This page introduces findings from Meg Goodine's examination of numerous case studies in comparison with broader post-secondary electronic portfolio research. "While not a silver bullet, with careful planning and attention to key questions, there is strong evidence that eportfolios can help students more authentically demonstrate what they have learned and connect this learning to their lives beyond our institutions." (Abstract, ¶4, retrieved 2010.06.07)
from blog page corresponding to "a similar site... [created with] a dedicated, open source eportfolio application" (Eportfolios: Introduction, ¶1, 2010.01.05; retrieved 2010.06.07).
"The [OECD's OER] project analyses and maps the scale and scope of initiatives regarding "open educational resources" (OER) in terms of their purpose, content, and funding" (Centre for Educational Research and Innovation (CERI) - Open Educational Resources, ¶2).
Revisiting the Community of Inquiry Framework: July 9-22, 2012
Facilitators: Cindy Xin and Sarah Haavind
Since its original publication, Garrison, Anderson and Archer's (2000) "Critical Inquiry in A Text-based Environment: Computer Conferencing in Higher Education" has inspired a great many researchers and advanced our understanding of online learning and online education. In recent years, a number of reviews of the Community of Inquiry framework (CoI) have been published, including, Garrison and Arbaugh's (2007), Swan and Ice (2010). Cindy Xin, author of a recently-published critique (Xin, 2012) will be with us to explain her argument and, together with Sarah Haavind, facilitate a discussion reconsidering the CoI and its recent reviews and critiques. By provoking new thoughts and possibly constructing new theories and methods, we hope to further our understanding of online discussion in particular, and online education in general.
The power of an inquiry-based approach to teaching and learning is its potential to increase intellectual engagement and foster deep understanding through the development of a hands-on, minds-on and 'research-based disposition' towards teaching and learning.
"ePEARL was designed with the help of sound pedagogical research, input from LEARN and English language arts consultants, and practical advice from teachers in the field. ePEARL is designed to scaffold the self-regulation process for students as well as to support the teachers guiding them." (The Software, ¶1, 2010.06.09)
"Peruse the pages of this website to learn about the concept of motivational design, the theoretical foundation of the ARCS model, the systematic motivational design process, examples of ARCS-related research areas, and a few of the places and people associated with ARCS-related studies and practices" (ARCS Categories, Long Term and Immediate Goals, ¶2, retrieved 2010.12.03).
"Shared Thinking is a 'group-oriented generative learning environment.' It uses technology to create a space in which the diversity of views can be generated and then shared as a re-usable resource for learning and research."
Stage 1 "findings revealed that there was a high level of interest in the use of ePortfolios in the context of higher education, particularly in terms of the potential to help students become reflective learners who are conscious of their personal and professional strengths and weaknesses, as well as to make their existing and developing skills more explicit."
"The overall goal of Making Learning Visible is to create and sustain powerful cultures of learning in and across classrooms and schools that nurture and make visible individual and group learning" (MLV Home, ¶3; retrireved 2010.07.22).
SNAPP is a software tool that allows users to visualize the network of interactions resulting from discussion forum posts and replies. The network visualisations of forum interactions provide an opportunity for teachers to rapidly identify patterns of user behaviour - at any stage of course progression. SNAPP has been developed to extract all user interactions from various commercial and open source learning management systems (LMS) such as BlackBoard (including the former WebCT), and Moodle. SNAPP is compatible for both Mac and PC users and operates in Internet Explorer, Firefox and Safari.
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