We have discussed this a lot and seen these principles in action. I think they are also crucial for f2f and online courses.

Describes how multitasking can affect performance, short-term and long-term memory, and retention. Gives ideas to prevent the multitasking effect.

Interesting rant on how technology affects attention span is a myth.

Describing the effect on the brain of social media and how detrimental it is to our attention spans. Some interesting facts.

Includes various methods from the start of the lecture to the finish of the lecture to make it more participatory, collaborative, interactive, and engaging.

Standards for the 21st century learner for librarians. This pamphlet discusses information literacy and standards that apply to all content areas.

Methods to assure that quality exists in online course design, determines areas which need improvement.

Research on whether or not the traditional lecture format is appropriate for neomillennial learning styles and how lectures can be enhanced and include active participation to be more effective.

Describes a study done to assess if learning style was associated with lecture attendance and if lecture attendance was associated with higher learning outcomes.

This website has the most up to date information in the pronunciation of the Spanish alphabet. I will be using it because it has the audio for each letter of the alphabet and then audio for a Spanish word that starts with that letter too. Very helpful for beginners!

Describes the four basic language skills of listening, reading, writing, and speaking.

A guide to the four learning modalities: visual, aural, read/write, and kinesthetic.

Study done on learning modalities and learning styles and their affect if any on perceived learning and participation in the online learning environment as supplemented to an f2f class. Describes online interactive multimedia resources as appealing to different learning styles.

Explains the differences between these two types of tests. Criterion-Referenced tests are based on learning outcomes and the application of knowledge rather than how one student compares with the norm group of students.

In the present study we review ongoing issues of pedagogy and faculty development, and their relationship to student satisfaction, and reported learning in SLN. We provide an overview of the SLN program, and summarize a conceptual framework for our current research on higher education, online learning environments. This framework integrates research on how people learn [2], with principles of good practice in higher education [3] and recent research on learning in asynchronous learning networks (ALNs) in higher education [4]. We also present results of a follow-up study on one aspect of the model, "Teaching Presence".

Original article and research describing the Community of Inquiry framework and the three components: cognitive presence, social presence, and teaching presence.

Describes teaching presence through the Community of Inquiry framework.

"This study provides evidence on how young children can start to direct their learning plans and take responsibility in responding to their problems through active participation in planning and assessment, and it therefore contributes to our understanding of how ECE classrooms can operate as Communities of Learning. In any Communities of Learning, there is always a dual focus: To empower children as learners, using the concept of learning as change in participation, but also to keep a close and critical eye on what the nature of the change is and its relationship with valuable learning. Edwards (2005) calls it "learning as a resourceful action" and argues that it "allows us to examine the processes of learning as well as the outcomes and to consider how they are pedagogically supported" (p. 58). Her argument for research that highlights the cognitive potential of sociocultural approaches to learning can contribute to the research about Learning Cultures in kindergarten (Hodkinson et al. 2008).

Describes the three parts of teaching presence and how to foster them. Describes how to create a class community in an online course.

This paper examines issues of pedagogy, faculty development, student satisfaction, and reported learning in the State University of New York (SUNY) Learning Network (SLN).