A case study of reflective learning online
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Transcript of A case study of reflective learning online
Dr. Eloise Tan&Morag MunroLearning Innovation Unit, DCU
June 7 t h , 2012 CELT conferenceNational University of Ireland Galway
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SEARCHING FOR DEEP LEARNING ONLINE:
A CASE STUDY OF SCAFFOLDING
REFLECTIVE WRITING IN ONLINE
CLASSROOMS
Module: Online assessment and feedback
Blended professional development course
Participants across DublinOne to face to face at the
beginning and at the end of the module
Weekly lectures/discussions through webinars (Blackboard Collaborate)
Discussion forumOnline content
Module: Post Graduate Tutor demonstrator
Blended course for postgraduate tutor demonstrators
Participants from DCU
Face to face delivery Assessments online
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REFLECTING ON TEACHING PRACTICE
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Image credit: http://www.gilbertglass.com/services
“TO BEND OR TURN BACKWARDS”
(SALMON, P.381, 2002)
Reflective writing is a common type of assessment for higher order learning across a variety of disciplines (Craft, 2005; Das Gupta & Charon, 2004; Hoover, 1993).
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ASSESSING REFLECTION
Image credit: http://www.gilbertglass.com/services
Conflict between personal nature of reflective writing and the perceived impersonal nature of technology by some? (Weiss, 2000).
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REFLECTION ONLINE
Image credit: http://www.gilbertglass.com/services
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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RESEARCH ON ONLINE REFLECTION
Module: Online assessment and feedback
Blended professional development course
Participants across DublinOne to face to face at the
beginning and at the end of the module
Weekly lectures/discussions through webinars (Blackboard Collaborate)
Discussion forumOnline content
Module: Post Graduate Tutor demonstrator
Blended course for postgraduate tutor demonstrators
Participants from DCU
Face to face delivery Assessments online
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REFLECTING ON TEACHING PRACTICE
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5 entriesModels of reflection providedOne to one Scaff oldingScreencasting as general feedback to group correct /
praiseFeedback cycle (one week)Use of rubricFormative to summative assessment
REFLECTING LEARNING JOURNAL
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Entr
y #
1 (n
ot
mar
ked)
Feed
back
Scre
enca st
Entr
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2 (n
ot
mar
ked)
Feed
back
One
to
one
(15
min
)
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arke
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back
Entr
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4
(mar
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5Fe
edba
ckSc
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ca st
SCAFFOLDING OF REFLECTION
Formative Summative
General feedbackJournal entry #1
"My concerns / expectations for online assessment and feedback for my teaching"
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Reflective depth 0 No reflection evident. The entry relies wholly on citations from course content with no reflection or sharing of experiences / thoughts.
1 Only includes descriptions of events; no reflection is demonstrated beyond the descriptions
2 Includes description of events and some analysis behind the events; no evidence of using multiple perspectives in analysing the issues
3 Includes description of events, analysis of events; and demonstrates analysis of the events from a different perspective(s)
4 Includes description of events; demonstrates analysis from a different perspective(s), demonstratives ability to think of alternative outcomes or approaches
5 Includes description of events; demonstrates analysis and evaluation from a different perspective(s), demonstratives ability to think of alternative outcomes or approaches
6 Includes description of events; demonstrates analysis from a different perspective(s), demonstrates ability to think of alternative outcomes or approaches, writing conveys an intention to transform teaching practices based on reflective learning.
Presentation 0 Chaotic in organization and presentation of ideas.
1 The writing lacked an organized flow and the ideas were hard to follow
2 Writing is well-focused; arguments or perspectives are precisely defined and explained; coherent flow in developing an insightful idea demonstrated
Use of course content
0 No reference to course content.
1 Acquired knowledge from course content is linked to personal reflection at a superficial level.
2 Acquired knowledge from course content is linked to personal reflection in a meaningful way that shows a deep understanding of content.
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Common strengths
O Sharing hopes / concerns O HonestO Identify individual goals for learning in this
course
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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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For the next entryO Try focusing in on fewer events to allow for greater
reflectionO 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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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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Common themes
O Biggs (2003) model of Lecturer / Student perspectives on assessment
O Looking for efficiency but still effectivenessO Changing perceptions of online assessmentO Institutional roadblocks / pressuresO Want to learn more about peer / self
assessment
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Personal to Dialogical
Success beyond measure of rubric
Multimedia as reflection / building digital literacy
Deepening engagement
Feedback for lecturer
UNINTENDED CONSEQUENCES
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Image credit: http://www.innovativelearning.com/educational_psychology/development/zone-of-proximal-development.html
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- Should I assess i t?
- How?
DIGITAL LITERACY
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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WHAT DID TECHNOLOGY FACILITATE?
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Expectations must be clear; signpost
Account for digital literacy
Create dialogue through feedback
Scaffold rubric (?)
LESSONS LEARNED
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MOVING FORWARD
How / if to assess multimedia as reflection (look to digital literacy)
Audio reflections
Peer to peer reflections
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Communication http://rkb-lbc-09.blogspot.ie/2009/08/communication-fundamentals-part-4.html
Thinking outside the box http://www.zenlawyerseattle.com/thoughts-on-personal-injury-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-clipart.blogspot.ie/2011/08/thermometer.html Signpost http://read-out.net/ Digital l iteracy
http://www.onlinecollege.org/2012/04/24/rethinking-digital-l iteracy/
Dialogue http://trinities.org/blog/archives/2837
IMAGE CREDITS