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Personalisation and the Online Video Narrative Learning Tools V-ResORT and the ViP

Personalisation and the Online Video Narrative Learning Tools V-ResORT and the ViP

Gordon Joyes
Copyright: © 2010 |Pages: 17
ISBN13: 9781605668840|ISBN10: 1605668842|ISBN13 Softcover: 9781616924256|EISBN13: 9781605668857
DOI: 10.4018/978-1-60566-884-0.ch018
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MLA

Joyes, Gordon. "Personalisation and the Online Video Narrative Learning Tools V-ResORT and the ViP." Technology-Supported Environments for Personalized Learning: Methods and Case Studies, edited by John O'Donoghue, IGI Global, 2010, pp. 324-340. https://doi.org/10.4018/978-1-60566-884-0.ch018

APA

Joyes, G. (2010). Personalisation and the Online Video Narrative Learning Tools V-ResORT and the ViP. In J. O'Donoghue (Ed.), Technology-Supported Environments for Personalized Learning: Methods and Case Studies (pp. 324-340). IGI Global. https://doi.org/10.4018/978-1-60566-884-0.ch018

Chicago

Joyes, Gordon. "Personalisation and the Online Video Narrative Learning Tools V-ResORT and the ViP." In Technology-Supported Environments for Personalized Learning: Methods and Case Studies, edited by John O'Donoghue, 324-340. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-884-0.ch018

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Abstract

This chapter describes two tools for personalised learning that were outcomes of projects led by the author for use in educational settings. These are the Virtual Resources for Online Research Training (V-ResORT) and the Virtual Interactive Platform (ViP) learning tools. The former was designed to support post graduate research students to develop an understanding of educational research through an exploration of researcher video narratives. The latter was designed to support online communities in sharing and critiquing videos of practice. These tools support the development of a learner identity characterized by proactive participation in construction and reconstruction of knowledge rather than pure consumption. This involves an engagement with communities of practice which it is argued is central to personalised learning.

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