Relevant bibliographies by topics / Online learning design

Academic literature on the topic 'Online learning design'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Online learning design"

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Rahadian, D., S. H. Bariyah, I. Nasrullah, Y. Purwanti, and K. Imania. "Development of online learning design." Journal of Physics: Conference Series 1402 (December 2019): 066044. http://dx.doi.org/10.1088/1742-6596/1402/6/066044.

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Park, Ji Yong. "Communication Design for Online Visual Design Learning." International Journal of Learning: Annual Review 15, no. 2 (2008): 223–32. http://dx.doi.org/10.18848/1447-9494/cgp/v15i02/45605.

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Holmes, Wayne, Quan Nguyen, Jingjing Zhang, Manolis Mavrikis, and Bart Rienties. "Learning analytics for learning design in online distance learning." Distance Education 40, no. 3 (July 3, 2019): 309–29. http://dx.doi.org/10.1080/01587919.2019.1637716.

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Sheets, Laura A. "Instructional design: Resources for online learning." College & Research Libraries News 81, no. 3 (March 3, 2020): 149. http://dx.doi.org/10.5860/crln.81.3.149.

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Librarians, perhaps more than most professionals, understand the meaning of “other duties as assigned” in our job descriptions. Frequently, we are tasked with quickly learning a new technology, process, or even a new discipline with little support for training. As academia evolves and the priorities of administrations shift, so do our job duties. Although stressful, it has resulted in what I believe to be the strongest asset of librarianship and librarians: flexibility. We are quick learners, early adopters, and will (usually) roll with the punches.
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Park, Ji Yong. "Online Learning of Visual Design Course." International Journal of Learning: Annual Review 14, no. 12 (2008): 13–22. http://dx.doi.org/10.18848/1447-9494/cgp/v14i12/45528.

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McLaughlan, R. G., and D. Kirkpatrick. "Online roleplay: design for active learning." European Journal of Engineering Education 29, no. 4 (December 2004): 477–90. http://dx.doi.org/10.1080/03043790410001716293.

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Stone, Nancy J. "Environmental Design, Personality, and Online Learning." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 1171–75. http://dx.doi.org/10.1177/1541931218621269.

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Students completed an online tutorial presented as a video or PowerPoint presentation in a room with or without a window with blue, green, red, or white draperies to determine the impact of the environment on online learning. Students’ scores improved significantly from pretest to posttest; however, contrary to expectation, there were no main effects of windows, color, or the type of tutorial. There was a Room X Color interaction effect. Contrary to expectation, posttest scores were highest in the windowed room with red drapes and in the windowless room with green or white drapes. The lowest posttest scores occurred in a windowless room with red drapes and a windowed room with green drapes. Learners high in extraversion and agreeableness tended to have lower posttest scores, but high levels of conscientiousness were not related to performance. These results suggest that the presence of a window influences the impact of color in the learning environment, but the relation between personality and online performance is still unclear.
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Fujita, Nobuko. "Transforming online teaching and learning: towards learning design informed by information science and learning sciences." Information and Learning Sciences 121, no. 7/8 (July 23, 2020): 503–11. http://dx.doi.org/10.1108/ils-04-2020-0124.

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Purpose The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field. Design/methodology/approach Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more effective and nuanced learning designs for e-learning and online education delivery and suggest how interdisciplinary collaboration can advance shared understanding. Findings Recent reviews of the learning design show that tools and techniques from the LS can support students in self-directed and self-regulated learning. IS studies complement these approaches by highlighting the role that information systems and computer–human interaction. In this paper, the expertise from IS and LS are considered as important evidence to improve learning design, particularly vis-à-vis digital divide concerns that students face during the COVID-19 pandemic. Originality/value This paper outlines important ties between the learning design, LS and IS communities. The combined expertise is key to advancing the nuanced design of online education, which considers issues of social justice and equity, and critical digital pedagogy.
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Heidemann, G., H. Bekel, I. Bax, and H. Ritter. "Interactive online learning." Pattern Recognition and Image Analysis 17, no. 1 (March 2007): 146–52. http://dx.doi.org/10.1134/s105466180701018x.

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Balalle, Dr Himendra, and Dr L. Tudor Weerasinghe. "Re-design the Classroom for Online Learning." International Journal of Innovative Research in Science, Engineering and Technology 10, no. 1 (January 18, 2021): 252–57. http://dx.doi.org/10.15680/ijirset.2021.1001043.

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Dissertations / Theses on the topic "Online learning design"

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Wargo, Katalin. "Online Faculty Development: Disorienting Dilemmas In Learning To Teach Online." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407585.

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This dissertation explores how faculty development for online teaching in higher education might facilitate transformative learning and the transfer of instructional practices across teaching modalities. The first manuscript examines how the essential constructs of transformative learning are promoted in online faculty development and which elements of faculty development help to foster transformative learning. The second manuscript describes a case study that emerged from a university faculty development seminar to prepare instructors to teach online. The purpose of this study was to examine how, if at all, the Online Faculty Development Seminar changed five participants’ perspectives of teaching. This study found written reflection activities, combined with dialogue with colleagues, and having experienced instructors come in to tour their courses and discuss lessons learned contributed to perspective transformation. The third manuscript examines whether instructional practices introduced in the seminar would transfer to instructors’ in-person teaching and how faculty development and the experience of teaching online may have facilitated that transfer. The study found participants experienced perspective transformations that affected how they perceived their role as instructors, and they transferred some online course design and instructional practices to their in-person teaching. These practices included incorporating more digital tools to in-person courses, communicating clearly and transparently, designing courses with intentionality, and paying forward the lessons they learned to assist colleagues transitioning to teaching remotely in Spring 2020. Findings suggest that a structured course design process, self-reflection activities, opportunities to dialogue with colleagues, and course tours from colleagues aided in transfer of practices across modalities.
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Sun, Susan Yue Hua. "Online Language Learning: Design and Co-configuration." Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/21749.

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This thesis brings together research in the fields of computer-assisted language learning (CALL) and design for learning to investigate CALL design. It explores ways of connecting CALL design to design for learning and the wider educational design community in pursuit of advancing CALL design and producing new design knowledge for all. It draws on various frameworks and approaches of design for learning for the theoretical framing, design, analysis, and methodological modelling of six separate but interrelated research studies presented and discussed in this thesis. It argues that these frameworks and approaches merit serious consideration by CALL. CALL is situated at the intersection of technology enhanced learning (TEL) and second language acquisition (SLA). Synergies between the two fields – SLA and TEL – started to become apparent in the early 1980s and resulted in the development of CALL, which is now a well-established and permanent fixture in language learning around the world. CALL research draws mainly on the principles and practice of SLA, as well as TEL. Design for learning, while drawing on TEL, also involves design research. It recognises that (1) the contemporary learning context has become increasingly learner-centred and technology-rich; and (2) the learning process is constantly evolving, configurative, dynamic and complex, as learning activities unfold and learning (may or may not) eventuate. The central concern and focus of educational design should therefore, the design for learning community emphasises, be on the two areas, i.e. contemporary learning context and learning process. The foundational theoretical stance of design for learning assumes that learning cannot be designed, but can be designed for. This assumption is grounded firmly in contemporary theories of learning underpinned by constructivist principles and a learner-centred pedagogical approach. Furthermore, design for learning considers teaching as design and teachers as designers, as well as advocating formal representations of design knowledge for sharing and re-use. There has been a growing awareness in the CALL research community of the changing contemporary learning context and process, but effective frameworks and approaches to guide and help teacher-designers in their everyday work – analysing and designing for learner context, designing for emergent configuration and orchestration during the learning process – are still largely absent. Also absent is a structured and systematic framework for design and a shared design language among CALL practitioners. This thesis proposes ways to connect and consolidate the dialogues between the two fields through investigation and exploration of how design for learning may help broaden our understanding of CALL and strengthen CALL design. The first study is an exploratory literature review synthesising the two fields CALL and design for learning, followed by five investigations into CALL design and practice. The first two investigations - focussing on student configuration - reveal extensive details of, and new insight into, emerging activities of learners. Of particular interest and importance is a contribution to the understanding of student configuration in online language learning, e.g., social co-configuration, place-making – this being the first comprehensive framing of its kind in CALL. The third investigation is on a teacher’s ongoing design activities after a course has gone live. The findings not only provide insight into the process of designing for CALL, but also highlight the need for a shift of focus in educational design, i.e., from design-as-final-product to design-as-ongoing-process. The study also calls for a re-orientation of teachers to take a more forward-looking, proactive design stance - designing for configuration and orchestration. The last two investigations focus on the methodological aspects of CALL design. It explores possible adoption of the patterns-based approach, which will enable effective capturing and sharing of design experience and knowledge within the CALL community and beyond. The investigations attempt to develop CALL task instructions into design patterns and establish a conceptual framework for a CALL pattern language. They contribute to the literature by proposing a method to adapt design patterns and by framing a CALL pattern language. The methods used in each of the six studies varied somewhat, depending on the focus of each investigation. An overarching design-led, transdisciplinary approach was adopted throughout the research, linking all six studies. Transdisciplinarity helps researchers to develop more robust answers to problems, and construct concepts and formulate design models which better represent contemporary learning contexts and learners. In this thesis, a transdisciplinary approach helped to ground the investigations on assumptions, findings, theories, and approaches from the field of design for learning, and to build new design knowledge and models for CALL, as well as for the wider educational design community.
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Pralle, Mandi Jo. "Visual design in the online learning environment." [Ames, Iowa : Iowa State University], 2007.

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Ford, William. "Online Learning in Biology: An Investigation into Designing Online Learning Resources." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3330.

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As technology continues to advance, many instructors are incorporating online activities into their courses. While online learning has several benefits, there is still debate on how instructors can best develop and utilize these resources in their classroom. This study is split into two smaller projects that both aim to provide further insights on how to develop online activities that target undergraduate biology students. The first project revealed that elaborative feedback in a phylogenetic activity was more useful for students who had some exposure to phylogenetics prior to completing the activity. The results of the second project revealed that the appearance of two simulations’ user interfaces does not have a significant effect on learning outcomes. However, many students responded that these simulations did increase their understanding of the concepts, indicating simulations can play an important role in the biology classroom.
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Kilgore, Whitney Kay. "Design of Informal Online Learning Communities in Education." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862820/.

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The U.S. Department of Education, Office of Ed Tech Future Ready program has encouraged the use of open informal learning communities as professional learning opportunities for educators. This study categorizes 46 state Twitter chats by their moderation techniques and design. A purposive sample of Twitter chat designers participated in this phenomenological exploration that demonstrates how the designs of these informal learning spaces are aligned with the designers' pedagogical philosophies. Recommendations for supporting, growing, and sustaining similar learning communities are included.
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Winegarden, Claudia Rebola. "Visualizing Communication Structures of Nonverbal Information for Online Learning Environments." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-12012005-172840/.

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This doctoral level study aims to advance research in the visualization of Spontaneous Interactive Gestures produced by students in online learning environments, and how they can best be used as interfaces in compute-mediated communications. Visual channels, both gestural and graphical (Visual Co-Activations), will be evaluated in the performance of demonstrating participation and facilitating feedback (interaction) for online synchronous communication, more specifically multi-videoconferencing. The goal is to give a more naturalistic, integrative and interactive means of synchronous computer-mediated communication for use in future applications of distance education, based on the role of Visual Co-Activations of Spontaneous Interactive Gestures with the use of vision-based interfaces. A multidisciplinary approach within design, social and computer sciences is used in order to widen implications of the importance of design research for education and human development within computer technologies. This study employs multiple data collection procedures, a two-phase developmental design, in which qualitative and quantitative methods are employed sequentially to understand and determine the role of gestures in distance education application methods. Data suggests that joining both gestural and graphical nonverbal information is better visualized in group communication at a distance, but also demonstrates participation and facilitates interaction in online learning environments.
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Richburg, Jason E. "Online Learning as a Tool for Enhancing Design Education." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1368532104.

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Lau, Kung Wong. "Learning design thinking online : studying students' learning experience in shared virtual reality." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006494/.

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My study attempts to deepen understanding about the learning experiences of design students in undertaking design-thinking exercises in a shared virtual reality. This study has identified the areas of an appropriate pedagogy for E-Learning and the use of a shared virtual environment for students in tertiary design education. Specific questions arising ji"Om this research are: (1) in what ways can the virtual environment release the creative potential of design students? (2) how does the virtual space affect the students' learning experience? and (3) what is the role of computer and virtual technology in design education? I started with the premise that virtual technologies, particularly shared virtual reality, have potential to enhance design students' learning experiences during their creative thinking processes. TWO directional hypotheses in the areas of computer-simulated learning environments and collaborative learning were introducedfor the multimodal interaction research in Phase FOUR and the postlesson online interviews in Phase FIVE. Multimodal interaction analysis, conversation analysis and textual analysis were employed to analyze diverse data from different phases. In addition, a tailor-made shared virtual reality was established in Active World ©for the multimodal interaction research. Surprisingly, the preset two directional hypotheses were not fitlly supported by the findings, whereas THREE new study domains which have been found useful in enhancing design students' creative thinking, namely (1) stimulated virtual environment, (2) game-like learning approach and (3) role-playing simulation. Similarly, this research found that design students learning experiences are enhanced by virtual stimulation, game-like learning and role-playing practices.
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Tompkins, Abreena Walker. "Brain-based learning theory an online course design model /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Snyder, Martha Marie. "The Design of Online Learning Communities for Older Adults." NSUWorks, 2002. http://nsuworks.nova.edu/gscis_etd/852.

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Rapid, ongoing advancements in the growth of the Internet and web-based technology coupled with the steadily increasing number of older adults in our society create a significant need for the design of safe, convenient, and accessible online learning communities for this demographic. The primary goal of this dissertation was to conduct formative research into methodologies for developing a new instructional-design theory for establishing online learning communities for older adults. The aim of this work was to apply formative research, which is a type of developmental research used to create a new design theory or improve an existing theory, to the task of identifying what aspects of the model work, what needs to be improved, and how improvements should be implemented. This type of research is recommended for expanding the knowledge base in instructional design theory. The methodology began with the selection of a situation to which the new design theory applied. Next, a case was structured based on the design theory. To design the case, the researcher used related descriptive and experimental studies in the fields of adult learning theory, instructional-design theory, human-computer interaction, learning technologies, experience, intuition, and trial and error. Then, the tentative design theory was formulated in parallel with the development and implementation of the case. Each element of the design theory was incorporated into the case so that the case became an instance of the theory. Formative data was collected (i.e., observations, documents, questionnaires, and interviews) and analyzed, and results were used to revise and elaborate the tentative design theory. The designed case was subsequently revised and additional data collected in order to fully develop the tentative design theory. Finally, recommendations for further research were offered to help further develop the theory. The results of this study have added significantly to the knowledge base for instructional design theory by providing guidelines and heuristics for the creation of online learning communities for the adult learner population.
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Books on the topic "Online learning design"

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Canton, Reinaldo L. Programmed instruction in online learning. Youngstown, N.Y: Cambria Press, 2007.

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Project management approaches for online learning design. Hershey PA: Information Science Reference, 2013.

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Designing online learning with Flash. San Francisco: Jossey-Bass, 2009.

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Moore, David Richard. Designing Online Learning with Flash. New York: John Wiley & Sons, Ltd., 2008.

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Beaudoin, Michael F. Online learner competencies: Knowledge, skills, and attitudes for successful learning in online settings. Charlotte, North Carolina: IAP, Information Age Publishing Inc., 2013.

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Morris, Shawn. Teaching and learning online: A step-by-step guide for designing an online K-12 school program. Lanham, Md: Scarecrow Press, 2002.

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Morris, Shawn. Teaching and learning online: A step-by-step guide for designing an online K-12 school program. Lanham, Md: Scarecrow Press, 2002.

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Blended learning and online tutoring: Planning learner support and activity design. 2nd ed. Aldershot: Gower, 2008.

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Learning management systems and instructional design: Best practices in online education. Hershey PA: Information Science Reference, 2013.

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Clark, Ruth Colvin. Scenario-based e-learning: Evidence-based guidelines for online workforce learning. San Francisco, CA: Pfeiffer, a Wiley imprint, 2013.

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Book chapters on the topic "Online learning design"

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Eltanahy, Marwa. "Online Curriculum Design Framework." In Overcoming Challenges in Online Learning, 132–41. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003342335-15.

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Dabbagh, Nada, Rose M. Marra, and Jane L. Howland. "Pedagogical Ecology of Meaningful Online Learning: Meaningful Online Learning Design Framework." In Meaningful Online Learning, 16–25. First edition. | New York: Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315528458-2.

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O’Donnell, Marcus, and Lucy Schulz. "Learning Design Meets Service Design for Innovation in Online Learning at Scale." In Tertiary Online Teaching and Learning, 45–60. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8928-7_5.

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Murphy, Cheryl A., Elizabeth A. Keiffer, Jack A. Neal, and Jessica Howton. "Customizable Tool for Online Training Evaluation." In Learning, Design, and Technology, 1–27. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17727-4_22-1.

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Fritz, John, Mariann Hawken, and Sarah Shin. "Using Learning Analytics and Instructional Design to Inform, Find, and Scale Quality Online Learning." In Online Learning Analytics, 95–114. Boca Raton: Auerbach Publications, 2021. http://dx.doi.org/10.1201/9781003194620-6.

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Davidson-Shivers, Gayle V., Karen L. Rasmussen, and Patrick R. Lowenthal. "Foundations of Online Learning and Instructional Design." In Web-Based Learning, 43–79. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67840-5_2.

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Abramenka-Lachheb, Victoria. "Integrative Literature Review of Interactions in Online Courses." In Learning, Design, and Technology, 1–26. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-17727-4_197-1.

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Henriksen, Danah. "Online Teaching as an Act of Design." In Tertiary Online Teaching and Learning, 293–98. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8928-7_29.

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Lobczowski, Nikki G., Michael W. Asher, J. Elizabeth Richey, Yun Huang, Cameron Hecht, Shailaja Bhardwaj, Vincent Aleven, Kenneth Koedinger, and Judith Harackiewicz. "Designing a Motivation Intervention for Students Learning Algebra Online." In Learning, Design, and Technology, 1–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-17727-4_185-1.

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Baran, Evrim, and Ana-Paula Correia. "What Motivates Exemplary Online Teachers? A Multiple-Case Study." In Learning, Design, and Technology, 1–17. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17727-4_33-1.

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Conference papers on the topic "Online learning design"

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Abidin, Zainul, Henry Praherdhiono, Eka Pramono Adi, and Yulias Prihatmoko. "Learning Design in Online Learning with AVOD." In Proceedings of the International Conference on Education and Technology (ICET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icet-18.2018.30.

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Borgolte, Ulrich, and Clemens Zang. "Design of an Online Digital Filtering Laboratory." In Technology for Education and Learning. Calgary,AB,Canada: ACTAPRESS, 2012. http://dx.doi.org/10.2316/p.2012.750-047.

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Borgolte, Ulrich, and Clemens Zang. "Design of an Online Digital Filtering Laboratory." In Technology for Education and Learning. Calgary,AB,Canada: ACTAPRESS, 2011. http://dx.doi.org/10.2316/p.2011.750-047.

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Wang, Yuping. "Learning Design for Online Language Learning: A Systems Design Framework." In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2014. http://dx.doi.org/10.1109/icalt.2014.128.

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Linawati, Nmae Dewi Wirastuti, G. Sukadarmika, I. M. Arsa Suyadnya, and Duman Care Krishne. "Adaptive online learning design using moodle." In 2016 International Conference on Smart Green Technology in Electrical and Information Systems (ICSGTEIS). IEEE, 2016. http://dx.doi.org/10.1109/icsgteis.2016.7885773.

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Bachtiar, A. M., M. A. Matin, and R. U. Mega. "Application Design on Islamic Online Learning." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.088.

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Muhammad, Alva, Qingguo Zhou, Ghassan Beydoun, Dongming Xu, and Jun Shen. "Learning path adaptation in online learning systems." In 2016 IEEE 20th International Conference on Computer Supported Cooperative Work in Design (CSCWD). IEEE, 2016. http://dx.doi.org/10.1109/cscwd.2016.7566026.

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Worthy, Shawn. "NO-TEXTBOOK DESIGN OF ONLINE COURSES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0230.

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Drazatna, Ardi Rahadian, Rita Milyartini, and Diah Latifah. "Kacapi Kawih Wanda Anyar Learning Online." In 4th International Conference on Arts and Design Education (ICADE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220601.009.

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Chieh Wu, Yi. "Applying Service Design to Online Learning to Increase User Experience." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002415.

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Advanced Internet development and the impact of COVID-19 have made online learning the most convenient way for learners to acquire knowledge. Online courses enable learners to communicate directly with teachers one-on-one and achieve mutual learning and real-time interaction. However, some instructors and learners might encounter operational difficulties during online learning. For example, learners might suffer from a frustrating emotion after failing to complete a series of tasks by operating the online learning platform since they are worried about making mistakes during the class. Moreover, not every person is familiar with the online learning software; it is imperative to establish guidelines for teachers and students to realize the software operation pattern before the class starts and improve students' self-confidence during the online course. Therefore, this article aimed to understand learners' pain points while using the online communication software-Google Meet during the online course and applied design services approaches to ideate the problems and conclude the suggested operational guideline. Accordingly, this article applied service design tools, including user journey map, how might we (HMWs) method to improve user experience and ultimately achieve an obstacles-free online learning environment.
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Reports on the topic "Online learning design"

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Noakes, Sierra, Allison Modica, and Kristyn Palazzolo. Edcamp Design for Learning Series: A New Bridge Between Research and Professional Learning. Digital Promise, February 2022. http://dx.doi.org/10.51388/20.500.12265/149.

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In the face of a worldwide pandemic, educators rose to the challenge of engaging students and families remotely to not only continue learning but also to provide as much normalcy as possible at a time of chaos and uncertainty. Many educators were looking for quick, meaningful ways to learn new skills to effectively teach remotely and connect with learners from afar. The Edcamp Community by Digital Promise saw this as an opportunity to further demonstrate how the Edcamp model of professional learning paired with learning sciences research could quickly meet the needs of educators and create spaces for shared learning and networking. The Edcamp team created the Edcamp: Design for Learning (DfL) series. Supported by the Chan Zuckerberg Initiative and in partnership with Transcend, a national nonprofit organization focused on innovation in school design, we refined our model for online Edcamps to emphasize bringing together learning sciences expertise within Digital Promise and educator context and pedagogy expertise from the Edcamp Community to co-design a series of four online Edcamps. This report shares the key lessons learned from that series.
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Clement, Timothy, and Brett Vaughan. Evaluation of a mobile learning platform for clinical supervision. University of Melbourne, 2021. http://dx.doi.org/10.46580/124369.

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Context: This report details a formative evaluation of the Clinical Supervision Online (CSO) course, a fee-paying, fully online ‘light touch’ program of study for clinical supervisors offered by the Melbourne Medical School, which was developed in conjunction with the University’s Mobile Learning Unit. The course requires between six to ten hours of self-directed study and is designed for any clinicians who teach. Methods: Evaluation of the course was guided by Rossi, Lipsey and Freeman’s (2004) approach to program evaluation, addressing the need for the course, its design, implementation, impact, and return on investment. Data were collected through interviews with key informants, document analysis, an embedded student survey, learning analytics data, financial data, and an audit against ‘best practice’ standards for online course design. Findings: The findings suggest that course development was driven by both a financial imperative and genuine concern to meet training needs of clinical supervisors. Two hundred and four students enrolled on the course in its first 18 months. This has been enough to cover its developmental costs. In relation to 64 quality standards for online course design, the level of performance was rated as ‘meets’ for 44 items; ‘exceeds’ for one item; ‘developing for 13 items’; and, ‘non-existent’ for six items. An additional 33 items were identified as ‘not applicable’ for the ‘light touch’ course design. Significance: From a learning design perspective there is much to like about the CSO course and the outcome of assessing it against the standards for ‘best practice’ online course design suggests that an evolutionary approach - making incremental changes - could improve the course whilst retaining its existing ‘light touch’ format. The CSO course on its own is unlikely to realise the depth of achievement implied in the course aims and learning outcomes. The CSO course may best be seen as an entrée into the art of clinical supervision.
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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Lina Haldar, and Julie Neisler. Transfer for Future Learning of Fractions within Cignition’s Microtutoring Approach. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/95.

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In this exploratory research project, our team’s goal was to design and begin validation of a measurement approach that could provide indication of a student’s ability to transfer their mathematics understanding to future, more advanced mathematical topics. Assessing transfer of learning in mathematics and other topics is an enduring challenge. We sought to invent and validate an approach to transfer that would be relevant to improving Cignition’s product, would leverage Cignition’s use of online 1:1 tutoring, and would pioneer an approach that would contribute more broadly to assessment research.
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Davis, Cathlyn. Summative Evaluation: UFERN Framework Professional Learning Community. Oregon State University, March 2022. http://dx.doi.org/10.5399/osu/1153.

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The UFERN Framework Professional Learning Community project was funded as a supplement to the existing NSF-funded Undergraduate Field Experiences Research Network (UFERN), which sought to build a vibrant, supportive, and sustainable collaborative network that fostered effective undergraduate field experiences. The goals of the UFERN Framework Professional Learning Community (PLC) supplement were: • To support a small group of field educators in intentional design, implementation and assessment of student-centered undergraduate field experiences in a range of field learning contexts; • To develop effective strategies for supporting undergraduate field educators in using the UFERN Framework as an aid for designing, implementing, and assessing student-centered undergraduate field experience programs; • To assemble vignettes featuring applications of the UFERN Framework in a range of program contexts; and • To expand the community of field educators interested in designing, implementing, and assessing student-centered undergraduate field learning experiences. Sixteen educators participated in the PLC, which targeted participants who taught and facilitated a range of undergraduate field experiences (UFEs) that varied in terms of setting, timing, focus and student population. Due to the COVID pandemic, the originally-planned three-month intensive training took place over nine months (January to October 2021). It consisted of seven video conference sessions (via Zoom) with presentations and homework assignments. It included independent work, as well as guided group discussions with project leaders and other participants, which were supported by online collaborative tools.
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Ahmed, Syeda Kashfee, Pru Mitchell, and Jenny Trevitt. Rapid review of effective practice principles in the design and delivery of digital resources for teachers. Australian Council for Educational Research, June 2021. http://dx.doi.org/10.37517/978-1-74286-671-0.

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This rapid review, commissioned by Life Education Australia (LEA), gathered evidence about effective practice in the design and delivery of digital professional learning for teachers. Its goal was to inform development of principles to guide the design and delivery of LEA’s own digital resources for teachers. The key research question for the review was: What does the research evidence say about the design and delivery of digital / online resources for teachers and what practice implications and recommendations could be made based on this research evidence?
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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Bolton, Laura. Climate and Environment Learning Resource Guide. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/k4d.2021.060.

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This guide is designed to provide information about online resources and materials that can be used to develop or refresh knowledge relevant to FCDO’s climate and environment technical competencies. It is not an exhaustive list and further resources may be added. The guide briefly explains what each resource is, what it covers, and an estimate of how long it takes to read/complete (where information is available). The courses and resources are mostly aimed at people with a general level of knowledge about climate and the environment. Particularly useful resources have been highlighted with *Key Report* at the top of the tables in sections 3, 4, and 5.
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McGee, Steven, Randi McGee-Tekula, and Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, April 2017. http://dx.doi.org/10.51420/conf.2017.1.

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The Interactions curriculum and professional development program is designed to support high school teachers in their transition to the physical science Next Generation Science Standards. Through curriculum materials, an online portal for delivering the digital materials, interactive models of molecular phenomena, and educative teacher guide, teachers are able to support students in bridging the gap between macroscopic and sub-microscopic ideas in physical science by focusing on a modeling and explanation-oriented exploration of attractions and energy changes at the atomic level. During the fall semester of the 2015-16 school year, The Learning Partnership conducted a field test of Interactions with eleven teachers who implemented the curriculum across a diverse set of school districts. As part of the field test, The Learning Partnership examined the impact of teachers’ inquiry-based teaching practices on student learning and identification with the scientific enterprise. The results indicate that students had statistically significant growth in learning from the beginning to end of unit 2 and that the extent to which teachers engaged students in inquiry had a positive statistically significant influence on the growth rate and a statistically significant indirect impact on students’ identification with the scientific enterprise.
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Woods, Mel, Saskia Coulson, Raquel Ajates, Angelos Amditis, Andy Cobley, Dahlia Domian, Gerid Hager, et al. Citizen Science Projects: How to make a difference. WeObserve, 2020. http://dx.doi.org/10.20933/100001193.

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Citizen Science Projects: How to make a difference, is a massive open online course (MOOC). It was developed by the H2020 WeObserve project and ran on the FutureLearn platform from 2019. The course was designed to assist learners from all backgrounds and geographical locations to discover how to build their own citizen science project to address global challenges and create positive change. It also helped learners with interpreting the information they collected and using their findings to educate others about important local and global concerns. The main learning objectives for the course were: * Discover what citizen science and citizen observatories are * Engage with the general process of a citizen science project, the tools used and where they can be accessed * Collect and analyse data on relevant issues such as environmental challenges and disaster management, and discuss the results of their findings * Explore projects happening around the world, what the aims of these projects are and how learners could get involved * Model the steps to create their own citizen science project * Evaluate the potential of citizen science in bringing about change This course also provided five open-source, downloadable tools which have been tested in previous citizen science projects and created for the use of a wider range of projects. These tools are listed below and available in the research repository: * Empathy timeline tool * Community-level indicators tool * Data postcards tool * Future newspaper tool * Co-evaluation tool
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