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

Hughes, Julie

dc.contributor.author	Hughes, Julie
dc.date.accessioned	2009-01-14T21:52:42Z
dc.date.available	2009-01-14T21:52:42Z
dc.date.issued	2008
dc.identifier.citation	In: Hello! Where are you in the landscape of educational technology? Proceedings ascilite Conference, Melbourne: Australia, 30 Nov – 3 Dec 2008.
dc.identifier.isbn	978-0-9805927-1-9
dc.identifier.uri	http://hdl.handle.net/2436/47434
dc.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.
dc.description.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).
dc.language.iso	en
dc.publisher	The Australasian Society for Computers in Learning in Tertiary Education (ascilite)
dc.relation.url	http://www.ascilite.org.au/conferences/melbourne08/procs/hughes.pdf
dc.subject	E-portfolios
dc.subject	E-learning
dc.subject	Integrative learning
dc.subject	Pedagogy
dc.title	Letting in the Trojan mouse: Using an eportfolio system to re-think pedagogy.
dc.type	Conference contribution
refterms.dateFOA	2018-08-21T12:03:25Z
html.description.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).