• Like
  • Save
Building On The Evidence Of Reflective Practice Lilly 2010
Upcoming SlideShare
Loading in...5

Building On The Evidence Of Reflective Practice Lilly 2010






Total Views
Views on SlideShare
Embed Views



8 Embeds 217

http://www.portfoliocommunities.com 117
http://reflectivelearningwithdigitalmedia.pbworks.com 79
http://www.slideshare.net 11
https://blackboard.forsythtech.edu 5
https://bb.forsythtech.edu 2
http://capstone2011.pbworks.com 1
https://learning.ulster.ac.uk 1
http://translate.googleusercontent.com 1



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

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

    Building On The Evidence Of Reflective Practice Lilly 2010 Building On The Evidence Of Reflective Practice Lilly 2010 Presentation Transcript

    • Using Digital Media to Enhance Reflective Learning Teresa J. Carter, EdD Elizabeth Marlowe, MEd Virginia Commonwealth University 2010 Lilly Conference
    • School of Education Educator as Critically Reflective Practitioner
    • What strategies do you use to engage learners in reflective practice?
      • Journal writing
      • End-of-course reflective essays
      • Blogs as reflective learning journals
      • Digital storytelling
    • What do we mean by “reflective practice?” Stephen Brookfield’s concept of critical reflection
      • David Boud’s ideas about reflective learning through writing
      • Donald Schön’s concepts
        • Reflection-on-action
        • Reflection-in-action
    • How do blogs (weblogs) work as reflective learning journals?
    • Practices to Enhance Student Blogging Explain the “WHY” for engaging in reflective practice Explain the “HOW” of reflective practice with a blog Create some structure :
      • Model the process with your own blog!
    • How do Digital Stories Contribute to Reflective Learning?
    • Steps in the Digital Storytelling Process
      • First, write the story – aim for 300 words
      • Share the story orally in a story circle with peers
      • Continue to refine and reduce the story to its key elements; peer feedback helps
      • Create a storyboard
      • Remember, it’s an iterative process
      • Search free digital media sites for photos licensed under the Creative Commons for remixing and Attribution/ Share Alike
      • Choose music to create tone and set the emotion of the story
      • Download Microsoft Photostory 3 and begin to arrange photos, music, transitions, and narration to create the desired effect
      • Photostory saves work as a movie file; can upload to YouTube
      Steps in the Digital Storytelling Process
    • What is the Creative Commons?
      • A San Francisco non-profit organization founded in 2002 that has developed several copyright licenses that are free to the public, designed to expand the range of creative works for others to build upon
    • In Conclusion, Reflective Practice … Builds on substantial evidence from the literature Engages students in deeper-level learning from experience Can challenge taken-for-granted assumptions Requires time –to provide feedback, to create assignments, to model Generates social learning when carried out in a supportive community of student bloggers Can be more creative and emotionally expressive when learners are engaged in digital storytelling
    • References for this presentation
      • Boud, D. (2001, Summer). Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 90 , 9-17.
      • Boud, D., Keogh, R., & Walker, D. (1985). (Eds.). Reflection: Turning experience into learning . New York: Kogan Page.
      • Brookfield, S. D. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass.
      • Brookfield, S. D. (1995). Becoming a critically reflective teacher . San Francisco: Jossey-Bass.
      • Brookfield, S. D. (1997, Fall). Accessing critical thinking. New Directions for Adult and Continuing Education, 74 , 17-29.
      • Carter, T. J. (2010, in press). Blogging as reflective practice in the graduate classroom. In K. King & T. Cox (Eds.), Teaching with digital media: Best practices and innovations in higher education . Charlotte, NC: Information Age Publications.
      • Hull, G. A., & Katz, M. (2006, August). Crafting an agentive self: Case studies of digital storytelling. Research in the Teaching of English, 41 (1), 43-81.
      • McLellan, H. (2008, October). Digital storytelling: Expanding media possibilities for learning. Educational Technolog y, 18-21.
      • Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21 st century classroom. Theory into Practice, 47 , 220-228. doi: 10.1080/00405840802153916
      • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
      • Schön, D. A. (1987). Educating the reflective practitioner . San Francisco: Jossey-Bass.
      • Wilson, A. L. (2009, Fall). Reflecting on reflecting on practice. New Directions for Adult and Continuing Education, 123 , 75-85.
      • © 2010 Teresa J. Carter and Elizabeth Marlowe
      • Virginia Commonwealth University
      • Corresponding author: tjcarter@vcu.edu
      • Lilly Conference on College and University Teaching, Greensboro, North Carolina. February 5-7, 2010.
      • We as author(s) of this submission to the 2010 Lilly Conference on College and University Teaching in Greensboro Conference Proceedings assign copyright for the purpose of publication in the proceedings without relinquishing any authorship rights.
      • This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the authors. To disseminate otherwise or to republish requires written permission of the authors.