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A Framework for Interactivity in Competency- Based Courses

A proposed course framework, based on five educational design principles, helps instructors organize, motivate, and assess interactive online learning and prepares students to succeed in networked knowledge settings. The principles also offer the flexibility, self-pacing, and accountability associated with competency-based education.


Taking Serious Games Seriously in EducationMultimedia

Games can serve as a means of not just developing domain-specific knowledge and skills but also identity and values key to professional functioning. The data from games enable understanding how students approach and solve problems, as well as estimating their progress on a learning trajectory.


What's Next for the LMS?In Print Edition

Today’s LMS needs to be supplemented with (and perhaps later replaced by) a new digital architecture and new learning components—the NGDLE—to enable current transitions in higher education.


Bringing the Social Back to MOOCs

Various existing learning environments could scale to MOOC size and benefit learners by adding the social elements now missing, from citizen science to simulations, games, virtual reality, and augmented reality.


MOOC Professors' Agency in the Face of Disruption

Stanford University used MOOCs as an opportunity to create a supportive environment for faculty to explore, create, and express themselves in new ways through open and digital education. Following its early support for MOOCs, Stanford built "soft infrastructure" to incubate good ideas and allow courses to evolve over time.

Exploring Students' E-Textbook Practices in Higher Education

A two-year, university-wide study of students' e-textbook practices found increased use among a broader demographic thanks to lower cost and convenience. The instructor's role has not changed significantly, suggesting the need for further professional development.

Case Studies

Pathway to a SMILEMultimedia

This case study explains how SMILE — Synchronous Mobile Interactive Learning Environment — lets the instructor address student needs ranging from travel restrictions to barriers imposed by geographic, economic, or physical constraints.

A Jedi Story: Gamification at Work

Introducing gaming elements to campus-wide Google apps training via the Jedi Academy excited staff and faculty, showing that appropriate use of gaming elements can make otherwise mundane tasks—including support training—fun and rewarding.

Good Ideas

A Dialogical Approach to Learning Technology Success

Anecdotal evidence suggests that an intentionally dialogical approach between the business and academic stakeholders at Boise State University effectively ensures transparency and buy-in from the campus community for educational technology projects.


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In print edition


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