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Melanie Alperstein, FHS, EDU, UCT
“The transformative act of reflection- the implicitbecomes explicit and new habits of mind develop”(Walt and Reis, 2010: 7...
 Post Graduate Diploma in Health ProfessionalEducation (PG Dip HPE). blended learning programme with short faceto face b...
Staff identify user friendly tool process to encourage and excite busyclinicians reflect critically on teaching,learning...
 Compounding discourses and language Clinician – educator identities Reflective and academic writing Reflection is use...
 reflective writing is non-collaborative the control of the type of feedback given andthe development of reflective writ...
 Google Docs/Google Drive vs blogs and trackchanges Easy – feedback clear/ not messy Target feedback on specific sectio...
 Buy-in forthe concept of collaborativelearning through using critical friends(Bozalek and Mathews, 2009) Start with sma...
 Google Drive – small groups will be lessthreatening for participants to reflect ontheir Participants will be drawing on...
 Google Drive – multiple features – free up to5G storage – easy to download Collaborative working space Docs, spreadshe...
 Hope to pilot with 3 part time students nextsemester Work in progress Contact: melani.alp@gmail.com
 Bozalek, V, and Mathews, L. (2009). E-Learning: A cross-institutional forum for sharing socio-culturalinfluences on pers...
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Google docs in google drive for collaborative reflective 2

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Transcript of "Google docs in google drive for collaborative reflective 2"

  1. 1. Melanie Alperstein, FHS, EDU, UCT
  2. 2. “The transformative act of reflection- the implicitbecomes explicit and new habits of mind develop”(Walt and Reis, 2010: 746).In Collaboration.........
  3. 3.  Post Graduate Diploma in Health ProfessionalEducation (PG Dip HPE). blended learning programme with short faceto face block periods adult learners, busy clinicians the majoritywith many years teaching experience.
  4. 4. Staff identify user friendly tool process to encourage and excite busyclinicians reflect critically on teaching,learning and assessmentStudents use the tool and process to sharereflections on shared reflection in a community ofpractice, teach their students
  5. 5.  Compounding discourses and language Clinician – educator identities Reflective and academic writing Reflection is used in different ways, invarious contexts and the interpretation of itsmeaning differs struggle with e-learning initially.
  6. 6.  reflective writing is non-collaborative the control of the type of feedback given andthe development of reflective writingremains in the control of the courseconvener (Rowe, Bozalek and Frantz, 2013.In press for BJET) Missed opportunity for collaborative learning
  7. 7.  Google Docs/Google Drive vs blogs and trackchanges Easy – feedback clear/ not messy Target feedback on specific section ofdocument Small groups, less intimidation Google Drive multiple features
  8. 8.  Buy-in forthe concept of collaborativelearning through using critical friends(Bozalek and Mathews, 2009) Start with small groups sharing. Whatever tool is used, it must be easy to use(free) and there should be training if needed Expect resistance from students and staffinitially – need staff buy in E- tool must enhance learning ‘task’ Staff must be familiar with and support thetechnology
  9. 9.  Google Drive – small groups will be lessthreatening for participants to reflect ontheir Participants will be drawing on their real lifeexperiences. Freedom to chose what aspects they wish toreflect on, making it an authentic learningteaching, learning and assessment practices Trial with staff before implementing
  10. 10.  Google Drive – multiple features – free up to5G storage – easy to download Collaborative working space Docs, spreadsheets, presentations, drawingand forms for surveys, online assessment Document versions, highlighting, editing – itgoes on Access wherever you are
  11. 11.  Hope to pilot with 3 part time students nextsemester Work in progress Contact: melani.alp@gmail.com
  12. 12.  Bozalek, V, and Mathews, L. (2009). E-Learning: A cross-institutional forum for sharing socio-culturalinfluences on personal and professional identity. International Social Work; 52, 235-246.DOI:10.1177/0020872808099733. Online version available at:http://isw.sagepub.com/cgi/content/abstract/52/2/235. Brodahl, C. Hadjrrrouit, S. and Hansen, N.K. (2011). Collaborative writing with Web 2.0 Technologies:Education Students’ perceptions. Journal of Information Technology Education: Innovations inPractice, 10, 73 - 103. Donaghy, M. & and Morss, K. (2000). Guided reflection: A framework to facilitate and assess reflectivepractice within the discipline of physiotherapy. Physiotherapy Theory and Practice, 16, 3 -14. Hatton, N. and Smith, D. (1995). Reflection in teacher education: Towards definition and implementation.Teaching and Teacher Education, 11(1), 33-49. Hernández- Ramos, P. (2004). Web logs and Online Discussions as Tools to Promote Reflective Practice. TheJournal of Interactive Online Learning 3(1), 1-16. Kember, D, McKay, J, Sinclair, K, and Wong, F. (2008). A four-category scheme for coding and assessing thelevel of reflection in written work. Assessment and Evaluation in Higher Education, 33(4), 369-379. Rowe, M, Bozalek, V and Frantz, J. (2013 In Press for BJET) Using Google Drive to facilitate a blendedapproach to authentic learning. Wald, HS. and Reis, SP. (2010) beyond the Margins: Reflective Writing and Development of ReflectiveCapacity, Medical Education. J Gen Intern Med 25 (7), 746- 749. Wheeler, S. (2009). Learning Space Mashups: Combining Web 2.0 Tools to Create Collaborative andReflective Learning Spaces. Future Internet 1, 3-13; doi:10.3390/fi1010003.
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