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022			_a2509-8039
024	7		_a41686 _2local
210	1	0	_aJ Form Des Learn
245	1	0	_aJournal of Formative Design in Learning _h[electronic resource] : _bA Publication of the Association for Educational Communications & Technology / _cedited by Charles Xiaoxue Wang, Michele Garabedian Stork, Robert F. Kenny.
264		1	_aCham : _bSpringer International Publishing : _bImprint: Springer.
300			_bonline resource.
520			_aThe Journal of Formative Design in Learning is a peer-reviewed academic journal published bi-annually and sponsored by the Association of Educational Communication & Technology (AECT). JFDL is focused on the exploration and implementation of formative design in teaching and learning, which we define as the deliberate and iterative process of creating educational experiences that are continuously shaped and improved by feedback and evidence gathered during the design and implementation stages. This approach emphasizes the importance of adjusting strategies and materials based on ongoing assessment of learner progress and interaction with content. Our aim is to provide a platform for sharing research-supported practices that highlight the role of formative design in improving teaching and learning outcomes in diverse contexts. We welcome submissions from a wide range of empirical research, including but not limited to evaluation studies, action research, case studies, and reflective practice, that contribute to the continuous improvement of instructional strategies and design methodologies. JFDL promotes the integration of theoretical insights and practical applications, underlining formative design as a responsive, evolving practice, developed through reflective analysis and the application of research to practice. Our scope is deliberately broad to encompass contributions from both seasoned researchers and practitioners as well as from those early in their careers, such as junior faculty and emerging scholars. Reading JFDL provides insights into the dynamic nature of educational development and offers evidence-based strategies for effective teaching and learning. Authors considering a submission to JFDL should align their work with the core tenet of formative design: that educational development is a responsive and evolving practice, crafted through reflective analysis and the application of research to practice. .
650		0	_aEducational technology.
650		0	_aEducational tests and measurements.
650		0	_aLearning, Psychology of.
650	1	4	_aDigital Education and Educational Technology.
650	2	4	_aAssessment and Testing.
650	2	4	_aInstructional Psychology.
700	1		_aWang, Charles Xiaoxue. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt
700	1		_aStork, Michele Garabedian. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt
700	1		_aKenny, Robert F. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt
710	2		_aSpringerLink (Online service)
856	4	0	_uhttp://link.springer.com/journal/41686 _zHybrid
999			_c1387 _d1387