• Learning through game play

• Embodied cognition: cognition is shaped by every aspect of an organism’s experience,including the bodily system and ways the body interacts with its environment

• conversational agent: Digital agents are designed to engage the learner in dialogues that promote reasoning, social interaction, conscious deliberation,and model learning. 

1. Interactivity：The technology systematically responds to actions of the learner

2. Adaptivity:The technology presents information that is contingent on the behavior, knowledge, and characteristics of the learner.

3. Feedback:The technology gives feedback to the learner on the quality of the learner’s performance, sometimes including how the quality could be improved.

4. Choice:The technology gives students options for what to learn and how to learn so they can regulate their own learning. 

5. Nonlinear access：The technology allows the learner to select or receive learning activities in an order that deviates from a set order.

6. Linked representations:The technology provides quick connections between representations for a topic that emphasize different conceptual viewpoints, pedagogical strategies, and media。

7. Open-ended learner input：The technology allows learners to express themselves through natural language, drawing pictures, and other forms of open-ended communication that encourage active learning

8. Communication with other people：The learner communicates with one or more other “persons,” who may range from peers to subject-matter experts

Learning Through Repetition：a significant amount of practice and repetition of items (e.g., perceptual patterns, words, concepts, facts, rules, procedures), including perceptual and motor learning and some kinds of memory learning.

• Deeper Learning with Models：Deeper learning involves understanding complex concepts and systems and is manifested in, for example, the use and construction of models, the ability to integrate information from multiple documents and experiences (Wiley et al., 2009), and the ability to explain correct versus incorrect system behavior (VanLehn et al., 2016).

• Collaborative and Cooperative Learning：cooperative learning involves breaking a task into pieces: group members work separately, although they may coordinate activities that proceed in parallel. The completed pieces are assembled by the group (Hesse et al., 2015). Collaborative learning requires interdependency, wherein group members work together to plan and organize joint activities to complete a task or solve a problem. 

• Technology-Supported Self-Regulated Learning：MetaTutor (Azevedo et al., 2010) is designed to promote self-regulated learning in topics in biology。 iDRIVE trains learners to ask questions in a STEM context by using computer agents. They give the learner choice,  optimize motivation, and allow him to communicate with other people, which is especially productive when learners are just beginning to develop self-regulation strategies. 

• Learning Through Game Play （digital games, social media）

• Leveraging Stories and Favorite Characters (PBS kids lab)

• Empowering Learners as producers and creators (Wikipedia and youtube)

• Making (use Raspberry Pi Software and simple peripherals to design and prototype software)

• Embodied Cognition (SMALLab)

• Conversational Agents ( trialogue) (a) model desired behavior and social interaction, (b) stage arguments that invoke reasoning, or (c) pull the learner-player into active contributions through actions and social communication)

It supports instruction technology's capability to support three instructional goals: linking formal and informal learning to improve learners’ outcomes, orchestrating the complexities of instruction in the classroom, and developing students’ writing through interactivity and feedback.

Since the publication of HPL I, the role of technology in informal learning—and the potential for linking it to formal learning—have only become more salient, as daily life is increasingly mediated by digital and Internet technology. K-12 teachers must orchestrate many types of learning to achieve school systems’ ambitious goals for college and career readines。Software systems for writing instruction and for giving students feedback on their writing are another technological support for classroom communication。

Good opportunities:

• Digital dashboards allow a learner to monitor his own progress through the learning environment。

•  Digital technology can support online communication between instructors and students, such as participating in a live Webinar.

• encourages actively engaging with course material and with other students.

• digital platforms for instructors, students, and sometimes parents can communicate with each other through chat, email, and discussion boards. 

• Mobile devices: easy to search information, and communicate, easily transportable

  
  

  Challenges:

  • Distraction

  • Links can affect fluid reading, increase learner’s cognitive load

  • , text comprehension and metacognition can decrease when readers switch from print to an e-reading format

  • When textbooks are highlighted students only read the highlighted areas and skip the others.

1. Coherence Principle. 

 2. Signaling Principle.

 3. Spatial Contiguity Principle. 

4. Temporal Contiguity Principle. 

 5. Segmenting Principle.

 6. Pretraining Principle.

The teacher will use the quizlet as a fun and engaging activity to teach the class about color. The teacher will use quizlet flashcards as a way to teach the class about the color vocabulary. On one side there will be the Chinese and Pinyin and on the other there will be a picture of the color and the english translation. The teacher will go over these flashcards with the class and teach the class using the flashcard. After the teacher goes over the vocabulary. The instructor can use the flashcard to test the students and see what they have learned and remember.