1. Students may not be motivated to do the e-p. They cannot see what they are doing and why they want to do this. It is very important for researchers and instructors to find out a linkage between teachers' motivation--want to innovate or doing something special or get a better instructional method or get a better assessment method and students' motivation--to get credits and graduate.
   


2.  It is much more difficulty to motivate undergraduate students than k-12 or faculties to use e-portfolios . Because k-12 students may be more novelty and willing to learn something that could be shown when they apply a college, and faculties may want to use e-portfolios as a showcase to record what they've done for their work and their research. But for undergraduates, they usually just want to get credits and graduate.


3. Different courses have different requirement. Portfolios come from the arts and architecture major students. It may be much easier and more necessary for them to use an e-p to record and monitor what they are doing.  We may want to develop a model and make some criteria to decide those courses that need e-p.
4. Comparison between an e-p about an authentic project and an e-p with non-authentic project.


5. I need literature review!

I have asked those questions:
1. Have you ever heard about e-portfolios before you start this class?
Only one guy heard about e-portfolio before this class among the 7 interviewees.
2. What is your expectation when you started your development of this e-portfolio?
Most of the interviewee said they will get more computer skills from the projects of productivity tools. Only 3 or 4 said that they will use it in their future career.(All the 3 people are in education major. )
Those who are not preparing to go to the teacher career usually said they may not use e-portfolio in their career. Although one non-education major guy said that he may want to use google pages as his online advertisement for his restaurant in the future.
3. Could you give me your own definition of the e-portfolio?
Most of them said that is a place to put what your have done (your works) on the website. Some of them said that the e-portfolio could be a showcase for other people showing what they've done and what they can do.
4. If you feel comfortable, could you tell me when did you first touch with computer and internet?
For the undergraduate whose ages are around 19-20, they usually touch computers and internet in their middle school or high school. Some of elder students touched computers when they went to the college.
5. Could you give me your self-evaluation about your own computer skills?
Most of them feel that they could do the basic computer works such as typing and email. One elder participant said that she started learning how to type and use email when she went into the college.
6. Did you get some help from other people during your e-portfolio development? Who? What kind of?
Some of them said that they got help from the instructors.
Some of them said that they got feedback from their friends and the people sit beside them.
Those are about 3 or 4 people.
The left people tended to say that they developed the e-portfolio independently and they got no help or feedback from others.
7. Did you refer to outside resources during your e-portfolio development? What kind of?
About 5 or 4 said that they used google or other internet resources to get what they wanted;
One said that she used the school library to get the textbooks what she propsed to focus on. (Actually there were about 5 people in the 13-person class who checked out textbooks to get some references.)
One said that he used Excel, Microsoft office, google, etc.
Most of them said that they used a lot of the resources such as the Mircorsoft lesson plans, the Apple Imovie lesson plans, etc.
Everyone went back to look through what the previous students did.
8. Do you have planned to use e-portfolio in your future career? How?
One girl said she really planed to use e-portfolio in her future teaching to show students what they gonna do and some examples. And she also wanted to use Blog to announce what the lesson content will be.
One guy said that he will use e-portfolio as the showcase of his menu for his future restaurant.
Another girl and one woman said that they gonna use e-portfolio to share what they've done with the class with other teachers.

9. Did you go back to look through the original classes' students' e-portfolios? What kind of criteria?

Everyone went back to look through what the previous students did.
Some of them said they didn't have any criteria.  But actually, almost everyone were trying to select those being close with their major and their proposed grades.
One guy said he usually skipped those that were too "girlly".

10. It is the first time we using google pages as our portfolio server. What do you feel? Could you make comparison between google pages and self-designed web-pages with Dreamweaver?
Most of the students have not used Dreamweaver yet. But all of them said that they would like to use google pages because it is easy to use.

11. Will you go on using google pages if it starts charging in the future?
All of them said yes except one guy.
Most of them said maybe if it will charge for like a couple of dollars per month.
But the last guy said he may go on to use it even when it charges 50 bucks per month.

12. Could you give me your own definition about reflection?
Most of them said that is an overview of what you've done and summarize your works.

13. Is the reflection part difficult for you in the e-portfolio development?
Half of them said it is not difficult.
In the left half, some of them said that it was difficult when they began to review what they've done, but once they reviewed what they've done, the reflection then was just to write it.
The others said that they felt hurt to write the reflection.
One guy said that he cannot understand why they need to write the reflection because they already have done all the projects and learned how to use them. And to go back to review what they've done 15 days ago was a painful process because this Maymester was so concentrative and tough and they've done so many things so that he cannot retrieve what he did.
Two or three said at the beginning, they were just feeling lost because they didn’t get the sense that they should follow the rubrics.  It may be suggested that the point that the students are required to follow the rubrics closely to get all of the points are very important.

14. How do you usually write your reflection part? -----> Change to: What did you usually write in your reflection part?
Two or three of them said that they were just answering those questions in the rubric.
One said that he usually looked back what he did and then started to write.
All of them said that the rubric is really helpful and fine and enough.

15. Do you think the reflection part is helpful for your class practice? What kind of if there is?
Almost all of them said it is helpful, although only two or three of them said in details that what kind of helps it had.
One or two interviewees said that the reflection helps you to remember what did you do and how did you do those projects. So that you want remind how to do those things.
None of them mentioned that the reflection will be helpful for their class practice.
Two guys mentioned that they also had the reflection part in their first year when they had the English writing class. But their attitudes or feelings toward it were totally different.
One said that the reflection part was very useful because it made him to look backward his improvements from the every first paper to the last one. There were eight papers and he got improvements in each of them. But the other guy said that it was useless and he felt it was hurt to write that reflection and he don't think it will help his writing. And he already forgot what he did in the EMMA project.

As to the EMMA, these two guys also had different comments on the whole EMMA project.

 The former guy said that it is very fancy and helpful and convenient. He said he like the way to submit the assignment online and you can also download the software and all the assignments and the reflections could be saved in his own computer so that he can go back to look through them.

The other guy even said he hated this project. He said the EMMA's functions such as the online submitting for the assignment make him confused. And he doesn’t know what those for.

16. What part is the most difficult part in your reflection process?
Most of them said that it was to look back what they have done.
I think this question has not got very much useful information in its answers.

17. What part is the most challenging part in your e-portfolio development?
Most of them said that was the powerpoint game part.
One guy said that were the Webquest part and the Captitone projects.
One guy said that he felt it was difficult to figure out how to upload files and how to make links.
The other woman said that the Webquest part make her confused.
The reason was that for the Webquest, the template was confusing and it was not easy to understand what they gonna do.
She also said that she didn't know where there should be a WebQuest part because she thought the WebQuest part was very similar with the Powerpoint game part.
For the captistone part, the guy said that he didn't understand why there were so many repeated items.

That is not the part of the e-portfolio. That is just what the projcets are.  I should modify the question and to figure out how to get the information I want.

18. What part is your favorite part in your e-portfolio?
Most of them said it was the powerpoint game although that is not the component of the e-portfolio, just a project.

19. What part is the most important part do you think in your e-portfolio?
They also said that was the powerpoint game.
I may need to change my questions to get what I want.

20. How do you usually write your reflection part? Do you use the rubric?
Repeated to the 14th question.

21. Do you think there is something needs to improve in the rubric? What kind of if there is?
Most of them said nothing needs to be improved.
Only 1 or two said just for themselves, at the right beginning, they didn't know how the rubric related to their projects and how they should use the rubrics to finish their assignments.

22. Do you still have other things that you think you may want to share with me?
Usually not.
One guy gave a lot of praise for the class. He said that the instructor was really very flexible and organized. She got a very good preparation for the class. And he also said that he liked the food part because he liked to have food to eat.
But he also said that he felt the Loti part was too short and that made the reflection a little bit more difficult because the rubric asked them to go back to the LoTi standard but he actually didn't exactly know what it was.

Totally Analysis:

1. Some questions could not get the information that I wanted:
• What part do you think was the most important part in the e-portfolio?
• What part is your favorite part in your e-portfolio?
• What part do you think was the most challenging part in your e-portfolio?                    
•  The reason was that the students thought that the e-portfolio means all the projects they've done.  Were what I thought and what I intended to get from those questions wrong? This actually reflected that they have not understood what the class is really about. ????
• The other reason that I didn't get a lot of "useful" information that I wanted may be also because that most of the interviews were done before the final reflection part.
2. Is reflection really important in this class? Is this mainly for "Learning By Design"?
3. My identification of the teaching internship still have some influence on the students. When they talked to me, I can feel that.

• Satuation(p.20). At first I guess "saturation" is another terminology from quantitative or other field . Then I searched on google and compared the meaning of "moderate saturation" and "high saturation" according to the context . Then I decided here saturation is only the ratio of computer / student. When the computer / students  is high, like every student can use one computer, that is a high saturation, and students could work for learge amounts of time on projects with the teacher acting as a coach, according to this article.Contrarily, when there are several students using one computer, that is a moderate saturation, and activity centers in the classroom may be the basic teaching type.
• What is "Subject-matter learning"? As my understanding, subject-matter learning is learning focus on a specific subject. The goal is to impove students' learning of this subject.
• "Susan Loucks"' seven levels of expertize teachers move through as they gain greater ease and sophistication.??????????
• What is "Activity-centered classroom"?
  
• Stevens describes it as an enviroment where:
•            Students choose their own areas of study within the theme suggested by the teacher.

•            Students do whatever is necessary to find the information required to pursue their projects.

•            Students present their findings in some form that they have selected, such as a  model, a picture, a written handout, or whatever means they consider appropriate.

•            Students use each other as well as the teacher as resource persons.

• By Cindy LaVan
  Activity-centered classrooms allow students to participate in hands-on activities. The goal is to improve aural comprehension and oral fluency, but students can also be involved in reading and writing activities. A theme is suggested by the teacher, and students chooose their own area of study. They investigate the topic, then present their findings in the form they choose.
  
  
• What is "Tom Snyder's Search Series"?

[	Tags	|	design based research	]
[	Current Mood	|	amused	]
[	Current Music	|	http://www.suede.co.kr/files/suede-beautiful_ones.mpg	]

Also, both of them, the researchers must adjust their questions, methods, and strategies according to the data they collect in the researching process.

      Today I just read Sharan B. Merriam et.al's book of Qualitative Research in Practice, and found there are some clearance for both of them:

      "Unlike hypotheses in experimental studies, grounded theory hypotheses are tentative and suggestive rather than tested."

       I hope I could read more about these two conceptions.

The author articulated his main purpose is that "learning theory has undergone major

modifications even within the cognitivist period of the last 20 years, and methodological

changes are needed to reflect these developments." (p. 144)

Hence, Brown reviewed his learning theory's transferring history:

Introduction of author’s Reading Comprehension experimental research. (P 152)

Methodological issues in evaluating complex intervention studies:

·        The relationship between laboratory and classroom work;

·        Idiographic versus nomothetic approaches, or the grain-size issue;

·        The Bartlett Effect, or the problem of data selection.

I think it is a good illustration of qualitative research and how to evolve an experimental research, although Brown asserted that “because of the multifaceted nature of my data base, I prefer a mixed approach, suiting the method to the particular data.”

Brown “combine a concentration on large scale data bases with in-depth microgenetic analyses of a few children or perhaps a group.”

Lessons learned from the history of educational design experiments:

·        The hawthorne Effect

·        The Dewey Effect

o       Readiness to learn

o       Discovery learning

o       The curriculum and society

·        The reality principle

I searched Wiki but there seems be no definition for this abbreviative word.

And it is explained like this on website of http://www.epssinfosite.com/:

EPSS is defined as an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others.

In the ground-breaking book Electronic Performance Support Systems published in 1991, Gloria Gery, defined EPSS as:

“an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others.”

I think this link will be a helpful one from San Diego State University to understand what is EPSS: