Kate Ropchan's

Alvarez, B. (2011) Flipping the classroom: Homework in class, lessons at home. Education Digest: Essential Readings Condensed for Quick Review, 77(8), 18-21. Retrieved from http://www.learningfirst.org/flipping-classroom-homework-class-lessons-home

 

Anderson, T. (2008). Teaching in an online learning context.  In T. Anderson, & F. Elloumi, (Eds.), Theory and practice of online learning. Athabasca University. Retrieved from http://cde.athabascau.ca/online_book/pdf/TPOL_chp11.pdf

 

Anderson, T. (2008b). Towards a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning. Athabasca University. Retrieved from http://www.aupress.ca/books/120146/ebook/02_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf

 

Bates, A.W., & Poole, G. (2003). Chapter 4: A framework for selecting and using technology. In Effective teaching with technology in higher education: Foundations for success. (pp. 77-105). San Francisco: Jossey Bass Publishers.

 

Brown, J. S., Collins, A., & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42. 

 

Chickering, A.W., & Gamson, Z.F. (1987).  Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 39(7), 3-7. 

 

Frederickson, N., Reed, P., & Clifford, V. (2005). Evaluating web-supported learning versus lecture-based teaching: Quantitative and qualitative perspectives. Higher Education, 50(4), 645-664.

 

Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1, 3-31. Retrieved from http://www.open.ac.uk/fast/pdfs/Gibbs%20and%20Simpson%202004-05.pdf

 

Glassman, M. (1994). All things being equal: The two roads of Piaget and Vygotsky. Developmental Review, 14, 186-214.

 

Goldfarb, B. (2002). Students as producers. In Visual pedagogy: Media cultures in and beyond the classroom (pp. 57-83). Durham: Duke University Press.

 

Good, R., Mellon, E. K., & Kromhout, R. A. (1978). The work of Jean Piaget. Journal of Chemical Engineering, 55, 688-693.

 

Hickman, R., & Kiss, L. (2010). Cross-curricular gallery learning: A phenomenological

case study. International Journal Of Art & Design Education, 29(1), 27-36.

 

International Society for Technology in Education. (2008) Nets for teachers 2008. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf

 

Jonassen, D. (1999). Designing constructivist learning environments. In C. Reigeluth

(Ed.), Instructional design theories and models: Volume II. Mahwah, NJ: Lawrence Erlbaum.

 

Khoo, E., & Cowie, B. (2010). A framework for developing and implementing an online learning community. Journal of Open, Flexible, and Distance Learning, 15, 47-59. Retrieved from http://journals.akoaotearoa.ac.nz/index.php/JOFDL/article/viewFile/12/15

 

Kolodner, J. L. (1992). An introduction to case-based reasoning. Artificial Intelligence, 6, 3-34. Retrieved from http://web.media.mit.edu/~jorkin/generals/papers/Kolodner_case_based_reasoning.pdf

 

Land, S., & Hannifin, M. (2000). Student-centered learning environments: Foundations, assumptions and design. In. D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments. New Jersey: Lawrence Erlbaum Associates.

 

Lents, N., & Cifuentes, O. (2009). Web-based learning enhancements: Video lectures through voice-over PowerPoint in a Majors-level Biology course. Journal of College Science Teaching, 39(2), 38-46.

 

Lundberg, C. (1993). A framework for student case preparation. Case Research Journal, 13, 132-144.

 

Lutz, S., & Huitt, W. (2003). Information processing and memory: Theory and applications. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/papers/infoproc.pdf

 

National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. Washington, DC: The National Academies Press.

 

New London Group. (1996). A pedagogy of multiliteracies: Designing social

futures. Harvard Educational Review, 66(1), 60-92. 

 

Papert, S. (1980) Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.

 

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.

 

Price, G.R., Mazzocco, M., & Ansari, D. (2013). Why mental arithmetic counts: Brain activation during single digit arithmetic predicts high school math scores. Journal of Neuroscience, 33(1), 156-163. 

 

Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory. (pp. 5-29). Hillsdale, NJ: Lawrence Erlbaum Associates.

 

Ronchetti, M. (2010), Using video lectures to make teaching more interactive. International Journal of Emerging Technologies in Learning, 5(2), 45-48. doi:10.3991/ijet.v5i2.1156

 

Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265-283.

 

So, W. M. (2002). Constructivist teaching in primary science. Asia-Pacific Forum on Science Learning and Teaching, 3(1), Retrieved from http://www.ied.edu.hk/apfslt/v3_issue1/sowm/index.htm#contents

 

Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193.

 

Tobias, S. (1993). Overcoming math anxiety. New York: W. W. Norton & Company.

 

Wee, K.N., Kek, Y.C., & Sim, H.C. (2001). Crafting effective problems for problem-based learning. PBL Conference. Retrieved from http://eprints.usq.edu.au/5119/1/Wee_Kek_Sim_AV.pdf

 

Wesch, M. (2007). A vision of students today (& what teachers must do). Retrieved from http://www.britannica.com/blogs/2008/10/a-vision-of-students-today-what-teachers-must-do/

 

Zamarian, L., Ischebeck, A., & Delazer, M. (2009). Neuroscience of learning arithmetic: Evidence from brain imaging studies. Neuroscience and Biobehavioral Reviews, 33, 909-925.

 

Image References:

Unless otherwise credited within prior online projects, all photographs in the ePorfolio are the property of Kate Ropchan

 

Other Resources:

Other invaluable resources that assisted me in creating this ePortfolio are my course colleagues and instructor in ETEC 590, as well as the other instructors from my MET courses and other colleagues who I have learned from, and alongside with, throughout this journey. Finally, and most importantly, I would like to thank my family for all of their support as I proceeded through this program. My parents cheerfully proofread every assignment that I forwarded to them, offering me kind words of encouragement and support. My Grandma, Dorothy Wills, was a lifesaver, reading through this entire ePortfolio and helping me to make it even more shipshape. My husband, Jason, was always there to listen to me as I struggled with coursework, and support me as I spent long hours at the computer. I dedicate this culminating project to my family as I truly couldn't have accomplished this voyage without them.