Focus and Scope
Designs for Learning is an academic international journal, which is published by Stockholm University, Sweden, University of Bergen, Norway, University of Aalborg, Denmark, and University of Greenland, Greenland.
We publish articles on design-based-research, multimodal research, cognitive approaches, technology enhanced learning, designs for and in learning, and learning ecology – each of which can be empirically investigated in formal school systems (at all levels) as well as in informal and non-formal learning environments.
The journal is at the crossroad of theoretical development and empirical examples related to learning resources, transformation processes, learning environments and digital resources. The subject areas covered include learning designs and resources, multimodal texts, didactic science and pedagogy. The journal accepts original articles and review articles after peer-review. The journal will also, in addition to the previous categories, publish some editorial material where discussions about theoretical or empirical perspectives can take place such as interviews or commentaries.
Multimedia content and data publication
The journal encourages authors to submit articles that include multimedia elements. For example, publications can encorporate video and/or audio into the published content. Authors are also encouraged to make their research data openly available along with their published article, to enable examination, validation and reuse of the research material. Full data guidelines can be found at https://www.designsforlearning.nu/about/data-guidelines/
The journal is published online as a continuous volume and issue throughout the year. Articles are made available as soon as they are ready to ensure that there are no unnecessary delays in getting content publically available.
Special collections of articles are welcomed and will be published as part of the normal issue, but also within a separate collection page.
Open Access Policy
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. There is no embargo on the journal’s publications. Submission and acceptance dates, along with publication dates, are made available on the PDF format for each paper.
Authors of articles published remain the copyright holders and grant third parties the right to use, reproduce, and share the article according to the Creative Commons license agreement.
Authors are encouraged to publish their data in recommended repositories. For a list of generic and subject specific repositories that meet our peer review criteria, see here.
The publisher, Stockholm University Press, focuses on making content discoverable and accessible through indexing services. Content is also archived around the world to ensure long-term availability.
Journals are indexed by the following services:
CrossRef, JISC KB+, SHERPA RoMEO, Directory of Open Access Journals (DOAJ), and Google Scholar. In addition, all journals are available for harvesting via OAI-PMH. This journal is also indexed on Contact North.
If the journal is not indexed by your preferred service, please let us know or alternatively make an indexing request directly with the service.
The journal only displays advertisements that are of relevance to its scope and will be of interest to the readership (e.g. upcoming conferences). All advertising space is provided free of charge and the editor and publisher have the right to decline or withdraw adverts at any point.
If you wish to propose a potential advert then please contact the editorial team. All advert images will have to be provided to the publisher.
Conference proceedingsDesigns for Learning is a journal, but also a bi-annual conference since 2008. To find out more about the content of these conferences and download the proceedings see: https://www.designsforlearning.nu/about/conferences. Look for open calls to the next conference if you would like to contribute!
Annotation and post-publication comment
The journal platform permits readers to leave comments on the publication page, via the Disqus service. Readers will need a Disqus account to leave comments. Comments may be moderated by the journal, however, if they are non-offensive and relevant to the publication subject, comments will remain online without edit.
The journal platform also includes in-browser annotation and text highlighting options on full text formats via hypothes.is. Readers will require a hypothes.is account to create annotations, and will have the option to make these publicly available, available to a group, or private.