Call for Chapters: Utilizing Emotional Experience for Best Learning Design Practices


Sarah Sniderman, Learning Codes Inc, Canada

Call for Chapters

Proposals Submission Deadline: March 4, 2024
Full Chapters Due: April 29, 2024
Submission Date: April 29, 2024


What lies at the heart of learning? Learning is a natural, shared human experience of developing from the current state to a future, unknown state. It’s about moving from what you feel, think, and do today to a new and different self. The greater the gap between who you are and who you want to be, the greater the risk and more transformative the journey. Researchers, academics, facilitators, and learners themselves consider this transformation almost exclusively in cognitive terms, as knowledge and skills to be mastered. But real change requires learners to risk, practice, succeed, experiment, fail, risk again…. Learners must be willing, motivated, confident, committed, and determined to achieve goals, especially challenging ones. What is the responsibility of learning designers? How can we set objectives and create the conditions that will best support learners, particularly during those moments when they may stumble, miss opportunities to learn, or even learn to avoid the risk of learning itself? This book will explore insights gained from decades of work in this field and describe best practices key to understanding the emotional experiences of learning from the perspectives of professionals who think and care about how to deliver programs that support learners through meaningful moments of change and development.


The emotional element of learning is often missing from our approach to designing experiences, especially for adults in the workplace. It may be more common today to consider different instructional strategies and how they can be used to generate greater learner engagement, such as interactive discussions or self-directed learning in place of lectures. But what is rarely questioned – at least in what I’ve experienced, practiced, and studied in 25 years of creating programs for learning in the workplace – is the nature of the educational goals themselves. Particularly in a corporate context, learning is understood as the acquisition and demonstration of facts, concepts, processes, procedures, and principles for the purpose of improving performance on the job. But what happens when learners lack motivation, or confidence, or even the willingness to learn? If we don’t explicitly target these emotional states as goals – if we ignore them – we are leaving them to chance. At no point in completing my master’s degree in instructional design did I learn about the original context of the research conducted by Benjamin Bloom and his colleagues. I was taught what’s popularly called ‘Bloom’s Taxonomy,’ a simple six-level classification of the cognitive domain that doesn’t reference the affective or psychomotor domains at all. Bloom’s Taxonomy is what most designers use to define learning objectives, which means we’re not setting goals from the perspective of emotional or physical skills. Even if we invest effort in selecting strategies that engage learners emotionally, for example, these are still harnessed in the service of achieving cognitive goals. Researchers and practitioners must explore the other two domains – affective and psychomotor – because they are interdependent; each infuses the other in learning and in life. Every new piece of ‘knowledge in the head’ is imbued with emotional and physical connections. I’m interested in the affective domain in particular. When you look back at the original handbooks, Bloom and his colleagues struggled when it came to naming and organizing experiences from the emotional perspective of learning, and the second taxonomy devoted to the affective domain was written with noticeable hesitancy (while the third handbook meant to address the psychomotor domain was entirely abandoned). This is a space for researchers not only to explore but reflect on and greatly enhance our understanding of the critical role of emotions in acquiring the knowledge, skills, and attitudes we need to succeed, in the workplace and our lives overall.

Target Audience

Through this book, we have the opportunity to share insights, models, strategies, and real-life experiences with learning professionals – instructional/learning designers, coaches, facilitators, teachers, human resource specialists, curriculum managers, and others – so we can improve how we acknowledge, appreciate, design for, and work with the emotional component of learning specifically in the context of workplace development and performance. The most impactful learning experiences, those times when we felt supported as we took the chance to move from where we are to where we want to be, are the experiences that really matter.

Recommended Topics

  • Emotional foundations of adult learning
  • Emotional experiences in workplace learning
  • Theoretical foundations of emotions in learning (Bloom, Vygotsky, Bruner, Bandura, Piaget, Kolb, Gardner, other)
  • Challenges in addressing the emotional experiences of adult learners
  • Cognitive and affective factors in learning design/delivery
  • Awareness, value, confidence, commitment, and motivation in adult learners
  • Educational versus psychological approaches to the emotional experience of adult learning
  • Emotion-based learning objectives for adults
  • Setting affective goals for adult learners
  • Face-to-face design/delivery supporting the emotional experiences of adult learners
  • Virtual design/delivery supporting the emotional experiences of adult learners
  • Experiential design/delivery supporting the emotional experiences of adult learners
  • Models for emotion-based learning design/delivery
  • Case studies exploring the emotional experiences of adult learners
  • Personal experiences in emotional influences on learning as an adult

  • Submission Procedure

    Researchers and practitioners are invited to submit on or before March 4, 2024, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by March 29, 2024 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by April 29, 2024, and all interested authors must consult the guidelines for manuscript submissions at prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

    Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Utilizing Emotional Experience for Best Learning Design Practices. All manuscripts are accepted based on a double-blind peer review editorial process.

    All proposals should be submitted through the eEditorial Discovery® online submission manager.


    This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2024.

    Important Dates

    March 4, 2024: Proposal Submission Deadline
    March 29, 2024: Notification of Acceptance
    April 29, 2024: Full Chapter Submission
    July 15, 2024: Review Results Returned
    October 11, 2024: Final Acceptance Notification
    October 14, 2024: Final Chapter Submission


    Sarah Sniderman
    Learning Codes Inc


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