This document discusses developing tools to facilitate integrated reflection. It provides context on e-portfolios and defines reflection and reflective practice. The document identifies opportunities to develop new tools that support inquiry-based learning and questioning. In particular, tools that facilitate question generation and answering could help scaffold learning by exposing students to more high-quality inquiry. Overall, the document argues reflection is important for learning but current tools provide limited support, and there is potential to develop new technologies that better facilitate integrated reflection.
ADL’s recent research review uncovered the fact that very few actual ID models for mobile learning truly exist. Instead of creating a new ID model, they have presented a framework that can be used to incorporate mobile learning considerations into existing ID models and agile approaches to optimize them for the mobile learner. Ideally, instructional designers should now consider focusing on new opportunities for improving performance and augmenting skills, not just on knowledge transfer.
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ADL’s recent research review uncovered the fact that very few actual ID models for mobile learning truly exist. Instead of creating a new ID model, they have presented a framework that can be used to incorporate mobile learning considerations into existing ID models and agile approaches to optimize them for the mobile learner. Ideally, instructional designers should now consider focusing on new opportunities for improving performance and augmenting skills, not just on knowledge transfer.
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Technology, especially IT has affected our lives. Various activities are getting streamlined due to IT. The world today is characterized by powerful IT, forces of collaboration and digitization.
Scenarios of everyday life can be incorporated in training programs to bring awarness about the need to follow business ethics and make the right decisions
Created this past May as a means to raise the awareness of educators and innovators in Mississippi about the future of education and how AI, Big Data, Virtual Reality, self-paced eLearning, Intelligent virtual classroom environments and telecommunications will change educational practice.
This Innovative Practice session introduces learners on the PGCert at Edge Hill to notions of technology enhanced learning, and encourages participants to reflect and action plan to enhance their future practice.
Diagramming, Figures, and Imagery (2D): Think Visual in Online LearningShalin Hai-Jew
Learners will…
define “visual thinking” and “visual cognition”
describe some dimensions of visuals in online learning
describe some ways to create visuals in online learning
consider some uses of visuals in online learning
explore legal considerations related to online learning visuals
consider going open-source for visuals
think about signatures and styles in terms of online visuals (and sharing broadly)
contemplate common errors in visualizations for online learning
review ways to think visually
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Reports results of a program of game design learning in which information resource uses by students to solve programming challenges are explored. Students in MS and HS take a game design class daily, for credit and a grade for a full year and use a learning management system stocked with information resources to support their programming and game design. Results highlight types of inquiry they conduct, which strategies were more and less successful, and how their resource uses appear to connect to their learning outcomes. The results are discussed in relation to the overall landscape of educational technologies, considering the issue of structure.
Presentation for JISC Experts Group updating The Digital Practitioner Survey Work (2011-2012) with data from 2013 survey. Reviews and recommendations included. Complemented by blog post http://digitalpractitioneruk.wordpress.com/
Theory-based Learning Analytics: Notes & Examples from Learning & Sensemaking
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Simon Buckingham Shum
Knowledge Media Institute
Open University UK
http://simon.buckinghamshum.net
http://open.edu
@sbskmi
Consensus-Based Assessment for Reinvisioning a Reference CollectionCharleston Conference
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Speakers: Michael A. Matos - American University; Patricia J. West - American University Library
Reference collections are best managed through collaboration and cooperative assessment. A “blue skies” approach to print reference is to never discard a title. However, for most institutions budgets are tight, space is limited, and today’s information seeking behavior favors digital formats. A major evaluation of any reference collection is especially difficult due to the existence of multiple stake holders and a lack of clear "ownership." And, while the bulk of scholarly literature discusses weeding collections through reliance on internal documents, bibliographies and other librarian-created tools, this paper will examine an innovative process for assessing and reallocating reference resources based upon consensus building.
We will explain how a systematic assessment of the reference collection was conducted via small teams of subject specialists comprised from units throughout the library. We will elaborate on the method used to weight usage statistics against the teams’ recommendations. Using a model based upon transparency and consensus we were able to arrive at timely and thoughtful decisions without strife. We will elaborate on the primary and tangential benefits that resulted from the project, such as increased familiarity with the reference collection, cost savings, re-evaluation of the lending policies and location of the collection, and the creation of a new reference collection plan based upon a forward thinking user-centric model. Attendees will gain valuable insight into this portable, cost-effective, and straightforward approach to re-envisioning reference resources.
Created this past May as a means to raise the awareness of educators and innovators in Mississippi about the future of education and how AI, Big Data, Virtual Reality, self-paced eLearning, Intelligent virtual classroom environments and telecommunications will change educational practice.
This Innovative Practice session introduces learners on the PGCert at Edge Hill to notions of technology enhanced learning, and encourages participants to reflect and action plan to enhance their future practice.
Diagramming, Figures, and Imagery (2D): Think Visual in Online LearningShalin Hai-Jew
Learners will…
define “visual thinking” and “visual cognition”
describe some dimensions of visuals in online learning
describe some ways to create visuals in online learning
consider some uses of visuals in online learning
explore legal considerations related to online learning visuals
consider going open-source for visuals
think about signatures and styles in terms of online visuals (and sharing broadly)
contemplate common errors in visualizations for online learning
review ways to think visually
UT-Austin Guest Lecture, ""Patterns and Outcomes of Youth Engagement in Colla...Rebecca Reynolds
Reports results of a program of game design learning in which information resource uses by students to solve programming challenges are explored. Students in MS and HS take a game design class daily, for credit and a grade for a full year and use a learning management system stocked with information resources to support their programming and game design. Results highlight types of inquiry they conduct, which strategies were more and less successful, and how their resource uses appear to connect to their learning outcomes. The results are discussed in relation to the overall landscape of educational technologies, considering the issue of structure.
Presentation for JISC Experts Group updating The Digital Practitioner Survey Work (2011-2012) with data from 2013 survey. Reviews and recommendations included. Complemented by blog post http://digitalpractitioneruk.wordpress.com/
Theory-based Learning Analytics: Notes & Examples from Learning & Sensemaking
Learning Analytics & Knowledge 2011, Banff, Canada
Simon Buckingham Shum
Knowledge Media Institute
Open University UK
http://simon.buckinghamshum.net
http://open.edu
@sbskmi
Consensus-Based Assessment for Reinvisioning a Reference CollectionCharleston Conference
Thursday, November 4, 2010
3:00 - 3:45 PM
Speakers: Michael A. Matos - American University; Patricia J. West - American University Library
Reference collections are best managed through collaboration and cooperative assessment. A “blue skies” approach to print reference is to never discard a title. However, for most institutions budgets are tight, space is limited, and today’s information seeking behavior favors digital formats. A major evaluation of any reference collection is especially difficult due to the existence of multiple stake holders and a lack of clear "ownership." And, while the bulk of scholarly literature discusses weeding collections through reliance on internal documents, bibliographies and other librarian-created tools, this paper will examine an innovative process for assessing and reallocating reference resources based upon consensus building.
We will explain how a systematic assessment of the reference collection was conducted via small teams of subject specialists comprised from units throughout the library. We will elaborate on the method used to weight usage statistics against the teams’ recommendations. Using a model based upon transparency and consensus we were able to arrive at timely and thoughtful decisions without strife. We will elaborate on the primary and tangential benefits that resulted from the project, such as increased familiarity with the reference collection, cost savings, re-evaluation of the lending policies and location of the collection, and the creation of a new reference collection plan based upon a forward thinking user-centric model. Attendees will gain valuable insight into this portable, cost-effective, and straightforward approach to re-envisioning reference resources.
CULTURA TEHNOLOGICĂ INSTITUŢIONALĂ – PARTE COMPONENTĂ A
MANAGEMENTULUI CALITĂŢII,
Comunicare la Conferinţa ABRM
Accesul deschis la informaţie şi cunoaştere: susţinerea progresului durabil, Chişinău, 11-12 noiembrie 2010
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Dr. Gábor Kismihók: Labour Market driven Learning AnalyticsTextkernel
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Developing tools to facilitate integrated reflection
1. Developing Tools to Facilitate
Integrated Reflection
Jon Mason
October 18th 2011
jon@intercog.net
1
2. Overview
• Introduction
– focus
– key concepts & definitions
– services context
– the problem
• Theoretical perspectives
– inquiry-based learning
– why-questioning
• Opportunities for tool development 2
3. Focus
Innovation associated with the design and
deployment of e-portfolio systems –
in particular, support for integrated reflection
3
4. A Broad Definition
An e-portfolio is a collection of digital artefacts
and applications that are typically used for
profiling an individual, group, or organisation in
terms of capability or achievement.
e: signifies evidence as much as electronic
Emergent
characteristics
And yes, there are countless other definitions! 4
5. Services Context
• Profiles developed using professional networking
services (LinkedIn, UNYK, Plaxo, …) often contain
core interoperable data
• Interoperability of social networking data widely
interoperable (contacts)
• Professional Associations commonly provide
online services for logging & assessing Continuing
Professional Development (CPD) 5
6. … and
“the essential nature of an e-Portfolio
for learning is not as a repository
but as a place for reflection”
(Batson, 2009)
6
7. Two broad approaches
e-Portfolios can therefore be assembled via:
• Purpose-built e-portfolio systems
(Pebblepad, ePortaro, Mahara, etc)
• Customised aggregations of services &
artefacts
7
8. A simple model
A Place for
Reflective Practice?
Learner / Worker
e-portfolio systems --
applications or
loosely coupled
services
Education
or Training Employer
Organisation
8
10. Employability Skills
“skills required not only to gain employment, but
also to progress within an enterprise so as to
achieve one’s potential and contribute successfully
to enterprise strategic directions” (DEST, 2002, p.3)
Communication
Teamwork Skills that contribute
Problem-solving Self-management
Initiative and enterprise Learning
Planning and organising Technology
10
11. ATC21S
• Assessment and Teaching of 21st Century Skills:
“learning to collaborate with others and connect
through technology are essential skills in a
knowledge-based economy” (ATC21S, 2011)
essential skills also include:
• critical thinking Inquiry, analysis, reflection, …
• ICT literacy
• problem solving
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12. But what exactly is reflection?
And what is reflective practice?
12
13. Reflection
• An activity that takes place after a learning
activity?
- typical with journal reflections on CPD
• An event in a sequence of activities?
- STARL-P
(Situation, Task, Action, Result/Reflection, and Learning/Planning)
• The activity of connecting a diversity of
artefacts, interactions, and activities is itself a
stimulus for reflection (Cambridge, 2009, p.41) 13
14. Reflection
“a thinking process more than simple
memorization and comprehension, & involves a
variety of cognitive processes, such as
summarization, identifying general
principles, exploring various situations, reconciling
options, monitoring progress, and so on”
(Wang, 2009)
Also involves inquiry, analysis, synthesis,…
14
15. Reflective Practice
“the capacity to reflect on action so as to engage in
a process of continuous learning … [and is] … one
of the defining characteristics of professional
practice” (Schon, 1983: The Reflective Practitioner)
“reflection-in-action”
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16. Integrated Reflection
“active learning”
(Wang, 2009: e-Portfolios for Integrated Reflection)
In ICT contexts, takes place in-session
Wang’s “ontological model specifies a generic organisational
structure of eportfolios in the integrated reflection context”.
Reflection features as the dominant ontological category within a
structure that includes learning subject, learning
objectives, learning objects, assessment instruments, &
reflection query 16
17. The Problem
• Reflection is recognised as important for learning
and regarded as essential for effective use of
e-portfolios for learning purposes …
• Yet the ICT tools available to support it appear to
be undeveloped & are little more than templates
for journal writing
17
18. Related Research - AeP
• Recent snapshot of e-portfolio practice within
Australian HE & VET sectors
- HE more concerned with reflection
- VET more concerned with skills & employability
• Research reveals:
- low level of understanding about the actual impact of
ePortfolios on student learning outcomes
- little research undertaken but a common belief “that ePortfolios
contributed to increased awareness of eLearning technologies
and reflective learning, as well as employability skills …”
(Hallam, et al, 2009)
18
19. Related Research – JISC (1)
• Aims to inform H/FE institutions in the UK about
emerging best practice implementing e-portfolios
• Guided by notion of “threshold concepts” from
earlier research
• Confirms diversity of contexts & uses – more
“emergence” than “maturity”
19
20. Related Research – JISC (2)
• 7 core activities in e-portfolio usage:
information capture
information retrieval
planning
reflection
feedback
collaboration
presentation
20
21. Related Research – JISC (3)
5 threshold concepts as indicators of maturity:
• Purpose is aligned to context to maximise benefits
• Learning activity is designed to suit the purpose
• Processes are supported technologically and
pedagogically
• Ownership is student centred
• Transformation (disruption) is planned for
(Joyes et al.,2010,) 21
23. Questioning & Learning
• “why” questions prominent during early dvpt of
children & an important foundation for learning
(Dewey, Piaget, Schank)
• “Inquiry-based learning” evolved out of “critical
thinking” movement
• Impasses & conundrums important for learning
• “Thinking is not driven by answers but by questions”
Paul & Elder, (1999). Critical Thinking Handbook
23
24. Inquiry & Learning
“learning begins with questions”
24
The virtuous circle of inquiry
University of Illinois Inquiry Project (2001-2010)
25. Inquiry & Learning
Problem:
The Web’s mainstream tools for discovering and
retrieving relevant information are overwhelmingly
dominated by a search paradigm that is configured
to search for information and facts rather than
explanations.
Why? One answer is that queries instigated by keywords
in most cases will have semantic roots to primitive Q’s:
who, what, when, & where 25
26. Inquiry & Learning
We propose reversing the order of things. What if
… questions were more important than answers?
What if the key to learning were not the
application of techniques but their invention?
What if students were asking questions about
things that really mattered to them?
Thomas & Seely Brown, (2011). A New Culture of Learning
26
27. Question Generation & Answering
Questions can be generated and answered by
automated and semi-automated ICT systems. To
what extent might Question Generation and
Question-Answering techniques assist in building
ICT scaffolding for learners?
• QG – automation of well-formed questions
• Q-A – automation of answering systems
27
http://www.questiongeneration.org/
28. Question Generation & Answering
Most teachers, tutors, and student peers do not ask a
high density of deep questions … so students have a
limited exposure to high-quality inquiry. There are a
few role models in school environments through
which students can learn good question asking and
answering skills vicariously. This situation presents a
golden opportunity for turning to technology to help
fill this gap.
A. Graesser, et al., (2010). What is a Good Question?
28
29. A Frontier for New Tools
• Tools that facilitate the construction of questions from a
body of content
• Tools that extend the discovery & processing of factual
information to facilitate the discovery and production of
explanatory content – in short, tools that support why-
questioning
• Tools that stimulate the construction of rational
argument
• Prompting tools that suggest patterns, dependencies, or
other relationships between discrete chunks of content
• Interface design that explicitly supports the navigation of
e-portfolio content via a questioning methodology 29
31. Information & Explanation
The Primitives of
Information Retrieval
• Who
• What
• When The Journalist’s Questions
• Where
• Why
31
32. Information & Explanation
• Who descriptive ‘primitives’ of
• What information retrieval Information
Processing
e.g., DC-Kernel
• When
• Where
conditional, motivational or
• Why explanative ‘primitive’
Knowledge
• How procedural or Construction &
Understanding
• If rule-based ‘primitives’
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33. Questions
This presentation is licensed under a
Creative Commons Attribution 3.0 Australia Licence
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