MONITORING
AND
REFLECTING
LEARNING
Pirkko Hyvönen, PhD
Learning and Educational
Technology Research Unit (LET)
30.9.2013 1...
30.9.2013 pirkko.hyvonen@oulu.fi 2
Every day is a learning day.
Recognise it.
30.9.2013 pirkko.hyvonen@oulu.fi 3
30.9.2013 pirkko.hyvonen@oulu.fi 4
EXPERT PROFILE (let students)
PORTFOLIO (minor subject students)
Is a tool for
 Studen...
AIM
Aim is to
inspire and
activate your
mind and
senses to
monitor, reflect
and document
meaningful
experiences
and learni...
WHAT DO YOU DO WHEN YOU
REFLECT?
Identify, interpret and assess experiences -
monitor, reflect and analyse learning.
Recog...
WHY TO REFLECT?
Reflecting is crucial in order to
learn, it promotes and supports
metagognition.
Reflecting through expert...
Reflecting is a tool to construct
”the whole picture”, to
comprehend the all entity.
”Making sense of a complex
system sho...
WHAT TO MONITOR?
 Understanding theories: self-
regulation and collaboration,
expertise, technology-
enhanced learning
 ...
WHAT TO MONITOR?
 Meaningfulness of learning experiences
 Error competence and learning from errors (Hetzner et al., 201...
WHAT TO MONITOR?
 Learning strategies
 Creativity and playfulness
 Affective experiences (reasons behind and impacts fo...
(Sobral, 2000)
Results
The results showed that 81% of the students had an increase in scores
for reflection-in-learning be...
HOW TO START TO WRITE EXPERT PROFILE?
Review your previous studies/courses and previous expert profiles
Read the writing a...
REFERENCES
Barnett, S.M. & Koslowsky, B. (2002). Adaptive expertise: Effects of
type of experience and the level of theore...
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Expert, aspro reflecting 2013

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Expert, aspro reflecting 2013

  1. 1. MONITORING AND REFLECTING LEARNING Pirkko Hyvönen, PhD Learning and Educational Technology Research Unit (LET) 30.9.2013 1© pirkko.hyvonen@oulu.fi
  2. 2. 30.9.2013 pirkko.hyvonen@oulu.fi 2 Every day is a learning day. Recognise it.
  3. 3. 30.9.2013 pirkko.hyvonen@oulu.fi 3
  4. 4. 30.9.2013 pirkko.hyvonen@oulu.fi 4 EXPERT PROFILE (let students) PORTFOLIO (minor subject students) Is a tool for  Students fostering learning: thinking and understanding and making learning path acknowledgeable and visible.  Teachers for providing information about where the students are and how to improve teaching. Students in our education a) Monitor their experiences; they make perceptions of their learning and document them. Documents can be in different form such as photographs, written texts, drawings, figures, video clips, audio clips or combination of different modes. b) Write an expert profile five times during two-year programme. In writing they use collected documentation.
  5. 5. AIM Aim is to inspire and activate your mind and senses to monitor, reflect and document meaningful experiences and learning from now on.
  6. 6. WHAT DO YOU DO WHEN YOU REFLECT? Identify, interpret and assess experiences - monitor, reflect and analyse learning. Recognise and remember, what moments/episodes have influenced on learning Look backwards, present and future as well. Become increasingly aware of your learning moments and of understanding and also deepen understanding. (Koopmans et al., 2013) 30.9.2013 6© pirkko.hyvonen@oulu.fi
  7. 7. WHY TO REFLECT? Reflecting is crucial in order to learn, it promotes and supports metagognition. Reflecting through expert profiles is highly cognitive and metacognitive process and requires reflecting strategies. ”Trajectories towards expertise are domain specific and must be documented and then used within instructional contexts to promote knowledge transition.” (Lajoie, 2003)  expert profiles 30.9.2013 7© pirkko.hyvonen@oulu.fi How to learn to be effective in identifying, interpreting and assessing experiences -monitoring, reflecting and analysing of learning?
  8. 8. Reflecting is a tool to construct ”the whole picture”, to comprehend the all entity. ”Making sense of a complex system should require that a person construct a network of concepts and principles… that represents key phenomena and their relationships.” (Hmelo-Silver & Green Pfeffer, 2004) Expert’s knowledge is organised as patterns and is better for use in performances (eg., Glaser, 1990) 30.9.2013 8© pirkko.hyvonen@oulu.fi REFLECTING AND LEARNING EXPERTISE Experts are at something; path towards expertise is not linear. (Lajoie, 2003)
  9. 9. WHAT TO MONITOR?  Understanding theories: self- regulation and collaboration, expertise, technology- enhanced learning  Understanding how to put theories into practice  Ability to explain practice by theoretical reasoning (cf. Barnett & Koslowsky, 2002)  Ability to describe learning steategies  Assessing learning from solo and collaborative perspective  Expert in learning and educational technology 30.9.2013 9© pirkko.hyvonen@oulu.fi
  10. 10. WHAT TO MONITOR?  Meaningfulness of learning experiences  Error competence and learning from errors (Hetzner et al., 2013)  Positive experiences first, then problematic (Janssen et al., 2008) 30.9.2013 10© pirkko.hyvonen@oulu.fi
  11. 11. WHAT TO MONITOR?  Learning strategies  Creativity and playfulness  Affective experiences (reasons behind and impacts for)  Athmosphere, psychologically safe?  Lack of knowledge? 30.9.2013 11© pirkko.hyvonen@oulu.fi
  12. 12. (Sobral, 2000) Results The results showed that 81% of the students had an increase in scores for reflection-in-learning between the beginning and the end of a course. At the end of the course, the level of reflection-in-learning was significantly associated with self-perceived competence for self-regulated learning and with the meaningfulness of the learning experience. In the following term, students who had high reflection-in-learning scores at the end of the course had higher grade-point averages and greater self- reported diagnostic ability in comparison with those with low scores. Conclusions There was some evidence of an improved quality of reflection as the students strive for some control of learning. Overall, the findings support the idea that a greater effort at reflection is associated with a more positive learning experience. They also suggest that reflection-in-learning is related to readiness for self-regulation of learning and may be conducive to enhanced diagnostic ability. In conclusion, measuring reflection-in-learning may be a useful tool in the appraisal of medical students’ learning profiles. 30.9.2013 12© pirkko.hyvonen@oulu.fi
  13. 13. HOW TO START TO WRITE EXPERT PROFILE? Review your previous studies/courses and previous expert profiles Read the writing assigment Scetch main points and relations with them  Concept map  SWOT analysis  Etc. Make a presentation about your ideas: what to take into account when starting to figure out expert profile? - Creative collaboration 30.9.2013 13© pirkko.hyvonen@oulu.fi
  14. 14. REFERENCES Barnett, S.M. & Koslowsky, B. (2002). Adaptive expertise: Effects of type of experience and the level of theoretical understanding it generates. Thinking and Reasoning, 8(4), 237-267. Hmelo-Silver, C.E. & Green Pfeffer, M. (2004). Comparing expert and novice understanding of a complex system from the perspective of structures, behaviors, and funktions. Cognitive Science, 28, 127-138. Janssen, F., de Hullu, E., & Tigelaar, D. (2008). Positive experiences as input for reflection by student teachers. Teachers and Teaching: Theory and Practice, 14(2), 115-127. Lajoie, S.P. (2003). Transitions and trajectories for studies of expertise. Educational Researcher, 32(8), 21-25. Sobral (2000). An appraisal of medical students’ reflection-in- learning. Medical Education, 34: 182–187. doi: 10.1046/j.1365- 2923.2000.00473.x 30.9.2013 pirkko.hyvonen@oulu.fi 14

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