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From an instructor’s perspective, Twitter offers the ability to prompt students throughout the learning process by asking them to reflect on learning strategies and time management, which ultimately raises metacognitive awareness.

While the use of Twitter only shows a slight increase in grades (about .5 percent), it substantially improves engagement and motivation

Twitter enhances the social presence outside of the classroom, which leads to overall course satisfaction.

CIT used to have an e-Portfolio service that did not have a high take up rate. There are several reasons for this that I can think of: It was provided under the build it and they will come model. I believe not enough was done to convince students and teaching staff about the benefits of building e-Portfolios. Consequently, no one was willing to integrate this into their course, as part of reflective learning. Keeping an e-Portfolio was seen as extra work, which neither students nor staff were keen on. Perhaps the software itself was not very conducive to building e-Portfolios. One key area with users seem to be that the e-Portfolio should have a customisable design and layout (at least on its public face). Our system was not flexible in that aspect. In fact, in the latter years, the option to publish the e-Portfolio was taken away entirely. The e-Portfolio service was a walled garden. It wasn’t easy to bring in digital artefacts, which may have resided on other public services, nor was it easy to repurpose that information into useful formats – personal reference, actual resume, showcase of work. No one figured how students would access the e-Portfolios after they graduated as it was all based on our single sign-on system.

Google Sites for Education has only recently been considered for portfolio development but offers promising solutions to effectively build learning, assessment, and showcase portfolios including artifact storage, privacy control, collaboration, reflection, and ownership. Although orientation, training, and ongoing support are strongly recommended, Google Sites is easy-to-use and provides built-in tools to insert evidence of extended learning from sources such as social media sites.

This case study examines how ePortfolios, used in conjunction with blogs, can encourage students to become more critically reflective learners. The benefits and challenges of using ePortfolios are discussed, along with strategies for providing sufficient technical and pedagogical support, to enable teachers and students to confidently use the technology as a collaborative learning tool.

The purpose of the iPortfolio is for you to reflect on, and demonstrate evidence of your learning achievements, by drawing on experiences both within and beyond the formal classroom.This application enables you to upload evidence of your learning - photos, videos or audio clips - straight to your iPortfolio!iPortfolio is available to all Curtin Students and Staff. More information available at http://iportfolio.curtin.edu.au

The paper proposes a model for e-education in instruction, training, initiation and induction based upon the concept of extended teaching spaces involving execution, facilitation and liberation, and extended learning spaces used for acquisition, application and construction cemented by dialogue and reflection.

If you spend some time with this portfolio you’ll see: Assessment by skill and content-area standards Extensive use of various web-based tools Reflection on one’s own learning Cooperative group projects Content-area writing Student-designed experiments Use of multiple devices and apps This is what my classes look like.