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Theory Development  \nMatthew L. Bernacki ([mlb@unc.edu](mlb@unc.edu)) & Robert D. Plumley ([rplumley@live.unc.edu](rplumley@live.unc.edu)) 1  \nFebruary 2026  \nTable of Contents  \nIntroduction 3  \nWhat Is a Digital Learning Platform? 5  \nWhat Is CLICKSTREAM and What Sets It Apart from Other Digital Learning Platforms? 5  \nOpportunities for Instructional Practice: Providing Data to Inform Instructional Decisions 10  \nOpportunities for Educational Research 12  \nScaling CLICKSTREAM as a DLP for the Promotion and Study of Learning 13  \nWhat Does CLICKSTREAM Require of Instructors? 14  \nHow Does Ongoing Development and Incorporation of AI Lighten the Load on Instructors? 14  \nBuilding a Community around the Promotion and Study of Learning on CLICKSTREAM 15  \nReferences 17  \nDigital Promise CLICKSTREAM: Essential Educational Infrastructure to Promote Student Learning and Educational Theory Development | 2  \nIntroduction  \nThose who propose theories about learning set out to observe individuals and the ways they learn and richly describe the way learning unfolds (Greene, 2022) . Theories of learning are effectively stories that position the learner as the protagonist and document the learner’s journey as they pursue their learning goals. In order to fully frame this endeavor as a hero’s quest, theorists must further describe the origin story of the learner, the experiences that formed them, the qualities those experiences imbued in them (Ocumpaughet al., 2024), and the challenges that learners are likely to encounter as a result of experiences in their past. Educators, researchers, and developers are keen on describing the learning journey (Wilder et al., 2018) and produce detailed accounts of individuals’ learning experiences using methods like journey maps (deLaRosa, 2025) . These methods rely upon rich, idiosyncratic accounts from learners who share details about the key moments that were essential to their learning experiences and influential to their outcomes. Administrators and educators care deeply about their learners, wish to know their stories, and endeavor to provide each learner with the aid they need along their quest. They are also hard-pressed to do so, as each student is the protagonist of their own story, but every course is the setting for hundreds of learners’ stories, and telling all these stories in real time so that aid can be provided is a grand challenge.  \nMuch can be learned from individual journeys. They can provide qualitative insights about the individual experience and serve as powerful examples of theorized phenomena. However, qualitative accounts are not meant to provide opportunities for generalization or empirical testing of educational theories. Inferentially testing theoretical assumptions requires quantitative research approaches that sample learners from populations, collect measures that approximate key elements of the learning experience, and require inferencing about how these data reflect key attributes of the learner, their actions, the context in which the learning takes place, and how these interact to produce learning outcomes. Just as each learner’s journey is idiosyncratic, so is the selection of samples, instruments, and learning contexts that are documented in empirical, quantitative research. This makes the task of synthesis a challenge. A reasonable way to describe the synthesis of the empirical research on learning is that researchers conduct individual investigations to uncover the stories of individual learners and samples, and that efforts to reconcile across studies are attempts to get their stories straight.  \nDigital learning platforms (DLPs) serve as a potential resource for telling rich stories about the learning process. When DLPs can capture details about the learner, their learning process, and the context in which it unfolds, learners’ stories can be told in ways that hold con","cbCaioN6w1ElHk3Z","https://ap.wps.com/l/cbCaioN6w1ElHk3Z","pdf",5851437,"English","# Introduction\n## What Is a Digital Learning Platform?\n## What Is CLICKSTREAM and What Sets It Apart from Other Digital Learning Platforms?\n## Opportunities for Instructional Practice: Providing Data to Inform Instructional Decisions\n## Opportunities for Educational Research\n## Scaling CLICKSTREAM as a DLP for the Promotion and Study of Learning\n## What Does CLICKSTREAM Require of Instructors?\n## How Does Ongoing Development and Incorporation of AI Lighten the Load on Instructors?\n## Building a Community around the Promotion and Study of Learning on CLICKSTREAM\n# References","[{\"question\":\"What problem does CLICKSTREAM aim to solve for learning theory and practice?\",\"answer\":\"It aims to enable rich, evidence-based accounts of learners’ journeys while also supporting empirical testing of educational theory through detailed data about learners, processes, and context.\"},{\"question\":\"How does CLICKSTREAM support instructional decision-making?\",\"answer\":\"It provides enriched, shared data that instructors can use to make data-informed instructional adaptations aligned with learners’ goals and activities.\"},{\"question\":\"How is CLICKSTREAM positioned relative to other digital learning platforms?\",\"answer\":\"CLICKSTREAM is presented as a specific digital learning platform that supports the telling, sharing, and reuse of learner stories grounded in instructional design and co-documentation of course structures.\"}]","CLICKSTREAM: Essential Educational Infrastructure to Promote Student Learning and Educational Theory Development | PDF",1792050879]