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The KEEP Toolkit is a set of web-based tools that help teachers, students and institutions quickly create compact and engaging knowledge representations on the Web. With the KEEP Toolkit you can: * select and organize teaching and learning materials. * prompt analysis and reflection by using templates. * transform materials and reflections into visually appealing and intellectually engaging representations. * share ideas for peer-review, assessment, and collective knowledge building. * simplify the technical tasks and facilitate knowledge exchange and dissemination.

"As you begin the process of creating your own e-portfolio, you may be wondering exactly what it is you are working towards. What is an e-portfolio? Why should you create one? How do you do so? These are natural and important questions to be asking, and the purpose of this wiki is to help you start thinking about the answers. As you will observe, the site is organized around these three major questions, with each page providing a brief introduction to the ideas presented as well as links to external resources that address the question. The fourth question, "Where can I read more?" is essentially a bibliography incorporating the resources mentioned throughout the site plus some additional ones. While exploring the site, you are encouraged to think about e-portfolios in a few different ways: as something which you will create to document your learning, as an opportunity for reflection and growth, and as an educational tool both for yourselves and your future students. Enjoy! "

"The Index of Learning Styles is an on-line instrument used to assess preferences on four dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) of a learning style model formulated by Richard M. Felder and Linda K. Silverman. The instrument was developed by Richard M. Felder and Barbara A. Soloman of North Carolina State University. The ILS may be used at no cost for non-commercial purposes by individuals who wish to determine their own learning style profile and by educators who wish to use it for teaching, advising, or research. Consultants and companies who wish to use the ILS in their work may license it from North Carolina State University. (Click below on "Frequently Asked Questions" for details.) "

What is VUVOX & what does it do? Your Visual Voice: As a workflow and easy to use online service, VUVOX can enable you create personal, collaborative & emotive expressions using your own digital media - including video, photos, music and text. VUVOX reflects your life. Publish your creations to your own website, blog or MySpace page.

Lesson study is a simple idea. If you want to improve instruction, what could be more obvious than collaborating with fellow teachers to plan, observe, and reflect on lessons? While it may be a simple idea, lesson study is a complex process, supported by collaborative goal setting, careful data collection on student learning, and protocols that enable productive discussion of difficult issues.

"Mahara is a fully featured web application to build your electronic portfolio. You can create journals, upload files, embed social media resources from the web and collaborate with other users in groups." Artefacts can be added and then custom views containing different sets of artefacts shared with different audiences. Other features include: File Repository, Blogs, Social Networking, Resumé Builder, Profile Information, Administration Tools, Interface with Moodle, Scalability, Security, Interoperability

"The Reading Classroom Explorer (RCE) is a hypermedia environment which contains video clips of reading classrooms, transcripts, questions to ponder, further reading resources, and an interactive notebook. The video footage of exemplary teachers teaching reading drives users' inquiries. We hope that RCE broadens teachers' opportunities to observe children and teachers from different cultural backgrounds, environments, and theoretical perspectives. "

"Does listening to something, perhaps once, perhaps more than once, perhaps over and over again, mean that it is learned in a way that is useful to the student and that they can retrieve and re-use in an appropriate context at a later date? It is a proposition that seems to conflict with the situated learning theories of researchers like Brown, Collins and Duguid (1989), which assert that learning always lies in the interactions between people rather than in the content itself or in the minds of the individual learners. The general premise that listening is often more engaging than the written word and that diction, intonation and inflection add meaning might be acceptable at face value, but as Hargis and Wilson (2005: 6) point out, 'there are currently no examples which clearly indicate proven foundational pedagogical uses and outcomes for podcasts.'. Though the technology is quite recent, it may tend to lead teachers towards outmoded, didactic approaches to delivery rather than the constructivist, collaborative activities recommended by more recent learning theorists."