Mary ryan plenary presentation teaching & assessing reflective learning in he

•Download as PPTX, PDF•

1 like•1,233 views

ePortfolios Australia

Mary.Ryan@qut.edu.au

Theorising and Implementing
a Model for Teaching and
Assessing Reflective Learning
in Higher Education

Mary Ryan
Faculty of Education, QUT

Plenary Address EAC2011, Perth, 17 October

Supported by the Australian Learning and Teaching
Council

Reflective learning is a way to…

• Promote higher-order critical thinking
• Consider different possibilities and actions
• Link old ideas with new ones
• Stimulate creative solutions
• Encourage life-long learning
• Draw on evidence to plan future actions
• Improve practice
• Create cohesiveness across course

Key issues around reflection in higher
education

 Difficulty of moving students from recount or
description to deep, critical reflection
 Seen as easy marks
 How can you assess it?
 Means different things in different units
 Smorgasbord approach
 Difficult to teach
 Time constraints

Academic Reflection
• Not the same as personal reflection

• Needs to be causal

• Needs to provide evidence and link to
theory – higher order thinking

• Needs to plan future action

• Needs to show knowledge of discipline
using appropriate expressive resources

Some key findings: needs to be…

• Theorised and systematic (teach all
levels)
• Course-wide (but not to saturation point)
• Implemented through pedagogy and
assessment, with shared language and
requisite trust
• Facilitated by resources
• Top down and bottom-up

• Must relate to the pedagogic field rather
than a smorgasbord of activities...

The TARL Model
(Teaching & Assessing Reflective
Learning)

Teaching Patterns
•Teaching Patterns ...
•try to capture important elements
of a proven teaching technique.
•are a bit like a cooking recipe, but
without prescription.
•are highly structured.
•are abstract so that they cover a
wide set of implementations.
•constantly evolve through
experience and refinement.
•act as boundary objects to enable
rich professional dialogue.
•are the basis for a pattern
language when used by a creative
teaching community.

A Pattern Language
• is a set of interrelated
teaching patterns
organised around a
community of teachers.

• can be associated with a
course or a particular
skill or disposition like
reflection.

• can be structured to
show various
relationships between
patterns.

http://edpatterns.net

Embedding the model
1. Developmental (course-wide)

2. Shared language – 4Rs

3. Part of assessment

4. Pedagogy as a ‘balancing act’

Publications:
• Ryan, Mary (2011). Improving reflective writing in higher education:
A social semiotic perspective. Teaching in Higher Education, 16(1),
99-111.

• Ryan, Mary (in press 2011). Spaces of possibility in pre-service
teacher education. British Journal of Sociology of Education, 32(6).

• Ryan, Mary & Ryan, Michael (in press). Theorising a Model for
Teaching and Assessing Reflective Learning in Higher Education.
Higher Education Research & Development.

• Ryan, Mary (in press). Conceptualising and teaching discursive and
performative reflection in higher education. Studies in Continuing
Education.

Websites and contact details
Main project website:
www.drawproject.net

Pedagogic patterns:
www.edpatterns.net

Contact:
Dr Mary Ryan me.ryan@qut.edu.au

Este documento describe varios temas relacionados con la ortodoncia invisible, incluyendo las ventajas para pacientes y profesionales, los tipos de alineadores de plástico utilizados, y los principios biomecánicos generales de cómo funcionan los alineadores para mover los dientes. También menciona algunos desafíos como la dependencia total del paciente y los posibles fracasos del tratamiento.

56587911 programacion-de-ayl-por-competencias-area-pragmatica

Merce Log

Este documento presenta un programa de desarrollo de la pragmática o uso social del lenguaje. El objetivo es desarrollar competencias comunicativas como saludos, expresión de necesidades, requerimientos de acción y denominación. También incluye el uso funcional del lenguaje castellano a través de la solicitud de información, descripción, narración y diálogo. La evaluación cubre estas áreas pragmáticas y las nueve competencias clave.

PPT KOMUNITAS BELAJAR 1 PSP2 DARING.pptx

Kuncah1

This document discusses the key domains of content that constitute the core knowledge base for second language teacher education (SLTE). It identifies six main domains: theories of teaching, teaching skills, communication skills, subject matter knowledge, pedagogical reasoning and decision making, and contextual knowledge. For each domain, the document outlines some of the important components and provides examples to illustrate what knowledge and skills fall within that domain. The overall purpose is to articulate a coherent foundation for SLTE programs by defining the essential content areas that should be covered.

Birmingham talk ls in he jan 2017

Philwood

This document discusses adapting lesson study to different contexts. It argues that while lesson study originated in Japan, there is no single fixed process, and it can be adapted based on needs. The document then discusses applying lesson study approaches in higher education and distance learning contexts. It proposes a lesson study model for formative evaluation of distance learning modules that centers pedagogy and allows for curriculum development and student input. Finally, it argues that lesson study is best seen as a philosophy rather than a rigid recipe, and it needs to be adapted while maintaining foundational elements and transparency about underlying assumptions.

Faculty of Economics Trisakti University - Problem Based Learning (7 Jump Step)

Dwitya Aribawa

This document provides an overview of problem-based learning (PBL). It discusses that PBL is an active learning approach where students work in small groups to solve real-world problems. It contrasts PBL with the traditional lecture approach. The roles of tutors, students, chairs, and secretaries in the PBL process are described. Steps in the PBL process like understanding the problem, learning new information, and applying the solution are outlined. Evaluation of the PBL process is also discussed.

1st session (current approches to learning and teaching).ppt

HithadhooSchool

1. The document discusses current approaches to teaching and learning, including teacher-centered vs learner-centered methods and principles of effective teaching like reflection, collaboration, and real-world application. 2. It provides examples of different teaching approaches such as flipped classroom, project-based learning, blended learning, and personalized learning. 3. Common problems in teaching are also outlined, such as diverse learning needs, classroom management, limited resources, and addressing individual differences.

Final presentation ED6104

jacob_lingley

This document provides a summary and critique of the New Brunswick Grade 4 Mathematics curriculum. It describes the curriculum's goals of developing mathematically literate students and key aspects like emphasizing problem solving, reasoning skills, and adapting instruction to meet diverse student needs. Both pros and cons are discussed. While the curriculum encourages learner-centered teaching strategies, it is noted that some activities still reflect a scholar academic ideology and standardized algorithms are preferred over models/pictures. In conclusion, combining best practices with curriculum support from numeracy specialists could help develop students' mathematical literacy.

201510060347 topic 1 what is curriculum

Sharon Kaur

The document discusses key concepts related to curriculum including definitions of curriculum, hidden curriculum, and three approaches to curriculum - content, product, and process. It also covers foundations of curriculum in areas like philosophy, psychology, sociology and history. The stages of curriculum development including planning, design, implementation are outlined. Finally, the relationship between curriculum and instruction is explained noting that curriculum is the 'what' of education while instruction is the 'how'.

The Paradigm Shift: Migrating from Teacher-Centered to Student-Centered Instr...

Milisa Sammaciccia Ismail, MEd.

The paradigmatic shift from a teacher-centered learning environment to a student-centered one is not an easy transition; and, does not occur effortlessly. What is student-centered learning? Necessary areas of change. Strategies for the shift. Positive outcomes. The paradigm shift. What changed? Teacher-centered vs. learning-centered instruction. 8 steps in the change process. Instructor concerns. Measurable objectives. Agent for change. Action plan.

Integrative teaching as mode of instructional delivery

Reynel Dan

The document discusses several approaches to integrated teaching and learning: - Integrative teaching treats the curriculum holistically and uses interactive, collaborative, and innovative processes. - Thematic teaching organizes learning around broad ideas and links content from various disciplines under a common theme. - Content-based instruction integrates language learning with subject content, with the language curriculum centered on students' academic needs. - Focusing inquiry takes an interdisciplinary approach using questions to guide student-led investigations and knowledge creation. - The generic competency model links multiple courses through overarching competencies like social, personal, and work skills.

Edu 310 Wk 1

kidixon

This document discusses models and theories of instruction. It outlines the framework for teaching, which is based on four domains: planning and instruction, classroom environment, instruction, and professional responsibilities. It also describes the National Board for Professional Teaching Standards' five core propositions that accomplished teachers should know. The document defines factors to consider in lesson planning like standards and resources. It identifies three learning domains - psychomotor, affective, and cognitive - and explains how to write measurable objectives using the ABCD method aligned to standards.

8 principles of effective teaching and assessment

Hylton Upshon

This document discusses principles of effective teaching and assessment. It covers several key areas including teaching models, assessment, reflection, and developing an understanding of effective teaching. Some specific topics covered include diverse learning contexts, instructional models, formative and summative assessment, lesson planning, and microteaching. The document also addresses the importance of reflection on teaching experiences and becoming an informed decision maker.

Final Presentation ED6104

jacob_lingley

This document provides a summary and critique of the New Brunswick Grade 4 Mathematics curriculum. It outlines the curriculum's goals of developing mathematically literate students and key aspects like emphasizing teaching strategies, assessments, and individualized learning. Both pros and cons are discussed. While the curriculum encourages learner-centered practices, it is argued that knowledge standards focus more on content mastery over meaningful learning. Additionally, there is a tug-of-war between learner-centered and social efficiency ideologies in both instruction and learning. The conclusion states that combining best practices with curriculum support from confident educators can help develop fluent, numerate students prepared for life challenges.

The curriculum of slte

aghchay

1) The document discusses key considerations for curriculum planning in second language teacher education (SLTE), including determining goals for what teachers should know and be able to do, understanding teacher-learners' prior knowledge and contexts, and providing opportunities for practice, reflection, and collaboration. 2) It examines frameworks for defining the knowledge base of language teaching, which includes domains like content knowledge, pedagogical content knowledge, and contextual knowledge. 3) Issues around evaluating the effectiveness of SLTE programs and ensuring they educate teachers who can challenge and change practices are discussed. The knowledge base of SLTE is framed as an evolving system requiring critical reflection.

Providing for effective teaching (chapter 7 curriculum development in Languag...

louth sran

The document summarizes factors that influence effective teaching in language programs. It discusses four main factors: institutional factors, teacher factors, teaching factors, and learner factors. For institutional factors, it describes how organizational culture, quality indicators, and teaching context can impact teaching quality. It emphasizes the importance of support for teachers, including orientation, training, resources and feedback. The teaching process section outlines teaching models and principles for maintaining good teaching through monitoring, observation, problem identification and documentation of best practices. It also discusses evaluating teaching through an appraisal system.

Chapter 7 presentation ( Course curriculum development in Language Teaching)

louth sran

Classroom interactions

Mayra Arcos

Classroom interaction describes the social interactions between students and teachers that take place within the classroom. The traditional approach of one-way lectures from the teacher to passive students is moved away from, as deliberate interaction among all parties is key to enhancing language learning. Some objectives of classroom interaction include practicing critical thinking, stimulating student involvement, improving peer relationships, and sharing responsibility for learning. Techniques for interaction include whole-class discussions, role-plays, collaborative learning, and interactive sessions. Interactions can be between the teacher and students, students and students, or teacher-centered activities. Conclusion states that communication is the key, and interactions should involve both individual and group work, as well as closed and open-ended activities.

Final presentation ppt(final)

Farwa Khalid

This document discusses teaching dynamics and methodologies in schools. It begins with an abstract that outlines the aims of investigating teaching methods, classroom assessment techniques, and how methodology has changed over time. It then reviews literature on effective teaching styles and techniques, and different teaching methods like lecturing, cooperative learning, and inquiry-based learning. The document also analyzes results from a questionnaire finding that students prefer a democratic relationship with teachers and group discussions over lectures. It concludes that teachers should adopt innovative teaching methods to engage students and improve interactions.

Final presentation ppt(final)

Farwa Khalid

This document discusses teaching dynamics and methodologies in schools. It begins with an abstract that outlines the aims of investigating teaching methods, classroom assessment techniques, how methodologies have changed over time, and findings on teacher effectiveness. It then reviews literature on different teaching styles and techniques, and provides examples of classroom assessment tools. The document presents research methodology used in a study based on questionnaires. It analyzes results finding students prefer democratic teacher-student relationships and discussion over lectures, and teachers need to improve methods to effectively engage students. It concludes teachers should adopt innovative ideas and techniques to avoid boring students and enhance learning.

Pedagogy.pptx

MischelleCTorregosa1

The document discusses principles of constructivism and its application in teaching methodologies. It outlines objectives to revisit constructivism and how school heads can guide teachers to adopt appropriate teaching methods. Constructivism views learning as an active process where learners construct new ideas based on their current knowledge and experiences. The role of the teacher is to challenge students and provide opportunities for them to create their own understanding.

Curricular Designs - Planning, Instruction and Assessment

Jacqueline Samuels

Day 1, 2014 supporting change

sarasirianni

The document outlines a literacy leadership framework for Catholic schools. It discusses 5 key areas that literacy leaders should focus on: 1) the faith community, 2) vision for the whole school community, 3) teaching and learning, 4) people and resources, and 5) community. Within each area, it provides guidance on roles and responsibilities of literacy leaders to improve student literacy outcomes. It also discusses research showing the importance of school leadership and quality teaching on student learning.

Reimagining student learning journey with ePortfolios Panos Vlachopoulos Arda...

ePortfolios Australia

This document is about a presentation given at the 2021 EportfolioForum by Kevin Kelly on applying universal design and learning equity principles to ePortfolio projects. Kelly discussed how to design ePortfolios in a way that is accessible and inclusive for all students by following principles of universal design for learning that provide multiple means of representation, engagement, and expression.

The journey of implementing the right digital platform for a student-centred,...

ePortfolios Australia

"Macquarie University worked with students, academics, and major industry partners including the NSW Government, Accenture, Hays, EY, Deloitte, Adobe, and CBA in reimagining the Bachelor of Arts degree which won the Employability Award at the Australian Financial Review (AFR) Higher Education Awards 2020. The outcome of this voyage resulted in the creation of an innovative, transformative, and capability-driven Transferable Skills Framework that is embodied in the curriculum by integrating lifelong learning aspects with a strong emphasis on pedagogy, employability, and digital fluency. To deliver these aspects, the University conducted a comprehensive technology landscape assessment which followed an enterprise-level implementation of a digital ePortfolio platform. A digital ecosystem was established by amalgamating ePortfolio technology with education design and employability. In this panel session, the discussion will be centred around the critical aspects of implementing a befitting digital ePortfolio system and ways to leverage it in support of enhancing lifelong learning."

Creating, designing and developing our eportfolio Co-Lab Kathryn Coleman & Ka...

ePortfolios Australia

This document discusses possibilities for emerging structures and opportunities within ePortfolios Australia. It proposes establishing a Co-Lab focused on research with a global south theme. The Co-Lab would have a small core team to allow for effective governance and would involve multiple projects and an annual meeting. Co-Lab members would collaborate, co-design solutions, explore best practices, and showcase research. The Co-Lab would use a speculative inquiry model and think tank methodology to imagine alternative futures and solve challenges through an agile and responsive process.

Selling a portfolio to first years Jenny McDonald

ePortfolios Australia

The presentation will outline the successes and challenges of introducing an electronic portfolio to first year students using MKM software. At the School of Medicine at Western Sydney University a portfolio was introduced to first year students in 2019 to promote self-regulated learning and skills in reflection. Student portfolios are reviewed and discussed with academic advisors. Curriculum design and teaching students, advisors and staff are critical to the successful implementation of a portfolio.

Building a Pandemic ePortfolio using the Karuta Open Source Portfolio 3.0 Jac...

ePortfolios Australia

"The coronavirus pandemic has dramatically changed the landscape of higher education. Over a short period of time, courses have moved online with students being required to adapt to new ways of learning. Although many tools have been used to enhance the student learning experience, many researchers have long advocated a more holistic, personal, and integrative approach. As eloquently presented by Jenson and Treuer (2014), learning should be put in a much broader context where courses, co-curricular activities, internships, work, and personal experiences, contribute to what are called 20th century lifelong learning skills (collecting, self-regulating, reflecting, integrating, and collaborating). The Pandemic ePortfolio is an illustration of this more integrative approach using Karuta 3.0, a simple and flexible open source ePortfolio tool supported by the Apereo Foundation. See how a simple yet powerful workflow has been designed to help students make sense of this difficult period. Jill. D. Jenson and Paul Treuer (2014), Defining the e-Portfolio: What It is and Why it Matters, Change: The Magazine of Higher Learning, 46:2, 50-57, https://doi.org/10.1080/00091383.2014.897192."

Supporting students to develop their teacher identity through scaffolded port...

ePortfolios Australia

"A pre-service teacher education course has a dual purpose. It provides future teachers with the knowledge they require to teach, but it also must also serve to transform the student and enable them to become the teacher. This change of identity is not a sudden transition that happens when a student graduates, rather it needs to be embedded from the start of the course and then progressively developed throughout the learning journey. This presentation describes how PebblePad workbooks are used in a curriculum content unit to scaffold students to write, speak and think as teachers. The workbooks contain assessment tasks with sequenced response pages containing guiding questions, hints and modelled construction. The tasks progress from simple to complex across the unit and include many opportunities for the student to practice the skills needed to develop their identity as a teacher. "

Portfolio Thinking: It Takes a Village Jacqui Patten

ePortfolios Australia

This document discusses the development and implementation of an online clinical placement tool called ENCAS at Edith Cowan University to replace a paper-based workbook. It was created to enhance the student experience, increase confidentiality, reduce costs, and support student development. It involved testing, piloting, and training a large team of academics, learning designers, professional staff, clinical facilitators, and over 3,000 students. Feedback was provided from this team and highlighted benefits like improved monitoring of placements and targeted student support, as well as challenges like timesheet management and using the multiple workspaces. The document emphasizes that successful implementation took a village of contributors.

New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...

ePortfolios Australia

This document discusses the concepts of space, place and belonging in relation to ePortfolios. It argues that ePortfolios can be reimagined as permeable, flexible spaces that foster placemaking and belonging. When designed to give students ownership, control and agency, ePortfolios have the potential to become safe places where students can engage in self-authored learning and knowledge production. However, ePortfolio spaces are often constrained and act as anti-belonging environments due to issues like surveillance, limited access and lack of student control. The document proposes rethinking ePortfolio design through the lens of space and place to create environments that facilitate belonging, flexibility and student-driven inquiry.

Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...

ePortfolios Australia

This document provides an overview of an interactive workshop on using OB3 to create reflective practice portfolios for capturing learning experiences through formal, non-formal, and informal education. The workshop objectives are to introduce OB3, create media-rich documents, and develop elements for a reflective practice portfolio. OB3 is described as a personal learning environment that empowers users to produce and share media-rich content as part of their learning. Examples are given of how OB3 can be used for formal education, non-formal training, informal learning, and lifelong learning by allowing individuals to author and curate content that travels with them throughout their educational experiences.

More from ePortfolios Australia (20)

Reimagining student learning journey with ePortfolios Panos Vlachopoulos Arda...

The journey of implementing the right digital platform for a student-centred,...

Use of GitHub for Eportfolios Elnaz Tadayon

A reflective look back at the first 9 Eportfolio Forums - Key themes and topi...

Digital Ethics Principles in ePortfolios: Version 2: Resource development by ...

An exploration of third year BA Culinary and Gastronomic Science student expe...

Digital ethics and portfolios: What's next? Kristina Hoeppner Megan Haskins

Eportfolios through the lenses of diversity, equity, inclusion, belonging, an...

Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...

Eportfolio Ireland – Eportfolio Insights

An emerging approach to Prior Learning Assessment and Recognition

SLICCs – A flexible framework to deliver reflective experiential learning and...

2021 Eportfolio Shark Tank

Creating, designing and developing our eportfolio Co-Lab Kathryn Coleman & Ka...

Selling a portfolio to first years Jenny McDonald

Building a Pandemic ePortfolio using the Karuta Open Source Portfolio 3.0 Jac...

Supporting students to develop their teacher identity through scaffolded port...

Portfolio Thinking: It Takes a Village Jacqui Patten

New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...

Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...

Recently uploaded

Film vocab for eal 3 students: Australia the movie

Nicholas Montgomery

Chapter 4 - Islamic Financial Institutions in Malaysia.pptx

Mohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia

writing about opinions about Australia the movie

Nicholas Montgomery

NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx

iammrhaywood

The History of Stoke Newington Street Names

History of Stoke Newington

PIMS Job Advertisement 2024.pdf Islamabad

AyyanKhan40

Hindi varnamala | hindi alphabet PPT.pdf

Dr. Mulla Adam Ali

हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com

How to Build a Module in Odoo 17 Using the Scaffold Method

Celine George

RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students

Himanshu Rai

Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...

Dr. Vinod Kumar Kanvaria

Chapter wise All Notes of First year Basic Civil Engineering.pptx

Denish Jangid

Chapter wise All Notes of First year Basic Civil Engineering Syllabus Chapter-1 Introduction to objective, scope and outcome the subject Chapter 2 Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country. Chapter 3 Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements. Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station. Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps. Chapter 4 Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation Chapter 5 Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures. Chapter 6 Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems. Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect Text Books: 1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers. 2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers. 3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House. 4. BCP, Surveying volume 1

BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...

Nguyen Thanh Tu Collection

Cognitive Development Adolescence Psychology

paigestewart1632

LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP

RAHUL

This Dissertation explores the particular circumstances of Mirzapur, a region located in the core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal environment for investigating the changes in vegetation cover dynamics. Our study utilizes advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to analyze the transformations that have taken place over the course of a decade. The complex relationship between human activities and the environment has been the focus of extensive research and worry. As the global community grapples with swift urbanization, population expansion, and economic progress, the effects on natural ecosystems are becoming more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for these activities. As the most crucial natural resource, its utilization by humans results in different 'Land uses,' which are determined by both human activities and the physical characteristics of the land. The utilization of land is impacted by human needs and environmental factors. In countries like India, rapid population growth and the emphasis on extensive resource exploitation can lead to significant land degradation, adversely affecting the region's land cover. Therefore, human intervention has significantly influenced land use patterns over many centuries, evolving its structure over time and space. In the present era, these changes have accelerated due to factors such as agriculture and urbanization. Information regarding land use and cover is essential for various planning and management tasks related to the Earth's surface, providing crucial environmental data for scientific, resource management, policy purposes, and diverse human activities. Accurate understanding of land use and cover is imperative for the development planning of any area. Consequently, a wide range of professionals, including earth system scientists, land and water managers, and urban planners, are interested in obtaining data on land use and cover changes, conversion trends, and other related patterns. The spatial dimensions of land use and cover support policymakers and scientists in making well-informed decisions, as alterations in these patterns indicate shifts in economic and social conditions. Monitoring such changes with the help of Advanced technologies like Remote Sensing and Geographic Information Systems is crucial for coordinated efforts across different administrative levels. Advanced technologies like Remote Sensing and Geographic Information Systems 9 Changes in vegetation cover refer to variations in the distribution, composition, and overall structure of plant communities across different temporal and spatial scales. These changes can occur natural.

How to Manage Your Lost Opportunities in Odoo 17 CRM

Celine George

South African Journal of Science: Writing with integrity workshop (2024)

Academy of Science of South Africa

ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...

PECB

Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency. Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor. His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects. What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results. Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment. Date: May 29, 2024 Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR ------------------------------------------------------------------------------- Find out more about ISO training and certification services Training: ISO/IEC 27001 Information Security Management System - EN | PECB ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB General Data Protection Regulation (GDPR) - Training Courses - EN | PECB Webinars: https://pecb.com/webinars Article: https://pecb.com/article ------------------------------------------------------------------------------- For more information about PECB: Website: https://pecb.com/ LinkedIn: https://www.linkedin.com/company/pecb/ Facebook: https://www.facebook.com/PECBInternational/ Slideshare: http://www.slideshare.net/PECBCERTIFICATION

Your Skill Boost Masterclass: Strategies for Effective Upskilling

Excellence Foundation for South Sudan

BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...

Nguyen Thanh Tu Collection

Leveraging Generative AI to Drive Nonprofit Innovation

TechSoup

Recently uploaded (20)

Film vocab for eal 3 students: Australia the movie

Chapter 4 - Islamic Financial Institutions in Malaysia.pptx

writing about opinions about Australia the movie

NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx

The History of Stoke Newington Street Names

PIMS Job Advertisement 2024.pdf Islamabad

Hindi varnamala | hindi alphabet PPT.pdf

How to Build a Module in Odoo 17 Using the Scaffold Method

RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students

Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...

Chapter wise All Notes of First year Basic Civil Engineering.pptx

BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...

Cognitive Development Adolescence Psychology

LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP

How to Manage Your Lost Opportunities in Odoo 17 CRM

South African Journal of Science: Writing with integrity workshop (2024)

ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...

Your Skill Boost Masterclass: Strategies for Effective Upskilling

BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...

Leveraging Generative AI to Drive Nonprofit Innovation

Mary ryan plenary presentation teaching & assessing reflective learning in he

1. Theorising and Implementing a Model for Teaching and Assessing Reflective Learning in Higher Education Mary Ryan Faculty of Education, QUT Plenary Address EAC2011, Perth, 17 October Supported by the Australian Learning and Teaching Council

2. Reflective learning is a way to… • Promote higher-order critical thinking • Consider different possibilities and actions • Link old ideas with new ones • Stimulate creative solutions • Encourage life-long learning • Draw on evidence to plan future actions • Improve practice • Create cohesiveness across course

3. Key issues around reflection in higher education  Difficulty of moving students from recount or description to deep, critical reflection  Seen as easy marks  How can you assess it?  Means different things in different units  Smorgasbord approach  Difficult to teach  Time constraints

4. Academic Reflection • Not the same as personal reflection • Needs to be causal • Needs to provide evidence and link to theory – higher order thinking • Needs to plan future action • Needs to show knowledge of discipline using appropriate expressive resources

5. Some key findings: needs to be… • Theorised and systematic (teach all levels) • Course-wide (but not to saturation point) • Implemented through pedagogy and assessment, with shared language and requisite trust • Facilitated by resources • Top down and bottom-up • Must relate to the pedagogic field rather than a smorgasbord of activities...

8. The TARL Model (Teaching & Assessing Reflective Learning)

9. Teaching Patterns •Teaching Patterns ... •try to capture important elements of a proven teaching technique. •are a bit like a cooking recipe, but without prescription. •are highly structured. •are abstract so that they cover a wide set of implementations. •constantly evolve through experience and refinement. •act as boundary objects to enable rich professional dialogue. •are the basis for a pattern language when used by a creative teaching community.

10. Pedagogic Hub

11.

12. A Pattern Language • is a set of interrelated teaching patterns organised around a community of teachers. • can be associated with a course or a particular skill or disposition like reflection. • can be structured to show various relationships between patterns. http://edpatterns.net

13. Embedding the model 1. Developmental (course-wide) 2. Shared language – 4Rs 3. Part of assessment 4. Pedagogy as a ‘balancing act’

14. Publications: • Ryan, Mary (2011). Improving reflective writing in higher education: A social semiotic perspective. Teaching in Higher Education, 16(1), 99-111. • Ryan, Mary (in press 2011). Spaces of possibility in pre-service teacher education. British Journal of Sociology of Education, 32(6). • Ryan, Mary & Ryan, Michael (in press). Theorising a Model for Teaching and Assessing Reflective Learning in Higher Education. Higher Education Research & Development. • Ryan, Mary (in press). Conceptualising and teaching discursive and performative reflection in higher education. Studies in Continuing Education.

15. Websites and contact details Main project website: www.drawproject.net Pedagogic patterns: www.edpatterns.net Contact: Dr Mary Ryan me.ryan@qut.edu.au

Editor's Notes

Hard to do...Can’t just be guided through resources online... Needs to be explicitly taught and assessed
Show ART as eg

Mary ryan plenary presentation teaching & assessing reflective learning in he

Recommended

Recommended

More Related Content

Similar to Mary ryan plenary presentation teaching & assessing reflective learning in he

Similar to Mary ryan plenary presentation teaching & assessing reflective learning in he (20)

More from ePortfolios Australia

More from ePortfolios Australia (20)

Recently uploaded

Recently uploaded (20)

Mary ryan plenary presentation teaching & assessing reflective learning in he

Editor's Notes