Fostering Learning in a Networked World

Prof. Roy Pea of Stanford University writes about 21st century learning and how it has to be mediation-based situated in a learning ecology framework. In the process he said that we must remember the change surrounding us, particularly the “always on” mobile, location content GPS services, open platforms, could computing, immersive technologies, open educational resources, and participatory media culture. He emphasized that the participatory nature of media brings in new complexity in the teaching learning process.

An Online Degree Program Course Template Development Process

Brian Newberry of California State University, brings to light a much needed article describing the use of an instructional design (ISD) process to develop and test a template for creating and presenting learning materials for an online degree program.

Effective eLearning Design?

Henry Steen writes, "organizations have a need for effective training. Training designers have to be able to design effective eLearning to meet those needs. This is difficult because designing successful eLearning is part art and part science, involving the use of learning and training theory and an understanding of the knowledge and/or skills to be taught." Read more on his most interesting commentary...

The Emergence of a Blended Online Learning Environment

The purpose of this paper, by Michael Power Laval University, is to substantiate an emerging online learning trend termed "blended online learning", based on a synthesis of existing research and new findings from a three-year, multi-case study.

This paper also takes a step back and observes how distance education as a field is losing impetus as online learning is gaining momentum.

Effects of Test Taking on Retention Learning in Technology Education

The most persuasive evidence revealed among the eight studies was support for the hypotheses that taking a test on material studied and increased time on task (whether in the form of a test or other activities such as reviews or use of study questions) both result in increased retention learning by students.

Engagement and Achievements: A Case Study of Design-Based Learning in a Science Context

A team of researchers (all at the University of Pittsburgh) put together a study on Design-Based Learning in a Science Context. They share that unlike the great majority of industrialized nations in the world, K-12 education in the U.S. places very little emphasis on design and technology.

They expand an understanding of the new development, under the general name of Design-Based Learning (DBL), that is attempting to address this problem (Kolodner, et al.,1998; Rivet & Krajcik, 2004).

Cognitive Processes of Students Participating in Engineering-focused Design Instruction

From the Journal of Technology Education, this study led by Todd Kelly, focuses on the need for engineering education in our K-12 classrooms, as technical literacy promotes economic advancement. The engineering education community has identified the important role K-12 education plays in the success of post-secondary engineering education. Read more on their findings.