can be used to describe, compare and discuss interactive digital art.

We are a 'Special Interest Group' and centre of expertise in social media/online worlds, based in the Department of Media Arts and Communication and the Faculty of Aces, Sheffield Hallam University. Members come from teaching and learning, research, business development and social inclusivity perspectives to collaborate in experimental and innovatory developments in and through social media.

This single Journal provides an international forum for interdisciplinary communication on an increasingly significant subject: research into the applications, effects, and implications of computer-based education.

This is the official journal of the IFIP Technical Committee on Education. It covers the complex relationships between information and communication technologies and education. The journal provides perspectives at all levels, from the micro of specific applications or instances of use in classrooms to macro concerns of national policies and major projects; from classes of five year olds to adults in tertiary institutions; from teachers and administrators, to researchers and designers; from institutions to open, distance and lifelong learning.

This paper defines and examines three generations of distance education pedagogy. Unlike earlier  classifications of distance education based on the technology used, this analysis focuses on the  pedagogy that defines the learning experiences encapsulated in the learning design. The three  generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are  examined, using the familiar community of inquiry model (Garrison, Anderson, & Archer, 2000) with its focus on social, cognitive, and teaching presences.