Given the robust nature of learning sciences research, this website is best viewed on tablets and computers. A small screen experience is coming in the future.
On June 22, 2021, we will launch updated strategies for the Math PK-2 model, as well as additional updates to the Navigator that highlight equity, SEL, and culturally responsive teaching. To learn more, visit our Site Updates (available in the "About" menu at the top of any page).
Research shows that, along with traditional reading comprehension strategies, learners use unique strategies to read the non-linear, hyperlinked structure of online texts. When reading online, learners must infer which hyperlink may be relevant to read, make connections within and between linked texts, and interpret multimedia. Defining a goal and questions prior to reading, creating a map of information when reading, and limiting the number of links to explore are strategies to help learners navigate reading on the Internet. This can also help to reduce the strain on Working Memory while reading online and minimize distractions when using hyperlinks.
Use It In Your Learning Environment
Instructors can model how they read web-based texts using think alouds with multimedia demonstrations. For example, an instructor can walk students through the process of navigating news sources online to find more information on a given topic to support the development of information literacy. Modeling these processes supports learners' Self-regulation and may help strengthen Foundational Reading Skills. Including skills for web-based reading, like highlighting and summarizing information from these sources or studying graphs, charts, videos and images along with text as a part of their assignments, helps adult learners comprehend the information better, make connections between what they are reading, and prompt the Cognitive Flexibility required to read online. Programs can include visual maps for learners to fill in to track what links and sites they have visited while reading online texts, supporting their Metacognition.
When instructors ask questions or have learners create questions before introducing a text, they activate interest, increase Motivation, and help them assess what they already know about a given topic.
Learning and studying information across multiple sessions that are spaced, or distributed in time, can promote learning and long-term retention of both basic and conceptually complex facts and concepts.
Instruction and training presented in multiple formats allows learners to activate different cognitive skills and Background Knowledge that are necessary to remember procedural and content information.
When instructors are able to provide context, and connect math concepts to an adult learner's world, math can be seen as relevant and applicable to their daily lives and work- a core aspect of adult Numeracy.
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Generating summary page
Finding new features
On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Summary" to view your Design Summary Report.
Finding new strategies
On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Report” to view your Design Summary Report.
Generate your report
By selecting "Show Report" you will be taken to the Assessment Summary Page. Once created, you will not be able to edit your report. If you select cancel below, you can continue to edit your factor and strategy selections.
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