Engaging metacognition : electronic portfolios in a culturally and linguistically diverse classroom

ix, 121 leaves ; 29 cmThis project presents qualitative inquiry in the form of action research that explores the potential of electronic portfolios (EP), in terms of supporting four culturally and linguistically diverse (CLD) students as they started to negotiate learning expectations within a foreign context. Through the lens of a student-generated EP, the students began to participate in a purposeful metacognition and engage self-advocacy as they practiced communicating their knowledge, strategies, processes and goals as learners. Recommendations for supporting CLD learners in the development of metacognition and self-advocacy include facilitating opportunities for CLD students to create, reflect on, build strategies for, record and share personal goals for and as learning. Strategies suggested in this project include the use of mid-task questioning, personal narrative, reciprocal teaching and tracing personal growth through the creation of personalized multimedia electronic portfolios

Learning beyond compliance: a comparative analysis of two cohorts undertaking a first year social work module

This paper addresses a current gap in education for sustainable development (ESD), an international educational movement, with a particular focus on teaching and learning innovations. Reflecting upon the mainstream 'business as usual' approaches in the ESD discourse, theories and practices of transformative social work are considered to make a significant contribution to that end. Empirical research was conducted to examine a new pedagogical approach introduced within an established module taught in 9 different groups to first year UK Social Work students during the academic year of 2007/8. The core change investigated was the replacement of detailed weekly instructions for teaching staff. The new guide articulated a pedagogical framework for the course and outlined themes and objectives, leaving detailed planning and delivery to individual teachers. Explorations were made through a comparative analysis of the responses of teaching staff and students for pre- 2007/8 academic years and 2007/8 year respectively. Data were collected using both qualitative and quantitative research methodologies. The research findings include students' positive view towards the classroom-based learning and some indications of deeper and wider understanding of social justice. Staff reported a renewed sense of professionalism. This research illuminates the potential for learning beyond compliance within existing curriculum frameworks

On-line assessment for e-learning: options and opportunities

The desire to produce educational multi-media packages of ever greater sophistication is such that other, more problematic, elements of e- or on- line learning receive less attention by academics and courseware developers alike. One such problematic area is that of assessment, which is surprising, as e-learning assessment procedures are more critical in defining the learning that takes place. However, because e-learning can create a much richer, more varied active learning experience than would normally occur via the passive didactic teaching mode currently utilised in most universities and centred on the use of the lecture, it also has the potential to provide new and innovative assessments modes and systems. The extent to which the potential of innovatory assessment is realised via e-learning depends on two factors. First, the level of computer component and interactivity utilised in elearning. Second, the attitude of academic staff towards their teaching role, and, more specifically, how they operate within an elearning environment. The speed of the development in online technologies and techniques is such that the information given here will not provide all the answers, it should, nevertheless, enable some of the correct questions to be pose

Cybersecurity, Technology, and Society: Developing an Interdisciplinary, Open, General Education Cybersecurity Course

This paper describes an interdisciplinary effort involving faculty from five different disciplines who came together to develop an interdisciplinary, open, general education cybersecurity course. The course, Cybersecurity, Technology, and Society, brings together ideas from interdisciplinary studies, information technology, engineering, business, computer science, criminal justice, and philosophy to provide students an interdisciplinary introduction to cybersecurity. We provide an overview of the rationale for the course, the process the authors went through developing the course, a summary of the course modules, details about the open education resources used as readings, and the types of assignments included in the class. We conclude by offering recommendations for others developing similar courses

A Case Study of Teacher Perspective on Digital Portfolios in Comparison of General and Special Education Students

Educators are continually seek methods to monitor learning, engage students, and increase performance. Digital portfolios are often implemented across various academic settings to fulfill this desire. This descriptive single case study utilized the following research questions to gain a better understanding of the perspective teachers hold: (a) What perspective do teachers hold for the purpose of digital portfolios with their general education students in their elementary school classrooms, (b) What perspective do teachers hold for the purpose of digital portfolios with students who qualify for special education services in their elementary school classrooms, and (c) What perspective do teachers hold regarding the difference in the level of academic growth associated with the use of a digital portfolio in their classroom between Special Education students and their General Education peers? The study utilized a questionnaire, interviews, and a reflection tool to collect data. The study intended to provide educational leaders with a better understanding of teacher mindset to assist in the planning and implementation of digital portfolios as a means to support learning for all students. The results of the study indicate teachers believe the purpose of digital portfolios is different for the two populations of students. The only commonality between the two groups was to document growth and teacher perspective on the academic impact of digital portfolios is varied for the two groups. The results offer an understanding of how to support the implementation of digital portfolios with both General and Special Education students

In Transition: An Activity Theoretical Analysis Examining Electronic Portfolio Tools\u27 Mediation Of The Preservice Teacher\u27s Authoring Experience

Co-chairs: Dr. Donna Baumbach Dr. Gail West Background: Electronic portfolios are increasingly used to make critical decisions about teacher candidates and program accreditation. Adoption rates for portfolios are at nearly 90% for schools, colleges, and departments of education (Salzman, Denner, & Harris, 2002). Over 50% of institutions who rated themselves or were nominated by others as exemplary users of electronic portfolios use web-based database-driven electronic portfolio systems (Strudler & Wetzel, 2005b; Wetzel & Strudler, 2005b). There is a paucity of theory-driven, systematic, rigorous research on electronic portfolios and a need for in-depth, context-aware research on such initiatives. Purpose: To explicate the differential impact of different portfolios systems on preservice teachers. The overarching research question was, What are the preservice teachers\u27 experiences using tools to create an electronic portfolio? Setting: The Teachers College at a large university and the Education Department at a small liberal arts college. Participants: Six preservice teachers at each institution served as key participants. Informal interviews with numerous other participants provided additional data. Research Design: Qualitative multi-site case study informed by Engeström\u27s Cultural Historical Activity Theory (CHAT) (Engeström, 1987). Data Collection and Analysis: Document analysis, focus group interviews, individual interviews, thinkaloud work sessions, and lab and classroom observations provided data. Qualitative data analysis was informed by Creswell\u27s data analysis spiral and Engeström\u27s CHAT. Findings: Visits at both institutions presented several of the key ideas in the CHAT framework including the networked nature of activity, the portfolio as a boundary activity, contradictions within the portfolio activity, and changes to the portfolio activity system. Additional themes included transition, creativity, reflection, and resources

FINDING THE EDGE OF CHAOS: A COMPLEX ADAPTIVE SYSTEMS APPROACH TO INFORMATION SYSTEMS PROJECT PORTFOLIO MANAGEMENT

While there is an increasing focus on project portfolio management in dynamic environments, the bulk of existing research focuses on control on stability, ignoring the complexity and change inherent in contemporary information systems projects. Using a longitudinal exploratory case study, this research in progress seeks to extend the field of information systems project portfolio management (IS PPM) to dynamic environments. Firstly, complex adaptive systems theory is used as a lens to identify the different attractor states in which IS PPM can exist. Secondly, by uncovering the forces and factors that enable IS PPPM to switch states as it searches for an appropriate balance between order and chaos, it will develop a CAS based approach to dynamic IS PPM. It will contribute to practice by highlighting shortcomings in existing approaches to project portfolio management and by presenting alternative approaches that can help portfolio managers to create non-linear improvements in portfolio performance and adaptiveness

JNCHC Whole Issue Spring/Summer 2012 Volume 13 Number 1

IN THIS ISSUE Forum on The Economy of Honors Forum Articles Richard Badenhausen Annmarie Guzy Angela M. Salas Brian Railsback Larry Andrews Research Essays Debra K. Holman and James H. Banning Christopher R. Corley and John Zubizarret