Pedagogic    Analytic     Representational

 Pedagogic - throughout this study, I maintained the voice and presence of a reflective practitioner. I had this study in mind from the time I ws offered the instruction by Dr, Karen Swan. It served as my six-credit internship requirement in my dissertation work in ETAP. Accordingly,  I used the following pedagogic techniques both according to my instructional methods and as my study interventions, as well:

• as per the course expectations, the portfolio assessments are currently only criterion referenced, accordingly
• assignments were scored and evaluated on a point-wise basis,
• points were awarded for minimally fulfilling the major objectives indicated in each assignment prompt from the course syllabus and lesson plans,
• sub-critical work was offered each student for re-editing and revisions in order to receive full-credit;
• comments (liberally offered) to the student from me, the instructor, (notes in red or dark blue in the sample data) are designed in order to:
• formal literate remarks, grammatical & spelling corrections, and other structural commentary was offered free of charge to the students and the work was not scored accordingly, except when and if the work was unintelligible (rarely),
• emulate the to & fro present in real-time classrooms and are as dialogically constructed as possible with this intent in mind,
• serve as vehicles to shape & scaffold the development of on-line voice and presence on the part of the student, most of whom have had little or no prior experience in asynchronous communications on-line; and

• The portfolios were developed and analyzed using Lotus Notes/Domino software  (on line)    (off-line);
• all work was saved and replicated to the SLN network server and reserved for my laptop and desktop workstations where I actually did my work, and
• all coding and analytic memos as well as the final data analysis, manipulation, and displays in the respective matrices were done in the accessioned portfolio artifacts using the query full-text structured SQL keywording searches present in Lotus Notes Relational Database;
• I used Netscape Navigator Composer to set the codes and analytic memos in situ within the artifacts of interest; and
• I used Lotus Millennium Edition to compose my own templates and materials and to supplement the Notes capacity for analytic work on the portfolios.

• I made a direct copy of the instructor portfolio as of 8May99 (accordingly, Masi's portfolio is only partial, its data arrays are not filled in, but her data can be observed in its raw form, by selecting the hot links to the accessioned artifacts, themselves, sans my interpretive and analytic remarks intended to be finished by 17May99)
• I used the SQL query functions present in Notes in order to sample and select the data and to assemble all useful artifacts in a separate Module I entitled Research, which remains as a part of my instructor portfolio;
• Because of transporting irregularities from Notes to HTML code (this representation's source code), I used MSOffice97 and LotusSuite Millennium as filters to preserve the formatting and embedded codes as best as possible true to the original data and artifacts;
• Composer was used to compose the final representational pages which you are presently viewing.