Letting in the Trojan mouse: Using an eportfolio system to re-think pedagogy.

2.50
Hdl Handle:
http://hdl.handle.net/2436/47434
Title:
Letting in the Trojan mouse: Using an eportfolio system to re-think pedagogy.
Authors:
Hughes, Julie
Abstract:
E-learning research, as an emergent field in the UK, is highly political in nature (Conole & Oliver, 2007, p.6) occupying a complex landscape which houses policy-makers, researchers and practitioners. Increasingly and more interestingly, the landscape is being shaped by the narratives and experiences of the learners themselves (Creanor et al., 2006, Conole et al., 2006) and the use of Web 2.0 technologies. However, as Laurillard (2007, p.xv) reminds us we still, ‘tend to use technology to support traditional modes of teaching’ and ‘we scarcely have the infrastructure, the training, the habits or the access to the new technology, to be optimising its use just yet’ (p.48). Web 2.0 spaces, literacies and practices offer the possibility for new models of education (Mayes & de Freitas, 2007, p.13) which support iterative and integrative learning but as educators and higher educational establishments are we prepared and ready to re-think our pedagogies and re-do (Beetham & Sharpe 2007, p.3) our practices? This concise paper will reflect upon how the use of new learning landscapes such as eportfolios might offer us the opportunity to reflect upon the implications of letting in the e-learning eportfolio Trojan mouse (Sharpe & Oliver, 2007, p.49).
Citation:
In: Hello! Where are you in the landscape of educational technology? Proceedings ascilite Conference, Melbourne: Australia, 30 Nov – 3 Dec 2008.
Publisher:
The Australasian Society for Computers in Learning in Tertiary Education (ascilite)
Issue Date:
2008
URI:
http://hdl.handle.net/2436/47434
Additional Links:
http://www.ascilite.org.au/conferences/melbourne08/procs/hughes.pdf
Type:
Meetings & Proceedings
Language:
en
Description:
Copyright statement: Copyright 2008 Julie Hughes. The author assigns to ascilite and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The author also grants a non-exclusive licence to ascilite to publish this document on the ascilite web site and in other formats for Proceedings ascilite Melbourne 2008. Any other use is prohibited without the express permission of the author.
ISBN:
978-0-9805927-1-9
Appears in Collections:
Developing Pedagogy

Full metadata record

DC FieldValue Language
dc.contributor.authorHughes, Julie-
dc.date.accessioned2009-01-14T21:52:42Z-
dc.date.available2009-01-14T21:52:42Z-
dc.date.issued2008-
dc.identifier.citationIn: Hello! Where are you in the landscape of educational technology? Proceedings ascilite Conference, Melbourne: Australia, 30 Nov – 3 Dec 2008.en
dc.identifier.isbn978-0-9805927-1-9-
dc.identifier.urihttp://hdl.handle.net/2436/47434-
dc.descriptionCopyright statement: Copyright 2008 Julie Hughes. The author assigns to ascilite and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The author also grants a non-exclusive licence to ascilite to publish this document on the ascilite web site and in other formats for Proceedings ascilite Melbourne 2008. Any other use is prohibited without the express permission of the author.en
dc.description.abstractE-learning research, as an emergent field in the UK, is highly political in nature (Conole & Oliver, 2007, p.6) occupying a complex landscape which houses policy-makers, researchers and practitioners. Increasingly and more interestingly, the landscape is being shaped by the narratives and experiences of the learners themselves (Creanor et al., 2006, Conole et al., 2006) and the use of Web 2.0 technologies. However, as Laurillard (2007, p.xv) reminds us we still, ‘tend to use technology to support traditional modes of teaching’ and ‘we scarcely have the infrastructure, the training, the habits or the access to the new technology, to be optimising its use just yet’ (p.48). Web 2.0 spaces, literacies and practices offer the possibility for new models of education (Mayes & de Freitas, 2007, p.13) which support iterative and integrative learning but as educators and higher educational establishments are we prepared and ready to re-think our pedagogies and re-do (Beetham & Sharpe 2007, p.3) our practices? This concise paper will reflect upon how the use of new learning landscapes such as eportfolios might offer us the opportunity to reflect upon the implications of letting in the e-learning eportfolio Trojan mouse (Sharpe & Oliver, 2007, p.49).en
dc.language.isoenen
dc.publisherThe Australasian Society for Computers in Learning in Tertiary Education (ascilite)en
dc.relation.urlhttp://www.ascilite.org.au/conferences/melbourne08/procs/hughes.pdfen
dc.subjectE-portfoliosen
dc.subjectE-learningen
dc.subjectIntegrative learningen
dc.subjectPedagogyen
dc.titleLetting in the Trojan mouse: Using an eportfolio system to re-think pedagogy.en
dc.typeMeetings & Proceedingsen
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