Sakai 2011 opportunities for reflection   lafuze & runshe
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Sakai 2011 opportunities for reflection lafuze & runshe

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Sakai 2011 opportunities for reflection   lafuze & runshe Sakai 2011 opportunities for reflection lafuze & runshe Presentation Transcript

  • Opening Endless Possibilities through Opportunities for Reflection Joan Esterline Lafuze, Professor of Biology, Indiana University East Research Associate, Indiana University School of Medicine Debra Runshe, Instructional Design Consultant, Indiana University – Purdue University Indianapolis
  • Overview• Course Background• Sakai Tools • Streaming • Modules • Assignments 2 • Wiki • Forums: Holodeck • ePortfolio• Questions
  • Course Background• Traditional course for pre-Nursing & Nursing students• National, international, and rural students• Issues: access to technology• Benefits to having this course online• Attendance/Live streaming element• Preparation for clinical experiences
  • Streaming (Live)
  • Melete: Modules Tool
  • Assignments 2(formerly Assignments Beta)
  • Wiki
  • Forums: Holodeck
  • ePortfolio
  • What is an ePortfolio?A selection of purposefully organizedartifacts that supports learning, reflectivepractice, and self-presentation, as well asdocumentation and assessment of studentlearning over time and across variedlearning experiences.
  • How are ePortfolios Used? reflection/metacognition learning portfolio learning integration developmental portfolio Teaching & Learning skills mastery Self-identity development Assessment accreditation Representationshowcase portfolio program improvement career portfolio
  • “Folio thinking”“Folio Thinking enables students tobecome aware of, document, andtrack their learning and develop anintegrated, coherent picture of theirpersonal learning experiences fromboth inside and outside of theclassroom." (Helen Chen)
  • What is Reflection?• Metacognition• Re-processing ideas to support understanding• Questioning assumptions• Seeing in multiple contexts• Self-examination• Integration• Self-assessment
  • Value of Reflection• Helps students make knowledge by articulating connections• Introduces students to new kinds of self- assessment that they carry into the rest of their lives• Helps develop habits of reflective practice• supports deeper engagement in learning• Provides evidence of learning not available by other means
  • Some Issues to Consider• How can we teach students to reflect?• What kinds of scaffolding/support do students need at different levels and in different contexts?• When and how often should students reflect?• How can we assess reflection?
  • Development in Reflective Thinking• Self-assessment• Understanding of how knowledge is created• Identity as a lifelong learner
  • Helping Students Reflect Meaningfully• Clear expectations (purpose, criteria)• Effective scaffolding/guidance (examples, thoughtful prompts, peer review)• Audience
  • Questions?