ETUG Spring 2013 - Using a LMS as a Reflective Medium by Esther Tiessen


Published on

In my teaching, I try to promote reflective thinking in my students by having them not only complete learning activities before and during class, but to reflect on their learning through the activities and record these reflections. Using Moodle as the medium for recording these reflections offers a number of advantages both to students (principally due to the persistence of the artefacts within the digital medium) and to me as the instructor. In this presentation, I will report on how I use Moodle in my face-to-face courses to help students reflect on their learning as they progress towards achieving the course learning outcomes. I will report on examples of student work, Moodle tracking data, and student survey results that analyze the benefits to students of using Moodle in this way. As well, I will discuss how this helps me to be a more reflective practitioner and to be more responsive to the needs of my students. Lastly, I will engage attendees to participate in discussing how Moodle and other LMS can be used to further support students in reflecting on their learning.

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

ETUG Spring 2013 - Using a LMS as a Reflective Medium by Esther Tiessen

  1. 1. Esther TiessenKwantlen Polytechnic UniversityUsing a LMS as a ReflectiveMedium
  2. 2. Learner ModelsPassive Learner Expert Student IntentionalLearnerOrientationfocus on completingthe tasks that makeup the learningactivitiesfocus on theoutcomes that thelearning activities areintended to addressfocus on ownlearning goals anduse learning activitiesto help achieve themLearningby-product ofcompleting tasksby-product ofachieving learningoutcomesby-product of activeengagement inbuildingunderstanding,solving problems,finding connections,etc.Ownership little or none limited fullEngagementminimal work,looks for quick fixes,satisfied withhard-working,studious, but oftenlacking deeperhard-working, self-directed, driven toseek deeperI want to support studentsin becoming intentionallearnersIntentional Learning—see Carl Bereiter and Marlene ScardamRequiresREFLECTION
  3. 3. Reflective Activities…timeworkBeginningCompetencyProfessionalCompetencyDevelopingCompetencyMasteringCompetencyWindow of Class TimeIn-Class Participation&REFLECTIONPost-Class Review&REFLECTIONPre-ClassPreparation&REFLECTIONreview backgroundmaterials and setgoals for class timebased onknowledge gapsfocus on achieving learninggoals; reflect on learningset and follow plan foraddressing remainingknowledge gaps andachieving learning goals
  4. 4. Students haveto decide howmany andwhichquestions theyneed tocomplete.Students askedto reflect on,identify, andwrite abouttheirknowledgegaps.Preparation for classorganized bylearning outcomesto support setting oflearning goals.
  5. 5. Example ofstudentsubmissionshowing thatstudentcompleted thepreparation forclass.
  6. 6. Students are instructed toexplain what theyunderstand if they thinkthey have no knowledgegaps.Example ofstudentsubmissionshowing thatstudent clearlydidn’t preparefor class.
  7. 7. Quizzes structured byLearning OutcomesResources for eachLearning OutcomeprovidedStudents canimmediately checkanswers and getfeedback.
  8. 8. Put LearningOutcomes upfrontPrompt for students to self-assesstheir progress on LearningOutcomeStudents asked to makenotes about knowledgegaps they need to addressin class
  9. 9. Pre-Class ReflectionBenefits to Students Benefits to Me• students are provided withframework for what they shoulddo to be prepared for class• Moodle provides a persistentrecord of what he/she did toprepare for class and his/herthinking• students can self-assess howprepared they are• students should set expectationsfor what they should get out ofclass time• I can see whether a student ispreparing for class• I can see what the student did toprepare for class• I can plan class to address theknowledge gaps of my studentsduring class time
  10. 10. Students asked to reflecton and make notes aboutprogress they make inclassReflections organizedby Learning OutcomesStudents asked to reflecton and make notes aboutoutstanding knowledgegapsStudents asked to makesimple plan to addressoutstanding knowledgegapscompleted on paper by students
  11. 11. Students reflect on theircurrent level of competencyStudents reflect on and writeabout their remainingknowledge gapsStudents make simple planfor what their next steps arefor achieving LearningOutcomeorganized byLearningOutcomes
  12. 12. Example of studentsubmission
  13. 13. In-Class ReflectionBenefits to Students Benefits to Me• students are provided withframework for reflecting aboutwork in class• students reflect on their level ofcompetency in the context ofplanning for after class• students leave class with planfor after class• students have record of theirlearning before and during class• I can review how students self-assess their competency• I can see what knowledge gapsare still outstanding after class• I can reflect on effectiveness ofmy teaching
  14. 14. Post-Class ReflectionPersistent record in LMS ofreflections before and during classprovide record of students’learning for reflection in preparingfor assessment
  15. 15. Questionnaire ResultsFor each of the statements below, check the box thatbest represents your response to the statement:“yes”or“YES”?“NO”or“no”Did you find it helpful to reflect on your knowledge gapswhen preparing for class? 25 5 18Did you find it helpful to reflect and make notes on yourknowledge gaps during class? 22 10 15Did you find it helpful to reflect on your knowledge gapsafter class and when studying? 26 8 13Did you regularly use the End-of-Class reflections tomake notes about your learning and knowledge gaps? 17 5 26Did use your Pre-Class and End-of-Class reflections toplan for work after class? 13 10 25Did use your Pre-Class and End-of-Class reflections tohelp you to prepare for the midterms? 15 4 29
  16. 16. Ongoing… How can I support students in makingeffective use of their records of theirreflections? How can I help students to find morevalue in their reflection?