This video is a must to understand what TPACK is.

Are you prepared to step out of the box? Before watching this video, what I knew about TPACK was limited. I found this video useful because it clearly states we need to integrate context, pedagogy and technology.

An interview with Dr. Reeves about how things have changed in the field of DBR lately. Dr. Reeves suggests one of the most interesting developments in the recent period was an article published in January,2012 in which the author basically reviewed the last 10 years of DBR reported in various journals and found that basically the jury is still out on whether or not DBR is attaining its two major outcomes; the outcome of robust interventions that really improve practice and reusable design principles.

Dr. Susan McKenney discusses the balancing act that design-based researchers have as they take on multiple roles as researchers, designers, and practitioners. She also discusses the collaborative environment created by conducting research with multiple people on the research team.

Suppose you are part of a thriving business and need to branch out and find that next big thing. Or say you want to change a behavior, like getting people...a lot of people...to use less energy in their homes. How would you go about it? Design thinking is a powerful tool to tackle the unknown. It's a means of going on an expedition, without a map, without even knowing the destination, but with the confidence that you'll end up somewhere great. Let's make it tangible with an example that captures the five key elements of design thinking. Daylight was given the challenge of getting kids in America to move more to help fight childhood obesity. The project started with an idea--provide kids with a digital music player that has a motion sensor, then give them rewards based on their activity. But the big question was, would kids really use it? What could make the experience so compelling that they would use it long enough to see the health benefits.

2300 years ago, Aristotle concluded that, more than anything else, men and women seek happiness..." - Mihaly Csikszentmihalyi (1990) In the last 30 years, as a form of entertainment, video games have evolved from confined arcade activities into a mature media.Video games have deeply infiltrated our daily life and our society. As if toys expanded every child's imagination, modern videogames take advantage of a player's active involvement to open more possibilities than any other existing mediums. [Wright 2006] More and more people grow up playing video games, treating them not only as an art form but also as serious media.

This article contrasts and compares analytic approaches to common problems at two comparable institutions. In keeping with this intent, it features complementary sets of issues focusing on recruitment and related issues at UMES and retention at BSU. UMES does extend its efforts into student retention, though the details are not explicated in the article. Additionally, UMES is implementing the retention-focused aspects of Starfish Early Alert as BSU has done. Still, there are differences in approach: UMES relies primarily on the flag-centered model, while BSU relies on the student-centered model for interventions. Both institutions have integrated commercial products for data collection, analysis, and response, but BSU has invested in a locally developed analytic engine, while UMES has repurposed an investment in Microsoft's Performance Point to support collection and analysis. Use of analytics in support of student retention and success is increasingly strategic to UMES and BSU. In an effort to improve access to higher education for minority and economically disadvantaged students, who often have educational deficiencies, both universities have reached out to many at-risk students. The institutions feel an obligation to assure that these students succeed. Analytics provides an important, and previously underutilized, tool set for the institutions to achieve this. These issues are increasingly common in higher education, and the approaches taken should be broadly applicable.

Learning analytics aims to enable teachers and institutions to tailor education to the needs and abilities of individual students. It does so by analysing a wide range of data, such as how students do in completing assignments and taking exams, their online social interactions, extracurricular activities and posts on discussion forums, for example. The beneficiaries are not just students; these technologies could be used to assess curricula and pedagogy, as well.

CORVALLIS, Ore. - English learners are more likely to become proficient English speakers if they enter kindergarten with a strong initial grasp of academic language literacy, either in their primary language or in English, a new analysis from Oregon State University has found.

The AIM system (Adaptive Instructional Materials) is an indexed and annotated database of electronic resources that incorporates state-of-the-art examples of the core principles of How People Learn and Knowing What Students Know through action and activities for use in an instructional setting.

AIM is designed to accomplish two primary objectives, to support engagement with the concepts and issues discussed in How People Learn, and Knowing What Students Know, and to support instructors with resources and activities they can use to create courses on those topics.

The challenge in designing a system to support multiple goals and users with varying levels of instructional design and content expertise is finding the appropriate balance between being sufficiently open-ended to accommodate flexible use, yet be sufficiently constrained to provide coherence and meaning with respect to its intended uses.

AIM integrates exploration of instructional resources such as case examples, illustrative video, and pre-rendered lesson designs with the ability to customize lessons and course plans.
Link: http://lsri.uic.edu/institute/project/aim-system-adaptive-instructional-materials

"The paper provides an overview and brings together the key
messages and potential policy implications, showing how neuroscientific research is already contributing to education
and learning policy and practice. The themes include discussion of lifelong learning; ageing; holistic approaches to
education; the nature of adolescence; ages for particular forms of learning and the curriculum; addressing the "3 Ds"
(dyslexia, dyscalculia, and dementia); and assessment and selection issues in which neuroscience might increasingly
be involved. The chapter also points to areas needing further educational neuroscientific research that have emerged
from the different chapters of the report."
Link: http://www.oecd.org/site/educeri21st/40554190.pdf