RIDLR serves as the incubator and center of coordination for the design, development, and research of interactive learning resources.  A community of scholars and practitioners engage in creating resources for authentic instructional and performance situations.  The collaboration empowers clients with knowledge of best practices surrounding the effective use of digital learning resources and supports customization of the resource to new content, contexts, and learners. Learning is guided by sound instructional practices inherent in the developed learning resources.  

What is RIDLR all about?

Textual Script of RIDLR Video

Generative Learning

Learners actively create new knowledge by mentally forming relationships and connections between new information and prior knowledge/experiences. Interactive learning resources (based on generative learning theory)

■ are learner centric, prompting learners to simultaneously physically engage with and think about content.
■ engage learners in hands-on (physical) minds-on (thinking) activities.
■ focus learners on connecting new information to existing knowledge and meaning making.

Cognitive Flexibility

Learners develop, change, or adapt their content perspective based on new or complex situations. Interactive learning resources (supporting cognitive flexibility)

■ present multiple dimensions of knowledge representation.
■ afford flexibility of interactions and interconnections across knowledge components.
■ prompt learners to consider multiple perspectives on, and representations of, content.

Level of Engagement

Learners engage with content at levels appropriate to develop knowledge and trigger critical thinking. Interactive learning resources (engaging learners in content)

■ align learning types (cognitive, affective, psychomotor) with levels of learning (low → high).
■ enhance interaction between the learner and content/peers/instructor/technology.
■ move learners among concrete experience (practicum), reflective observation (journal), abstract conceptualization (model-building), and active experimentation (lab work).


Learners transform experience into deep understanding by thinking continuously about connections among previous, current, and future experiences in the content domain. Interactive learning resources (promoting reflection)

■ prompt learners to understand and make sense of observations and experiences.
■ allow learners to develop experiences into abstract concepts and generalizations.
■ encourage learners to test the implications of concepts in new situations and contexts.