The document presents insights from a teaching practice module focused on online assessment for postgraduate tutors at Dublin City University. It discusses the balance of personal reflection and the use of technology in assessments, outlines common strengths and challenges in reflective writing, and highlights lessons learned about digital literacy and multimedia engagement. The findings emphasize the importance of clear expectations and effective feedback in fostering meaningful reflection among participants.

1. Dr. Eloise Tan
&
Morag Munro
Learning
Innovati on Unit,
DCU
June 7 th , 201 2
CELT conference
National
Univer sity of
Ireland Galway
@t_eloise #celt12

2. REFLECTING ON TEACHING PRACTICE
Module: Online assessment Module: Post Graduate Tutor
and feedback demonstrator
 Blended professional  Blended course for
development course
 Participants across Dublin postgraduate tutor
 One to face to face at the demonstrators
beginning and at the end of
the module  Participants from DCU
 Weekly  Face to face delivery
lectures/discussions
through webinars  Assessments online
(Blackboard Collaborate)
 Discussion forum
 Online content
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3. “TO BEND OR TURN
BACKWARDS” (SALMON,
P.381, 2002)
Image
credit:
http://www
.gilbertglas
s.com/ser v
ices
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4. ASSESSING REFLECTION
Reflective writing is
a common type of
assessment for
higher order learning
across a variety of
disciplines (Craf t, 2005;
Das Gupta & Charon, 2004;
Hoover, 1993).
Image credit:
@t_eloise #celt12 http://www.gilbertglass.com/services

5. REFLECTION ONLINE
Conflict between
personal nature of
reflective writing
and the perceived
impersonal nature of
technology by some?
(Weiss, 2000).
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Image credit:
http://www.gilbertglass.com/services

6. RESEARCH ON ONLINE REFLECTION
 Online reflective learning in graduate education ( Andrusyszyn
& Davie, 1997)
 Online reflective learning in nursing (Morgan et al, 2006)
 Study of reflections in action for online learners (Salmon ,
2002)
 Quan comparison between reflections in an online and a f2f
MBA (Hay et al, 2004)
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7. REFLECTING ON TEACHING PRACTICE
Module: Online assessment Module: Post Graduate Tutor
and feedback demonstrator
 Blended professional  Blended course for
development course
 Participants across Dublin postgraduate tutor
 One to face to face at the demonstrators
beginning and at the end of
the module  Participants from DCU
 Weekly  Face to face delivery
lectures/discussions
through webinars  Assessments online
(Blackboard Collaborate)
 Discussion forum
 Online content
@t_eloise #celt12

8. REFLECTING LEARNING JOURNAL
 5 entries
 Models of reflection provided
 One to one
 Scaf folding
 Screencasting as general feedback to group correct / praise
 Feedback cycle (one week)
 Use of rubric
 Formative to summative assessment
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9. @t_eloise #celt12

10. SCAFFOLDING OF REFLECTION
Formative Summative
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11. General feedback
Journal entry #1
"My concerns / expectations for online assessment
and feedback for my teaching"
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12. Reflective depth 0 1 2 3 4 5 6
No reflection Only includes Includes Includes Includes Includes Includes description of
evident. The descriptions of description of description of description of description of events; demonstrates
entry relies events; no events and events, events; events; analysis from a
wholly on reflection is some analysis analysis of demonstrates demonstrates different perspective(s),
citations from demonstrated behind the events; and analysis from a analysis and demonstrates ability to
course content beyond the events; no demonstrates different evaluation think of alternative
with no descriptions evidence of analysis of the perspective(s), from a different outcomes or
reflection or using multiple events from a demonstrative perspective(s), approaches, writing
sharing of perspectives in different s ability to demonstrative conveys an intention to
experiences / analysing the perspective(s) think of s ability to transform teaching
thoughts. issues alternative think of practices based on
outcomes or alternative reflective learning.
approaches outcomes or
approaches
Presentation 0 1 2
Chaotic in organization and presentation of ideas. The writing lacked an organized Writing is well-focused; arguments or
flow and the ideas were hard to perspectives are precisely defined and
follow explained; coherent flow in developing an
insightful idea demonstrated
Use of course 0 1 2
content
No reference to course content. Acquired knowledge from course Acquired knowledge from course content is
@t_eloise #celt12 content is linked to personal linked to personal reflection in a meaningful
reflection at a superficial level. way that shows a deep understanding of
content.

13. Common strengths
O Sharing hopes / concerns
O Honest
O Identify individual goals for learning in this
course
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14. Common challenges
O Described many events, reflected a little (use
your word count wisely)
O Stream of consciousness affected
organisation/presentation of ideas
O Connections to content (pre-reading resource)
missed
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15. For the next entry
O Try focusing in on fewer events to allow for greater
reflection
O Question declarative statements such as ‘The best time I
ran a module was…’ Best for whom? What criteria are
you judging best by?
O Question use of adjectives such as ‘The anxious
students…’ Could they have been confused? Bored? What
led you to interpret them as anxious?
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16. For the next entry
O Go back and edit – especially if you wrote
‘stream of consciousness’
O Think about what influences your perspective
(your experiences, your theoretical standpoint,
the constraints / opportunities in your
situation)
O Think about it from another’s point of view
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17. Common themes
O Biggs (2003) model of Lecturer / Student
perspectives on assessment
O Looking for efficiency but still effectiveness
O Changing perceptions of online assessment
O Institutional roadblocks / pressures
O Want to learn more about peer / self
assessment
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18. UNINTENDED CONSEQUENCES
Feedback for
lecturer
Deepening
engagement
Multimedia as
reflection / building
Personal to digital literacy
Dialogical
Success beyond
measure of rubric
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19. Image credit:
http://www.innovativelearning.com
/educational_psychology/developm
ent/zone-of-proximal-
@t_eloise #celt12 development.html

20. DIGITAL
LITERACY
- Should I
assess it?
- How?
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21. WHAT DID TECHNOLOGY FACILITATE?
 Ease of marking / transparency – Rubrics in Moodle 2
 Comment inline contributed to emerging „dialogical‟ nature of
entries
 Content (and prompts) moved beyond text to demonstrate a
digital literacy through meaningful engagement with
multimedia
 Communicate common themes/successes/challenges –
screencasting through Camtasia
 Manageable one to one sessions – Blackboard Collaborate
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22. LESSONS LEARNED
Expectations must Account for digital Create dialogue
be clear; signpost literacy through feedback
Scaffold rubric (?)
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23. MOVING FORWARD
How / if to assess multimedia as
reflection (look to digital literacy)
Audio reflections
Peer to peer reflections
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24. @t_eloise #celt12

25. IMAGE CREDITS
 Communication http:// rkb-lbc-
09.blogspot.ie/2009/08/communication -fundamentals-par t-4.html
 Thinking outside the box http://www.zenlawyerseattle.com/thoughts -
on-per sonal-injur y -law/think -outside-the-box/
 Multimedia http://www.canidae.org/multimedia -in-education /
 Student engagement http://campusclimatesolutions.org/student -
engagement -in-climate-action-planning/
 Thermometer
 http://thermometer-clipar t.blogspot.ie/2011/08/thermometer.html
 Signpost
 http://read -out.net/
 Digital literacy http://www.onlinecollege.org/201 2/04/24/rethinking -
digital-literacy/
 Dialogue http://trinities.org/blog/archives/2837
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