Designing a learning curriculum and technology’s role in it

This paper presents a case study of the design and implementation of a master’s level research course. Factors that defined the curriculum design problem included the subject matter, a view of learning as a change in identity, and the role of technology in curriculum design. Both the design process and results of research on the implementation of the course are described. The paper concludes with a retrospective discussion of lessons learned, including parallels of (a) user-centered technology design with our final approach to curriculum design and (b) socially constructed views of technology with socially constructed views of learning.     

Diverse aims,challenges and opportunities for assessing outdoor learning: a critical examination of three cases from practice

In this article, we consider the term ‘assessment’, its relationship to ‘evaluation’ and the implications for outdoor learning in the light of changing educational policy on assessment in England. A small-scale empirical study of how assessment was practised by two primary teachers on a residential trip and two further cases in practice are used to examine how emphases in assessment are shaped by contexts. Finally, we reflect on how conceptual frameworks that integrate planning, pedagogy and assessment might support assessment and evaluation practice in outdoor learning in a new era of apparent ‘freedom’ for teachers.     

Use of asynchronous discussions for corporate training: A case study

In this knowledge‐based economy, corporations invest millions of dollars in training and expect a return on that investment; similarly, employees have a vested interest in wanting to further their knowledge and their ability to contribute. The types of e‐learning strategies and instructional methods being employed elude the use of asynchronous discussions as a viable instructional method. This article summarizes a case study in which asychronous discussions were used as an instructional strategy in two training interventions.     

Designing With Multiple Interactives: Five Common Pitfalls

Abstract Interactive museum exhibits are ubiquitous in science centers, and are becoming increasingly popular in art, history and cultural museums. At an interactive exhibit, visitors can act on the exhibit and the exhibit reacts. While there is much theoretical and empirical support for the idea that interactive features promote science learning, we believe that serious design problems can arise if an uncritical “more is better” approach is taken to interactivity. This article describes five common pitfalls of designing exhibits with high levels of interactivity or multiple interactive features: 1) multiple options with equal salience, 2) features allowing multiple users to interfere with one another, 3) options that encourage users to disrupt the phenomenon being displayed, 4) features that make the critical phenomenon difficult to find, and 5) secondary features that obscure the primary feature. Examples of each of the five problems are presented, and possible design solutions are offered.