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This paper presents an alternative method for learning space design that is driven by user input. An exploratory study was undertaken at an English university with the aim of redesigning technology-enhanced learning spaces. Two provocative concepts were presented through participatory design workshops during which students and teachers reflected and discussed the values of technology and provided insight into how to effectively embed technology in learning space design. The findings provide a set of recommendations for integrating technology with learning spaces and present alternative designs for the given concepts.

In recent years, the application of virtual reality (VR) technology in education is rapidly gaining momentum. The educational benefits offered by such technology have prompted many educators as well as instructional designers to investigate ways to create effective and engaging VR learning. Instructional designers have examined widely the capability of VR in influencing the cognitive capacity as well as motivational processes of learners. Nonetheless, one often-neglected aspect is its ability to stimulate emotions, which in turn can affect learning. With the current intense interest in designing emotionally sound instructional applications, this paper proposes a new outlook by incorporating Kansei Engineering methodology in the instructional design process. Specifically, as part of an on-going project, it describes how Kansei Engineering method can be incorporated in the design of VR based learning environments based on the model suggested by Chen, Toh and Wan (2004). The proposed method is not only able to facilitate the instructional designers in identifying desired design elements but also to refine the methods prescribed in an instructional model.

The main purpose of this paper is to explore and discuss the main characteristics of project-based online learning (PBOL) for a graduate enchased Web-based course, Designing and Developing Distance Education, to promote the critical learning skills of online learners to engage them in projects designed to be realistic, intriguing and relevant real life experiences, to promote PBOL to model how theory translate into practice in higher education, to integrate PBOL by proposing situate learning in an authentic context by helping them think deeply, to encourage them to take ownership and responsibility for their critical thinking process, to support them to act as cognitive coaches throughout PBOL, and to give them guidance as needed, but encouraging them independence in thinking critically.

Includes bibliographical references (p. 259-261) and index

This is a book chapter written by Michael Greer & his client at Respironics, Inc., Jacquelyn McClure, titled:  “Beyond Sales Training: Designing a Learning Organization ,”  In Action: Designing Training Programs , American Society for Training and Development (ASTD), 1996 [“18 case studies from the real world of training”] ISBN 1-56286-057-7 It describes a performance-based approach to going "beyond sales training" for their growing sales force to attain breakthroughs in job design, career development, training and a whole new way of implementing a learning organization.

Online role plays, as they are designed for use in higher education in Australia and internationally, are active and authentic learning activities (Wills, Leigh & Ip, 2011). In online role plays, students take a character role in developing a story that serves as a metaphor for real-life experience in order to develop a potentially wide range of subject-related and generic learning outcomes. The characteristics of these stories are rarely considered as factors in the design--and success--of these activities. The unspoken cultural assumptions, norms and rules in the stories that impact on the meanings students make from their experiences are also rarely scrutinised in the online role play literature. This paper presents findings from a case study of an asynchronous text-based online role play involving politics and journalism students from three Australian universities. The findings highlight the centrality of students' collaborative story-building activity to their engagement and learning, including their development of critical perspectives. The study underlines the importance of certain aspects of the role play's design to support students' story-building activity. (Contains 2 tables and 2 figures.)

Three-qubit quantum gates are key ingredients for quantum error correction and quantum information processing. We generate quantum-control procedures to design three types of three-qubit gates, namely Toffoli, Controlled-Not-Not and Fredkin gates. The design procedures are applicable to a system comprising three nearest-neighbor-coupled superconducting artificial atoms. For each three-qubit gate, the numerical simulation of the proposed scheme achieves 99.9% fidelity, which is an accepted threshold fidelity for fault-tolerant quantum computing. We test our procedure in the presence of decoherence-induced noise as well as show its robustness against random external noise generated by the control electronics. The three-qubit gates are designed via the machine learning algorithm called Subspace-Selective Self-Adaptive Differential Evolution (SuSSADE).

Eleven conference papers treat designing learning modules, or complete instructional facilities, for the deaf. The following aspects are considered: the changing classroom, a multimedia approach to teaching American History, a project design for a special school, and educational implications of architecture for the deaf. Further topics are acoustical design of classrooms for the deaf, the use of amplification in educating deaf children, furnishings in the workshop classroom, and lighting in the learning module. Creating environments for learning, providing through architecture for social needs, and planning the deaf child's complete formal education are also discussed; a report from Captioned Films for the Deaf, conference and discussion summaries, foreward, and introduction are provided. Appended are the program and roster of participants. (JD)

This article describes the design of a learning community that paired an English Composition and a Public Speaking course at the New York City College of Technology (City Tech) and explains the embedded teaching strategies: flexible scheduling, integrated assignments, and a place-based (Brooklyn) focus. These tactics, developed with the aim of engaging first-semester students in their general-education communication courses, served to orient students to City Tech and its neighboring environment. Flexible scheduling helped avoid making concessions due to time constraints and allowed for greater fairness and efficiency, while also expanding opportunities for classroom and out-of-classroom activities. Designing overlapping assignments helped students by scaffolding coursework throughout the semester, building toward increasingly challenging course objectives. The place-based focus on Brooklyn oriented students to the campus, supported their ability to find nearby places that expanded their campus experience, and gave them tools for interacting critically with their surroundings. Grounded in maker pedagogy, the semester's final project asked students to make a shared Google Map that included their videos and summaries of their research, creating a virtual tour of downtown Brooklyn. Ultimately, these strategies supported better student success and engagement in the courses while providing a creative outlet for successful college work.

Despite of much focus on professional development aimed specifically at developing teachers' technology integration skills, rigorous studies of effective PD (professional development) are lacking. Evidence is also lacking on how these skills can best be integrated with pedagogical and content knowledge to improve student learning. The purpose of this article is to present two "design-oriented" TTPD (technology-related teacher professional development) designs and investigate the designs' impact on teachers. In one TTPD (tech-only), teachers learned technology skills to create activities using online learning resources. In the other (tech+PBL), teachers learned to create PBL (problem-based learning) activities using online resources. All teachers implemented these activities with their students. Findings indicate similarities and differences across several outcomes, including teacher knowledge, teacher attitude, usage of PBL and Web usage data. In addition, an instrument was developed to measure the students' self-reported knowledge, attitudes and behavior regarding their teachers' implemented activities. The instrument was shown to be valid and reliable. Problem-Based Learning Alignment Rating Scale is appended. (Contains 10 tables and 2 figures.)

Designing for and implementing deeper learning across classrooms and schools that serve communities disadvantaged by the U.S. educational system is challenging. This paper illuminates this challenge by asking the question: What would designers of interventions at the classroom, school, and district levels have to take into consideration when they want to powerfully set their organizations on a developmental path towards deeper learning? The thinking put forth in this paper is closely informed by the experiences of a number of district change projects aimed at furthering deeper learning. The projects were funded by the William & Flora Hewlett Foundation and organized as research-practice partnerships (RPPs) in which improvement teams worked together to design interventions or change activities over a period of three to four years. The approaches taken by the projects differed widely. While the projects were operating in different contexts and considering different developmental phases for deeper learning, the differences also reflected underlying ideas about what schools and districts need to do in order to make deeper learning a reality in schools and classrooms. The goal of this paper is to map out the encompassing nature of the design challenge so that designers come to (1) appreciate the spectrum of tasks to be addressed given the ambition and complexity of the deeper learning undertaking; (2) recognize the unique sets of tasks that specific designs tackle and the resulting trade-offs that may be required; and (3) draw from a common frame of reference for learning across projects that aim at deeper learning.

A series of research projects were implemented over seven years to understand and facilitate teachers' experiences in adopting inquiry. An overview of the project, methodology and key outcomes are outlined as a basis for the partnership described in this symposium. We end the paper with a list of recommendations for designing collaborative research with schools. [This research was funded in part by the University of Queensland (ECR Grant) and Education Queensland (Industry Partner).]

The Slovak language is one of the less commonly taught languages, and its learners worldwide have few options in terms of its study and practice. One of them, however, is the www.e-slovak.sk e-learning platform provided by the Studia Academica Slovaca Centre at the Comenius University Faculty of Arts in Bratislava, Slovakia. This article summarises a two year experience teaching Slovak in two tutored e-learning courses of e-slovak levels A1 and A2 (CEFR, 2001). The article focusses mainly on the tasks contributing to the development of productive communication skills (speaking and writing). We explored to what extent various language learning tasks are efficient in terms of developing complex language skills and engaging students' cognitive skills in accordance with Anderson et al.'s (2001) revised Bloom's taxonomy of teaching objectives. [For the complete proceedings, see ED600837.]

This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students' interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author's action research study, conducted while she was a teacher working in an Australian public high school and completing her PhD. The study investigates the use of a Ning online social network as a learning environment shared by seven classes, and it examines students' reactions and online activity while using a range of social media and Web 2.0 tools. The authors use Graham Nuthall's (2007) "lens on learning" to explore the social processes and culture of this shared online classroom. The paper uses his extensive body of research and analyses of classroom learning processes to conceptualize and analyze data throughout the action research cycle. It discusses the pedagogical implications that arise from the use of social media and, in so doing, challenges traditional models of teaching and learning. (Contains 10 figures.)

This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students' interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author's action research study, conducted while she was a teacher working in an Australian public high school and completing her PhD. The study investigates the use of a Ning online social network as a learning environment shared by seven classes, and it examines students' reactions and online activity while using a range of social media and Web 2.0 tools. The authors use Graham Nuthall's (2007) "lens on learning" to explore the social processes and culture of this shared online classroom. The paper uses his extensive body of research and analyses of classroom learning processes to conceptualize and analyze data throughout the action research cycle. It discusses the pedagogical implications that arise from the use of social media and, in so doing, challenges traditional models of teaching and learning. (Contains 10 figures.)

The designing of instruction, when considered as a process, is the determination of instructional requirements of the learner and development of functional learning systems in order to meet these requirements. In fact, as a consequence of studies on the development of effective learning systems some instructional design theories have emerged. Among these theories the motivational design theory points out that instructional processes are required to be configured with the strategies which increases the attention, relevance, confidence and satisfaction of the students for an instructional design which ensures the continuity of learning motivation. The studies indicate that the systems which are developed on the basis of mentioned strategies raise the attention of the student during instruction, develop a relevance to the students' requirements, create a positive expectation for success and help having a satisfaction by reinforcing success. In this article, the empirical studies related with this subject and the suggestions for presenting more effective motivational instructional designs in distance learning are summarized. (Contains 1 table and 1 figure.)

To address the professional development needs of learning community instructors at Kingsborough Community College, faculty coordinators and program directors developed a workbook for instructional teams. This workbook walks instructors through the collaborative process of creating and sustaining successful links and focuses on what we believe is the heart of learning community work--transparency, relationship building, integration, assessment, and reflection. It both emerged from and encourages a backward design approach--starting with student learning outcomes and working backward to provide the collaboration, integration, and knowledge-construction that define learning communities and make the learning outcomes achievable. It further reflects the ongoing and cyclic nature of the collaborative process necessary for strong learning communities (Graziano & Kahn, 2013), taking collaborators from initial meetings through the development of deep and sustained integration, to assessment, reflection, and redesign. This workbook has been central in campus-wide efforts at Kingsborough to maintain philosophical and pedagogical integrity while intentionally developing and scaling learning communities; it is presented here as a resource that may be adapted to help serve the professional development needs of programs and instructors at other campuses.

Wood N (2006). Transmitting craft knowledge: designing interactive media to support tacit skills learning. PhD thesis, Sheffield Hallam University, November 2006.

Wood N (2006). Transmitting craft knowledge: designing interactive media to support tacit skills learning. PhD thesis, Sheffield Hallam University, November 2006.

Wood N (2006). Transmitting craft knowledge: designing interactive media to support tacit skills learning. PhD thesis, Sheffield Hallam University, November 2006.

The aim of this paper was to determine students’ preferences towards e-learning environment in order to select and design its components that suit the needs of student’s best. The research was implemented using conjoint analysis. Three dimensions of interest were considered: e-learning technology, teaching method and knowledge assessment and the results show that knowledge assessment is the most important e-learning attribute for both traditional and online students. Adding into consideration the teaching method as well, further analysis showed that students can be profiled in two segments: oriented on results or process, which can be used at the beginning of studies to adjust e-learning environment. Research findings emphasized student preferences as essential for designing e-learning system, while student satisfaction turned out to be a key factor determining their persistence for studying in e-learning environment. Finally, recommendations for improvement of existing e-learning system were given.

The aim of this paper was to determine students’ preferences towards e-learning environment in order to select and design its components that suit the needs of student’s best. The research was implemented using conjoint analysis. Three dimensions of interest were considered: e-learning technology, teaching method and knowledge assessment and the results show that knowledge assessment is the most important e-learning attribute for both traditional and online students. Adding into consideration the teaching method as well, further analysis showed that students can be profiled in two segments: oriented on results or process, which can be used at the beginning of studies to adjust e-learning environment. Research findings emphasized student preferences as essential for designing e-learning system, while student satisfaction turned out to be a key factor determining their persistence for studying in e-learning environment. Finally, recommendations for improvement of existing e-learning system were given.

The aim of this paper was to determine students’ preferences towards e-learning environment in order to select and design its components that suit the needs of student’s best. The research was implemented using conjoint analysis. Three dimensions of interest were considered: e-learning technology, teaching method and knowledge assessment and the results show that knowledge assessment is the most important e-learning attribute for both traditional and online students. Adding into consideration the teaching method as well, further analysis showed that students can be profiled in two segments: oriented on results or process, which can be used at the beginning of studies to adjust e-learning environment. Research findings emphasized student preferences as essential for designing e-learning system, while student satisfaction turned out to be a key factor determining their persistence for studying in e-learning environment. Finally, recommendations for improvement of existing e-learning system were given.

The aim of this paper was to determine students’ preferences towards e-learning environment in order to select and design its components that suit the needs of student’s best. The research was implemented using conjoint analysis. Three dimensions of interest were considered: e-learning technology, teaching method and knowledge assessment and the results show that knowledge assessment is the most important e-learning attribute for both traditional and online students. Adding into consideration the teaching method as well, further analysis showed that students can be profiled in two segments: oriented on results or process, which can be used at the beginning of studies to adjust e-learning environment. Research findings emphasized student preferences as essential for designing e-learning system, while student satisfaction turned out to be a key factor determining their persistence for studying in e-learning environment. Finally, recommendations for improvement of existing e-learning system were given.

This document is about a learning community created by two Mesa Community College faculty members. Their initial goal for creating the center was to improve student learning, deepen the relationship between faculty and students, etc. The program has a service-learning requirement that was implemented with the goal of preparing students to become informed and active citizens within their communities. Each student is required to complete twenty hours of community service which is meant to provide students with insight unavailable from mediated sources and to allow students to learn practical knowledge. Students must also create and write a research project that requires them to gather data using resources such as the internet and the library. By combining their research and their community service project, the students gain insight into their community and about their own goals. Many students leaving the course have chosen to incorporate what they have learned into their plans for their personal futures. The authors conclude that the success of the program came as no surprise. They met their initial goal of teaching students the importance of civic duty through research and service learning and had a rewarding teaching experience in the process. (MZ)

This self-instructional learning packet is one part of a competency-guided program for instructional supervisor preparation developed by the Special Education Supervisor Training (SEST) project. Teaching the supervisor to determine the appropriateness of learning resources, including instructional and resource materials, is the goal of this training packet. The user of this packet is to collect information on what materials are available, who uses them (and how effectively), and what materials are not being utilized. This information is to be correlated with a materials evaluation measure. The supervisor observes teachers and students using the materials and interviews them to gain a more complete picture of the materials' effectiveness. He should also find out from them what assistance they need to improve their utilization of learning resources. These resources include not only textbooks and other district-provided materials, but also those from area learning resource centers and instructional radio and television. These resources may not be fully utilized for many reasons, including unavailability of necessary equipment, inflexible work space, and lack of duplicate copies. In some of these cases, the supervisor may be able to correct the situation. (DS)

Learning materials serve as major learning resources for distance learners, and quality learning materials help students learn effectively at a distance. This paper addresses comprehensive aspects of design, development, production, and quality assurance of multi-media learning materials, based on the experience of Indonesia's Universitas Terbuka (UT). A course team approach is used to design and develop UT learning materials, involving content experts from partner universities, UT's own academic staff, instructional designers and media specialists. Preparation for production of printed learning materials are done internally, while the large-scale reproduction is outsourced externally, and for the non-printed materials all production and reproduction processes are done internally. The learning materials go through a systematic quality assurance mechanism in each stage of design, development and production, in order to ensure that distance students have high quality learning materials for use in their autonomous and independent as well as structured and guided learning activities throughout the course of their learning endeavour at a distance. (Contains 3 figures and 2 tables.)

According to UNCF, Historically Black Colleges and Universities (HBCUs) represent just 3% of colleges and universities in the United States yet produce 20% of Black graduates. Their success is a model for innovative, student-centered success that deserves broader recognition. But what does the future of HBCUs look like given the increasing demand for more flexible and responsive digital learning? The HBCU Digital Learning Infrastructure Initiative, a multi-year effort designed to understand the insights, opportunities, and challenges related to digital learning innovation. In partnership with the Bill & Melinda Gates Foundation, a cohort of six HBCUs, and an Advisory Council comprised of advisors and subject matter experts from across the sectors, Complete College America has been working to co-design a strategy for future investment. The strategy will be rooted in the innovations happening on leader campuses and universities and informed by the gaps and barriers identified as a part of the process. In the end, the focus is the same as always: college completion and student success.

This paper deals with issues related to drawing up plans and putting into practice e-learning initiatives in complex and demanding business environments such as organizations that require recurring training, to optimize their learning processes in terms of cost reduction and efficiency gains. We view the issue of initiating and executing such an e-learning initiative both by the "process" and "product" perspective. Towards this end, our approach consists of conceptual tools and proposes a way of working supporting: ??(1) Depicting and tracking personal competencies facilitating capturing of individuals' informal knowledge and implicit and explicit evaluation; and (2) Providing dynamically optimal recommendations to learners for individual learning paths, learning content and learning programmes. We propose that in order to achieve competency based delivery of learning, solutions should imply a learner-centric approach taking under consideration the formal and informal knowledge that learners possess. Going a step further, we present a first attempt of modeling the whole evaluation cycle from the initial set up of required professional profiles and how this is tied to a given work position, to the final optimal recommendations that a solution should provide/deliver based on personalised evaluation of the competencies that learner has achieved or he/she wants to obtain.

In 1975, a national conference was held to discuss the current status of open learning and nontraditional studies, and to discuss plans for the future. This report contains some 75 essays classified into the following categories: (1) general issues, (2) management and financing patterns, (3) academic and curricular patterns, (4) communications technology and delivery patterns, and (5) research and evaluation patterns. A list of conference participants is also provided. (EMH)

In 1975, a national conference was held to discuss the current status of open learning and nontraditional studies, and to discuss plans for the future. This report contains some 75 essays classified into the following categories: (1) general issues, (2) management and financing patterns, (3) academic and curricular patterns, (4) communications technology and delivery patterns, and (5) research and evaluation patterns. A list of conference participants is also provided. (EMH)

In 1975, a national conference was held to discuss the current status of open learning and nontraditional studies, and to discuss plans for the future. This report contains some 75 essays classified into the following categories: (1) general issues, (2) management and financing patterns, (3) academic and curricular patterns, (4) communications technology and delivery patterns, and (5) research and evaluation patterns. A list of conference participants is also provided. (EMH)

This is another interview that was recorded at iDesignX. In the interview, Robin talks with Nick Perch from IMC-AG about designing learning for behaviour change.

This is another interview that was recorded at iDesignX. In the interview, Robin talks with Nick Perch from IMC-AG about designing learning for behaviour change.

This is another interview that was recorded at iDesignX. In the interview, Robin talks with Nick Perch from IMC-AG about designing learning for behaviour change.

This is another interview that was recorded at iDesignX. In the interview, Robin talks with Nick Perch from IMC-AG about designing learning for behaviour change.

The U.S. Chamber of Commerce--the world's largest business federation--and the U.S. Chamber of Commerce Foundation have for the past five years been attempting to bridge the gap and address trust issues between the postsecondary education community and employer community. Rather than placing limitations on the curriculum or taking away academic freedom from faculty, such a partnership has the potential to unlock new learning pathways that can meet the needs of today's diverse learners. With this in mind, the U.S. Chamber of Commerce Foundation created the Talent Pipeline Management® (TPM) movement as an effort to bridge the divide between postsecondary education and the employer community. TPM® provides a framework for re-imagining the partnership of these two communities, co-designing learning pathways, and developing authentic, performance-based challenges and learning experiences that address the demonstration of learning gap. In this Occasional Paper, we describe the unique challenges a dynamic, changing labor market poses for employer-education partnerships; including the inherent limitations of current alignment practices and tools. Then, we introduce TPM as a partnership model that allows employers to more meaningfully signal their competency needs to educators and how educators can, in turn, describe their evidence of learning in ways that are understood by employers relative to those competency needs. The latter half of the paper explores how employers and education partners can use TPM as a framework for engaging one another in co-designing learning pathways that produce evidence of learning that is meaningful to both sides. [Foreword by Natasha A. Jankowski.]

Millions Learning, a project of the Center for Universal Education (CUE) at the Brookings Institution, addresses the question of how to scale quality education for all children and youth. CUE is launching Real-time Scaling Labs in partnership with local institutions in a number of countries and U.S. cities to generate more evidence and provide practical recommendations around the process of scaling in global education, encouraging a stronger link between research and practice. These labs are not physical spaces, but rather a process established by CUE and partner institutions to learn from, support, and document existing efforts to scale interventions focused on improving children's learning as they unfold in real-time. This will include observing, gathering, and analyzing data, as well as encouraging self-reflection, recommending course corrections based on existing evidence, documenting the scaling process in real-time, and sharing ongoing learning with those involved. The ultimate goal is to support initiatives as they scale while simultaneously gaining deeper insight into how policymakers, civil society, and the private sector can most effectively work together to bring about large-scale transformation in the quality of children's learning and their development. The purpose of the report is to examine the development and design of the Real-time Scaling Labs. [Additional support from EAFIT University, and the Jacobs Foundation.]

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BACKGROUND AND OBJECTIVES: Fire insurance is a type of insurance that provides financial protection against property damage caused by events such as fire, theft, and weather-related damage. The use of modern analytics methods in analyzing policies and predicting potential losses is of great interest to insurance companies and those involved in property insurance services. Claim prediction is a crucial measure for predicting future losses in insurance companies, particularly in property insurance, where it helps evaluate the Probable Maximum Loss (PML) based on risk theory. METHODS: This study focuses on developing claim prediction models for occurrence probability, severity, and time by creating a dataset, training various algorithms, and comparing their performance. Exploratory Data Analysis (EDA) is conducted to select relevant features, resulting in the selection of 44 fields from insurance policy and claim information. Recursive Field Elimination (RFE) is used to reduce the dataset dimensions, and informative fields are selected for each prediction model. The dataset consists of over 780,000 policy records and approximately 70,000 loss payments from the Iran Insurance Company's actual fire application database spanning 10 years (2011-2021). Linear regression, random forest regression (RFR), support vector regression (SVR), and deep neural network algorithms are implemented for each prediction model. The accuracy of the algorithms is evaluated using mean squared error (MSE) and mean absolute error (MAE) values. FINDINGS: The results of the prediction models show that the deep multi-layer perception (MLP) algorithm performs the best. After hyperparameter tuning and multiple runs, the final MSE values are determined as 0.117 for occurrence probability prediction, 0.042 for loss severity prediction, and 0.106 for claim time prediction. The comparison of the innovative model results with test data demonstrates that intelligent models provide more accurate predictions. Accurate prediction is highly valuable for insurance companies as it allows them to mitigate financial losses. The use of deep learning in loss time prediction, in addition to severity and probability prediction, is a significant innovation in this research. CONCLUSION: Machine learning techniques, such as deep learning, can help insurance companies optimize their services with higher accuracy, strengthen risk management practices, and provide tools for better decision-making. The application of deep learning in loss prediction can replace complex and inaccurate manual processes in insurance, leading to advancements in risk management, reinsurance management, and improvement of fire insurance pricing.

New technologies such as Magnetic Resonance Imaging (MRI) and Positron Emission Tomography (PET) have led to recent discoveries about how the brain works and how people learn. The interactive capabilities of World Wide Web-based instructional strategies can be employed to better match how we teach with how we know students learn. This paper summarizes the following assumptions on the nature of learning, based on the argument that learning occurs through building and traversing neuronal pathways: learning occurs through making connections; the best predictor of what students will learn is what they already know; nothing is learned until it is internalized into long term memory, ready for later retrieval along well-worn pathways; and students learn in different ways. The paper also provides an overview of instructional strategies that promote learning (reflection, reconstruction, and rehearsal) and an argument for taking advantage of the interactive capabilities of the WWW to create an optimal setting for learning. It concludes with a description of PROJECT LEARN, a staff and media development project at Lincoln University (New Zealand) that successfully integrates these ideas to enhance undergraduate education. A figure presents the continuum of interactivity available via the WWW. Contains 11 references. (Author/DLS)

The leverage of National Board candidacy provides a unique opportunity for substantial teacher learning in a way that many professional development experiences do not. The key is learning leverage--an appropriate balance of rigor, reward, and risk. Learning leverage occurs naturally among teachers who choose to pursue National Board certification, but it can be integrated into a school's everyday professional endeavors as well. When school leaders apply the dynamics of learning leverage to school improvement initiatives, teacher evaluation systems, and professional development offerings, powerful learning experiences for all teachers abound. (Contains 1 figure.)

Despite the growing popularity of WBL, the community college and workforce development fields need greater transparency and clarity on the design of these programs to broaden workforce pathways, ensure the transferability of exemplary program models, and support the advancement of equitable outcomes for all students, especially learners from historically underserved and underprivileged backgrounds. In this report, we highlight case studies of emerging program models across the United States to understand the motivation, goals, and design of paid WBL opportunities available at two-year colleges. This report outlines four recommendations for community college leaders and state policymakers. Findings from this study have important implications for state policymakers and college stakeholders in career services, academic advising, and workforce development.

Despite the growing popularity of WBL, the community college and workforce development fields need greater transparency and clarity on the design of these programs to broaden workforce pathways, ensure the transferability of exemplary program models, and support the advancement of equitable outcomes for all students, especially learners from historically underserved and underprivileged backgrounds. In this report, we highlight case studies of emerging program models across the United States to understand the motivation, goals, and design of paid WBL opportunities available at two-year colleges. This report outlines four recommendations for community college leaders and state policymakers. Findings from this study have important implications for state policymakers and college stakeholders in career services, academic advising, and workforce development.

Contact: www.swathanthra.com

Kiran Bir Sethi, Founder of the Riverside School in Ahmedabad, shares insights about The Indian Model in Designing the Learning Experience. #WorldGovSummit "تُشارك كيران بير سيثي، مؤسسة مدرسة ريفرسايد، أفكارها حول النموذج الهندي في تصميم التجربة التعليمية. #القمة_العالمية_للحكومات" Source: https://www.youtube.com/watch?v=VNDdCJjS2xw Uploader: World Government Summit

This study proposes to present a sample design of a flipped learning instructional model for teaching Islamic Studies course at an Indonesian higher education institution. A bottom-up flipped learning model was developed in this study, based on Bloom’s taxonomy of educational objectives. A Learning Management System (LMS), Schoology, was employed as a platform to share pre-class video lectures for student learning activities outside-of-class. Three main activities proposed by the researchers outside of the class activities, namely, Watching, Summarizing, and Note-taking (WSN), whereas give and take conversation is the main class activity. This study implies that the bottom-up flipped learning model could potentially be implemented for teaching Islamic studies course in Indonesian higher education institutions, with the aim of fostering students' highest level of cognitive domains and independent learning skills. This study has implications for the Ministry of Research, Technology, and Higher Education and the Ministry of Religious Affairs of the Republic of Indonesia or policymakers to consider the flipped classroom as a contemporary teaching model for teaching Islamic studies course and other subjects at any in Indonesian higher education institutions.

This paper describes work that has been in progress on the use of information and communications technology in the transformation of teaching and learning in several subjects in the School of Fine Arts, Classical Studies and Archaeology at the University of Melbourne, Australia. Its specific focus is on the "Virtual Print Room" project. This project involves the development of a rich database of high quality digitized images of a large number of prints (from the Baillieu Library's Old Master Prints Collection) comprising the works of famous artists such as Durer, Marcantonio, Raimondi, Rembrandt, and Hogarth. Most importantly, this database enables the study of fragile prints outside the "white-gloved" controlled environment of the conventional print room. One such novel form, described in this paper, is learning by designing a "Virtual Print Exhibition." Students involved in this subject create a virtual exhibition from the database of prints and experience at first hand how to construct an art historical argument in the form of an exhibition. As part of this presentation, the online learning environment that supports this group-based learning activity is demonstrated. (Author/AEF)

There are multiple challenges to designing learning experiences for schools in remote communities, including technology and infrastructure limitations, high teacher and administrator turnover, and conflicting interests between local culture and school curricula. In this paper, we offer a brief history of educational initiatives in remote Arctic communities, focusing on: 1) the importance of traditional knowledge, 2) the role of Indigenous culture in school learning materials and activities, and 3) how and why technology might be used to enhance and preserve traditional knowledge, language, and culture. We share implementation examples of one design model, adventure learning, that has successfully engaged learners worldwide in remote and urban communities alike. We conclude by presenting design principles for engaging learners in remote communities through a focus on reflective presence, interaction, educator support, and simplicity of design. These principles are illustrated with a narrative centered on the design of a new online learning environment titled North of Sixty°.

This work aims to identify and synthesise literature and publications that inform about how health facilities are designed for health professional student learning; is there, or has there been, learner-centred design of health facilities?