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2 references
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- Vol 5 RE: Chapter 9
- Vol 5 TE: App C
electronic portfolioslearner engagementreflective practicelearner ownershipself-determinationgoal orientationlearner voiceJournal article Evidence summaryAt a glance
Barrett outlines the REFLECT Initiative, a large research programme examining how electronic portfolios might influence secondary students' learning, reflection, motivation, and engagement.
Key ideas
The article distinguishes portfolios used mainly for institutional assessment from learner-owned portfolios developed through purposeful collection, selection, reflection, direction, and presentation. It reviews competing definitions and theoretical perspectives, then connects portfolio processes with research on self-determination, goal orientation, feedback, collaboration, and learner voice. The initiative was designed to examine implementation as well as outcomes across diverse schools rather than assuming that technology alone creates engagement.
Why it matters
For educators, the central implication is that an e-portfolio becomes educationally valuable through the learning process around it: students need meaningful choice, opportunities to interpret evidence of growth, feedback, authentic audiences, and continuing ownership of their work.
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- Vol 7 RE: Chapter 4
educational videoscognitive load managementvideo segmentationsignalingactive learningretrieval practicelearner engagementinstructional designJournal article Evidence summaryAt a glance
Brame synthesises research into three requirements for effective educational video: manage cognitive load, sustain student engagement, and promote active learning. To manage limited working-memory capacity, videos can use signalling to highlight essential information, segment content into learner-controlled chunks, remove decorative material, and coordinate spoken explanation with relevant visuals.
Key ideas
Engagement improves when videos are concise, conversational, enthusiastic, and visibly connected to the course. Watching alone, however, can create an illusion of understanding. Guiding questions, embedded prompts, interactive controls, and assignments that require retrieval or application help students process the material actively. The article treats video as an instructional design problem rather than a recording format.
Why it matters
For educators, its practical message is to clarify the learning goal, eliminate avoidable load, keep each segment purposeful, and pair viewing with an activity that makes learners recall, explain, predict, or use what they have seen.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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