Abstract
At the Centre for the Study of Learning and Performance we have developed, tested, and disseminated to schools without charge, an Electronic Portfolio Encouraging Active and Reflective Learning (ePEARL). ePEARL is designed to be faithful to predominant models of self-regulation, scaffolding and supporting learners and their educators from grade one (level one) through grade twelve and beyond (level four). ePEARL encourages learners to engage in the cyclical phases and sub-phases of forethought, performance, and self-reflection. In a series of studies, including two longitudinal quasi-experiments, we have explored the positive impacts of ePEARL on the enhancement of students’ self-regulated learning skills, their literacy skills and changes in teaching, while simultaneously researching classroom implementation fidelity and teacher professional development. This chapter briefly explains the development of ePEARL, our research program, and issues in the scalability and sustainability of knowledge tools.
This chapter is submitted for inclusion consideration in the International Handbook of Metacognition and Learning Technologies. The preparation of this chapter was aided by grants from the Social Sciences and Humanities Research Council of Canada and the Fonds québécois de la recherche sur la société et la culture.
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Abrami, P.C., Bures, E.M., Idan, E., Meyer, E., Venkatesh, V., Wade, A. (2013). Electronic Portfolio Encouraging Active and Reflective Learning. In: Azevedo, R., Aleven, V. (eds) International Handbook of Metacognition and Learning Technologies. Springer International Handbooks of Education, vol 28. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-5546-3_32
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