sakai 2011 opportunities for reflection lafuze & runshe
DESCRIPTION
TRANSCRIPT
Opening Endless Possibilities through Opportunities for Reflection
Joan Esterline Lafuze, Professor of Biology, Indiana University EastResearch Associate, Indiana University School of Medicine
Debra Runshe, Instructional Design Consultant, Indiana University – Purdue University Indianapolis
Overview
• Course Background
• Sakai Tools• Streaming
• Modules
• Assignments 2
• Wiki
• Forums: Holodeck
• ePortfolio
• Questions
Course Background
• Traditional course for pre-Nursing & Nursing students
• National, international, and rural students
• Issues: access to technology
• Benefits to having this course online
• Attendance/Live streaming element
• Preparation for clinical experiences
What is an ePortfolio?
A selection of purposefully organized artifacts that supports learning, reflective practice, and self-presentation, as well as documentation and assessment of student learning over time and across varied learning experiences.
How are ePortfolios Used?
Teaching & Learning
AssessmentSelf-Representation
learning integration
reflection/metacognition
skills mastery
learning portfolio
developmental portfolio
identity development
showcase portfolio
career portfolio
accreditation
program improvement
“Folio thinking”
“Folio Thinking enables students to become aware of, document, and track their learning and develop an integrated, coherent picture of their personal learning experiences from both inside and outside of the classroom." (Helen Chen)
What is Reflection?
• Metacognition• Re-processing ideas to support
understanding• Questioning assumptions• Seeing in multiple contexts• Self-examination• Integration• Self-assessment
Value of Reflection
• Helps students make knowledge by articulating connections
• Introduces students to new kinds of self-assessment that they carry into the rest of their lives
• Helps develop habits of reflective practice• supports deeper engagement in learning• Provides evidence of learning not
available by other means
Some Issues to Consider
• How can we teach students to reflect?
• What kinds of scaffolding/support do students need at different levels and in different contexts?
• When and how often should students reflect?
• How can we assess reflection?
Development in Reflective Thinking
• Self-assessment
• Understanding of how knowledge is created
• Identity as a lifelong learner
Helping Students Reflect Meaningfully
• Clear expectations (purpose, criteria)
• Effective scaffolding/guidance (examples, thoughtful prompts, peer review)
• Audience