Reflective Video Journals Dissertation Defense by Brian J. Dixon
Background A popular website as an innovative learning tool?
Statement of the Problem How might reflective video journals be used to enhance students’ metacognitive reflection?
Literature Review Metacognitive theory Measuring metacognition Traditional journals Reflective video journals http://flickr.com/photos/donkerdink/567265873
Literature Review Kolb’s learning cycle (1984)
Literature Review Brown’s metacognitive framework
Literature Review Reflective journals http://flickr.com/photos/noellhyman/457816932
Methodology Formative experiment (six-phase methodology) allows researchers to test, modify, and develop pedagogical theories through innovative instructional interventions (Moll & Diaz, 1987; Reinking & Bradley, 2004) especially useful for studying new technology innovations (Newman et al., 1989; Reinking & Pickle, 1993; Reinking & Watkins, 1996)
Phase One Determining the pedagogical goal -increased metacognitive reflection of adolescent students Planning the intervention -six session after school reflective video journaling program Recruiting the participants -twelve high school students from a representative public charter school
Phase Two Creating a “thick description” of the setting using ethnographic methods -description of school setting -student population -teacher technology survey
Phase Three Establishing a baseline Junior Metacognitive Awareness Inventory Technology attitudes survey
Phase Three Teachers and students technology usage
Phase Four <ul><li>Implementing the intervention </li></ul><ul><li>-data collection and analysis </li></ul><ul><li>-modifying the intervention </li></ul><ul><ul><li>-factors that enhance or inhibit </li></ul></ul><ul><ul><li>-modifications and effects </li></ul></ul><ul><ul><li>-unanticipated effects </li></ul></ul><ul><ul><li>-changes in the environment </li></ul></ul>
Factors that enhance the intervention Highly structured prompts Privacy during production Content over production value
Inhibiting factors and modifications made Student autonomy Voluntary nature of this study Prompts not tied to content area
Unanticipated effects Positive: students discovered an outlet for personal expression understanding the role of technology in our changing society Negative: students complaining about teachers students answering prompts without forethought
Recommendations Classroom practice School policy Teacher education Future research
Recommendations for classroom practice Provide opportunities for student reflection -proposed model Integrate today's technology tools into daily curricular activities
Recommendations for school policy Updated approach to technology -open access -open source -open dialogue Support innovative tools -upgrade hardware -change approach
Recommendations for teacher education Awareness of tools available today Training to use these tools daily
Recommendations for future research Further studies on social software tools Updated approach to approving online research More "teacher as designer" studies
Generalizability and limitations Small number of participants Relatively short period of study Unique structure of school site
What's next? Present findings at SITE conference Reflective video journals at the GSE Longitudinal study of student vloggers Further studies on social software
Selected References Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. Advances in Instructional Psychology, 1 , 77 – 165. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: DC Heath and Company. Hiemstra, R. (2001). Uses and benefits of journal writing. New Directions for Adult and Continuing Education , 90 , 19-26. Hubbs, D.L., & Brand, C.F. (2005). The paper mirror: understanding reflective journaling. Journal of Experiential Education, 28 (1), 60-71. King, F.B., & LaRocco, D.J. (2006). E-Journaling: A Strategy to Support Student Reflection and Understanding. Current Issues in Education [On- line], 9(4). Available: http://cie.ed.asu.edu/volume9/number4/ Kolb, D. (1984). Experiential learning: Experience as the source of learning and development . Englewood Gliffs, NJ: Prentice Hall. Moon, J. (1999). Learning journal: A handbook for academics, students and professional development. London: Kogan Page. Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-51). Hillsdale, NJ: Erlbaum.
Selected References Phipps, J. J. (2005). E-journaling: Achieving interactive education online. Educause Quarterly 28(1). Retrieved March 12, 2008 from: http://www.educause.edu/apps/eq/eqm05/eqm0519.asp?print=yes Reinking, D., & Bradley, B.A. (2008). On formative and design experiments : approaches to language and literacy research. New York: Teachers College Press. Reinking, D., & Watkins, J. (2000). A formative experiment investigating the use of multimedia book reviews to increase elementary students ’ independent reading. Reading Research Quarterly , 35 , 384 – 419. Schraw, G., & Dennison (1994). Assessing metacognitive awareness. Contemporary Educational Psychology , 19 , 460 – 475. Vygotsky, L. (1986). Thought and language (Rev. ed.). Cambridge, MA: MIT Press. Walters, J., Seidel, S., & Gardner, H. (1994). Children as reflective practitioners: Bringing metacognition to the classroom. In C. Collins-Block and J. Mangieri (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives . Fort Worth: Harcourt Brace.