The document outlines the Learning & Research Junior Camp Internship Programme, emphasizing the importance of different learning methods, including digital and traditional approaches. It introduces various practical tools for learning, such as the SQ3R method, critical analysis, concept mapping, and reflective learning techniques to enhance understanding and skills. Additionally, it highlights the significance of portfolios in showcasing learning progress and improving critical thinking.

1. Learning & Research
Junior Camp Internship Programme | 16th June 2015
Gameli Adzaho | Webster University | Accra, GAR

2. Yesterday, we missed…
 JCIP is the brainchild of Thelma Boamah
 Education specialist
 GT member (GT Diaspora)
 SIT Graduate Institute alumnus
 Won $10,000 grant from World Learning with support from GT Diaspora

3. Viewpoints on Learning
 Knowledge is like the baobab…..  Learning is a journey

4. Why Do We Learn?
 To know and understand things
 To gain new skills
 To solve problems
 Discussion: how do you learn?
 Sources: Books, the Internet, people, places, media
 Methods: reading, watching videos, working, playing, travelling

5. Learning: Digital Vs Traitional
Digital age
 multi tasking
 non linear approaches
 processing discontinued
information
 iconic skills first
 connected
 collaborative
 active
 learning by playing
 fantasy
 technology as friend
Traditional
 mono tasking
 linear approaches
 processing single information
flows
 reading skills first
 stand alone
 competitive
 passive
 separating learning and
playing
 reality
 technology ?
Taken out from author Mark Prensky

6. Practical Tools for Learning
 SQ3R
 Critical Analysis
 Portfolio
 Concept Maps

7. SQ3R
 Survey/Skim
 Question
 Read
 Recite/Recall
 Review
 Video: https://www.youtube.com/watch?v=0dhcSP_Myjg

8. Critical Analysis
 It involves thinking deeply about different parts of the material and how it all
ties in together
 Ask yourself: “what does it mean to me and others”?

9. Model Analytical Framework
 Reflect – be aware of your own reaction to the information
 Question – the purpose, assumptions, implications of the text.
 Identify – the line of argument in the text, the stance of the author
 Evaluate – the strength/value of the argument – e.g. what evidence is used
to support the argument? Is it reliable/valid?
 Compare – with other arguments, stances
 What, How, Why, Where?

10. Activity
 Working in pairs, extract the main info in assigned text using SQ3R
 Critically appraise the material using the provided framework

11. Reflective Learning
 Reflection can be defined as the “process of internally examining and
exploring an issue of concern, triggered by an experience” (Boyd & Fales,
1983)
 “I have not observed/learnt until I have made a record”
Gibb’s Reflective Cycle

12. Portfolio
 A portfolio is a collection of evidence that learning has taken place.
 It can be in the form of a reflective diary or electronic records
 Reports: text-based, images, videos, soundfiles, linklist with comments
 Reflection on group work, practice, projects
 It forces you to reflect on what you have learnt and how this can improve activities in the
future
 This helps youn to become more critical thinkers and to develop writing and multimedia
skills
TUTOR
PEERSSTUDENT
STUDENT

13. Reflection Template
Learning
Activity/Experience
Date Backdrop Awareness What next? Date
Be specific! Date of your
experience/activity
 What was the
situation?
 What did I do well?
 What did I do less
well?
 What was I trying to
achieve?
 What prior
knowledge/experienc
e(s) did I draw from?
 What was I
thinking and
feeling?
 What have I learnt
about myself and
my approach to
the situation?
 What were the
consequences of
my
actions/behaviour
during the
activity?
 How did others
respond to my
actions & what
might they have
been
thinking/feeling?
 After time has
passed, do I
know look
back and
think
differently on
the
experience.
 What might I
do differently
in the future?
 How
successful
were these
changes in a
future
experience?
Date of
reflection or
changes
Source: University of Exeter Medical School

14. Concept Maps
 A Concept map is a graphic that shows the connections between a
concept or topic with other concepts
 By exploring various relationships, the learner gains deeper insights into a
subject matter, and its larger implications
 Aids easy recall of definitions, facts, etc

15. Building Concept Maps
 Start with the main idea
 Determine the key concepts
 Rank the ideas from most general
to specific
 Connect concepts using linking
words/phrases
 Tools:
 Paper & pen/pencil
 Digital tools: bubble.us,
text2mindmap.com

16. In Summary
 Reflection aids learning, and this can be done with the aid of various tools
 SQ3R is an effective way to extract information from text
 Critical analysis enables learners to get to the facts behind information
received
 Concept maps makes it easier to recall facts, link topics together, and
brainstorm ideas
 A portfolio or reflective diary helps one to take stock of progress of learning

18. Thanks. Questions?