Developing a Reflective Journal for your e-Portfolio Course Design & Development StoryboardPresented by; Jennifer Byrne, Gerry Mc Cann & Michael Gleeson
ProjectThis storyboard provides an overview of the design criteriaemployed to develop an e-learning resource for instruction.The instruction aims at providing the learner with thenecessary skills and knowledge to develop and maintain aPenzu reflective journal in Mahara e-Portfolio.The ADDIE instructional design model was selected todevelop the learning programme because the modelprovides flexible design for online e-learning
Rationale Reflective journals promote deeper learning Provides feedback between the student and instructor monitoring the learning progress Promotes analytical and critical thinking Enables students to identify areas that need improvement Reinforce the knowledge required for practical application
AimProvide the learner with the necessary skills and knowledgeto develop and maintain a Penzu reflective learning journaland embed it into Mahara e-Portfolio
Audience The programme is designed for third level students competent in the use of computers and users of social network sites. This programme is designed for a first year group completing an ordinary degree in Timber Technology DT169 Their Needs ? Understand the content of reflective journal Realise the benefits of a reflective journal Internet access
AudienceModule: Jointing Techniques &Furniture 1Practical class were asked to keepa diary of events and to write theirreflections regarding the productionand development of their coursework.Students produced hardcopy of reflective diaries.Students were asked and agreed to create and publishtheir journals online.
Environment & Delivery The resource will be delivered using the Reasons for using this platform: Students have access to Blackboard and are very familiar with using this platform. Many DIT Modules are delivered using Black Board. The resource shall consist of PowerPoint slides of instruction, demonstration and self assessment questions for the learner to monitor their own performance
AccessibilityDIT provides digital software called Read & Write 9 GOLD.It provides comprehensive literacy support through a unique set of features for the user with literacy or learning difficulties.The newer version is called Read Write 10 Gold.
Read & Write 9 GOLDRead & Write 9 GOLD is a simple to use toolbar that“floats” on top of any open application. Assistance can theneasily be called upon as the user works.An image of the tool bar is shown belowThis software allows the student to highlight text in manydifferent formats and listen to a narration of this text.It also reads PDF documents.
Read & Write 9 GOLDSome students read better from a coloured background.The background can be changed to any of these colours.Pages from books or magazines can be scanned and read bythe computer.It also includes word prediction-as the user is typing Readand Write Gold offers a predictive list for the next word thatit thinks the user wants-a little like predictive text on yourmobile phone but infinitely more powerful. .
New features of Read & Write 10 GOLD Picture Dictionary to improve comprehension Verb Checker to identify correct verb conjugations Vocabulary Tool to expand vocabulary Enhanced Text-to-Speech, Translator and Study Skills Enhanced Speech Maker to convert text to MP3 Enhanced Screenshot Reader to read inaccessible text Enhanced Homophone and Confusable words http://www.edtech.ie/details.asp?ptid=20117&ID=15457
AssessmentSuccessfully published Penzu Journal embedded in Mahara
ConstraintsStudent Use of the technology Time for updating
Identify learning Units Unit 1 Introduction & Resources (FAQ’s) Unit 2 Navigation and use of journal Unit 3 Embedding into Mahara e-Portfolio
Identify subject matter of each unitUnit 1 Introduction & Resources Learning Outcomes Rationale for learning journal Journal entries Content of journal Sample journal Resources FAQ’s Unit 1 progress self assessment
Identify subject matter of each unitUnit 2 Navigation and use of journal Locating electronic journal Penzu on internet Adding content (Text, Video Links and Photographic Material) Saving entries Reviewing entries Unit 2 progress self assessment
Identify subject matter of each unitUnit 3 Embedding to e-Portfolio Locating Mahara e-Portfolio Identifying location for journal in e-Portfolio Embedding journal Up-dating journal on e-Portfolio Unit 3 progress self assessment
Build content, Assignments, Assessments The following slides provide an outline of lessons: Unit 1 Introduction & Resources (FAQ’s) Unit 2 Navigation and use of journal Unit 3 Embedding into Mahara e-Portfolio
Unit 1 Introduction & Resources (FAQ’s)Students were directed towards blackboard were they had access to a Power Point presentation which gave step by step instructions on:The meaning of reflection.Benefits of reflection.Models used for reflections.Advice on creating and keeping a journal.
Unit 2 Navigation and use of JournalStudents were directed towards blackboard were they had access to step by step instructions on:Creating an account with Penzu.Creating journal entriesUploading photographic material to their pages.Saving their work.Publishing their work.
Bibliography • Arkun, S. & Akkoyunlu, B. (2008). A Study on the development process of a multimedia learning environment according to the ADDIE model and students’ opinions of the multimedia learning environment. Interactive Educational Multimedia, 17, 1-19 • Biggs, J. & Tang, C. (2007)Teaching for Quality Learning at University: What the student does. (Society for research into higher education) England. Open University Press • Boud, D., Keogh, R. & Walker, D.(1985) “Promoting reflection in learning: a model.” In Boud, D., Keogh, R. & Walker, D. (eds.) Reflection: Turning Experience into Learning, New York: Nichols, 18-40,
Bibliography • Clarke, A. (2011) How To Use Technology Effectively In Post- Compulsory Education. USA. Routledge • Finlay, L.(2008) Reflecting on ‘Reflective practice’. UK http://www.open.ac.uk/cetl-workspace/cetlcontent/documents/4bf2b • Levy, S. (2003) Six Factors to Consider when Planning Online Distance Learning Programs in Higher Education. Online Journal of Distance Learning Administration 6(1), 1-19
Bibliography • Kennedy, G.E., Judd, T.S., Churchward, A., Gray, K. & Krause, K.L. (20080 First year students’ experiences with technology: Are they really digital natives? Austrasian Journal of Educational Technology, 24 (1) 108-122. http://www.ascilite.org.au/ajet/ajet24/kennedy.html • Maier, P. & Warren, A, (2000) Designing learning environments. In Integrating Technology in Learning & Teaching. London: Kogan Page Limited. • Schön, D. A. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983
Bibliography • Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning. Educational Technology & Society, 3(2), 50-60. • Visser,W. (2010). SCHÖN: Design as a reflective practice issue 2 of Collection, on "Art + Design & Psychology," pp. 21- 25. http://hal.archives-ouvertes.fr/docs/00/60/46/34/PDF/Visser_Collect