Virtual School Meanderings

October 15, 2018

LearnTechLib Table of Contents Alert: JCMST 37:4

No K-12 distance, online, and/or blended learning items in this issue.

LearnTechLib - The Learning & Technology Library

LearnTechLib Table of Contents Alert: JCMST 37:4

Dear Michael Barbour,

The latest issue of Journal of Computers in Mathematics and Science Teaching is now available on LearnTechLib, the Learning & Technology Library.

Journal of Computers in Mathematics and Science Teaching

Vol. 37 , No. 4 (October 2018)

Table of Contents

  1. Measuring student affect and learning outcomes in a general education biology course for non-majors: the implications of progress monitoring information, active learning using cell phones, reformed teaching, and learning outcome assessment

    Anthony Curtis , Radford University,


  2. e-Learning Algebra and the Impact on the Calculus Series: A Longitudinal Case Study

    Rebecca Shepherd , United States Naval Academy, ; Joan Shifflett , United States Naval Academy, ; Thomas Lusby , United States Naval Academy, ; Helen Waitkus , United States Naval Academy,


  3. Innovative CAS Technology Use in University Mathematics Teaching and Assessment: Findings from a Case Study in Alberta, Canada

    Daniel Jarvis , Nipissing University, ; Chantal Buteau , Brock University, ; Charles Doran , University of Alberta, ; Andrey Novoseltsev , University of Alberta,


  4. A Pedagogically Effective Use of an Audience Response System, TOPHAT™, to increase outcomes in CALCULUS I at New York University

    Elizabeth McAlpin , NYU IT Teaching and Learning in Technology, ; David Shilane , NYU IT Teaching and Learning in Technology, ; Selin Kalaycioglu , Courant Institute of Mathematical Sciences – NYU,


  5. Table of contents for this issue:

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September 29, 2018

IRRODL Announcement

The second of those two journal announcements.

IRRODL Issue 19(4)
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Dear IRRODL readers,

The September issue of IRRODL is now available. Find it at


Vol 19, No 4 (2018)

Full Issue

View or download the full issue PDF

Table of Contents


Editorial – Volume 19, Issue 4
Rory McGreal

Research Articles

Shazia K Jan, Panos Vlachopoulos
Bakare Kazeem Kayode
Daniëlle Verstegen, Amber Dailey-Hebert, Herco Fonteijn, Geraldine Clarebout, Annemarie Spruijt
Marina Lepp, Tauno Palts, Piret Luik, Kaspar Papli, Reelika Suviste, Merilin Säde, Kaspar Hollo, Vello Vaherpuu, Eno Tõnisson
Stephanie Blackmon
Curtis J. Bonk, Meina Zhu, Minkyoung Kim, Najia Sabir, Annisa R Sari
Juan Antonio Valdivia Vázquez, María Soledad Ramírez-Montoya, Jaime Ricardo Valenzuela González
John Levi Hilton III, David Wiley
Dongho Kim
Wei-Hsi Hung, Pei-Hsuan Hsieh, Yao-De Huang
Tami Oliphant, Jennifer Branch-Mueller
Mpine Makoe, Thulile Shandu
Sha Zhu, Harrison Hao Yang, Jason MacLeod, Yinghui Shi, Di Wu
Fengliang Li

Book Notes

Book Review: Open: The Philosophy and Practices that are Revolutionizing Education and Science
Nelson R. Jorge, Martijn Ouwehand

Technical Notes

Rory McGreal
You are receiving this email because you subscribed to the International Review of Research in Open and Distributed Learning.
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September 5, 2018

Article Notice – Connected Teaching and Learning in K-16+ Contexts: An Annotated Bibliography

Please note this article that came across my electronic desk.  When the authors write about “connected teaching and learning,” in a broad sense they are referring to blended learning.

Watulak, S. L., Woodard, R., Smith, A., Johnson, L., Phillips, N., & Wargo, K. (2018). Connected teaching and learning in K-16+ contexts: An annotated bibliography. Contemporary Issues in Technology and Teacher Education, 18(2). Retrieved from

Connected Teaching and Learning in K-16+ Contexts: An Annotated Bibliography

by Sarah Lohnes Watulak, Towson University; Rebecca Woodard, University of Illinois at Chicago; Anna Smith, Illinois State University; Lindy Johnson, College of William & Mary; Nathan Phillips, University of Illinois at Chicago; & Katalin Wargo, College of William & Mary


Connected learning is “an emerging, synthetic model of learning whose principles are consistent with those of positive youth development, sociocultural learning theory, and findings from ethnographic studies of young people’s interest-related interactions with digital media” (Maul et al., 2017, p. 2). It seeks to harness new media technologies and human networks to support interest-driven, production-centered learning that bridges in- and out-of-school and intergenerational disconnects. As such, “it is a fundamentally different mode of learning than education centered on fixed subjects, one-to-many instruction, and standardized testing…” (Connected Learning Alliance, n.d.). The connected learning model has spread rapidly and widely; it has been taken up in the design of programs, courses, and research across interdisciplinary, international, and in- and out-of-school contexts. The goal for this annotated bibliography is to provide an overview of connected learning theory and research that is most relevant to teaching and learning in K-16+ school settings, which can serve as a resource for those interested in connected learning practice and outcomes.

To read the full article, visit

September 1, 2018

New Issue Of Human Technology Ready For Reading

No K-12 distance, online, and/or blended learning items in this issue.  But some interesting articles all the same.

Dear subscriber of the Human Technology e-notification service,

The research focus of Human Technology’s second issue in our 14th volume is work engagement: A multifaceted concept reflecting a positive, motivated, and fulfilled state of well-being within one’s work. The manuscripts submitted to this thematic issue present both theoretical and practical explorations of the conditions and research and applied design means to identify and support aspects of the work engagement phenomenon. This special issue was edited by Virpi Roto, Torkil Clemmensen, Heli Väätäjä, and Effie Lai-Chong Law.

       In addition to the Guest Editors’ Introduction, the issue contains four original papers. The article by Katharina M. Zeiner, Michael Burmester, Kristin Haasler, Julian Henschel, Magdalena Laib, and Katharina Schippert explored positive user experiences at work as one facet of their ongoing research into experience categories. As part of their research, they present a series of experience cards that detail 17 work-related experience categories with essential and optional attributes.

       The paper by Niko Vegt, Valentijn Visch. Arnold Vermeeren, and Huib de Ridder presents the outcome of a case study of the use of gamification at a factory. In parallel studies, they investigated whether game-like designs and activities could enhance team coherence and increase coworker interaction.

       Thomas Meneweger, Daniela Wurhofer, Verena Fuchsberger and Manfred Tscheligi contributed a paper on their analysis of mundane use of technology in factory work reliant on robotics. The authors conclude that the ordinariness of technology use is frequently overlooked even though the use of technology for mundane tasks represents a significant aspect of many workers’ experiences over time.

       Finally, Päivi Heikkilä, Elina Mattila, and Mari Ainasoja investigated Finnish entrepreneurs’ experience with eustress, that is, positive stress. Over four separate phases of their research, they drew on entrepreneurs’ lived experience in identifying and activating eustress in their work and personal lives resulting in the Eustress Toolbox, an online service designed to assist entrepreneurs in improving eustress.

       You can access the issue at

Volume 14, Issue 2 — Human Technology

August 2018: Special Issue on Designing Interactive Systems for Work Engagement (pp. 135–257)


Guest Editors’ Introduction

Designing Interactive Systems for Work Engagement

Virpi Roto, Torkil Clemmensen, Heli Väätäjä, & Effie Lai-Chong Law


Original Articles

Designing for Positive User Experience in Work Contexts: Experience Categories and their Applications

Katharina M. Zeiner, Michael Burmester, Kristin Haasler,

Julian Henschel, Magdalena Laib, & Katharina Schippert


A Case Study on Gamified Interventions for Team Cohesion in Factory Work

Niko Vegt, Valentijn Visch, Arnold Vermeeren, & Huib de Ridder


Factory Workers’ Ordinary User Experiences: An Overlooked Perspective

Thomas Meneweger, Daniela Wurhfer, Verena Fuchsberger,  & Manfred Tscheligi


Designing a Eustress Toolbox: From Entrepreneur Experiences to an Online Service

Päivi Heikkilä, Elina Mattila, & Mari Ainasoja

As always, we ask that you please forward information on our journal to your your colleagues who might be interested in the topics within this issue or available in our archives. And Human Technology welcomes submissions on a diversity of topics under our open call for papers. We also seek special issue topics, particularly those funded through research projects. Please contact us at to discuss how Human Technology can become a dissemination partner for research projects.

And Human Technology is on both FaceBook and Twitter. You can Like and follow us at and

Ms. Barbara Crawford
Managing Editor
Human Technology

August 24, 2018

[JOFDL] New Notification From Open Journals On Ako Aotearoa

No K-12 distance, online, and/or blended learning articles in this particular issue.

Journal of Open, Flexible and Distance Learning


You have a new notification from Open Journals on Ako Aotearoa:

An issue has been published.


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