REFLECTION

The preparations for the making of this OLA have been a mixed bag of issues. First of all, the task seemed abstract and unmanageable. I felt overwhelmed. I later realised that it was all about find a match between context, theories of learning and pedagogical strategies. Having identified these three important sections during the face to face session specifically on Friday the 9th of September as I prepared for Saturday’s presentation, I found everything else falling into place. The exercise has helped me to demystify the once held view that bible is a boring subject and no one can enjoy it. I find my students being actively involved in the learning process and showing much more interest in the subject than before most likely this is because now I am using the language they understand to teach them. By this I mean that the fact that they are called digital natives, millennial and net-gens because they have a very high affinity to technology (Prensky 2001). I have also experienced challanges in the process of making this OLA, such as sickness, powercuts, lack of internet connection at the university and other problems with getting access to my formative assesment comments (on opening them I get a message of error on page). As a result, I have been derailed and in have not been able to work on the OLA as much as I should have because of these circumstances beyong my control. regardless of all these however, it is important to note that even though this is only a prototype, it can be applied for actual study purposes. This is because it can help mitigate problems of interaction between learners and educators regardless of time and space. The strongest parts of this e-portfolio are the stages of Exploration and Enactment. The weakest parts are the sections on evaluation and reflection.
 * Reflection **

Prensky, M. 2001: “Digital Natives, Digital Immigrants” From //On the Horizon// (MCB University Press, Vol. 9 No. 5, October. pp. 1-6.
 * References **