M Lange's List: TLITE

• The  literature

   

  does suggest  that there are numerous computer-mediated tools, such as electronic portfolios,  blogs, online

   

  tutorials,  discussion tools, and so on, which support learning, and possibly promote  reflective thinking,

   

  although how  reflection is promoted is not always clear

  • author doesn't seem sure of the role of technology in promoting reflection. It seems more like the technology is another tool that facilitates and supports the environment in which reflective skills grow.
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• reflection  generally does not just “happen”, but “conditions can be structured to encourage  it to happen”

   

  (Moon, 1999, p.  165).
• most  likely will not be able to apply their   understanding to different  contexts

  • Unfortunately this is extremely common!
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• learning  tasks

   

  “form the  context for student learning” (p. 21), learning resources help students complete  the learning

   

  task by giving  them “access to…information and… content” (p. 22), and learning supports “enable  the

   

  online learner  to complete the tasks that have been set” (p. 23).
• two challenges:  implementing technology

   

  and increasing  reflective learning
• literature  suggests over and over again that reflective practice is fostered when students  are given

   

  access to  multiple worldviews, thus expanding their experience and conceptual  basis.
•  meaning is   generated from experience by bringing into  consideration one’s 

   

   thoughts,   feelings and actions 

  • learning only takes on meaning if we have a "personal" interaction with it
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• meaning is  generated from experience by bringing into consideration one’s

   

  thoughts,  feelings and actions
• which  may

   

  include doing  things differently, clarifying issues, or developing skills
• although there  may be merit to using these learning technologies in teaching, they do not  always

   

  successfully  foster reflection
• a complex
• a complex  activity aimed at investigating one’s own action in a certain situation  and

   

  involving a  review of the experience, an analysis of causes and effects, and the drawing  of

   

  conclusions  concerning future action, and which results in a changed conceptual

   

  perspective
• a complex  activity aimed at investigating one’s own  action in a certain situation   and 

   

   involving a   review of the experience, an analysis of  causes and effects, and the drawing   of 

   

   conclusions   concerning future action, and which results in  a changed conceptual 

   

   perspective 
• Understanding  reflection and how it fits into the learning process, should help instructors  create

   

  supportive  learning contexts that optimise opportunities for the highest levels of  reflection

  • Key! If I don't understand reflection, how can create the context in which opportunities will be optimal?
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• • What are these conditions?
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• imperative that  instructors understand how to ensure these conditions are present when using  technologies

   

  to create  optimal reflective learning environments
• “active  exploration”, identify the nature of the problem, and generate  possible

   

  solutions

  • sounds very much like Jason Ohler! The Story Core
    http://www.jasonohler.com/storytelling/storymaking.cfm
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• relationship  between thought and action in a particular context must be considered before  moving to

   

  further thought  and action

  • this moves students on to deeper thinking. Do I give students opportunities to move on to the second, third.... stage of thought and action?
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• “reflection-in-action” and “reflection-on-action”
• process of  searching for meaning, coming to an understanding, and applying

   

  new knowledge  
• the instructor  modeling reflective behaviour through discussion with students and identifying  the

   

  processes used  in reflective thinking;

   

  • facilitating a  “discussion of learning processes” and “providing timely feedback and  coaching”;

   

  • encouraging  students to verbalise their learning processes; and

   

  • promoting a  supportive environment where students can identify areas of uncertainty and  “articulate

   

  their ideas to  aid their learning

  • I haven't done enough of this, especially modeling reflective behaviour.
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• at the time discussion of context was beyond the scope of their investigation
• “awareness” stage
• “awareness” stage
• “awareness” stage

  • I feel like this is the stage most of my students are at!
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• Often when  learners become aware of new subject matter, they become cognitively stimulated  and feel

   

  they must make  sense of the new information; until the new information can be assimilated  and

   

  accommodated,  they are in a state of cognitive disequilibrium
• Researchers  suggest that

   

  cognitive  disequilibrium facilitates further reflection and can lead to conceptual change,  but only if the

   

  students are  properly motivated
•  Researchers   suggest that 

   

   cognitive   disequilibrium facilitates further reflection  and can lead to conceptual change,   but only  if the 

   

   students are   properly motivated 

  • Is this where technology comes in? Is it the motivator?
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• Students who  become aware of new information but do not attempt to accommodate it take a  surface

   

  approach to  learning and will often only memorise the information presented to them for  assessment

   

  purposes (Moon,  1999), if they are motivated to reach higher levels of reflection, however, they  will be

   

  more likely to  take a deep approach to learning

  • How can one motivate? Who are these students who do not attempt to accomodate what they have learned?
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• “return to the  experience”, recall what has taken place and their reactions to the situation.  This

   

  descriptive  level of reflection is often seen in journal writing or discussion when learners  are asked to

   

  describe the  event to others using “close detail” and avoiding judgments, while at the same  time

   

  recognising  alternate views, and attempting to provide reason or justification for actions  
• Descriptive reflection can help students engage in cognitive retrieval,  which
• encapsulates  both

   

  “Remembering”  and “Understanding” in Bloom’s Revised Cognitive Domain Taxonomy
• should be  encouraged to “re-evaluate” their

   

  experience  (Boud, Keogh, & Walker, 1985, p. 30), which includes: (1) association –  relating and

   

  connecting new  knowledge with prior knowledge; (2) integration - seeking connections among  facts; (3)

   

  validation -  testing for “internal consistency” between new ideas and existing knowledge and  between the

   

  student’s own  views and others’ perspectives (p. 33); and (4) appropriation - making knowledge  one’s

   

  ow

  • Rubric!
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• descriptive reflection is the lowest desirable level of reflection
• most likely will not be able to apply their  understanding to different contexts

  • Unfortunatley, this is extremely common!
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• most likely will not be able to apply their understanding to different contexts
• Reconceptualisation
• students could  show they have reached the reconceptualisation stage by using and synthesising  different

   

  pieces of  information they have been given, or gained through resources, over a period of  time to solve a

   

  problem or  create a new product

  • Again, do I provide additional opportunities for students to use and synthesize their learning?
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• Often the  creation of a new product or idea, or the resolution of a problem is the end  point of a learning

   

  task.
•  Often the   creation of a new product or idea, or the  resolution of a problem is the end   point of  a learning 

   

   task 

  • be more specific about what activity students are reflecting on, rather than reflecting on their learning that week. This poses the problem of how to integrate technology. Reflections will have to be written unless laptops are available for instant reflection whenever needed.
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• the ability to  evaluate, or judge the value of something, which is critical for

   

  developing a new  perspective, and leads the learner to make a decision about the necessity of  change in

   

  action  

  • How does this apply to my field study? Are students evaluating learning in the reflections they are writing and showing evidence of a decision recognizing the need to change?
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• how what  they

   

  have learned can  be applied to broader situations, outside of and not necessarily related to  their class

   

  learning
•  generally does not just “happen”, but  “conditions can be structured to encourage   it to  happen” 

   

   (Moon, 1999, p.   165) 

  • This totally destroys my hypothesis that the use of technology might further deeper reflection.
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• learning tasks,  learning supports, and

   

  learning  resources are the three critical elements of effective constructivist  settings
• access to  resources, experiences using authentic contexts communication

   

  with peers and  experts, “safe space” for interactions and personal thoughts, “anytime,  anyplace” learning,

   

  etcetera  

  • wikis - authentic communication
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• In terms of  promoting reflection, a number of learning supports

   

  are needed and  contemporary thinking suggests the need for support to encourage reflective  practice

   

  (conative),  supports that can develop and nurture reflective practices (scaffolds), and  collaborative and

   

  interactive  supports that stimulate and inspire further reflection (social).
•  collaborative and 

   

   interactive   supports that stimulate and inspire further  reflection (social) 

  • Oral language part of our curriculum! Reflection is most effective when the social aspect is included.
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• Although it is  the learner who ultimately decides how much effort and time to expend (Boud,  Keogh, &

   

  Walker, 1985),  the instructor can encourage the learner to fully engage in the learning task by  creating an

   

  environment that  fosters proper attitudes and motivation.

  • This is where technology comes in. It can possibly foster the proper attitude and motivation.
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• Dewey (1960)  suggests that for students to

   

  wholly engage in  reflective thinking, they must be responsible, open-minded, and  wholehearted
• Attitude is a critical component of the reflective process
• the instructors’  role to maintain students’ curiosity through motivation and thus entice them to  move

   

  through all  stages of the cognitive processing cycle
• Interaction is  critical because although it is the

   

  individual who  engages in information processing, they do so in a social environment  

  • Again, the importance of oral language in reflecting. Somehow I need to use technology to promote this. Ideas: podcasting during reflection time everyday, rather than writing
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• Instructors who  encourage collaborative activities, therefore, provide

   

  opportunities  for students to experience other worldviews, to see things in different  contexts, to have a

   

  better chance of  challenging their assumptions, and, finally, to emerge with and be able to apply  new

   

  understandings
•  Several reasons   for the lack of reflection  in 

   

   higher education   have been cited in the literature including  the problem of instructors’   diverse 

   

   understandings   of the term reflection 

  • This is definitely an issue I'm realizing has probably affected reflective thinking for students in my classroom. Time has been spent encouraging more reflective thinking, especially this past year, but the lack of modeling probably comes from my own lack of understanding.
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• Several reasons  for the lack of reflection in

   

  higher education  have been cited in the literature including the problem of instructors’  diverse

   

  understandings  of the term reflection and how it can be recognised and documented
• Instructors will  know students are reaching high levels of reflection if they  produce

   

  critically  evaluated work and can apply and transfer their knowledge to various  situations
• computer-mediated  technologies are significant in terms of fostering deep

   

  learning
•  often online   learning is not successful because  instructors 

   

   simply move   traditional teaching methods to a  technology-facilitated   environment 

  • I'm definitely guilty!
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• often online  learning is not successful because instructors

   

  simply move  traditional teaching methods to a technology-facilitated  environment
• When using such  technologies, instructors need

   

  to ensure  students are provided with a specific task, learning supports (conative,  scaffolds and social), and

   

  multiple  resources,
• technologies to serve as catalysts in promoting critical reflection and  meaningful learning
• Technology, then, can successfully bridge the gap

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• assessment  of learning (a high stakes

   

  assessment  model) and using portfolios as assessment for learning (as a tool  to bring about self-

   

  awareness and  metacognition).
• the focus on  Plato’s directive, “know thyself”

   

  which can lead  to a lifetime of investigation. Self-knowledge becomes an outcome of  learning
• increased  students’

   

  understanding of  what, why, and how they learned throughout their careers, and enhanced  their

   

  communication  and organization skills
• AFL should focus on how students learn
• AFL should take account of the importance of (and foster) learner  motivation
• AFL develops  learners’ capacity for self-assessment so that they can become  reflective

   

  and  self-managing

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• RA could be useful as a proofreading technique as errors might be more easily picked up with visual and aural inputs working together.

  • Does research support this?