My Learning Theory - Redux

In reviewing my personal theory of learning submission from the beginning of the course, I must admit that I haven't significantly changed my approach from a philosophical perspective. I still believe in collaborative learning and constructive projects that provide students a chance to create something new and ideally useful from their recently acquired knowledge. The simple restraints of time, resources and endurance do dictate that sometimes other methodologies must be used as well. While I would love an environment that provided students constant opportunities to work together and create literary artifacts, that simply isn't possible all the time. What I would like to focus on his finding ways to harmoniously blend different learning philosophies in such a way that students who respond well to specific methodologies (behaviorism based students, for example who live to destroy the grade curve) can receive instruction that caters to their strengths while they are still exposed from time to time to different theories so they can learn to excel even when the instructional format isn't necessarily their favorite.
A couple of tools that I was impressed with have some different utility. Voice-threads and concept maps were admittedly new concepts for me and on the surface they seem to be relatively trivial technologies. However, these tools can help give students ownership of their knowledge. Concept maps can be used by students to organize thier information on a topic and apply learning connections between ideas and information so they can better remember. Furthermore, the concept maps, created by the students can serve as tremendous study tools. Voice-threads form a tremendous collaborative 'work in progress' construct that students can use to continually evolve their work and produce a team-centric information presentation or simply a running study group converstation. The tool has value both as an organizational construct for the students preparing it, but also a presentation format for other students who want to review the information and gain an introduction to the pertinent points.
I have already started working on a long-term wiki project for my S1000D training. My goal is to provide a centralized knowledge repository where professionals who work with the specification on a daily basis can contribute and benefit from the collaborative brain-trust. I have also considered building a tool I'm tentatively calling a blog-folio which allows teachers, students, parents and administrators to maintain a long-term portfolio of work that can be collaborative and iterative, utilizing input from all involved groups to improve the contents. I began thinking of this concept while learning about the voice-threads. It occurred to me that the voice-thread tools merely incorporated a number of common and well-known technologies into a collaborative platform. It seems to me that the same kind of thinking can be applied to a body of work from a student, incorporating everything from study notes and chat-transcripts to written assignments, quizzes, tests, submitted videos, speeches, or other presentations. Furthermore, feedback from teachers, administrators and input from parents and the students themselves can all be bundled into a manageable format that allows a holistic view of a students' work over a long-term sampling.