powerpoint presentation...title powerpoint presentation author debra hoven created date 11/27/2019...
TRANSCRIPT
Dr Debra Hoven, Dr Aga Palalas
& Dr Norine Wark: Athabasca University, CA
WCOL Conference 2019: Nov. 5-7th
Dublin, Ireland
*
*Contemplative
Practice
www.contemplativemind.org
*Contemplative Pedagogy
Contemplative Pedagogy
*cultivates students’ inner awareness & presence
through contemplative practices
*critical first person observing of experience
*restores and nurtures wholeness in learning
Contemplation: First-person knowing, “includes the natural human capacity for
knowing through silence, looking inward, pondering deeply, beholding,
witnessing the contents of our consciousness, …” (Hart, 2004, p. 30)
*Contemplative Pedagogy
*cultivates students’ inner awareness and presence
through contemplative practices
*contemplative process is a critical first person
means of closely observing one’s experiences and
verifying the truth claim of third-person theories
and concepts (Grace, 2011)
*restores and nurtures wholeness in learning; helps
“enrich students’ relationships with the world by
increasing appreciation for the interconnectedness
of all life” (Haynes, 2009, p. 26)
*Mindfulness
“The awareness that emerges through paying attention on
purpose, in the present moment, and nonjudgmentally to the
unfolding of experience moment by moment” (Kabat-Zinn, 2003, p. 145)
Image by Heidi Forbes Öste
Central components:
(1 ) regulation of attention to keep it on the immediate experience;
(2) approaching experiences with curiosity, openness, & acceptance,
regardless of whether they are positive or negative
*Reflection
*Hoven (2019) …
*Reflection is what happens in the interstices in our
minds and being between stillness, cognition,
movement, and affect (feelings, emotions and
beliefs). It is where creativity and deep
understanding emerges - including creativity of
construal, thought, ideas, and insight. It is this
embodied emergence of imagination and creativity
that propels innovation and brings about
transformation.
(following Dewey, 1933; Schön, 1983; Moon, 2010; Jacoby, 2011; Rose, 2013;
James & Brookfield, 2014; Hoven, 2018)
*What we tried … & happened
Attempted Eventuated/ Used by students
Participatory practice Yes – 1/3 students attended
Links to suggested practice Accessed but not necessarily practiced
De-brief/Discussion forum Only used by facilitators
Student journaling Not to our knowledge:
BUT e-portfolio reflections
Facilitator journaling After each seminar + as elements noticed in
e-portfolios
Facilitator de-brief meetings As needed & before and after seminars
*Eportfolio feedback strategies
• Triggers for learning?
• Learning moments?
• “aha!” & “oh no!” moments?
• Dig deeper:
–What did you notice?
–How did you perceive it?
–What did it mean to you? Your learning?
–How did it affect you as a learner?
• As a professional?
➜ Take-aways: what do/would you do differently
now?
➜ How has this experience affected you as a lifelong, life-wide learner?
*The study
* Research questions (adapted for online teaching and learning)
*1. How do selected mindfulness teaching-learning strategies impact students’ understanding of what constitutes critical self-reflection?
*2. How do selected mindfulness teaching-learning strategies impact the receptiveness of online graduate students to developing critical self-reflection?
*3. To what extent are mindfulness teaching-learning strategies effective in supporting/scaffolding students’ development of critical self-reflection?
*4. To what extent are characteristics of Contemplative Pedagogy applicable in this exploratory juxtaposition of online mindfulness interventions and critical self-reflection.
*The studyQualitative:
*Semi-structured Interviews
*Analysed and reported here
*Interview Qs around:
*Critical/self reflection: understanding & practices
*Mindfulness: understandings & practices
*Benefits/value of either/both?
*Kinds and value of feedback
*Contribution towards lifelong/life-wide learning
*In process:
*Analysis of eportfolio documents and
*Transcribed presentation recordings
*Proportional responses to Mindfulness/Reflection
*Emergent Findings
*Some evidence of
*flow-over of mindfulness into reflections in eportfolios
*Practices being taken up or expanded (in descending order
of articulation)
* Attention/Focus
*Meditation
* Self-awareness
* Self-regulation
* Self-compassion
*Mindful overlays on or expansion of capacity to reflect
*
REFLECTION MINDFULNESSFeedback
Growth
Lifelong
Learning
Self-Awareness
Reflective Teaching
Reflective Practice
Reflection Concepts of
Reflection Value
Mindfulness Teaching
Mindfulness Concepts of
Mindfulness Practice
Mindfulness Value
