Google docs in google drive for collaborative reflective 2
Melanie Alperstein, FHS, EDU, UCT
“The transformative act of reflection- the implicitbecomes explicit and new habits of mind develop”(Walt and Reis, 2010: 746).In Collaboration.........
Post Graduate Diploma in Health ProfessionalEducation (PG Dip HPE). blended learning programme with short faceto face block periods adult learners, busy clinicians the majoritywith many years teaching experience.
Staff identify user friendly tool process to encourage and excite busyclinicians reflect critically on teaching,learning and assessmentStudents use the tool and process to sharereflections on shared reflection in a community ofpractice, teach their students
Compounding discourses and language Clinician – educator identities Reflective and academic writing Reflection is used in different ways, invarious contexts and the interpretation of itsmeaning differs struggle with e-learning initially.
reflective writing is non-collaborative the control of the type of feedback given andthe development of reflective writingremains in the control of the courseconvener (Rowe, Bozalek and Frantz, 2013.In press for BJET) Missed opportunity for collaborative learning
Google Docs/Google Drive vs blogs and trackchanges Easy – feedback clear/ not messy Target feedback on specific section ofdocument Small groups, less intimidation Google Drive multiple features
Buy-in forthe concept of collaborativelearning through using critical friends(Bozalek and Mathews, 2009) Start with small groups sharing. Whatever tool is used, it must be easy to use(free) and there should be training if needed Expect resistance from students and staffinitially – need staff buy in E- tool must enhance learning ‘task’ Staff must be familiar with and support thetechnology
Google Drive – small groups will be lessthreatening for participants to reflect ontheir Participants will be drawing on their real lifeexperiences. Freedom to chose what aspects they wish toreflect on, making it an authentic learningteaching, learning and assessment practices Trial with staff before implementing
Google Drive – multiple features – free up to5G storage – easy to download Collaborative working space Docs, spreadsheets, presentations, drawingand forms for surveys, online assessment Document versions, highlighting, editing – itgoes on Access wherever you are
Hope to pilot with 3 part time students nextsemester Work in progress Contact: email@example.com
Bozalek, V, and Mathews, L. (2009). E-Learning: A cross-institutional forum for sharing socio-culturalinfluences on personal and professional identity. International Social Work; 52, 235-246.DOI:10.1177/0020872808099733. Online version available at:http://isw.sagepub.com/cgi/content/abstract/52/2/235. Brodahl, C. Hadjrrrouit, S. and Hansen, N.K. (2011). Collaborative writing with Web 2.0 Technologies:Education Students’ perceptions. Journal of Information Technology Education: Innovations inPractice, 10, 73 - 103. Donaghy, M. & and Morss, K. (2000). Guided reflection: A framework to facilitate and assess reflectivepractice within the discipline of physiotherapy. Physiotherapy Theory and Practice, 16, 3 -14. Hatton, N. and Smith, D. (1995). Reflection in teacher education: Towards definition and implementation.Teaching and Teacher Education, 11(1), 33-49. Hernández- Ramos, P. (2004). Web logs and Online Discussions as Tools to Promote Reflective Practice. TheJournal of Interactive Online Learning 3(1), 1-16. Kember, D, McKay, J, Sinclair, K, and Wong, F. (2008). A four-category scheme for coding and assessing thelevel of reflection in written work. Assessment and Evaluation in Higher Education, 33(4), 369-379. Rowe, M, Bozalek, V and Frantz, J. (2013 In Press for BJET) Using Google Drive to facilitate a blendedapproach to authentic learning. Wald, HS. and Reis, SP. (2010) beyond the Margins: Reflective Writing and Development of ReflectiveCapacity, Medical Education. J Gen Intern Med 25 (7), 746- 749. Wheeler, S. (2009). Learning Space Mashups: Combining Web 2.0 Tools to Create Collaborative andReflective Learning Spaces. Future Internet 1, 3-13; doi:10.3390/fi1010003.