Reference curricular structures and pedagogical flexibility in encouraging reflective practice in technology-enhanced learning

This paper is concerned with the design of curricular structures and flexible teaching and learning approaches targeted at improving learning performance and enriching learning experiences. The Lehigh Valley Science, Technology, Engineering and Mathematics (L V STEM) project is used as a case study. Findings indicate that reference curricular structures should be pre-instruction, during instruction and post-instruction at the first level; analysis, design, development and evaluation at the second level; instructional goals at the third level and relevance at the fourth level. Relevance is created through instantiations from this reference curricular structure, through identification of core and supplementary factors and by strategizing flexibility in navigation through derivation of best practices. Best practices in turn form the foundation for collaborative adaptations that provide tremendous potential for sharing and improving knowledge about technology-enhanced learning. Implications to the design of technology-enhanced learning are subsequently presented.