This document proposes using reflective video journals to enhance students' metacognition. It reviews literature on metacognitive theory, traditional written journals, and reflective video journals. The methodology section describes a formative experiment approach involving six phases: determining goals, establishing a baseline, implementing the video journal intervention, post-assessment, and consolidating findings. The literature review covers metacognitive frameworks, Kolb's learning cycle, and studies of reflective journals and video links.

1. Reflective Video Journals Dissertation Proposal by Brian J. Dixon

2. Background A popular website as an innovative learning tool?

3. Statement of the Problem How might reflective video journals be used to enhance students’ metacognition?

4. Literature Review Metacognitive Theory. Measuring metacognition. Traditional journals. Reflective video journals. http://flickr.com/photos/donkerdink/567265873

5. Literature Review Kolb’s learning cycle (1984)

6. Literature Review Brown’s metacognitive framework

7. Literature Review Reflective journals http://flickr.com/photos/noellhyman/457816932

8. Reflective video journals YouTube Linking Feedback Responses Rating System Literature Review http://flickr.com/photos/noellhyman/457816932

9. Methodology Formative experiment (six-phase methodology) (Reinking and Bradley, 2008)

10. Phase One Determining the pedagogical goal Planning the intervention Recruiting the participants

11. Phase Two Creating a “thick description” of the setting using ethnographic methods -description of school setting -student population -teacher technology survey

12. Phase Three Establishing a baseline -Junior Metacognitive Awareness Inventory -technology attitudes survey -initial interview

13. Phase Four Implementing the intervention -data collection and analysis -modifying the intervention -factors that enhance or inhibit -modifications and effects -unanticipated effects -changes in the environment

14. Phase Five Post assessment -Junior Metacognitive Awareness Inventory -technology attitudes survey -final interview

15. Phase Six Consolidating findings

16. Selected References Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. Advances in Instructional Psychology, 1 , 77–165. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: DC Heath and Company. Hiemstra, R. (2001). Uses and benefits of journal writing. New Directions for Adult and Continuing Education , 90 , 19-26. Hubbs, D.L., & Brand, C.F. (2005). The paper mirror: understanding reflective journaling. Journal of Experiential Education, 28 (1), 60-71. King, F.B., & LaRocco, D.J. (2006). E-Journaling: A Strategy to Support Student Reflection and Understanding. Current Issues in Education [On- line], 9(4). Available: http://cie.ed.asu.edu/volume9/number4/ Kolb, D. (1984). Experiential learning: Experience as the source of learning and development . Englewood Gliffs, NJ: Prentice Hall. Moon, J. (1999). Learning journal: A handbook for academics, students and professional development. London: Kogan Page. Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-51). Hillsdale, NJ: Erlbaum.

17. Selected References Phipps, J. J. (2005). E-journaling: Achieving interactive education online. Educause Quarterly 28(1). Retrieved March 12, 2008 from: http://www.educause.edu/apps/eq/eqm05/eqm0519.asp?print=yes Reinking, D., & Bradley, B.A. (2008). On formative and design experiments : approaches to language and literacy research. New York: Teachers College Press. Reinking, D., & Watkins, J. (2000). A formative experiment investigating the use of multimedia book reviews to increase elementary students’ independent reading. Reading Research Quarterly , 35 , 384–419. Schraw, G., & Dennison (1994). Assessing metacognitive awareness. Contemporary Educational Psychology , 19 , 460– 475. Vygotsky, L. (1986). Thought and language (Rev. ed.). Cambridge, MA: MIT Press. Walters, J., Seidel, S., & Gardner, H. (1994). Children as reflective practitioners: Bringing metacognition to the classroom. In C. Collins-Block and J. Mangieri (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives . Fort Worth: Harcourt Brace.

18. Questions?