Worksheet: Virginia Woolf's To The Lighthouse

'To The Lighthouse' is one of the best poetic expressions in Virginia Woolf's literary oeuvre. The novel is deeply layered which opportunes us to explore various interpretations, We have discussed following points in the classroom during face-to-face interaction:

• The Narrative Technique: The Stream of Consciousness. (Scroll down to view the embedded presentation)
• Symbolism in 'To The Lighthouse'. (The presentation is embedded below.)
• Being Woman Writer - The trials and tribulations faced by Virginia Woolf. (The biographical video is embedded in three parts below the presentations.)
• Mythic Patterns in 'To The Lighthouse' by Joseph L. Blotner
• Fluidity versus Muscularity: Lily's Dilemma in Woolf's "To the Lighthouse" by André Viola
• Character study of Mrs. Ramsay and Lily Briscoe.
• The Complexity of Human Relationship in 'To The Lighthouse'.
• The 'Vision' in 'To The Lighthouse' - Glenn Pedersen. (Scroll down to download this article from JSTOR)

Here are some tasks to be completed by the students as a part of self-learning module: (Students have to give responses in the 'Comment' section below this blog post)

1. How can you explain that 'what' Virginia Woolf wanted to say (for example, the complexity of human relationship, the everyday battles that people are at in their relationship with near and dear ones, the struggle of a female artist against the values of middle/upper class society etc) can only be said in the way she has said? (Key: The 'How' of the narrative technique is to be discussed along with features of Stream of Consciousness technique which helps Woolf to put in effective manner what she experienced in abstractions.)
2. Do you agree: "The novel is both the tribute and critique of Mrs. Ramsay"? (Key: Take some clues from the painting of Mrs Ramsay drawn by Lily Briscoe and the article by Andre Viola and Glenn Pedersen. Can we read Mrs. R in context of the idea of Ideal Indian Woman - Karyeshu dasi, Karaneshu manthri; Bhojeshu mata, Shayaneshu rambha; Kshamayeshu dharithri, Roopeshu lakshmi; Satkarma yukta, Kuladharma pathni. )
3. Considering symbolically, does the Lighthouse stand for Mrs. Ramsay or the narrator (Virginia Woolf herself who is categorically represented by Lily)? (Key: Take help from the presentation on Symbolism to connect Mrs. Caroline Ramsay with Lighthouse. Secondly, the narrator / author cannot fully disappear from the novel and thus the stoicism of Lily to paint and thus prove that she can paint, is symbolically presented in stoicism of Lighthouse. Read 'lighthouse' symbol from presentation slide with this insight to connect lighthouse with the narrator. Give your concluding remarks in the comment below in this blog )
4. In the article by Joseph Blotner, two myths are patterned together. Name the myths? How they are zeroed down to the symbols of 'Window' and 'Lighthouse'? How does the male phallic symbol represent feminine Mrs. Ramsay? (Key: The strokes of light-beams. . . )
5. What do you understand by the German term 'Künstlerroman'? How can you justify that 'To The Lighthouse' is 'Künstlerroman' novel? (Key: http://www.britannica.com/EBchecked/topic/325047/Kunstlerroman)
6. "... the wages of obedience is death, and the daughter that reproduces mothering to perfection, including child-bearing, already has on her cheeks the pallor of death. One reminded here of various texts by Lucy Irigaray, in which she attacks mothers for being, however unwillingly, accomplices in the patriarchal system of oppression." (Viola). In light of this remark, explain briefly Lily's dilemma in 'To The Lighthouse'. 
7. Movie Screening: Worksheet (Click here to open)
8. You have compared the 'beginning' and the 'ending' of the novel and the film adaptation of the novel directed by Colin Gregg (you can see it again in the embedded video below this). Do you think that the novel is more poignant than the movie? If yes, do you ascribe the fact that the power of words is much greater than that of the screen / visuals?
9. How do you interpret the last line of the novel (It was done; it was finished.
   Yes, she thought, laying down her brush in extreme fatigue, I have had my vision.) with reference to the ending of the film (After the final stroke on the canvass with finishing touch, Lily walks inside the house. As she goes ante-chamber, the light and dark shade makes his face play hide-and-seek. She climbs stairs, puts her brush aside, walks through the dark and light to enter her room. Gently closes the door - speaks: "Closed doors, open windows" - lies on the bed and with some sort of satisfaction utters: "Dearest Briscoe, you are a fool".) 
10. What does the catalogue named as 'Army and Navy' signify? What does cutting of 'Refrigerator'  signify?
11. Why did Virginia give such prominence to the tale of the “Fisherman’s Wife”? In particular, why did she weave such a misogynist tale into the fabric of a book which so eloquently challenges received patriarchal notions about the roles and capabilities of women? 
12. How is India represented in 'To The Lighthouse'? (Read this blog for passing reference) 
13. Write summaries of these articles:

• Mythic Patterns in To The Lighthouse
• Fluidity vs Masculinity: Lily's Dilemma in Woolf's To The Lighthouse
• Vision in To The Lighthouse by Glenn Pedersen

QUIZ: Click here to open online quiz on 'To The Lighthouse'.

Click on image to open Quiz Page

_________________________________________________________________________________

Watch the film 'To The Lighthouse', directed by Clin Greg, written by Hugh Stoddart, Virginia Woolf (novel). 

Watch biographical videos in three parts: 

The Mind and Times of Virginia Woolf, directed by Eric Neal Young, 2002.

Presentations on Symbolism and Stream of Consciousness in 'To The Lighthouse'.

Symbolism in Virginia Woolf's 'To The Lighthouse' from Dilip Barad

Stream of Consciousness in Virginia Woolf's 'To The Lighthouse' from Dilip Barad

Articles for further reading:

Mythic Patterns in to the Lighthouse. Author(s): Joseph L. BlotnerSource: PMLA, Vol. 71, No. 4 (Sep., 1956), pp. 547-562Published by: Modern Language AssociationStable URL: http://www.jstor.org/stable/460631.

Fluidity versus Muscularity: Lily's Dilemma in Woolf's "To the Lighthouse". Author(s): André ViolaSource: Journal of Modern Literature, Vol. 24, No. 2 (Winter, 2000-2001), pp. 271-289Published by: Indiana University PressStable URL: http://www.jstor.org/stable/3831911

Vision in to the Lighthouse. Author(s): Glenn PedersenSource: PMLA, Vol. 73, No. 5, Part 1 (Dec., 1958), pp. 585-600Published by: Modern Language AssociationStable URL: http://www.jstor.org/stable/460303

Color in To the Lighthouse. Author(s): Jack F. StewartSource: Twentieth Century Literature, Vol. 31, No. 4 (Winter, 1985), pp. 438-458Published by: Hofstra UniversityStable URL: http://www.jstor.org/stable/441465

Language, Subject, Self: Reading the Style of "To the Lighthouse". Author(s): Rebecca SaundersSource: NOVEL: A Forum on Fiction, Vol. 26, No. 2 (Winter, 1993), pp. 192-213Published by: Duke University PressStable URL: http://www.jstor.org/stable/1345687

"These Emotions of the Body": Intercorporeal Narrative in To the Lighthouse. Author(s): Laura DoyleSource: Twentieth Century Literature, Vol. 40, No. 1 (Spring, 1994), pp. 42-71Published by: Hofstra UniversityStable URL: http://www.jstor.org/stable/441550

India in the Twentieth Century European Literature

 India in the Twentieth Century European Literature

a. Rudyard Kipling: Kim (1901)

b. E M Forster: A Passage to India (1924)

c. T S Eliot: The Waste Land (1918-22)

d. Herman Hesse: Siddhartha (1922)

e. Virginia Woolf: To the Lighthouse (1927)

f. H.G. Wells: Around the World in Eighty Days (1872-73)

Rudyard Kipling: Kim (1901)

Kipling’s ideal  of imperialism in India was that of a paternalistic, quasi-feudal imperial one. As “legitimate” and benevolent rulers, the British took a privileged position at the top of the social chain with a systematic mode of government . Kipling could have easily been influenced by the spreading ideal of social Darwinism, a societal spin on Darwin’s order of the natural world. For Kipling, hierarchy was natural and was determined by survival of the fittest. Imperialism could not be corrupt to Kipling, because social order is fated, therefore moral.

In Kim, it is obvious that Kipling did not see imperialism as any type of disruption, exploitation, or subjugation, but as economic development and moral enlightenment for India. In the novel, working as a spy for the British Empire and looking for spiritual harmony work side-by-side. British rule is never challenged; instead Kipling uses several minor characters strictly for the purpose of advocating British rule. Although Kipling shows a knowledge of a number of Indian languages and the capability of using many voices, there is no variety of viewpoint. All voices hold one style and one dominant point of view in favor of British imperialism. Kipling’s use of Indian words and phrases lacks any attempt to represent the their cultural specificity. 

(Gopen, Shina. 'Rudyard Kipling'. https://scholarblogs.emory.edu/postcolonialstudies/2014/06/11/kipling-rudyard/)

E M Forster: A Passage to India (1924)

The story of A Passage to India hinges on a rape that never was. A white young woman accuses a charming Indian Muslim doctor of having assaulted her in a dark cave during a picnic, but at the trial of the accused a few weeks later, she goes to the witness box and says she cannot be sure and is withdrawing all charges.

Forster here boldly reverses many Raj stereotypes. The race-and-rape narrative had been common in English novels about India ever since the “Mutiny” of 1857 when several such incidents were believed to have happened. The trope of an oppressed ill-treated native raping a woman of the master race in a token act of revenge for the greater crime of the coloniser having raped his country had been inaugurated in English literature by Shakespeare in The Tempest (1611). (Trivedi, Harish. The rape that never was: Forster and ‘A Passage to India’)

Virginia Woolf: To the Lighthouse (1927)

(Read this blog to refer to 'India in To the Lighthouse')

Herman Hesse: Siddhartha (1922)

About the novel

On becoming the Buddha - Lessons of Life

H.G. Wells: Around the World in Eighty Days (1872-73)

India in Virginia Woolf's Lighthouse

How is India represented in ‘To The Lighthouse’?

 

India is referred 6 times in the novel. (The blog is a draft. . .  will be updated soon with detailed interpretation of the representation of India in the novel)

Here are the lines and the context in which they are mentioned:

Apart from the habit of exaggeration which they had from her, and from the implication (which was true) that she asked too many people to stay, and had to lodge some in the town, she could not bear incivility to her guests, to young men in particular, who were poor as church mice, “exceptionally able,” her husband said, his great admirers, and come there for a holiday. Indeed, she had the whole of the other sex under her protection; for reasons she could not explain, for their chivalry and valour, for the fact that they negotiated treaties, ruled India, controlled finance; finally for an attitude towards herself which no woman could fail to feel or to find agreeable, something trustful, childlike, reverential; which an old woman could take from a young man without loss of dignity, and woe betide the girl—pray Heaven it was none of her daughters!—who did not feel the worth of it, and all that it implied, to the marrow of her bones!
Reference: India is ruled by the men-folk.

2) She was now formidable to behold, and it was only in silence, looking up from their plates, after she had spoken so severely about Charles Tansley, that her daughters, Prue, Nancy, Rose—could sport with infidel ideas which they had brewed for themselves of a life different from hers; in Paris, perhaps; a wilder life; not always taking care of some man or other; for there was in all their minds a mute questioning of deference and chivalry, of the Bank of England and the Indian Empire, of ringed fingers and lace, though to them all there was something in this of the essence of beauty, which called out the manliness in their girlish hearts, and made them, as they sat at table beneath their mother’s eyes, honour her strange severity, her extreme courtesy, like a queen’s raising from the mud to wash a beggar’s dirty foot, when she admonished them so very severely about that wretched atheist who had chased them—or, speaking accurately, been invited to stay with them—in the Isle of Skye.
Reference: India is exotic place where lies great romance, adventure and happiness

3) Holding her black parasol very erect, and moving with an indescribable air of expectation, as if she were going to meet some one round the corner, she told the story; an affair at Oxford with some girl; an early marriage; poverty; going to India; translating a little poetry “very beautifully, I believe,” being willing to teach the boys Persian or Hindustanee, but what really was the use of that?—and then lying, as they saw him, on the lawn.

Reference: Augustus Carmichael’s going to India is considered as some sort of achievement.

4) There were all the places she had not seen; the Indian plains; she felt herself pushing aside the thick leather curtain of a church in Rome

Reference: India is referred as place of desire. . . a desire to visit.

5) They had all the trays of her jewel-case open. The gold necklace, which was Italian, or the opal necklace, which Uncle James had brought her from India; or should she wear her amethysts?

Reference: Made in India jewelry is a thing to be possessed – owned with pride

6) The autumn trees, ravaged as they are, take on the flash of tattered flags kindling in the gloom of cool cathedral caves where gold letters on marble pages describe death in battle and how bones bleach and burn far away in Indian sands.

Reference: Some land which is far away – unknown land, the exotic land.

Report on the Use of Technology

Report on the Integration of Technology

Dilip Barad

Published in:

JOURNAL OF TECHNOLOGY FOR ELT

A Quarterly Online Journal for Teachers of English

Volume VI                                                                          Number 3                        

July - September 2016

ISSN (Onlime): 2231-4431

Impact Factor (2015): 4.310

Report on the Integration of Technology

(Click here to download PDF copy of this report)

Dilip Barad

Prof. and Head, Department of English

Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar (364001) , Gujarat, India.

Website: www.dilipbarad.com

Email: dpb@mkbhavuni.edu.in / dilipbarad@gmail.com

Phone: 09898272313 / 9427733691

Blog: www.dilipbarad.blogpsot.in

Facebook: www.facebook.com/dilipbarad / www.facebook.com/dr.dilipbarad

Google Plus: www.plus.google.com/+dilipbarad

Twitter: www.twitter.com/dilipbarad

ELTAI Membership No. 30009295; IATEFL Member ID:19674

Introduction

Figure 1: Use and Integration of Technology

It is a truth universally acknowledged, that teaching – learning is incomplete in the 21^st century without integration of Information and Communication Technology. No education institute can afford to neglect integration of technology. Yes, you have read it correctly. It is ‘integration’ and not merely ‘use’ of technology. The below given figure (1) makes the difference between the two quite clear. This brief report is all about integration of technology. All of the twelve points mentioned under ‘Technology Integration’ is fulfilled in the practice reported here.

Objectives

• Higher Goals of Education
• It’s a university’s job to produce citizens who learn to think for themselves, not just humans who can be programmed to follow someone else’s code.
• Holly Clark
• It is imperative that in 2015, students be able to curate, archive and expand on the work they are producing in class.
• Today’s education must help students authentically learn important digital citizenship lessons.  
• Education must help students to internalize the core subject as well as vital digital literacy skills such as creating their own digital web presence and learning to effectively and purposefully share their learning with the world.
• Classify and Reclassify Information
•          "The new education must teach the individual how to classify and reclassify information, how to evaluate its veracity, how to change categories when necessary, how to move from the concrete to the abstract and back, how to look at problems from a new direction — how to teach himself." (Herbert Gerjuoy)

·         UNESCO: 

Figure 2: UNESCO - Stages of ICT Integration

Institution

This report is about the integration of technology at Post Graduate Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar, Gujarat. This is State University established in 1969.

www.mkbhavuni.edu.in

www.facebook.com/eng.dept.bu

Class

The students of post graduate programme of English literature are involved in this project.

Purpose of Using Technology

·         To fulfill the objectives mentioned in ‘Objectives’.

·         Using technology like blog, Google group, slideshare.net, Google sites, digital portfolio, flipped learning is part and parcel of learning at Dept. of English, M K Bhavnagar University

·         All students have to publish their assignments on blog and presentations on slideshare.net Why? So that peer learning happens on its own. Slow learners learn from assignments and presentations of fast learners.

·         Students prepare Digital Portfolio: Why? The Students are strongly encouraged to build digital portfolio to document the four habits of mind:

·        1. Integrative thinking: The ability and habit to recognize relationships among ideas and experiences that are not routinely thought of as related.

·        2. Reflective thinking: The ability and habit of looking back at previous learning and setting those experiences in a new context created by subsequent learning.

·        3. Thinking in Community: The ability and habit of seeking connections between your learning and the learning of others in the class / community.

·       4.  Thinking in context:  The ability and habit of seeking connections between what you learned in college and relating those connections to subjects, debate and discussion in the wider world. (Lorenzo and Ittelson)

Evidence of the use of Technology

Digital Portfolio

·         Google site is used as web platform for Digital Portfolio. Click on this link to visit Digital Portfolios of the students of various batches. We are working on this since 2010. Or click here: http://dilipbarad.blogspot.in/2012/04/project-blended-learning-2012.html

·         Also visit this post for online evaluation rubric of Digital Portfolio which is done as self-evaluation, peer-evaluation and teacher evaluation. http://dilipbarad.blogspot.in/2016/02/digital-portfolio.html

Blogs for Teacher Worksheet on Film Screening

·         The use of audio-visual materials in literature classroom is very helpful. An appropriate use must be though-out, otherwise it would fail to fulfill desired objectives. Pedagogically speaking, screening of the films should be followed by student-activities on teacher-worksheet. We used blogs for this purpose. Click here to view some of the teacher worksheet on film screening and read students’ responses / engagement / reactions in the comment section below the post:

o   http://dilipbarad.blogspot.in/2013/08/worksheet-hamlet-movie-screening.html

o   http://dilipbarad.blogspot.in/2013/09/worksheet-film-screening-harold-pinters.html

o   http://dilipbarad.blogspot.in/2014/09/worksheet-screening-movie-waiting-for.html

o   http://dilipbarad.blogspot.in/2014/01/worksheet-screening-movie-da-vinci-code.html

o   http://dilipbarad.blogspot.in/2015/08/worksheet-dr-faustus-play-by.html

Blog Worksheet for Teaching Literature and Critical Theories

·         To engage learners with learning, the teacher used blog worksheet to teach literary texts and critical theories. The students were asked to respond on the blog rather than in pen-paper mode. This helps in building an environment of trust among all learners. This also helps in peer learning as works produced by classmates is visible to all. It also leads to conceptual clarity of literary theories:

o   http://dilipbarad.blogspot.in/2014/09/worksheet-virginia-woolfs-to-lighthouse.html

o   http://dilipbarad.blogspot.in/2015/03/deconstruction-and-derrida.html

o   http://dilipbarad.blogspot.in/2015/09/drydens-essay-on-dramatic-poesy-short.html

o   http://dilipbarad.blogspot.in/2014/12/t-s-eliot-tradition-and-individual.html

o   http://dilipbarad.blogspot.in/2014/09/short-learning-video-on-wordsworths.html

o   http://dilipbarad.blogspot.in/2014/02/the-sense-of-ending-julian-barnes.html

o   http://dilipbarad.blogspot.in/2015/01/quiz-on-aravind-adigas-white-tiger.html

Blogs for Assignments and Critical Thinking

·         Here are some of the sample blogs of students reflection on their learning

o   http://nimeshdave22.blogspot.in/2016/03/how-literature-shaped-me.html

o   http://pritibagohil10.blogspot.in/2016/03/how-literature-shaped-me.html

·         Here are some of the sample blogs on students assignments on their learning

o   http://bhumijoshi2014-16.blogspot.in/2015/11/post-colonialism-with-reference-of-ania.html

o   http://janiriddhi1315.blogspot.in/2014/03/deconstruction-on-novel-samudrantike.html

o   http://khumanbhagirath081112.blogspot.in/

Teacher’s Content Sharing Website

·         We have used Google Site to share additional resources, question banks, core content with students

·         Please have a look at the website: http://dilipbarad.blogspot.in/2013/01/ma-english-study-material-reading.html

Hotpotatoes for Interactive Quiz / Test

·         Quite often Hotpotatoes suit is used to develop interactive quiz.

·         The sample can be viewed here: https://sites.google.com/site/dilipbaraddilipbarad/

Audacity: Sound Editing Software for Listening and Speaking

·         We experimented with this software and used it effectively for Listening and Speaking skills.

·         Here is a presentation on it: http://dilipbarad.blogspot.in/2009/01/audacity-and-elt-enhancing-listening-n.html

·         Here is article on it: http://eltweekly.com/2009/07/eltweekly-issue27-research-paper-pedagogical-issues-related-to-speaking-and-listening-skills-sound-editing-software-audacity/

Wikieducator as collaborative and content sharing platform

·         We used to use wikieducator for collaboration and content sharing

·         http://wikieducator.org/Dilipbarad: This is user page of Dilip Barad

·         http://wikieducator.org/Aristotle's_Poetics: Here is content sharing page.

Flubaroo: Auto Grading Script plus Google Form

·         For unit end online quiz, we use Google Form. To auto-generate result, we run Flubaroo script. It also helps in sending emails to students with their grades and correct/incorrect itemized analyses.

Presentations by Students (Students’ involvement)

·         Here are some of the sample presentations by students:

o   http://www.slideshare.net/maitrimunjpara/cyberspace-textuality

o   http://nimeshdave22.blogspot.in/2016/03/semester-4-presentations.html

Flipped Learning

·         We have successfully experimented with Flipped Learning also. Check this link: https://sites.google.com/site/flippedlearninggtu/think

·         https://sites.google.com/site/flippedlearninggtu/think-and-discuss-sem-2

·         https://sites.google.com/site/flippedlearninggtu/home

Ted-Ed Lessons

·         We have also started using http://ed.ted.com/ platform for online learning. Have a look at one of the lessons uploaded by us: http://ed.ted.com/on/HILJky5n

·         More lessons are in pipe line. We have prepared  several such small learning videos. Have a look at playlist on YouTube: https://www.youtube.com/playlist?list=PL5C6B835309FB9771

·         All these short videos are going to be on ed.ted.com

Unit End Online Tests

·         It is usual practice that teaching is followed by Online Tests to check the progress of the learners.

·         Google Form, Hotpotatoes and Flubaroo script are used for the test and autograding.

·         Here are some of the links of such online tests:

o   https://docs.google.com/forms/d/1wlPfOs2juO_nJiDyf-dNmte1VIPofGI5beE7WcHrsU4/viewform

o   https://docs.google.com/forms/d/1JijJVwhevW8hnyK-cS1KBWcYiE1nZtoQq1-1DBreQgY/viewform

o   https://docs.google.com/forms/d/1nd76XXYJ97qpkAuZjhvnXpMGaXBcqYf4_mMtQmzzhPQ/viewform

Online Rubrics for Self and Peer-Evaluation

·         Online Rubric for the evaluation of Oral Presentaiton:

o   https://docs.google.com/forms/d/1bZwVuTVTsGIihhngx58CvmnSwB-m6R9CsXVjzJE_MAI/viewform?c=0&w=1

·         Online Rubric for the evaluation of Written Assignments:

o   https://docs.google.com/forms/d/1NL-lQsPZiM3gzqfFxNSOTqf1v-37bV5fAkD20Xk8wzE/viewform?c=0&w=1

·         Online Rubric for the Review of Language Lab software (Language Lab is one module in the course of ELT and Technology)

o   http://dilipbarad.blogspot.in/2015/02/language-lab-review.html

·         Online Rubric for the evaluation of Digital Portfolio

o   http://dilipbarad.blogspot.in/2016/02/digital-portfolio.html

Students’ Reaction and Involvement

·         The real mark of integration of technology in education system is not measured on the grounds of what and how of technology used by ‘teacher’. Rather, it is  ‘what students do with technology’ that matters more. The involvement of students in the use of technology in their learning process is very vital. Here, we can see what and how students of last five batches (from 2010 to 2016) have used technology: http://dilipbarad.blogspot.in/2012/04/project-blended-learning-2012.html

·         Many of the above given links also stand in support of involvement of student in the integration of technology. As it is well said that – Until and unless, students do not respond through technology, it is not integration of technology in learning process. It may be ‘use’ of technology by teacher, but cannot be considered as ‘integration’ of technology.’ All the above given links stand in support of how technology is integral part of learning process at Department of English, M.K. Bhavnagar University.

One of the best way to evaluate reaction of students is to compare their performance in ‘real-life’ examinations conducted by University. I mean, rather than going for traditional ‘pre-test, post-test’ analyses of target groups, if we compare their performance in real examinations conducted by University as independent body, we can get real picture of students performance. Well, the students never or rarely used technology at Under Graduate (B.A.) level. They extensively integrated technology at Post Graduate (M.A.) level. These charts displays that almost all students improved their performance in terms of percentage in University exam.

Figure 3: Batch 2010-12 Comparative Chart

Figure 4: Batch 2012-14: Comparative Chart

·          Click here to see more such charts of other batches: http://dilipbarad.blogspot.in/2012/04/project-blended-learning-2012.html

·         By and large, students have responded positively.

o   Students’ response to Blended Learning: https://docs.google.com/forms/d/11EwOQUpgvm5Ca-R8efz97HGeeXgudaMIgZTVteOC3QA/viewanalytics

o   Students’ response to use of Audio-Visual materials with traditional teaching: https://docs.google.com/forms/d/1Kq3Sz7C99Y2LjwAg5i7n-IlwWtC68sdHYqlBcaeyaWw/viewanalytics

References

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom:definition, rationale and a call for research. Higher Education Research & Development, 1-14.

Bharati, Prasanna. Retrieved from http://edtechreview.in/trends-insights/insights/1537-how-do-digital-portfolios-help-students

Chikering, A. W., & Gamson, Z. F. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin, pp. 3-7.

Clark, Holly. Retrieved from http://edtechteacher.org/the-beginners-guide-to-creating-digital-portfolios-from-holly-clark-on-edudemic/

Educause. (2012, Feb). 7 Things You Should Know About Flipped Classrooms. Retrieved Jan 23, 2016, from Educause.edu: https://net.educause.edu/ir/library/pdf/ELI7081.pdf

Electronic portfolio. (2016, January 14). In Wikipedia, The Free Encyclopedia. Retrieved 16:37, February 4, 2016, fromhttps://en.wikipedia.org/w/index.php?title=Electronic_portfolio&oldid=699858980

Flipped Learning Network (FLN). (n.d.). The Four Pillars of F-L-I-P™. Retrieved January 23, 2016, from Flipped Learning Network: www.flippedlearning.org/definition.

Lane, C. (2007). "The Power of ‘e’: Using e- Portfolios to Build Online Presentation Skills". Innovate 3 (3): 5.

Leamson, R. (2000). Learning as Biological Brain Change. Change, 34-40.

Lorenzo, George and John Ittelson. "Demonstrating and Assessing Student Learning with E-Portfolio." Oct 2005. Educause Learning Initiative. Ed. Diana Oblinger. Educause. Web. 22 March 2016. https://net.educause.edu/ir/library/pdf/ELI3003.pdf

Lorenzo, George; Ittelson, John (2005). "An Overview of E-Portfolios" (PDF). Educause. Retrieved 7 June 2014. http://www.edutopia.org

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