Computational thinking is acknowledged as an essential competency for everyone to learn. However, teachers find it challenging to implement the existing learning approaches in K-12 settings because the existing approaches often focus on teaching computing concepts and skills (i.e., programming skills) rather than on helping students develop their…

The Every Student Succeeds Act supports personalized learning (PL) to close achievement gaps of diverse K-12 learners in the United States. Implementing PL into a classroom entails a paradigm change of the educational system. However, it is demanding to transform traditional practice into a personalized one under the pressure of the annual…

Personalized Learning (PL) has been widely promoted. Despite the increasing interest in PL, it is difficult to be implemented, because it can be complicated, costly, and even impossible without the help of powerful and advanced technology. This national survey study aimed at systematically investigating technology usage and needs of teachers in…

In complex cognitive domains such as air traffic control, professionals must be able to adapt to and act upon continuing changes in a highly advanced technological work environment. To function optimally in such an environment, the controllers must be able to regulate their learning. Although these regulation skills should be part of their…

The competency requirements, content, culture, and value systems of business and industry career environments can differ significantly from that of the higher education context where instructional design and technology (IDT) students receive their formal training. Therefore, faculty should consider how they might provide flexibility in their…

Describes a set of computerized tools that support the instructional design and evaluation of competency-based training programs. Discusses authentic whole-task practice situations; the 4C/ID* methodology; an evaluation tool that supports the subsequent revision of the competency-based training design; and future plans. (Author/LRW)

Presents a two-phase instructional design model that focuses on optimizing step size in whole-task approaches to learning complex, mainly non-recurrent, cognitive skills. Step size in a multiple-step whole-task approach-needed for the process worksheets-is determined on the basis of estimated part-task complexity. A developmental study of the…