The Continuous Learning Journey of a Certified Performance Technologist

In this article the author, a certified performance technologist (CPT), explains what led him to pursue the CPT designation and what he has learned since then. His learning journey is framed by the three phases of Shu‐Ha‐Ri, a martial arts concept. He tells of how he developed a foundational proficiency with the CPT performance standards before truly understanding the principles and foundational concepts behind the practices associated with the standards. In his early days, he studied the work of performance improvement masters and practiced their techniques, both interpersonal and analytical. In the years after earning the CPT designation, he strove for true mastery in applying hybrid techniques or ones of his own invention, all grounded in the CPT principles.     

Science learning via multimedia portal resources: The Scottish case

Scotland's rich heritage in the field of science and engineering and recent curricular developments led to major investment in education to equip pupils with improved scientific knowledge and skills. However, due to its abstract and conceptual nature, learning science can be challenging. Literature supports the role of multimedia technology in addressing the difficulties associated with science learning. This paper reports on a two‐phase investigation that explored the impact of multimedia resources situated in a national e‐learning portal to (1) assist generalist and specialist science teachers' teaching practices and (2) stimulate pupils' interest, encourage engagement and improve overall science learning experiences. Our research also investigated how portal resources facilitated and/or acted as barriers for teaching and learning. Findings from our research affirm that multimedia technology has transformed science learning; with these resources accessible through a national portal, radically different learning experiences ensued. These findings raise serious implications for teacher education and professional development in ensuring that teachers acquire sound science content and pedagogical knowledge as well as practical strategies for utilising technology‐rich environments, as this is likely to become the norm. Harnessing the fullest potential that information and communication technology, multimedia and e‐learning portals can offer starts by addressing these challenges.     

Early Integration and Other Outcomes for Community College Transfer Students

The purpose of this study was to explore academic and social integration and other outcomes for community college transfer students. The study used Tinto’s (Leaving college: Rethinking the causes and cures of student attrition, 1993) Longitudinal Model of Institutional Departure and Deil-Amen’s (J Higher Educ, 82:54–91, 2011) concept of “socio-academic integrative moments” to inform the selection and organization of potential predictors. We developed regression models for relationships between demographic and background variables of interest and perceived academic and social integration following the first six weeks at the receiving university. We also included these perceived integration scores in regression models for six outcomes (first and second semester grade point average, first and second semester earned hours ratios, and second and third semester persistence). Academic and previous college background explained the greatest amount of variance in predicting early integration and academic outcomes.