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

The study participants

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 Implementing the intervention -data collection and analysis -modifying the intervention -factors that enhance or inhibit -modifications and effects -unanticipated effects -changes in the environment

Implementing the intervention

-data collection and analysis

-modifying the intervention

-factors that enhance or inhibit

-modifications and effects

-unanticipated effects

-changes in the environment

Phase Five: Results Content Analysis Mid-study survey Metacognitive Awareness Inventory

Phase Five: Results Play video clips

Content analysis Mitchell and Coltrinari's (2001) Reflective Journaling Map

Content analysis Hatton and Smith's (1995) Reflective Writing Framework

Content analysis Terrance

Content analysis Chad

Content analysis Sean

Content analysis Juliana

Content analysis Annette

Content analysis Amy

Content analysis Kyle

Mid-study survey

Metacognitive Awareness Inventory

Phase Six Consolidating findings

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

Model for reflective journaling process

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.

Questions?