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=Introduction= This portfolio ‍explains my thinking and ideas about the development of an ‍online learning activity‍. The development of this e-portfolio and online learning activity is born out of my experience at the my Institution and my department. I have been at the Abadina Media Resource Centre, ‍University of Ibadan‍since four years ago as a junior research fellow and a member of the teaching staff. The Abadina Media Resource Centre was established by the Department of Library, Archival and Information Studies, University of Ibadan, Nigeria in October 1974 as a research and public service unit for schools and children libraries. The Centre, at inception, has two main objectives of: The Centre added an academic unit in the 2007/2008 session. The academic unit of the Centre runs the professional Master in Media Resource Management (MMRM), Master in School Media (Academic), Master of Philosophy, and Doctor of Philosophy in School Media. The professional and academic programmes are aimed at producing qualified personnel for the School library media centres as well as researchers into school media who will teach and research into issues relating to school library media centres, Education resource centres etc. The Centre’s major contributions to the education sector over the years included the development of: model school library collection, children’s reading habits, training of school library personnel, promoting indigenous authorship of children’s books; and research and publications. The Centre was ‍established‍ to address a peculiar need ‍for‍ the‍ dearth‍ of qualified personnel to man the various school libraries in the Nigerian basic and post basic schools by training personnel at postgraduate level ‍for the schools‍. The bulk of the students of the Centre are teachers drawn from the schools, hence there is the challenge of meeting ‍the need‍ of the kind of flexibility they needed in their study. The ‍Majority‍ of the postgraduate students at the Centre cannot leave their jobs to come full-time study due to the economic situation of the country. There is therefore ‍the‍ need to find way of meeting them at the point of their needs. On the other hand, the University policy does not allow for any academic programme at Master degree level to be run on a part-time basis which has also made it difficult for the Centre to address the needs of these learners through the designing of a part-time programme. However, responses from the schools attested to the relevance of the programme in the basic and post basic schools setting as there ‍continue‍ to be an increase in the number of applicants for the programme year in year out. The total number of ‍applicant‍ for the programme this year stands at 251 ‍out‍ of which the Centre is hoping to admit only 116 due to the challenge of ‍human and infrastructural factors‍. The method of teaching and learning adopted at the Centre has been the didactic method which has not been fully effective despite the fact that graduates are able to establish their relevance at in the school setting. The didactic method of teaching and learning being used at the Centre has not been very effective and cannot prepare the students for the 21st Century education demands. The traditional teaching method has the teachers as the sender or source, the educational material is the receiver of the information. The instructional delivery has been through chalk and talk method as well as the overhead projector. According to Skinner (1938 in Damodharan $ Rengarajan, 2004), [] this directed instruction model has its foundations embedded in the behavioural learning perspective. The didactic teaching being used at thye Centre is more teacher-centred rather than learner/learning centre is more teacher-centred rather than learning/learner centred. Thus, the teacher controls the instructional process by delivering the content which only emphasises factula knowledge to the entire class. The teacher delivers the lecture content and the students listen to the lecture. This approach makes the learning/learners to be passive and the learners play little part in the learning process. The major weakness of this method is that it does not challenge the learners into critical thinking and construction of new knowledge. Teo & Wong (2000) reiterated that the traditional teaching method is defective because it places more emphasis on theory without any practical and real life. In order to address this lapses, I think of designing an online learning activity that would facilitate creative and critical thinking among the students of the AMRC, University of Ibadan. Since the traditional approaches to teaching and learning do not encourage students to question what they have learnt or to associate with previously acquired knowledge (Teo & Wong, 2000 in Damodharan & Rengharajan, 2004), problem/project-based learning is seen as an innovative measure to learn how to learn via real-life problems (Boud & Felleti, 1999 in Damodharan & Rengharajan, 2004). The Online learning activity is to make the students to be more engaged with the content and learn better by making meanings out of the content they engage and associated with. It is believed that the more connections people have to a concept, the more likely that person would be able to retrieve it latest in another context. ‍Many widely followed instructional design practices assume that the purpose of instruction is to automate behavior, primarily through memorization, drill, and practice. But this no longer seems tp be working because the reality of life and demands of work environment no longer consist of mainly routinised tasks. Recently, more expansive views about instruction and desired outcomes have begun to take hold. Designers are increasingly interested in interactive activities that allow learners to discover principles and apply them in particular contexts. This activity provided opportunities for learners to interact with one another and subject matter experts to better understand the complexities involved in real-world work and to be conscious of multiple perspectives. Since the aim of this activity is to facilitate collaborative learning among the students. Wikispaces and typewith.me tools were adopted for the activity. These tools provided affordance that enable collaborative learning and group work. Laurillard in Lowerison, Cole, Abrami & Lavoie (2008) reiterated that the power of computer (technology) and computer-based tools, had the potential to shift teaching and learning from an instructor-led, didactic, linear learning environment to one that is student-centred, resource-rich, collaborative, and active, promising dramatic changes in learning‍ This e-Portfolio describes the processes involved in the design, and evaluation of the Online learning activity designed. The first section of the e-Portfolio describes the learning design model adopted for the design of the Online learning activity. The Reflective, Recursive, Design and Development (R2D2) model is adopted for the design. The R2D2 model has three focal points which are Definition of focus, Design, and Development and Dissemination. The focal points present a convenient way of organising thoughts through the design to support constructivist approach to learning (Willis & Willis, 2000). Thus, thus this e-Portfolio is organised in line with the Definition of Focus section, the e-Portfolio describes issues involving the context lectures, students, content, theories of learning, and learning design model. ‍Furhermore‍, the e-Portfolio focuses on issues of pedagogical strategies, affordances of tools and technologies, and development of the learning activity while the issues such as Assessment, Evaluation and Reflection comes under the Dissemination stag‍e of the e-Portfolio.‍
 * 1) Creating a national and international research centre for the development and management of learning resource materials at primary, secondary and tertiary levels of education and in both formal and non-formal sections; and
 * 2) Creating a centre for librarians, teacher-librarian, school media specialists, government officials, authors, and to engage in professional activity in relation to the production of books and other learning resources.

**References **
====Dabbagh, N. and Bannan-Ritland, B (2005). Chapter 6 instructional strategies and their role in designing authentic learning activities for online learning. Online learning: concepts, strategies and application, Pearson: Upper Saddle River, New jersey, 200-23.==== Lonwerison,G., Cole, R., Abram. P. C. and Lavoue,M. (2008). Revisiting learning theory for e-Learning. .In.S.Carliner and P..Shank (Eds.) The e-Learning Handbook: past promises, present challenges, San Francisco: John Wiley & Sons, 423. Willis,J. and Wright, K.E. (2003). A general set of procedures for constructivist instructional design: The New R2D2 Model. //Educational Technology//, March-April, 5-20. Wills, J. (2000). The maturing of constructivist instructional design: Some basic principles that can guide practice. //Educational Technology//, 40 (1).