Task

1. e-Portfolio (15%)
1. Description: Students will develop an e-portfolio that encompasses their research work throughout
the semester. This includes selecting and assembling artifacts, write-ups, collection and reflection
of articles, reflection on research related tasks etc. This is an ongoing task, to be started early in
the semester and completed at semester end.
2. Content:
2.1
2.2
2.3
i.
ii.
iii.
Instructor assigned task
Written work for Integrative Literature Review. (refer Appendix A)
Research Proposal
Chapter One (about 10 pages)
Chapter Two (about 20 pages)
Chapter Three (about 10 pages)
3. Example: http://edu702portfolio.blogspot.com/2010/05/my-research-proposal.html

2. Appendix A
Source: Kor,LK & Teoh, SH (2009). From literature review to developing a conceptual
framework and to journal writing. Shah Alam: McGrawHill: Pg 34-37
An Integrative Literature Review
Page
References
Quotes/excerpt
73
Cohen, E.G.,
Brody, C.M., &
Sapon-Shevin, M.
(2004). Teaching
cooperative
learning: The
challenge for
teacher
education.
Albany, NY:
SUNY Press.
74
Cohen, E.G.,
Brody, C.M., &
Sapon-Shevin, M.
(2004). Teaching
cooperative
learning: The
challenge for
teacher
education.
Albany, NY:
SUNY Press.
When using cooperative learning
within the classroom,
implementation problems may
occur. From our work with teacher
candidates and graduates, we have
identified issues for the teacher
candidate as well as for the firstyear teacher. For the teacher
candidate, the beginning challenge
is to develop the knowledge base
in cooperative learning that is
necessary for success. The
stronger the pedagogical
foundation, the higher the
confidence the teacher candidate
has in these strategies...
… Because of lack of experience,
they encounter challenges in
handling student behaviour issues.
For example, how to handle the
increase in noise level, how to
avoid domination by certain
students, how to keep students
on task, and how to monitor the
teams effectively are tasks that put
pressure on the teacher candidate.
Teacher candidates lament that the
classroom students “think they are
broken into play teams when they
go into groups”, “talk too much
about topics off the subject”, and
“do not follow the established
rules”. As a result, they sometimes
resort to the traditional
teacher/lecturer format to manage
behaviour more efficiently since
direct supervision is often easier for
the beginner.
Both the teacher candidates and
the first-year teachers combat a
challenge when the administration
of a school does not support
cooperative learning. Some
principals expect a “quiet”
Notes
(summary/paraphrase/quot
ation)

3. classroom and expect the teachers
to be always “teaching” for learning
to occur. Also, in implementing
cooperative learning, both
sometimes encounter conflicts
generated by the accountability
movement. The great emphasis on
standardized tests and the scores
themselves push teachers into a
constant test preparation mode,
which often translates into
traditional teacher-dominated
classes and a neglect of
cooperative learning.
110
Clark,F. P,
Ronald J. N.,
Darcia, A.L. &
Thomas, C. H
(2008). Moral
education: A
handbook, (Vol 1,
A-L). Santa
Barbara,
California:
Greenwood
Publishing Group.
Cooperative learning is often
construed as students simply
working together in the classroom.
However, cooperative learning is
much more than this. A more
informed, complete definition of
cooperative learning is: a family of
instructional practices in which the
teacher organizes students in a
systematic manner to work in
groups to learn and master
material.
360
Morell, L.,
Buxeda, R.,
Orengo, M., &
Sanchez, A.
(2001). After so
much effort: Is
faculty using
cooperative
learning in the
classroom?
Journal of
Engineering
Education, 357–
362.
The survey indicated the sources of
faculty members’ exposure to CL.
Sixty-two percent (62%) of the
faculty had learned about CL
through formal courses, workshops
and conferences, 36% had learned
through self-education.
6
Hicks, R.E., &
Leicester, A.
(1995).
Developing
teamwork skills
inside and outside
the classroom
(Monograph).
Humanities &
Social Sciences,
No. 1. Retrieved
June , 15, 2009,
from
http://epublication
s.bond.edu.au/hs
s pubs/222
… Typical management and
organization behaviour information
is included in
this semester - while there is
lecturing to give context to the
program students are expected to
access and learn the relevant
information from their own reading
as in any academic program. An
extensive reading requirement is
central to this semester.
Experiential and team approaches
are used to consolidate this reading
and to build self-awareness and
enable practice of essential
skills. Emphasis is on self-

4. understanding related to
interactions.
Page
73
References
Cohen, E.G.,
Brody, C.M., &
Sapon-Shevin, M.
(2004). Teaching
cooperative
learning: The
challenge for
teacher
education.
Albany, NY:
SUNY Press.
74
Cohen, E.G.,
Brody, C.M., &
Sapon-Shevin, M.
(2004). Teaching
cooperative
learning: The
challenge for
teacher
education.
Albany, NY:
SUNY Press.
Quotes
When using cooperative learning
within the classroom,
implementation problems may
occur. From our work with teacher
candidates and graduates, we have
identified issues for the teacher
candidate as well as for the firstyear teacher. For the teacher
candidate, the beginning challenge
is to develop the knowledge base
in cooperative learning that is
necessary for success. The
stronger the pedagogical
foundation, the higher the
confidence the teacher candidate
has in these strategies...
… Because of lack of experience,
they encounter challenges in
handling student behaviour issues.
For example, how to handle the
increase in noise level, how to
avoid domination by certain
students, how to keep students
on task, and how to monitor the
teams effectively are tasks that put
pressure on the teacher candidate.
Teacher candidates lament that the
classroom students “think they are
broken into play teams when they
go into groups”, “talk too much
about topics off the subject”, and
“do not follow the established
rules”. As a result, they sometimes
resort to the traditional
teacher/lecturer format to manage
behaviour more efficiently since
direct supervision is often easier for
the beginner.
Both the teacher candidates and
the first-year teachers combat a
challenge when the administration
of a school does not support
cooperative learning. Some
principals expect a “quiet”
classroom and expect the teachers
to be always “teaching” for learning
to occur. Also, in implementing
cooperative learning, both
sometimes encounter conflicts
Notes
The successful use of
cooperative learning in
teaching and learning
depends on how the
teaching and learning
strategy is properly
implemented. Teachers must
equip themselves with the
knowledge about
cooperative learning.
Teachers who possess a
strong pedagogical
foundation will have more
confidence in conducting
cooperative learning.
1
2
Teachers gain knowledge
and classroom management
skills in the implementation
of cooperative learning.
Through experience, they
learn to keep students on
task and manage students’
behaviour more efficiently.

5. generated by the accountability
movement. The great emphasis on
standardized tests and the scores
themselves push teachers into a
constant test preparation mode,
which often translates into
traditional teacher-dominated
classes and a neglect of
cooperative learning.
110
Clark,F. P,
Ronald J. N.,
Darcia, A.L. &
Thomas, C. H
(2008). Moral
education: A
handbook, (Vol 1,
A-L). Santa
Barbara,
California:
Greenwood
Publishing Group.
Cooperative learning is often
construed as students simply
working together in the classroom.
However, cooperative learning is
much more than this. A more
informed, complete definition of
cooperative learning is: a family of
instructional practices in which the
teacher organizes students in a
systematic manner to work in
groups to learn and master
material.
3
360
Morell, L.,
Buxeda, R.,
Orengo, M., &
Sanchez, A.
(2001). After so
much effort: Is
faculty using
cooperative
learning in the
classroom?
Journal of
Engineering
Education, 357–
362.
The survey indicated the sources of
faculty members’ exposure to CL.
Sixty-two percent (62%) of the
faculty had learned about CL
through formal courses, workshops
and conferences, 36% had learned
through self-education.
4
6
Hicks, R.E., &
Leicester, A.
(1995).
Developing
teamwork skills
inside and outside
the classroom
(Monograph).
Humanities &
Social Sciences,
No. 1. Retrieved
June , 15, 2009,
from
http://epublication
s.bond.edu.au/hs
s pubs/222
… Typical management and
organization behaviour information
is included in
this semester - while there is
lecturing to give context to the
program students are expected to
access and learn the relevant
information from their own reading
as in any academic program. An
extensive reading requirement is
central to this semester.
Experiential and team approaches
are used to consolidate this reading
and to build self-awareness and
enable practice of essential
skills. Emphasis is on selfunderstanding related to
interactions.
5
In cooperative learning,
teachers are responsible to
get students to work in
groups and familiarize
themselves with learning
material.
In Morell, Buxeda and
Orengo’s (2001) survey,
62% and 36% of faculty
educators were exposed to
cooperative learning through
formal courses and selfeducation or self-learning,
respectively.
In developing teamwork
skills, extensive reading on
interaction is required. The
reason is to build selfawareness (selfunderstanding) and enable
practice of essential skills in
teamwork.

6. The notes in Table 3.8 are not organized logically. However, these notes help writers to
find a connection between related texts that contributes to a particular subtopic. The following
passage is written by sorting the notes indicated by numbers. Notice that the numbers are not
sorted according to sequence.
Teachers play an important role in guiding students in cooperative learning.
Teachers’ exposure to cooperative learning directly influences their ability to
guide students who are involved in cooperative learning. Thus, 1the success of
using cooperative learning in teaching and learning depends on how the teaching
and learning strategy is implemented. Teachers must equip themselves with the
knowledge about cooperative learning strategies so that they are confident and
strong in pedagogical foundation in conducting cooperative learning (Cohen,
Brody, & Sapon-Shevin, 2004). More importantly, 3teachers are responsible to get
students to work in groups to learn and familiarize themselves with learning
material (Clark,Ronald, Darcia, & Thomas, 2008). 2Teachers gain knowledge and
classroom management skills in the implementation of cooperative learning.
Through experience, they learn to classroom control, keep students on task and
manage students’ behaviour more efficiently. Nevertheless, the “know how” in
conducting cooperative learning can be learned through formal courses or
workshops as well as through self-education or self-learning. For example,
4
Morell, Buxeda and Orengo’s (2001) survey shows that 62% and 36% of faculty
educators get the exposure of cooperative learning through formal courses and
self-education or self-learning, respectively. Self-education comes from individual
initiatives. 5Hicks and Leicester (1995) noted that in the process of developing
teamwork, extensive reading on interaction is required in order to build selfawareness (self-understanding) and enable practice of essential skills in the
teamwork.