Sakai 2011 opportunities for reflection lafuze & runshe

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Sakai 2011 opportunities for reflection lafuze & runshe

  1. 1. Opening Endless Possibilities through Opportunities for Reflection Joan Esterline Lafuze, Professor of Biology, Indiana University East Research Associate, Indiana University School of Medicine Debra Runshe, Instructional Design Consultant, Indiana University – Purdue University Indianapolis
  2. 2. Overview• Course Background• Sakai Tools • Streaming • Modules • Assignments 2 • Wiki • Forums: Holodeck • ePortfolio• Questions
  3. 3. Course Background• Traditional course for pre-Nursing & Nursing students• National, international, and rural students• Issues: access to technology• Benefits to having this course online• Attendance/Live streaming element• Preparation for clinical experiences
  4. 4. Streaming (Live)
  5. 5. Melete: Modules Tool
  6. 6. Assignments 2(formerly Assignments Beta)
  7. 7. Wiki
  8. 8. Forums: Holodeck
  9. 9. ePortfolio
  10. 10. What is an ePortfolio?A selection of purposefully organizedartifacts that supports learning, reflectivepractice, and self-presentation, as well asdocumentation and assessment of studentlearning over time and across variedlearning experiences.
  11. 11. How are ePortfolios Used? reflection/metacognition learning portfolio learning integration developmental portfolio Teaching & Learning skills mastery Self-identity development Assessment accreditation Representationshowcase portfolio program improvement career portfolio
  12. 12. “Folio thinking”“Folio Thinking enables students tobecome aware of, document, andtrack their learning and develop anintegrated, coherent picture of theirpersonal learning experiences fromboth inside and outside of theclassroom." (Helen Chen)
  13. 13. What is Reflection?• Metacognition• Re-processing ideas to support understanding• Questioning assumptions• Seeing in multiple contexts• Self-examination• Integration• Self-assessment
  14. 14. Value of Reflection• Helps students make knowledge by articulating connections• Introduces students to new kinds of self- assessment that they carry into the rest of their lives• Helps develop habits of reflective practice• supports deeper engagement in learning• Provides evidence of learning not available by other means
  15. 15. Some Issues to Consider• How can we teach students to reflect?• What kinds of scaffolding/support do students need at different levels and in different contexts?• When and how often should students reflect?• How can we assess reflection?
  16. 16. Development in Reflective Thinking• Self-assessment• Understanding of how knowledge is created• Identity as a lifelong learner
  17. 17. Helping Students Reflect Meaningfully• Clear expectations (purpose, criteria)• Effective scaffolding/guidance (examples, thoughtful prompts, peer review)• Audience
  18. 18. Questions?

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