Virtual School Meanderings

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:

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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.


July 13, 2018

IRRODL Volume 19, Issue 3

I don’t believe that there are any K-12 distance, online, and/or blended learning items here.

IRRODL Issue 19(3)
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Dear IRRODL readers,

We are delighted to bring you the third issue of 2018, another very full issue of 15 articles and 2 notes.  IRRODL continues to enjoy both a huge global readership and a huge volume of submissions. Two more issues will complete this year’s offerings!   Thank you for your support.


Vol 19, No 3 (2018)

Full Issue

View or download the full issue PDF

Table of Contents


Editorial – Volume 19, Issue 3
Dianne Conrad

Research Articles

Patrick Lowenthal, Chareen Snelson, Ross Perkins
Yuan Wang, Ryan Baker
Oleksandra Poquet, Vitomir Kovanović, Pieter de Vries, Thieme Hennis, Srećko Joksimović, Dragan Gašević, Shane Dawson
Khe Foon Hew, Chen Qiao, Ying Tang
Arul Chib, Reidinar Juliane Wardoyo
Janani Ganapathi
Stacie L Mason, Royce Kimmons
Robert Schuwer, Ben Janssen
Adrian Stagg, Linh Nguyen, Carina Bossu, Helen Partridge, Johanna Funk, Kate Judith
Emine Cabı
Joshua Weidlich, Theo J. Bastiaens
Mamoona Arshad, Muhammad Shakaib Akram
Adéle Bezuidenhout
Colin Pilkington
Siza D Tumbo, Nicholaus Mwalukasa, Kadeghe G Fue, Malongo R. S. Mlozi, Ruth Haug, Camilius Sanga

Research Notes

Jennifer Barker, Ken Jeffery, Rajiv Sunil Jhangiani, George Veletsianos
Emmanuel Béché
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