Blaikie, F., Schönau, D. & Steers, J. (2004) ‘Preparing for Portfolio Assessment in Art and Design: A Study of the Opinions and Experiences of Exiting Secondary School Students in Canada, England and The Netherlands’ International Journal of Art and Design Education, 23 (3), pp302-315

Blaikie, F., Schönau, D. & Steers, J. (2004) ‘Preparing for Portfolio Assessment in Art and Design: A Study of the Opinions and Experiences of Exiting Secondary School Students in Canada, England and The Netherlands’ International Journal of Art and Design Education, [online] 23 (3), pp302-315 Available at: http://web.ebscohost.com/ehost/pdf?vid=5&hid=7&sid=777a562f-9e26-4aa2-b4bd-69173d0ad022%40SRCSM2 (accessed 21 November 2007)

The authors aim to reveal what students see as important to them through analysis of quantitative questionnaire data canvassing student opinion and experiences of preparing portfolios for art and design assessment in secondary education. By the admission of the authors the findings described as tentative due to a low sample. However, the article findings do suggest student expectations may be affected by many things: location, gender and subject.

Downes, S. (2007) Web 2.0 and Your Own Learning Development [Online video presentation] Available at: http://video.google.com/videoplay?docid=-5431152345344515009 (accessed November 21 2007)

Downes, S. (2007) Web 2.0 and Your Own Learning Development [Online video presentation] Available at: http://video.google.com/videoplay?docid=-5431152345344515009 (accessed November 21 2007)

This online presentation characterises the principles upon which the author considers web 2.0 technologies to be based. These three underlying principles have connections with the social learning theories of other entries in this annotated bibliography (Lave & Wenger, 1991), (Mendoza et al., 2007). The three principles are:- Interaction: participation in communities of practice; Usability: the software must be easy to use and accessible; and Relevance: or salience. Most significantly, Downes describes the need for the user to own and personalise the spaces that they use, encouraging the bespoke selection of resources from the vast collective knowledge available through the World Wide Web. It is the skills associated with this selective process that are of particular interest when considering the links with user-driven e-portfolio software, whether it be for representational or reflective use.