maggiehu_uga (![[info]](http://l-stat.livejournal.com/img/userinfo.gif){kind=small} maggiehu) wrote,@ 2006-08-23 18:00:00 |
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Hints from Dr.Reeves
I talked about my findings from the pilot study during the summer. His view about my study gave me a lot of inspiration:
I talked about my findings from the pilot study during the summer. His view about my study gave me a lot of inspiration:
- 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.
- 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.
- 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.
- Comparison between an e-p about an authentic project and an e-p with non-authentic project.
- I need literature review!
