MoRe( or) reflecting while dusting?


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ECE11 workshop
Chrissi Nerantzi & Sonja Tomaskovic

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  • 40-45min
  • also images, text
  • Sonja and Chrissi from herealso images, text
  • ST – to discuss briefly the experience, why audio and what difference this made
  • to be printed on A3 (for walls) and A4 (on tables)
  • for activity in pairs
  • MoRe( or) reflecting while dusting?

    1. 1. MoRe (or) reflecting while dusting?Developing reflection on-the-go within Academic Development<br />Chrissi Nerantzi & Dr. Sonja Tomaskovic, University of Salford<br />Twitter #moreapproach, @chrissinerantzi @sonjatomaskovic<br />Did you bring your<br />Reflection is a tool “to facilitate maintenance and improvement of practice” <br />(Brown et. al 2006, p. 216)<br />
    2. 2. Workshop brief<br />This is a hands-on workshop. All participants will be engaged throughout. First, the MoRe idea, concept, rationale and applications so far will be shared briefly and participants will be invited to participate in a short activity. This will give everybody the chance to trial the approach. A small group case study activity linked to a specific teaching and learning situation will follow to explore additional possibilities of the MoRe model in a variety of teaching and learning situations, professional and work-based contexts. Finally, findings will be shared and opportunities identified by participants to trial the MoRe approach in their own professional area. A mobile phone is required to fully participate in this workshop.<br />
    3. 3. Intended learning outcomes<br />discuss the MoRe approach<br />demonstrate how the MoRe approach can be implemented<br />explore opportunities to use the MoRe approach in other contexts and in own practice<br />
    4. 4. Workshop structure<br />MoRe concept<br />MoRe applications so far<br />More MoRe?<br />MoRe and my learners?<br />
    5. 5. Introductions<br />Name<br />Institution<br />Role<br />
    6. 6. MoRe concept<br />Mobile Reflections (MoRe)<br />Developing reflection beyond text? <br />Using audio<br />
    7. 7. MoRe application No. 1<br /><ul><li>developing reflection within initial teacher training with student teachers with dyslexia
    8. 8. recording and sharing audio reflections within a community (use own mobile phones)
    9. 9. peer support
    10. 10. duration: Feb – March 2010
    11. 11. tutor and peer audio feedback
    12. 12. capturing reflections: shared blog</li></ul>project space: <br /><br />
    13. 13. the process<br />
    14. 14. social media<br />ipadio app<br />wordpress<br /><br />ipadio<br /><br />
    15. 15. student teacher’s voice<br />“It feels natural. I can listen back and have another chance to filter what I can take away and learn from it.”<br />“Really easy. It would have taken me 2 hours to write my reflective journal. Now this is just a quick phone call between my dusting.”<br />
    16. 16. MoRe application No. 2<br /><ul><li>developing reflection within academic development with whole PGCAP tutor group (academics and professionals who support learning)
    17. 17. recording and sharing audio reflections within a community (use own phones)
    18. 18. duration: Jan – May 2011
    19. 19. tutor and peer feedback
    20. 20. capturing reflections: Wordpress</li></ul>eportfolio (assessed)<br />
    21. 21. the process<br />
    22. 22. social media<br />ipadio app<br />wordpress<br /><br />ipadio<br /><br />
    23. 23. voices<br />“I loved using audio, for me it was easier to explain what was going on through my mind... I fell more comfortable by using audio in comparison to writing - I express myself much better by talking then writing. I will use it in future and would recommend to others to use it.”<br />“I really enjoyed using the audio as it freed me from thinking about grammar and punctuation and let my thoughts come out in a more informal way. I also like being able to use images when I felt that it would add to the content and explain something in an alternative way.”<br />
    24. 24. Findings from application 1 and 2<br />Audio reflections became progressively deeper<br />The MoRe approach assists the development of reflective skills<br />Participants found the MoRe approach an attractive alternative to text-based approaches<br />Additional opportunities to share reflections with tutor and peers online and on-the-go<br />Initial training essential, ongoing support needs low<br />
    25. 25. task<br />Take a minute and reflect on the ECE Conference so far.<br />Think about what you have found useful or thought provoking, why and what you plan to do as a result of this. Use ‘to reflect’<br />Capture your reflections using your mobile phone. <br />
    26. 26.
    27. 27. capture your ECE reflectionusing your phone, any phone<br /><ul><li>Call 02033842843
    28. 28. You will hear that this phone is not registered with ipadio
    29. 29. at this point enter 1234#
    30. 30. When prompted for the PIN enter 4781
    31. 31. Happy broadcasting ;o)</li></ul>Please note: ipadio is provided free of charge to the international public. The 020 London number is an 'ordinary' geographic number. What this means is that if you have a mobile phone contract with free minutes, then calling ipadio on this number will count towards your free minutes.<br /><br />
    32. 32. more MoRe?<br />
    33. 33. MoRe and my learners<br />Reflect<br />Could MoRe be used?<br />Where and how?<br />Capture initial ideas on a sticky note <br />Swap<br />Comment on somebody else’s<br />
    34. 34. Next step<br />truly on-the-go (use apps)<br />ongoing tutor and peer audio and written feedback<br />encourage more the use of images<br />connect all eportfolios, update on-the-go<br />
    35. 35. References<br />Brown M, Fry H & Marshall S (2006) Reflective Practice, in: Fry H, Ketteridge S & Marshall S (2006) A Handbook for Teaching & Learning in Higher Education. Enhancing Academic Practice, Oxon: RoutledgeFalmer, pp. 215-225.<br />