The Session Long Project for this course requires students to develop a Technology-Based Learning Compendium*. This compendium will consist of a s

The Session Long Project for this course requires students to develop a Technology-Based Learning Compendium*. This compendium will consist of a series of web-based resources and scholarly readings addressing various aspects of technology-based learning. Think of a compendium as a list or a brief summary of a larger work that you are creating. Each entry in your compendium will contain detailed information – including an annotated bibliography, and analysis and synthesis of research data. As you continue your career you should add other resources as you discover them. This SLP should continue to expand beyond this course.

* Compendium = a brief summary of content related to a specific issue; a list or inventory of items related to a particular subject area.

The following topics will be included in your Compendium, and each topic will be completed as you progress through the five modules during the Session Long Project:

 Module 2 – Learner Readiness 

Chu, R.C., & Tsai, C.C. (2009). Self-directed learning readiness, Internet self-efficacy and preferences towards constructivist internet-based learning environments among higher-aged adults. Journal of Computer Assisted Learning, 25(5), pp. 489-501.

Dalton, B. & Grisham, D.L. (2011). eVoc strategies: 10 ways to use technology to build vocabulary. The Reading Teacher, 64(5), pp. 306-317.

Kaliski, J.A., Booker, Q.E. & Schumann, P.L. (2012). An architecture for dynamic e-learning environments based on student activity and learning styles. Business Education & Accreditation, 4(2), pp. 113-124.

Lim, D. H., & Michael, L. M. (2009). Learner and instructional factors influencing learning outcomes within a blended learning environment. Journal of Educational Technology & Society, 12(4), 282-n/a.

Nerguizian, V., Mhiri, R. & Saad, M. (2010). Active e-learning approach for e-business. International Journal of e-Business Management, 5(1), pp.48-60.