The process of Lesson Study is a unique form of collaborative classroom inquiry, frequently practiced in Japanese elementary schools, in which a small team of instructors designs, teaches, studies and refines a single class lesson.
Selected HHMI professors are documenting and sharing their ongoing work with HHMI, their peers, and eventually the greater educational community.
Senior students in the School of Information Technology and Communications Design create individual learning portfolios that represent the skills and knowledge required to fulfill their outcomes-based education.
Sarah Fletcher of Bath Spa University is a professional developer who works with teachers in the United Kingdom. She guides primary and secondary teachers as well as research mentors toward representing knowledge imbedded in teaching.
Students earning their Masters of Education (M. Ed.) in the Department of Educational and Counseling Psychology and Special Education created professional e-portfolios, using these portfolios to serve as a final summary of their work and sometimes as part of a professional package that could be shared with employers.
Students in a teacher education course document their learning from multimedia cases of effective teaching and share their reflections with their peers and teacher educators.
Eight Carnegie Scholars from the 2003-2004 cohort report on a special project sponsored by the Center of Inquiry in the Liberal Arts at Wabash College.
To facilitate conversation between disciplines, departments participating in the Carnegie Initiative on the Doctorate have documented their work within the program and share their advances and innovations.
This pilot effort between the two foundations is designed to help institutions and programs create succinct project portals that provide quick access to a project overview and selected instruments, materials, data and evidence related to their work.
A professor investigates her teaching efficacy by tracking her students' development in a public speaking course.
A professor demonstrates the format and usefulness of ePortfolios by sharing her teaching portfolio, which documents her competency as a higher education teacher. Her students use this model as they begin to integrate their knowledge, documenting their own competency in history.
A prominent cross-institutional open source educational technology development project, shares the essence of their ongoing local efforts by implementing the Open Source Portfolio (OSP).
A small group of teachers explores new ways to collectively represent their pedagogical and curricular innovations.
Whitney Schlegel uses case-based teaching to engage students and allow for uncertainty to be a part of the science classroom.
In a pilot effort between Carnegie and MERLOT, selected authors of online learning resources create snapshots that reflect on their pedagogy as well as provide potential users with guidance on how they might adopt the materials for their own use.
In an online collaborative workspace for scholars in the CASTL Higher Education Program, the Snapshot tool is used to organize and represent the development of their research projects.
A professor documents his transformation of a large introductory physics course from a traditional lecture hall format to a student-centered active learning space.
