A case study of reflective learning online
Upcoming SlideShare
Loading in...5
×
 

A case study of reflective learning online

on

  • 993 views

Slides from presentation by Eloise Tan, Dublin City University at annual CELT conference at NUIG, 2012. http://www.nuigalway.ie/celt/conference/conference12.html

Slides from presentation by Eloise Tan, Dublin City University at annual CELT conference at NUIG, 2012. http://www.nuigalway.ie/celt/conference/conference12.html

Statistics

Views

Total Views
993
Views on SlideShare
993
Embed Views
0

Actions

Likes
0
Downloads
5
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

CC Attribution-NonCommercial-ShareAlike LicenseCC Attribution-NonCommercial-ShareAlike LicenseCC Attribution-NonCommercial-ShareAlike License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

A case study of reflective learning online A case study of reflective learning online Presentation Transcript

  • Dr. Eloise Tan & Morag Munro Learning Innovati on Unit, DCU June 7 th , 201 2 CELT conference National Univer sity of Ireland Galway@t_eloise #celt12
  • REFLECTING ON TEACHING PRACTICE Module: Online assessment Module: Post Graduate Tutor and feedback demonstrator Blended professional  Blended course for development course Participants across Dublin postgraduate tutor One to face to face at the demonstrators beginning and at the end of the module  Participants from DCU Weekly  Face to face delivery lectures/discussions through webinars  Assessments online (Blackboard Collaborate) Discussion forum Online content @t_eloise #celt12
  • “TO BEND OR TURNBACKWARDS” (SALMON, P.381, 2002) Image credit: http://www .gilbertglas s.com/ser v ices @t_eloise #celt12
  • ASSESSING REFLECTIONReflective writing is a common type of assessment for higher order learning across a variety of disciplines (Craf t, 2005; Das Gupta & Charon, 2004; Hoover, 1993). Image credit: @t_eloise #celt12 http://www.gilbertglass.com/services
  • REFLECTION ONLINE Conflict between personal nature of reflective writing and the perceived impersonal nature of technology by some? (Weiss, 2000). @t_eloise #celt12Image credit:http://www.gilbertglass.com/services
  • RESEARCH ON ONLINE REFLECTION Online reflective learning in graduate education ( Andrusyszyn & Davie, 1997) Online reflective learning in nursing (Morgan et al, 2006) Study of reflections in action for online learners (Salmon , 2002) Quan comparison between reflections in an online and a f2f MBA (Hay et al, 2004) @t_eloise #celt12
  • REFLECTING ON TEACHING PRACTICE Module: Online assessment Module: Post Graduate Tutor and feedback demonstrator Blended professional  Blended course for development course Participants across Dublin postgraduate tutor One to face to face at the demonstrators beginning and at the end of the module  Participants from DCU Weekly  Face to face delivery lectures/discussions through webinars  Assessments online (Blackboard Collaborate) Discussion forum Online content @t_eloise #celt12
  • REFLECTING LEARNING JOURNAL 5 entries Models of reflection provided One to one Scaf folding Screencasting as general feedback to group correct / praise Feedback cycle (one week) Use of rubric Formative to summative assessment @t_eloise #celt12
  • @t_eloise #celt12
  • SCAFFOLDING OF REFLECTIONFormative Summative @t_eloise #celt12
  • General feedback Journal entry #1 "My concerns / expectations for online assessment and feedback for my teaching"@t_eloise #celt12
  • Reflective depth 0 1 2 3 4 5 6 No reflection Only includes Includes Includes Includes Includes Includes description of evident. The descriptions of description of description of description of description of events; demonstrates entry relies events; no events and events, events; events; analysis from a wholly on reflection is some analysis analysis of demonstrates demonstrates different perspective(s), citations from demonstrated behind the events; and analysis from a analysis and demonstrates ability to course content beyond the events; no demonstrates different evaluation think of alternative with no descriptions evidence of analysis of the perspective(s), from a different outcomes or reflection or using multiple events from a demonstrative perspective(s), approaches, writing sharing of perspectives in different s ability to demonstrative conveys an intention to experiences / analysing the perspective(s) think of s ability to transform teaching thoughts. issues alternative think of practices based on outcomes or alternative reflective learning. approaches outcomes or approachesPresentation 0 1 2 Chaotic in organization and presentation of ideas. The writing lacked an organized Writing is well-focused; arguments or flow and the ideas were hard to perspectives are precisely defined and follow explained; coherent flow in developing an insightful idea demonstratedUse of course 0 1 2content No reference to course content. Acquired knowledge from course Acquired knowledge from course content is @t_eloise #celt12 content is linked to personal linked to personal reflection in a meaningful reflection at a superficial level. way that shows a deep understanding of content.
  • Common strengths O Sharing hopes / concerns O Honest O Identify individual goals for learning in this course@t_eloise #celt12
  • Common challenges O Described many events, reflected a little (use your word count wisely) O Stream of consciousness affected organisation/presentation of ideas O Connections to content (pre-reading resource) missed@t_eloise #celt12
  • For the next entryO Try focusing in on fewer events to allow for greater reflectionO Question declarative statements such as ‘The best time I ran a module was…’ Best for whom? What criteria are you judging best by?O Question use of adjectives such as ‘The anxious students…’ Could they have been confused? Bored? What led you to interpret them as anxious? @t_eloise #celt12
  • For the next entry O Go back and edit – especially if you wrote ‘stream of consciousness’ O Think about what influences your perspective (your experiences, your theoretical standpoint, the constraints / opportunities in your situation) O Think about it from another’s point of view@t_eloise #celt12
  • Common themes O Biggs (2003) model of Lecturer / Student perspectives on assessment O Looking for efficiency but still effectiveness O Changing perceptions of online assessment O Institutional roadblocks / pressures O Want to learn more about peer / self assessment@t_eloise #celt12
  • UNINTENDED CONSEQUENCES Feedback for lecturer Deepening engagement Multimedia as reflection / buildingPersonal to digital literacy Dialogical Success beyond measure of rubric @t_eloise #celt12
  • Image credit: http://www.innovativelearning.com /educational_psychology/developm ent/zone-of-proximal-@t_eloise #celt12 development.html
  • DIGITAL LITERACY - Should I assess it? - How?@t_eloise #celt12
  • WHAT DID TECHNOLOGY FACILITATE? Ease of marking / transparency – Rubrics in Moodle 2 Comment inline contributed to emerging „dialogical‟ nature of entries Content (and prompts) moved beyond text to demonstrate a digital literacy through meaningful engagement with multimedia Communicate common themes/successes/challenges – screencasting through Camtasia Manageable one to one sessions – Blackboard Collaborate @t_eloise #celt12
  • LESSONS LEARNEDExpectations must Account for digital Create dialoguebe clear; signpost literacy through feedback Scaffold rubric (?) @t_eloise #celt12
  • MOVING FORWARDHow / if to assess multimedia asreflection (look to digital literacy)Audio reflections Peer to peer reflections @t_eloise #celt12
  • @t_eloise #celt12
  • IMAGE CREDITS Communication http:// rkb-lbc- 09.blogspot.ie/2009/08/communication -fundamentals-par t-4.html Thinking outside the box http://www.zenlawyerseattle.com/thoughts - on-per sonal-injur y -law/think -outside-the-box/ Multimedia http://www.canidae.org/multimedia -in-education / Student engagement http://campusclimatesolutions.org/student - engagement -in-climate-action-planning/ Thermometer http://thermometer-clipar t.blogspot.ie/2011/08/thermometer.html Signpost http://read -out.net/ Digital literacy http://www.onlinecollege.org/201 2/04/24/rethinking - digital-literacy/ Dialogue http://trinities.org/blog/archives/2837 @t_eloise #celt12