A case study of reflective learning online

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Slides from presentation by Eloise Tan, Dublin City University at annual CELT conference at NUIG, 2012. http://www.nuigalway.ie/celt/conference/conference12.html

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  • 1. Dr. Eloise Tan&Morag MunroLearningInnovati on Unit,DCUJune 7 th , 201 2CELT conferenceNationalUniver sity ofIreland Galway@t_eloise #celt12

2. REFLECTING ON TEACHING PRACTICE Module: Online assessmentModule: Post Graduate Tutor and feedback demonstrator Blended professional Blended course fordevelopment course Participants across Dublin postgraduate tutor One to face to face at the demonstratorsbeginning and at the end ofthe module Participants from DCU Weekly Face to face deliverylectures/discussionsthrough webinars Assessments online(Blackboard Collaborate) Discussion forum Online content@t_eloise #celt12 3. TO BEND OR TURNBACKWARDS (SALMON,P.381, 2002) Image credit: http://www .gilbertglas s.com/ser v ices @t_eloise #celt12 4. ASSESSING REFLECTIONReflective 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 #celt12http://www.gilbertglass.com/services 5. REFLECTION ONLINE Conflict betweenpersonal nature ofreflective writingand the perceivedimpersonal nature oftechnology by some?(Weiss, 2000). @t_eloise #celt12Image 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 f2fMBA (Hay et al, 2004) @t_eloise #celt12 7. REFLECTING ON TEACHING PRACTICE Module: Online assessmentModule: Post Graduate Tutor and feedback demonstrator Blended professional Blended course fordevelopment course Participants across Dublin postgraduate tutor One to face to face at the demonstratorsbeginning and at the end ofthe module Participants from DCU Weekly Face to face deliverylectures/discussionsthrough 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@t_eloise #celt12 9. @t_eloise #celt12 10. SCAFFOLDING OF REFLECTIONFormative Summative@t_eloise #celt12 11. General feedbackJournal entry #1"My concerns / expectations for online assessmentand feedback for my teaching"@t_eloise #celt12 12. Reflective depth 01 2 3 456No reflection Only includes IncludesIncludesIncludes Includes Includes description ofevident. Thedescriptions of description ofdescription ofdescription of description of events; demonstratesentry reliesevents; noevents andevents, events;events;analysis from awholly on reflection is some analysis analysis of demonstrates demonstrates different perspective(s),citations fromdemonstratedbehind theevents; and analysis from aanalysis and demonstrates ability tocourse contentbeyond theevents; nodemonstratesdifferentevaluation think of alternativewith no descriptionsevidence of analysis of the perspective(s),from a different outcomes orreflection or using multipleevents from a demonstrativeperspective(s),approaches, writingsharing ofperspectives in different s ability to demonstrativeconveys an intention toexperiences / analysing the perspective(s)think of s ability to transform teachingthoughts. issuesalternativethink of practices based onoutcomes oralternativereflective learning.approaches outcomes or approachesPresentation0 12Chaotic in organization and presentation of ideas.The writing lacked an organizedWriting is well-focused; arguments orflow and the ideas were hard toperspectives are precisely defined andfollow explained; coherent flow in developing an insightful idea demonstratedUse of course 0 12contentNo reference to course content. Acquired knowledge from course Acquired knowledge from course content is @t_eloise #celt12content is linked to personallinked to personal reflection in a meaningfulreflection at a superficial level. way that shows a deep understanding of content. 13. Common strengthsO Sharing hopes / concernsO HonestO Identify individual goals for learning in this course@t_eloise #celt12 14. Common challengesO Described many events, reflected a little (useyour word count wisely)O Stream of consciousness affectedorganisation/presentation of ideasO Connections to content (pre-reading resource)missed@t_eloise #celt12 15. For the next entryO Try focusing in on fewer events to allow for greaterreflectionO Question declarative statements such as The best time Iran a module was Best for whom? What criteria areyou judging best by?O Question use of adjectives such as The anxiousstudents Could they have been confused? Bored? Whatled you to interpret them as anxious? @t_eloise #celt12 16. For the next entryO Go back and edit especially if you wrotestream of consciousnessO Think about what influences your perspective(your experiences, your theoretical standpoint,the constraints / opportunities in yoursituation)O Think about it from anothers point of view@t_eloise #celt12 17. Common themesO Biggs (2003) model of Lecturer / Studentperspectives on assessmentO Looking for efficiency but still effectivenessO Changing perceptions of online assessmentO Institutional roadblocks / pressuresO Want to learn more about peer / selfassessment@t_eloise #celt12 18. UNINTENDED CONSEQUENCES Feedback for lecturer Deepening engagementMultimedia asreflection / buildingPersonal to digital literacy DialogicalSuccess beyondmeasure of rubric@t_eloise #celt12 19. Image credit:http://www.innovativelearning.com/educational_psychology/development/zone-of-proximal-@t_eloise #celt12 development.html 20. DIGITALLITERACY- Should Iassess it?- How?@t_eloise #celt12 21. WHAT DID TECHNOLOGY FACILITATE? Ease of marking / transparency Rubrics in Moodle 2 Comment inline contributed to emerging dialogical nature ofentries Content (and prompts) moved beyond text to demonstrate adigital literacy through meaningful engagement withmultimedia Communicate common themes/successes/challenges screencasting through Camtasia Manageable one to one sessions Blackboard Collaborate @t_eloise #celt12 22. LESSONS LEARNEDExpectations mustAccount for digitalCreate dialoguebe clear; signpostliteracy through feedback Scaffold rubric (?) @t_eloise #celt12 23. MOVING FORWARDHow / if to assess multimedia asreflection (look to digital literacy)Audio reflectionsPeer to peer reflections @t_eloise #celt12 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 @t_eloise #celt12

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