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But most importantly we are interesed in e-portfolios because there is emerging, often powerful evidence from practitioners  and learners of how e-portfolios can promote more profound forms of learning, as well their further potential in supporting for example transition between institutions and stages of education, and in supporting professional development and applications for professional accreditation.

An e-portfolio is a purposeful aggregation of digital items - ideas, evidence, reflections, feedback etc. which 'presents' a selected audience with evidence of a person's learning and/or ability

Behind any product, or presentation, lie rich and complex processes of planning, synthesising, sharing, discussing, reflecting, giving, receifing and responding to feedback.

Government had to be limited both because it was dangerous if it got too powerful and because it was not supposed to provide for the highest things in life.

In Progressivism, the domestic policy of government had two main concerns. First, government must protect the poor and other victims of capitalism through redistribution of resources, anti-trust laws, government control over the details of commerce and production: i.e., dictating at what prices things must be sold, methods of manufacture, government participation in the banking system, and so on. Second, government must become involved in the "spiritual" development of its citizens -- not, of course, through promotion of religion, but through protecting the environment ("conservation"), education (understood as education to personal creativity), and spiritual uplift through subsidy and promotion of the arts and culture.

Progressives therefore embraced a much more active and indeed imperialistic foreign policy than the Founders did.

Brain simulates actions in stories as a person reads: study

What scientists discovered was that parts of the brain associated with certain activities described in the story would light up as the person read those sections.

This study suggests that readers do mental simulation when they comprehend a story,"

Not all information is created equal. The bottom layers (the most ubiquitous, whose sources are the most ephemeral, and with the least amount of validation) lead to layers with greater dependability, all the way to the highest layers, made up mostly of academic resources maintained and validated by academic publishers that use multiple peer reviews, trained editors, and scholarly reviewers. When the system is effective, the layers serve to reinforce one another through clear pathways that allow queries to move from one layer to another with little resistance.

Most of the nearly 2,500 students who responded said they consult Wikipedia, but when questioned more deeply, it became clear that they use it for, as one student put it, "pre-research." In other words, to gain context on a topic, to orient themselves, students start with Wikipedia. That makes perfect sense. Through user-generated efforts, Wikipedia is comprehensive, current, and far and away the most trustworthy Web resource of its kind. It is not the bottom layer of authority, nor the top, but in fact the highest layer without formal vetting. In this unique role, it therefore serves as an ideal bridge between the validated and unvalidated Web.

Most of the nearly 2,500 students who responded said they consult Wikipedia, but when questioned more deeply, it became clear that they use it for, as one student put it, "pre-research." In other words, to gain context on a topic, to orient themselves, students start with Wikipedia.

s love them. Why do they love them?  Because they are fun and make you laugh.  They also challenge your brain.  Energizing Brain Breaks help you to cross the mid-line of your body which helps both sides of your brain engage.  It is suggested to use an Energizing Brain Break every 30 minutes with your class or audience.  You can imagine a class of students sitting most of the day.  Energizing Brain Breaks help student to stand up and be active every 30 minu

The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong. But by comparing testing with other methods, the study goes further.

the results “throw down the gauntlet to those progressive educators, myself included.”

“Educators who embrace seemingly more active approaches, like concept mapping,” he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.”