Reflective Video Journals

Dissertation Defense by Brian J. Dixon

Background

A popular websiteas an innovativelearning tool?

Statement of the Problem

How might reflective video journals be used to enhance students’ metacognitive reflection?

Literature Review

Metacognitive theoryMeasuring metacognitionTraditional journalsReflective video journals

http://flickr.com/photos/donkerdink/567265873

Literature Review

Kolb’s learning cycle (1984)

Literature Review

Brown’s metacognitive framework

Literature Review

Reflective journals

http://flickr.com/photos/noellhyman/457816932

Methodology

Formative experiment (six-phase methodology)allows researchers to test, modify, and develop pedagogical theories through innovative instructional interventions  (Moll & Diaz, 1987; Reinking & Bradley, 2004)

especially useful for studying new technology innovations (Newman et al., 1989; Reinking & Pickle, 1993; Reinking & Watkins, 1996)

Phase One

Determining the pedagogical goal-increased metacognitive reflection of adolescent students

Planning the intervention-six session after school reflective video journaling program

Recruiting the participants-twelve high school students from a representative public charter school 

The study participants

Phase Two

Creating a “thick description” of the setting using ethnographic methods

-description of school setting-student population-teacher technology survey

Phase Three

Establishing a baseline

Junior Metacognitive Awareness Inventory

Technology attitudes survey

Phase Three

Teachers and students technology usage

Phase Four

Implementing the intervention-data collection and analysis-modifying the intervention -factors that enhance or inhibit -modifications and effects -unanticipated effects -changes in the environment

Phase Five: Results

Content Analysis

Mid-study survey

Metacognitive Awareness Inventory

Phase Five: Results

Play video clips

Content analysis

Mitchell and Coltrinari's (2001) Reflective Journaling Map

Content analysis

Hatton and Smith's (1995) Reflective Writing Framework

Content analysis

Terrance

Content analysis

Chad

Content analysis

Sean

Content analysis

Juliana

Content analysis

Annette

Content analysis

Amy

Content analysis

Kyle

Mid-study survey

Metacognitive Awareness Inventory

Phase Six

Consolidating findings

Factors that enhance the intervention

Highly structured prompts

Privacy during production

Content over production value

Inhibiting factors and modifications made

Student autonomy

Voluntary nature of this study

Prompts not tied to content area

Unanticipated effects

Positive:students discovered an outlet for personal expression understanding the role of technology in our changing society

Negative:students complaining about teachersstudents answering prompts without forethought

Recommendations

Classroom practice

School policy

Teacher education

Future research

Recommendations for classroom practice

Provide opportunities for student reflection-proposed model

Integrate today's technology tools into daily curricular activities

Model for reflective journaling process

Recommendations for school policy

Updated approach to technology-open access-open source-open dialogue

Support innovative tools-upgrade hardware-change approach

Recommendations for teacher education

Awareness of tools available today

Training to use these tools daily

Recommendations for future research

Further studies on social software tools

Updated approach to approving online research

More "teacher as designer" studies

Generalizability and limitations

Small number of participants

Relatively short period of study

Unique structure of school site

What's next?

Present findings at SITE conferenceReflective video journals at the GSELongitudinal study of student vloggersFurther studies on social software

Selected References

Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. Advances in Instructional Psychology, 1, 77–165. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: DC Heath and Company.Hiemstra, R. (2001). Uses and benefits of journal writing. New Directions for Adult and Continuing Education, 90, 19-26.Hubbs, D.L., & Brand, C.F. (2005). The paper mirror: understanding reflective journaling. Journal of Experiential Education, 28(1), 60-71.King, F.B., & LaRocco, D.J. (2006). E-Journaling: A Strategy to Support Student Reflection and Understanding. Current Issues in Education [On- line], 9(4). Available: http://cie.ed.asu.edu/volume9/number4/Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Gliffs, NJ: Prentice Hall. Moon, J. (1999). Learning journal: A handbook for academics, students and professional development. London: Kogan Page. Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-51). Hillsdale, NJ: Erlbaum.

Selected References

Phipps, J. J. (2005). E-journaling: Achieving interactive education online. Educause Quarterly 28(1). Retrieved March 12, 2008 from: http://www.educause.edu/apps/eq/eqm05/eqm0519.asp?print=yesReinking, D., & Bradley, B.A. (2008). On formative and design experiments : approaches to language and literacy research. New York: Teachers College Press.Reinking, D., & Watkins, J. (2000). A formative experiment investigating the use of multimedia book reviews to increase elementary students’ independent reading. Reading Research Quarterly, 35, 384–419.Schraw, G., & Dennison (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460– 475. Vygotsky, L. (1986). Thought and language (Rev. ed.). Cambridge, MA: MIT Press.Walters, J., Seidel, S., & Gardner, H. (1994). Children as reflective practitioners: Bringing metacognition to the classroom. In C. Collins-Block and J. Mangieri (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives. Fort Worth: Harcourt Brace.

Questions?