http://hdl.handle.net/10294/2952 Special Issue, Part 2, May 2010. Tue, 21 May 2013 07:42:03 GMT 2013-05-21T07:42:03Z http://hdl.handle.net/10294/3106 Here, There & Everywhere: A Review of DIY U Becker, Jon; Stewart, Meredith; Green, Jason Here, There & Everywhere: A Review of DIY U by Anya Kamenetz. Sat, 01 May 2010 00:00:00 GMT http://hdl.handle.net/10294/3106 2010-05-01T00:00:00Z http://hdl.handle.net/10294/3105 Harnessing New Technologies to Teach Academic Writing to the Net Generation Wiebe, Sean; McAuley, Sandy While the ubiquity of Web 2.0 technologies disrupts conventional notions of schooling and literacy, its impact on learning is idiosyncratic at best. Taking the form of a dialogue based on the fifteen-week collaboration of two colleagues implementing an innovative first-year university writing course, this paper documents some of the successes and challenges they faced as they sought to create a space for those technologies in their classrooms. Sat, 01 May 2010 00:00:00 GMT http://hdl.handle.net/10294/3105 2010-05-01T00:00:00Z http://hdl.handle.net/10294/3104 Electronic Documentation of Learning: Alternate Reflective Discussion Formats Sherman, Ann; Rokne, Angela An electronic reflective journaling process is described here. Second year pre-service teachers engaged with their professors through an electronic documentation of learning tool that was transformed over the period of a term. The practice of sharing, analyzing, deliberating and making professional judgments in a supportive, on-line, reflective process enhanced the ability of these new teachers to truly grasp the experiences they were engaged in. The process invited them to explore their beliefs and practices in ways that moved them beyond the simple functioning as a teacher, to truly becoming a teacher. Sat, 01 May 2010 00:00:00 GMT http://hdl.handle.net/10294/3104 2010-05-01T00:00:00Z http://hdl.handle.net/10294/3103 A Small-Scale Adventure Learning Activity and its Implications for Higher Education Practice and Research Veletsianos, George In this paper, I discuss the implementation of a small-scale Adventure Learning project in a higher education classroom. Data used to evaluate the Adventure Learning project indicates that the learner experience was engaging, meaningful, fun, and challenging. Suggestions for future practice and research include a call to rethink education in terms of pedagogy, social technologies, creative curricula, authentic learning, and narrative. Higher education learning experiences should foster participation and interaction and envision integrative approaches to learning that not only solve problems but also reconsider the kinds of experiences that we offer to learners. Sat, 01 May 2010 00:00:00 GMT http://hdl.handle.net/10294/3103 2010-05-01T00:00:00Z