Virtual School Meanderings

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
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International Review of Research in Open and Distributed Learning (IRRODL)
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Athabasca, AB  T9S 3A3

[CJLT / RCAT] New Issue Published

A couple of entries closer together…  Both new journal issue announcements, neither of which have a specific focus on K-12 distance, online, and/or blended learning.  But since most of the world views blended learning as a form of technology integration, there are some articles there that may be of use.

Dear Readers,

The Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie has published Volume 44, Number 2 (2018). This issue is available on our web site at We invite you to review the Table of Contents here and then visit our web site to review articles and items of interest.

Thank you for your continued interest in our work,

CJLT Editors
University of Alberta & York University


Canadian Journal of Learning and Technology / La revue canadienne de
lapprentissage et de la technologie
Vol 44, No 2 (2018)


Connecting Learner Motivation to Learner Progress and Completion in Massive
Open Online Courses | Relier la motivation de l’apprenant à ses progrès
et à l’achèvement des cours en ligne ouverts à tous
Hedieh Najafi, Carol Rolheiser, Laurie Harrison, Will Heikoop

Student Attitudes Toward Blended Learning in Adult Literacy and Basic Skills
College Programs | Attitudes des étudiants envers l’apprentissage mixte
dans les programmes collégiaux de formation de base et alphabétisation
pour adultes
Jia Li, Robin Kay, Louise Markovich

Maitrise d’outils technologiques : son influence sur la compétence TIC
des enseignants et les usages pédagogiques | Mastery of Digital Tools: The
Influence on Information and Communication Technologies Competency and
Pedagogical Use
Alain Stockless, Stéphane Villeneuve, Benjamin Gingras

What is a Digital Electronic Portfolio in Teacher Education? A Case Study of
Instructors’ and Students’ Enabling Insights on the Electronic Portfolio
Process | Qu’est-ce qu’un portfolio numérique dans la formation des
enseignants? Étude de cas sur les perspectives d’enseignants et
d’étudiants concernant le processus du portfolio numérique.
Timothy Frank Hopper, Hong Fu, Katherine Sanford, David Monk

Critical Thinking in Asynchronous Online Discussions: A Systematic Review |
La pensée critique dans les discussions asynchrones en ligne : examen
Joshua DiPasquale, William Hunter

Book Review

Book Review of Design of Technology-Enhanced Learning: Integrating Research
and Practice
Marguerite Koole
Canadian Journal of Learning and Technology /
La revue canadienne de l’apprentissage et de la technologie
Canadian Journal of Learning and Technology /
La revue canadienne de l’apprentissage et de la technologie

September 12, 2018

LearnTechLib Table Of Contents Alert: CITE Journal 18:2

A couple of blended learning articles in the list below.

LearnTechLib - The Learning & Technology Library

LearnTechLib Table of Contents Alert: CITE Journal 18:2

Dear Michael Barbour,

The latest issue of Contemporary Issues in Technology and Teacher Education is now available on LearnTechLib, the Learning & Technology Library.

Contemporary Issues in Technology and Teacher Education

Vol. 18 , No. 2 (June 2018)

Table of Contents

  1. Analyzing Historical Primary Source Open Educational Resources: A Blended Pedagogical Approach

    Kevin Oliver , North Carolina State University, ; Heather Purichia , North Carolina State University,


  2. Believing and Doubting a Student’s Intuitive Conjecture About Perimeter

    Shelly Sheats Harkness , University of Cincinnati, ; Bethany Noblitt , Northern Kentucky University,


  3. Looking for Cracks in the Pavement: Maltese Teachers’ Temporal Adaptation Patterns Toward Tablet PC Use in Formal Educational Settings

    Patrick Camilleri , University of Malta,


  4. Creating an Interactive Virtual Community of Linguistically and Culturally Responsive Content Teacher-Learners to Serve English Learners

    Sujin Kim , University of Missouri-St. Louis, ; Kim Song , University of Missouri-St. Louis, ; Sarah Coppersmith , University of Missouri-St. Louis,


  5. Teachers and Technology: Present Practice and Future Directions

    Isha DeCoito , Western University, ; Tasha Richardson , OISE/University of Toronto,


  6. This Is How We Do It: Authentic and Strategic Technology Use by Novice English Teachers

    Betina Hsieh , California State University, Long Beach,


  7. I, Pseudocoder: Reflections of a Literacy Teacher-Educator on Teaching Coding as Critical Literacy

    Kira Baker-Doyle , Arcadia University,


  8. Learners Without Borders: Connected Learning in a Digital Third Space

    Clarice Moran , Kennesaw State University,


  9. Seeing Is Believing: Peer Video Coaching as Professional Development Done With Me and for Me

    Kate Cassada , University of Richmond, ; Laura Kassner , University of Richmond,


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

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


  11. No One Fits in a Box: Preservice Teachers’ Evolving Perceptions of Self and Others

    Julie Rust , Millsaps College, ; Devon Cantwell , University of Utah,


  12. The Fallacies of Open: Participatory Design, Infrastructuring, and The Pursuit of Radical Possibility

    Stephanie West-Puckett , University of Rhode Island, ; Anna Smith , Illinois State University, ; Christina Cantrill , National Writing Project, ; Mia Zamora , Kean University,


  13. From Connected Learning to Connected Teaching: Editor’s Introduction

    Nicole Mirra , Rutgers University,


  14. Editorial: Eight Lessons on Networked Teacher Activism from #OklaEd and the #OklaEdWalkout

    Daniel G. Krutka , University of North Texas, ; Tutaleni I. Asino , Oklahoma State University, ; Scott Haselwood , Oklahoma State University,


  15. Editorial: Technology to Support Connected and Powerful Teaching and Learning

    Chrystalla Mouza , University of Delaware,


  16. Table of contents for this issue:

You will automatically be emailed the Table of Contents whenever a new issue of Contemporary Issues in Technology and Teacher Education is placed in the Digital Library.

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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

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