| Streszczenie: | This Fellowship has developed new technologies and practices for enhancing the interaction between learning and teaching in large classes. Over four semesters of trials I have explored different interfaces, different assessment practices, and different ways of integrating reflective writing into the overall curriculum. Key findings include : The primary aim of student writings is to benefit the students and lecturer within the context of a particular semester, rather than for use as a research tool. The use of student writings by the lecturer brings the student voice into the class, showing students that their input into the teaching and learning in the course is valued and the fine-scale reflections explored in this Fellowship differ from the reflections on learning incorporated into many ePortfolio frameworks. The initial vision of providing a central text-mining service to provide a front-end to student writings for lecturers across Australia, either hosted at the University of Queensland or through ALTC, was ultimately unsuccessful. This was owing to concerns about the confidentiality of student data across institutions, particularly when students might be using their writings to reflect on personal thoughts and feelings. However our final trial has demonstrated that sophisticated technology is not necessary to make this approach successful. It is the practices that are most important. [Executive summary]
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