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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“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

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  Conflict between personal nature of reflective writing and the perceived impersonal nature of technology by some? (Weiss, 2000).

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REFLECTION ONLINE

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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

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Feed

back

One

to

one

(15

min

)

Entr

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3 (m

arke

d)

Feed

back

Entr

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4

(mar

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Feed

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Entr

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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