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synoptic case study of the Visible Knowledge Project (VKP), a five-year project looking at the impact of technology on learning, primarily in the humanities, through the lens of the scholarship of teaching and learning. 

Learning for adaptive expertise: the role of new media in making visible the thinking processes intrinsic to the development of expert-like abilities and dispositions in novice learners; Embodied learning: the impact of new media technologies on the expansion of learning strategies that engage affective as well as cognitive dimensions, renewed forms of creativity and the sensory experience of new media, and the importance of identity and experience as the foundation of intellectual engagement; and Socially Situated learning: the role of social dimensions of new media in creating conditions for authentic engagement and high impact learning.

As Michael Wesch puts it in his commentary on the meaning of these changes, “Nothing good will come of these technologies if we do not first confront the crisis of significance and bring relevance back into education.

ePortfolios

A key element in this transformation is shifting the unit of analysis from the learner in a single course to the learner over time, inside and outside the classroom.

function popEditor1(map) { if(!map || map == null || map == void(0)) var map = 'false'; var spanWidth = getObjectRef('box_1').offsetWidth; var boxWidth = spanWidth+30; if (boxWidth < 600) boxWidth = 600; popBox('box.textEditor', 'boxID=13472&spanWidth='+spanWidth+'&boxWidth='+boxWidth+'&displayMap='+map, 850, 650); } function getBoxStats1() { var spanWidth = getObjectRef('boxTable_1').offsetWidth; var spanHeight = getObjectRef('box_1').offsetHeight; alert('width = '+spanWidth+', height = '+spanHeight); } archive screenshots + descriptions of student projects: viewI have been examining student work in three different modes (formal argumentative essay with bibliography; Flash movie; informal reflective commentary), performed in the course of a single assignment. The assignment called for students (working in groups) to interpret a literary text that was related to the core subject matter of the course. I drafted the assignment, then refined it following consultation with the class, in the context of the spring 2003 course. I repeated it with slight modifications in the fall 2004 course. function popEditor1(map) { if(!map || map == null || map == void(0)) var map = 'false'; var spanWidth = getObjectRef('box_1').offsetWidth; var boxWidth = spanWidth+30; if (boxWidth < 600) boxWidth = 600; popBox('box.textEditor', 'boxID=13471&spanWidth='+spanWidth+'&boxWidth='+boxWidth+'&displayMap='+map, 850, 650); } function getBoxStats1() { var spanWidth = getObjectRef('boxTable_1').offsetWidth; var spanHeight = getObjectRef('box_1').offsetHeight; alert('width = '+spanWidth+', height = '+spanHeight); } questions working questions1. Do distinct modes of apprehension and interpretive practice become visible when we examine student work in different media?2. If so, what are the relationships between or among these modes? 3. If not , what does that tell us about received notions about the relative efficacy of traditional and emergent forms of scholarly practice? function popEditor1(map) { if(!map || map == null || map == void(0)) var map = 'false'; var spanWidth = getObjectRef('box_1').offsetWidth; var boxWidth = spanWidth+30; if (boxWidth < 600) boxWidth = 600; popBox('box.textEditor', 'boxID=13467&spanWidth='+spanWidth+'&boxWidth='+boxWidth+'&displayMap='+map, 850, 650); } function getBoxStats1() { var spanWidth = getObjectRef('boxTable_1').offsetWidth; var spanHeight = getObjectRef('box_1').offsetHeight; alert('width = '+spanWidth+', height = '+spanHeight); } 472site course website for english 472: view&nbsp; function popEditor1(map) { if(!map || map == null || map == void(0)) var map = 'false'; var spanWidth = getObjectRef('box_1').offsetWidth; var boxWidth = spanWidth+30; if (boxWidth < 600) boxWidth = 600; popBox('box.textEditor', 'boxID=13469&spanWidth='+spanWidth+'&boxWidth='+boxWidth+'&displayMap='+map, 850, 650); } function getBoxStats1() { var spanWidth = getObjectRef('boxTable_1').offsetWidth; var spanHeight = getObjectRef('box_1').offsetHeight; alert('width = '+spanWidth+', height = '+spanHeight); } finally...

This idea is useful for helping scholars of teaching and learning think through the impact of new media technologies on the practice of capturing and representing evidence of student learning and drawing conclusions from it.

Thinking with clarity about the role of technology is key when research focuses on the use of technology in the classroom and when the presentation of that research takes advantage of new media technologies.

The results of this study are available in print (see AHHE Forum on Digital Storytelling, Vol. 7.2, 2008) and also online at the Digital Storytelling Multimedia Archive.2

There is a somewhat familiar relationship between research and writing which underpins student work; however, because students are working towards a digital end, they are already thinking about their work as being different—more visual, more compressed, and more public than traditional writing products.

Thus, the grid designates a liminal space between the protocols of database and linear narrative in a multimedia environment.

The tension between grid and linear Web site as two related, yet fundamentally different ways to represent evidence of student learning is one of the most challenging aspects of our meta-study.

hese publications follow the hermeneutics of linear, hierarchical, cause-and-effect narratives.

the database is the privileged narrative of the computer age, and its logic is fundamentally different from that of linear print narratives

his absence of hierarchy is symptomatic of the database as “cultural form:”

reducing complexity through categorization works well only if certain criteria are met. First, in terms of the domain of knowledge to be organized, classification is dependent on a “small corpus, formal categories, stable and restricted entities, and clear edges.” Second, successful classification assumes “expert catalogers, an authoritative source of judgment,” as well as “coordinated” and “expert users.”8 One of our goals for this study is to make our findings publicly available in an online archive, accessible to the scholarship of teaching community and beyond. For such an environment, Shirky adds, reducing complexity through stable categories is a “bad strategy:”

Users have a terrifically hard time guessing how something they want will have been categorized in advance, unless they have been educated about those categories in advance as

Through collaborative coding/tagging and the production of further metadata in a collaborative effort with the academic community, we aim to push the limits of analyzing and representing student learning in Web 2.0 environments.