References
Anderson, T. (2004). Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and Practice of Online Learning (pp. 33-59). Retrieved from: http://cde.athabascau.ca/online_book/ch2.html
Bates, A. W., & Poole, G. (2003). A framework for selecting and using technology. In A. W. Bates
& G. Poole (Eds.), Effective teaching with technology in higher education, (pp. 75-108). San Francisco: Jossey-Bass.
Barrett, Helen. (2009). Digital archive 4 life. Retrieved from https://docs.google.com/document/edit?id=1RugwVQHAL53C294JaH12SpN7GzaBRRJyUnyLhK59huU&pli=1
Baumgartner, L.M. (2001). An update on transformational learning. New Directions for Adult and Continuing Education. Jossey-Bass. A publishing unit of John Wiley & Sons, Inc.
Bierema, L. (1996). Development of the individual leads to more productive workplaces. New Directions for Adult and Continuing Education, 21-28. DOI: 10.1002/ace.36719967205
Boden, C. J., Cook, D., Lasker-Scott, T., Moore, S. & Shelton, D. (2007). Five perspectives on reflective journaling. Adult Journaling, 17(4), 11-15.
Boud, D. (2001). Using journal writing to enhance reflective practice. In L. M. English & M. A. Gillen (Eds.), Promoting Journal Writing in AdultEducation: New Directions for Adult and Continuing Education, 90, 9-17.
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey- Bass.
Cambridge, B.(2011). Electronic portfolios as knowledge builders. In B. Cambridge, S. Kahn, D. Thompkins, and K. Yancey (Eds.), Electronic Portfolios: Emerging Practices in Student, Faculty, and Institutional Learning (pp. 1-11).
Washington, DC: American Association of Higher Education.
Carrasquillo, A. & Feng, S. (1994). A Reflection on Reflective Practice in Teaching English to Speakers of Other Languages. Retrieved from ERIC database. (ED374668).
Cranton, P. (2002). Teaching for transformation. New Directions for Adult and Continuing Education, 93. Wiley
Periodicals inc.
Cranton, P., & Wright, B. (2008). The transformative educator as learning companion. Journal of Transformative Education, 6 (1), 33-47. Sage Publications.
DeVRIES & others. (2002). Developing constructivist early childhood curriculum. New York: Teacher’s College Press.
Driscoll. M.P. (2005). Psychology of Learning for Instruction. Situated Cognition, pp.153-182. Toronto, ON:
Pearson.
Duerr, M., Zajonc, A., & Dana, D. (2003). Survey of transformational and spiritual dimensions of higher
education. Journal of transformative education, 1(3), 177-211.Retrieved from Education: a sage Full-Text-Collection@scolars Portal database.
Duffy, T.M., & Jonassen, D.H. (1991). Constructivism: New implications for instructional technology? Educational Technology, 31(5), 7-11.
Elias, T. (2010). Universal instructional design principles for moodle. International Review of Research in Open and Distance Learning, 11(2),110-124.
Estrella, K., Forinash, M. (2007) Narrative inquiry and arts-based inquiry: multinarrative perspectives. Journal of Humanistic Psychology 47(376).
Farrell, T. S. C. (2006). Reflective practice in action: A case study of a writing teacher’s reflections on practice. TESL Canada Journal, 23(2), 77-90
Fenwick, T. (2001). Responding to journals in a learning process. Promoting Journal Writing in Adult Education: New
Directions for Adult and Continuing Education, 90, 37-47.
Fierros, E. G., (2009): Using performance ethnography to confront issues of privilege, race, and institutional racism: an account of an arts-based teacher education project, multicultural perspectives. Multicultural Perspectives, 11(1), 3-11.
Retrieved from http://dx.doi.org/10.1080/15210960902743896
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: computer conferencing in higher education.The Internet and Higher Education, 2(2-3), 87-105.
Gay, L.R., Mills, G.E., & Airasian, P.W. (2009). Educational research: Competencies for analysis and application (9th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Hiemstra, R. (2001), Uses and benefits of journal writing. New Directions for Adult and Continuing Education, 90, 19–26.
Honebein, J. (1996). Seven goals for the design of constructivist learning. Retrieved from: http://cter.ed.uiuc.edu/JimL_Courses/edpsy490i/su01/readings/honebein.htm
Hubbs, D. L. & Brand, C. F. (2005). The paper mirror: understanding reflective journaling. Journal of Experiential Education, 28(1), 60-71.
Jonassen, D. H. (2003) Learning to solve problems with technology: A constructivist perspective. Upper Saddle River, N.J. : Merrill.
Jonassen, D. (1999). Designing constructivist learning environments. In C. Reigeluth (Ed.), Instructional
design theories and models: Volume II. Mahwah, NJ: Lawrence Erlbaum.
Lebow, D. (1993). Constructivist values for instructional design: five principles toward a new mindset. ETR & D 41(3), 4-16.
Mannion, G., (2001). Journal writing and learning: reading between the structural, holistic, and post-structural lines. Studies I Continuing Education, 23(1). Taylor & Francis Ltd DOI:10.11080/01580370120043268
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. (3rd ed.) San Francisco: Jossey-Bass.
Moody, K. (1999). The children of Telstar. New York: Vantage.
Powell, E. (2005). Conceptualising and facilitating active learning: teachers’ video-stimulated reflective dialogues. Reflective Practice, 6(3), 407-418.
Schank, R. C. (1994). Active learning through multimedia. IEEE Multimedia, 1(1), 69-78.
Shea, P., & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster ‘‘epistemic engagement” and ‘‘cognitive presence” in online education. Computers& Education, 52, 543-563.
Sinner, A., Leggo, C., Irwin, R. L., Gouzouasis, P., Grauer, K. (2006). Arts based educational research dissertations: reviewing the practices of new scholars. Canadian Journal of Education, 29(4), 1223-1270.
Stack, M. & Kelly, D., M. (2006).The popular media, education, and resistance. Canadian Journal of Education,
29(1), 5-26.
Swan, K., & Shea, P. (2005). Social presence and the development of virtual learning communities. In S. Hiltz & R. Goldman (Eds.), Learning together online: Research on asynchronous learning networks, 239–260. Mahwah, NJ: Lawrence Erlbaum.
Tisdell, E., J., & Tolliver, D. E. (2003). Claiming a sacred face: The role of spirituality and cultural identity in transformative adult higher education. Journal of Transformative Education, 1(4), 368-392.
Thiel, T. (1999). Reflections on critical incidents. Prospect, 14(1), 44-52.
Torosyan, R. (2001) Motivating students: evoking transformative learning and growth. Etc., 58(3), 311-28.
Turkle.S. (2011) Video in Big Thinkers series. Retrieved from http://www.youtube.com/watch?NR=1&v=oyHZYqgRY4k
Vygotsky, L. (1978) Mind in society: The development of higher psychological processes. Cambridge. MA: Harvard University Press.
Wang, V.C. X., & Sarbo, L. (2004). Philosophy, role of adult educators and learning how contextually adapted philosophies & situational role of adult educators affect learner's transformation and emancipation. Journal of Transformative Education , 2(3). Sage Publications.
Zinn, L. (1997). Spirituality and adult education. Adult Learning, 8(5/6), 26-31.
Photo Credits
Unless otherwise credited within prior online projects, all photographs in the ePorfolio are the property of Marie-France Hétu
Bates, A. W., & Poole, G. (2003). A framework for selecting and using technology. In A. W. Bates
& G. Poole (Eds.), Effective teaching with technology in higher education, (pp. 75-108). San Francisco: Jossey-Bass.
Barrett, Helen. (2009). Digital archive 4 life. Retrieved from https://docs.google.com/document/edit?id=1RugwVQHAL53C294JaH12SpN7GzaBRRJyUnyLhK59huU&pli=1
Baumgartner, L.M. (2001). An update on transformational learning. New Directions for Adult and Continuing Education. Jossey-Bass. A publishing unit of John Wiley & Sons, Inc.
Bierema, L. (1996). Development of the individual leads to more productive workplaces. New Directions for Adult and Continuing Education, 21-28. DOI: 10.1002/ace.36719967205
Boden, C. J., Cook, D., Lasker-Scott, T., Moore, S. & Shelton, D. (2007). Five perspectives on reflective journaling. Adult Journaling, 17(4), 11-15.
Boud, D. (2001). Using journal writing to enhance reflective practice. In L. M. English & M. A. Gillen (Eds.), Promoting Journal Writing in AdultEducation: New Directions for Adult and Continuing Education, 90, 9-17.
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey- Bass.
Cambridge, B.(2011). Electronic portfolios as knowledge builders. In B. Cambridge, S. Kahn, D. Thompkins, and K. Yancey (Eds.), Electronic Portfolios: Emerging Practices in Student, Faculty, and Institutional Learning (pp. 1-11).
Washington, DC: American Association of Higher Education.
Carrasquillo, A. & Feng, S. (1994). A Reflection on Reflective Practice in Teaching English to Speakers of Other Languages. Retrieved from ERIC database. (ED374668).
Cranton, P. (2002). Teaching for transformation. New Directions for Adult and Continuing Education, 93. Wiley
Periodicals inc.
Cranton, P., & Wright, B. (2008). The transformative educator as learning companion. Journal of Transformative Education, 6 (1), 33-47. Sage Publications.
DeVRIES & others. (2002). Developing constructivist early childhood curriculum. New York: Teacher’s College Press.
Driscoll. M.P. (2005). Psychology of Learning for Instruction. Situated Cognition, pp.153-182. Toronto, ON:
Pearson.
Duerr, M., Zajonc, A., & Dana, D. (2003). Survey of transformational and spiritual dimensions of higher
education. Journal of transformative education, 1(3), 177-211.Retrieved from Education: a sage Full-Text-Collection@scolars Portal database.
Duffy, T.M., & Jonassen, D.H. (1991). Constructivism: New implications for instructional technology? Educational Technology, 31(5), 7-11.
Elias, T. (2010). Universal instructional design principles for moodle. International Review of Research in Open and Distance Learning, 11(2),110-124.
Estrella, K., Forinash, M. (2007) Narrative inquiry and arts-based inquiry: multinarrative perspectives. Journal of Humanistic Psychology 47(376).
Farrell, T. S. C. (2006). Reflective practice in action: A case study of a writing teacher’s reflections on practice. TESL Canada Journal, 23(2), 77-90
Fenwick, T. (2001). Responding to journals in a learning process. Promoting Journal Writing in Adult Education: New
Directions for Adult and Continuing Education, 90, 37-47.
Fierros, E. G., (2009): Using performance ethnography to confront issues of privilege, race, and institutional racism: an account of an arts-based teacher education project, multicultural perspectives. Multicultural Perspectives, 11(1), 3-11.
Retrieved from http://dx.doi.org/10.1080/15210960902743896
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: computer conferencing in higher education.The Internet and Higher Education, 2(2-3), 87-105.
Gay, L.R., Mills, G.E., & Airasian, P.W. (2009). Educational research: Competencies for analysis and application (9th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Hiemstra, R. (2001), Uses and benefits of journal writing. New Directions for Adult and Continuing Education, 90, 19–26.
Honebein, J. (1996). Seven goals for the design of constructivist learning. Retrieved from: http://cter.ed.uiuc.edu/JimL_Courses/edpsy490i/su01/readings/honebein.htm
Hubbs, D. L. & Brand, C. F. (2005). The paper mirror: understanding reflective journaling. Journal of Experiential Education, 28(1), 60-71.
Jonassen, D. H. (2003) Learning to solve problems with technology: A constructivist perspective. Upper Saddle River, N.J. : Merrill.
Jonassen, D. (1999). Designing constructivist learning environments. In C. Reigeluth (Ed.), Instructional
design theories and models: Volume II. Mahwah, NJ: Lawrence Erlbaum.
Lebow, D. (1993). Constructivist values for instructional design: five principles toward a new mindset. ETR & D 41(3), 4-16.
Mannion, G., (2001). Journal writing and learning: reading between the structural, holistic, and post-structural lines. Studies I Continuing Education, 23(1). Taylor & Francis Ltd DOI:10.11080/01580370120043268
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. (3rd ed.) San Francisco: Jossey-Bass.
Moody, K. (1999). The children of Telstar. New York: Vantage.
Powell, E. (2005). Conceptualising and facilitating active learning: teachers’ video-stimulated reflective dialogues. Reflective Practice, 6(3), 407-418.
Schank, R. C. (1994). Active learning through multimedia. IEEE Multimedia, 1(1), 69-78.
Shea, P., & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster ‘‘epistemic engagement” and ‘‘cognitive presence” in online education. Computers& Education, 52, 543-563.
Sinner, A., Leggo, C., Irwin, R. L., Gouzouasis, P., Grauer, K. (2006). Arts based educational research dissertations: reviewing the practices of new scholars. Canadian Journal of Education, 29(4), 1223-1270.
Stack, M. & Kelly, D., M. (2006).The popular media, education, and resistance. Canadian Journal of Education,
29(1), 5-26.
Swan, K., & Shea, P. (2005). Social presence and the development of virtual learning communities. In S. Hiltz & R. Goldman (Eds.), Learning together online: Research on asynchronous learning networks, 239–260. Mahwah, NJ: Lawrence Erlbaum.
Tisdell, E., J., & Tolliver, D. E. (2003). Claiming a sacred face: The role of spirituality and cultural identity in transformative adult higher education. Journal of Transformative Education, 1(4), 368-392.
Thiel, T. (1999). Reflections on critical incidents. Prospect, 14(1), 44-52.
Torosyan, R. (2001) Motivating students: evoking transformative learning and growth. Etc., 58(3), 311-28.
Turkle.S. (2011) Video in Big Thinkers series. Retrieved from http://www.youtube.com/watch?NR=1&v=oyHZYqgRY4k
Vygotsky, L. (1978) Mind in society: The development of higher psychological processes. Cambridge. MA: Harvard University Press.
Wang, V.C. X., & Sarbo, L. (2004). Philosophy, role of adult educators and learning how contextually adapted philosophies & situational role of adult educators affect learner's transformation and emancipation. Journal of Transformative Education , 2(3). Sage Publications.
Zinn, L. (1997). Spirituality and adult education. Adult Learning, 8(5/6), 26-31.
Photo Credits
Unless otherwise credited within prior online projects, all photographs in the ePorfolio are the property of Marie-France Hétu