When students create digital content that they value, they are much more likely to be engaged. With greater engagement, they commit themselves more fully to learning so their learning is deeper and more enduring.

Creation can be viewed simply as the act of producing, or causing to exist.  Construction is the building or assembling of an infrastructure. Construction is equal parts inspiration and perspiration. Construction calls on creativity as well as persistence, flexibility, and revision.

The ideas and concepts in all of this work does overlap sometimes…and students and teachers should feel empowered to move in, out, and between all of the concepts. Working online is a fluid experience which calls for flexible learners.

This implied that the two were separate and completely different, whereas evidence shows that there is a complex mixture of both off line and new online ele-ments that take place during online reading (Coiro, 2011 ; Coiro & Dobler, 2007 )

Successful online research and comprehension requires the ability to generate effective keyword search strategies (Bilal, 2000 ; Eagleton, Guinee, & Langlais, 2003 ; Kuiper & Volman, 2008 ), to read and infer which link may be most useful within a set of search engine results (Henry, 2006 ), and to scan efficiently for relevant information on website

Susan Oxnevad referred to this movement across the spectrum as "teaching above the line."

We can’t expect young people to be able to “bank” knowledge and skills from school and apply them to a stable world of work later in life. Instead, we need an approach to educational reform that recognizes learning as an ongoing process, connected to a diverse and evolving ecosystem of learning resources, institutions, communities, and outcomes (Freire, 1970).

Young people learn best when actively engaged, creating, and solving problems they care about, and supported by peers who appreciate and recognize their accomplishments.

This backward approach encourages teachers and curriculum planners to first think like an assessor before designing specific units and lessons, and thus to consider up front how they will determine whether students have attained the desired understandings.

assessor

Many teachers who have adopted this design approach report that the process of "thinking like an assessor" about evidence of learning not only helps them to clarify their goals but also results in a more sharply defined teaching and learning target, so that students perform better knowing their goal. Greater coherence among desired results, key performances, and teaching and learning experiences leads to better student performance—the purpose of design.

For instance, a New York Times piece viewed on the web may contain hyperlinks, videos, audio clips, images, interactive graphics, share buttons, or a comments section—features that force the reader to stop and make decisions rather than simply reading from top to bottom.