the reflective journal as a site of student engagement, learning and transformation
DESCRIPTION
The is presentation describes using the journal tool in Blackboard Vista to engage 1200 first year students in reflection on action with feedback on a health behaviour change planTRANSCRIPT
The Reflective Journalas a site of Student Engagement, Learning and Transformation
Susie MacfarlaneITL Teaching & Learning Conference
Deakin University 2008
Background
HBS110 Health Behaviour
Faculty core unit first year– Health Science, Nursing, Primary Teaching,
Psychology
Unit Chair: Semester 1, 2007
Assessment – MC exam: 60%– Written assignment on 1 model:
40%
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Enablers
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Outcomes
Learning Cycle
Examples
Outcomes
Scaling
Rationale
New Assessment
Introduction of new assessment task
Students chose health behaviour to work with:
– Increase physical activity– Healthy eating– Smoking reduction or cessation– Drinking reduction– Stress reduction– Enhance sleep
10 weekly journal posts on DSO– Private: visible only to teaching staff
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Examples
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New Assessment
Task: Create a plan for Health Behaviour Change
• Establish clear goals: short term and long term
• Identify any research you need to do to establish appropriate goals
• Develop strategies to achieve your goals• Anticipate the barriers or challenges you
may encounter• Develop strategies to overcome these
barriers• Identify what support you may require• Begin your plan• Monitor your progress and difficulties,
recording, analysing and reflecting on them in your weekly journal
• Observe any changes that are occurring• Celebrate and reward your successes
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Outcomes
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Examples
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New Assessm
ent
Support and Guidance
Students were supported via:
– Labs and eLive sessions – Guidelines for posts– Lectures – Feedback on posts
• Fortnightly for on-campus students• weekly for off-campus students
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Examples
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Scaling
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New Assessm
ent
Rationale: Assessment integrated with learning
James, R., McInnis, C. and Devlin, M. (2002). Assessing Learning in Australian Universities Victoria: Centre for the Study of Higher Education University of Melbourne
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New Assessment
Rationale: Assessment integrated with learning
• Assessment greatest determinant of how students learn 1
• Assessment integrated into learning provides: 2
– Feedback to students ( mistakes and achievements)
– Motivation and a sense of achievement– Application of abstract learning to
practical contexts– Evidence of learning– Lecturers with feedback on effectiveness
of teaching 2 Brown & Glasner (2005) 1 Boud (1998)
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Examples
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New Assessment
Rationale for Implementation
AIM: to ensure students
STRATEGY
Engage in deep, experiential learning not surface
Reflection on action
Develop discipline based skills
Require performative knowledge not declarative
Develop cognitive skills
Questioning by tutor
Interact with course materials
Students required to link their experience to course concepts
Provide evidence of learning
Formative assessment
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Enablers
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Outcomes
Learning Cycle
Examples
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Scaling
Rationale
New Assessment
Outcomes: first iteration
Expected: learning outcomes demonstrated
Unexpected: significant health behaviour change and meaningful learning occurring
… but someone was lurking…
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Outcomes
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Examples
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Scaling
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New Assessment
Q. Do you think it’s scaleable?
In a moment of madness, the Faculty Education Developer proposed the journal would work in the following semester with 1260 students…
Support from AHoS… tutors recruited…
uhoh… 37 labs on 3 campuses…
plus120 off-campus students…
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Scaling
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New Assessment
Numbers…
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New Assessment
Numbers… Semester 2 2007
On-campus posts: 14 777
Off-campus posts: 1 885
Total journal posts: 16 662
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New Assessment
Training and Mentoring of Facilitators
Guidelines for tutors– Our role is to teach– No advice (refer student to health
guidelines) – No suggestions re strategies, ask
student*– Be highly encouraging and supportive– The quality of learning environment
important, safe learning space– Recognise effort, & challenge of task – Over time, tutors gently challenge
barriers, excuses and assumptions
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Outcomes
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Examples
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Scaling
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New Assessment
Facilitators: attitude to learner & learning
Change and learning are difficult
The learner is in a process of development
The tutor is non-authoritative and respectful
The tutor is privileged to be invited into the learning process
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Outcomes
Scaling
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New Assessment
Facilitator skills: feedback
Focus on behaviour initially- what is happening, and what is not
A model for responding that focussed on asking questions rather than providing answers, solutions or recommendations
Provide 75% safety
– what went well and why– Taking every opportunity to acknowledge
achievement
Provide 25% challenge – Stimulate student to ask what else might have
worked?– Gently challenge barriers, excuses and
assumptions
Background
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(Hadikin, 2004; Claridge and Lewis, 2005)
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Outcomes
Scaling
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New Assessment
Example 1: Student Post
Post from a student engaged in smoking cessation:
“Beginning of Week 3 and so far off to a great start, had my last cigarette (well i hope my last) on Saturday night…
With not smoking anymore, the biggest challenge is when I go out and have a few drinks, I have a 21st this week end, and my challenge is to not have any cigarettes”
Background
Enablers
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Outcomes
Learning Cycle
Examples
Outcomes
Scaling
Rationale
New Assessment
Example 1: Tutor response
Response from tutor to a student engaged in smoking cessation:
“That is terrific you are continuing with your quitting program. Well done for noticing when you find it hard, such as when there are drinks involved. Are you able to work out any strategies to help you at this time?”
Background
Enablers
References
Outcomes
Learning Cycle
Examples
Outcomes
Scaling
Rationale
New Assessment
Response to a student engaged in smoking cessation:
“That is terrific you are continuing with your quitting program. Well done for noticing when you find it hard, such as when there are drinks involved. Are you able to work out any strategies to help you at this time?”
Example 1: Tutor response
Encouragement for effort
Background
Enablers
References
Outcomes
Learning Cycle
Examples
Outcomes
Scaling
Rationale
New Assessment
Response to a student engaged in smoking cessation:
“That is terrific you are continuing with your quitting program. Well done for noticing when you find it hard, such as when there are drinks involved. Are you able to work out any strategies to help you at this time?”
Example 1: Tutor response
Identification and recognition of
demonstrated skill
Background
Enablers
References
Outcomes
Learning Cycle
Examples
Outcomes
Scaling
Rationale
New Assessment
Response to a student engaged in smoking cessation:
“That is terrific you are continuing with your quitting program. Well done for noticing when you find it hard, such as when there ar Are you able to work out any strategies to help you at this time?”
Example 1: Tutor response
Prompt to develop further cognitive
skill
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Outcomes
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Examples
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Scaling
Rationale
New Assessment
Learning Cycle
Planning
Information
Action
Reflection
Feedback
Teaching staff
Student
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Outcomes
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Examples
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Scaling
Rationale
New Assessment
Teaching Outcomes
– Student engagement
– Evidence of of learning
– Responsive to student diversity
– Rapid cognitive skill development
– Provision of effective learning environment
– Authentic Assessment task
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Outcomes
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Examples
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Scaling
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New Assessment
Learning Outcomes
– Analytical skills development
– Attitude to course content & ability to learn
– Deep and resilient learning
– Transfer learning to other contexts
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Outcomes
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Examples
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Scaling
Rationale
New Assessment
Health Behaviour Outcomes
Over 20 students have quit smoking
Many enhanced nutrition, reduced junk food, reduction in drinking
Many established regular physical activity
Others worked on stress reduction, time management, assertiveness
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Enablers
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Outcomes
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Examples
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Scaling
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New Assessment
Outcomes: SETUs
Question 2006 2007 2008
This unit was well taught. 3.4 3.8 4.0
I would recommend this unit to other students.
3.4 3.7 3.8
The on-line teaching and resources in this unit enhanced my learning experience.
3.6 3.8 4.0
The teaching staff gave me helpful feedback.
3.5
3.9 4.0
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Outcomes
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Examples
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Scaling
Rationale
New Assessment
Outcomes: informal survey [DSO quiz tool]
N = 462
Learning Activity worthwhile
% Student Responses
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Enablers
References
Outcomes
Learning Cycle
Examples
Outcomes
Scaling
Rationale
New Assessment
Outcomes: informal survey
N = 462
% Student Responses
Change in understanding of health behaviour
change
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Enablers
References
Outcomes
Learning Cycle
Examples
Outcomes
Scaling
Rationale
New Assessment
Outcomes: informal survey
N = 462
Importance of change in health behaviour
% Student Responses
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Outcomes
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Examples
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Scaling
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New Assessment
Outcomes: Student feedback 1
I was reluctant at first - how dare they ask us to change our lifestyle! ... may have been confronting for some, but it was
an invaluable experience for a bunch of future health-care professionals who will be advising others re behaviour change - the issues raised will be applicable across a range of behaviour change areas, and making the whole thing a personal experience was a great teaching tool that I benefitted from greatly. The more indepth / conceptual research analysis in assignment 2 added even more to what was learned, and assisted in developing a deeper understanding of the issues. The experience was very worthwhile, and I hope it 's repeated - much more interesting/relevant than last year 's assessment activities, according to feedback I got from fellow-students who did this unit last year (2006).
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New Assessment
Outcomes: Student feedback 2
“Well final entry!!! I have decided I am going to continue keeping a journal as it really makes me think about things in more depth and follow through with my plans and strategies. Once I am happy with the change in my smoking behaviour I am going to choose another unhealthy behaviour to try and change as there I so many I can choose from!!!
I have learnt so much about myself and just how much control I really have. I picked what I thought would be my hardest behaviour to change so I now know that I can change other unhealthy behaviours. I have also learnt so much more about others around me (friends and family) and who I can trust and go to for support.”
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Examples
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New Assessment
Outcomes: Student feedback 3
I thought that it was fantastic. It was active learning which made it fun and exciting as well as being personally significant. The journal also helped in making the learning easy as we can relate what we have learned in the semester to how we coped in changing our health behaviour.
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Examples
Outcomes
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New Assessment
Enablers of success…
Managing Unit
– Support from school– Committed tutors– Effective mentoring and monitoring of
tutors
Managing students– clear guidelines re content & style
(“dear diary”)
– regular feedback– supportive learning environment
Background
Enablers
References
Outcomes
Learning Cycle
Examples
Outcomes
Scaling
Rationale
New Assessment
Ballard, B & Clanchy (1991) Teaching Students from Overseas, Longman Cheshire, Sydney.
Biggs, J. (2003). Teaching for quality learning at university: What the student does (2nd ed.). Buckingham: Society for Research into Higher Education and Open University Press.
Brown, S & Glasner, A (1999) Assessment Matters in Higher Education: choosing and Using Diverse Approaches, Open University Press, Buckingham.
Brown, S, Race, P, & Bull, J. (1999) Computer-Assisted Assessment in Higher Education, Kogan Page, London.
Brunning, H (2006) Executive Coaching: Systems-Psychodynamic Perspective, Karnac, London.
Claridge, M & Lewis, T. (2005) Coaching for Effective Learning: A Practical Guide for Teachers in Health and Social Care, Radcliffe Publishing, U.K.
Cranton, P, (1997) Transformative Learning in Action: Insights from Practice, Jossey-Bass Publishers, San Francisco.
Farmer, M, Riddick, B, Sterling, C (2002) Dyslexia and inclusion: Assessment and Support in Higher Education, Whurr Publishers, London.
Grant, A. (2003). The impact of life coaching on goal attainment, metacognition and mental health. Social Behavior and Personality, 31(3), 253-264.
Hadikin, R. (2004) Effective Coaching in Healthcare, Elsevier Science, London.
References
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Outcomes
Learning Cycle
Examples
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Rationale
Background
New Assessment
Kolb, D. (1984) Experiential Learning: Experience as the Source of Learning and Development, Prentice-Hall, New Jersey.
Mezirow, J 1997, ‘Transformative learning: theory to practice’, New Directions for Adult and Continuing Education, no. 74, summer, pp. 5–12.
McDowell, (1996) Enabling student learning through innovative assessment’ in G. Whisker and S. Browns (Eds) Enabling student Learning: Systems and Strategies. London: Kogan Page, SEDA.
McGill, I & Beaty, L (2001) Action Learning, Kogan Page, London.
Northedge, A (2005) Enabling participation in Academic discourses in Shaw, G. (Ed.) Tertiary Teaching and Learning Dealing with Diversity, Charles Darwin University Press, Darwin.
Skiffington, S & Zeus, P. (2003) Behavioural Coaching, McGraw Hill, Sydney.
Yancey, K, (1998) Reflection in the Writing Classroom. Logan, Utah.
Yates, L. (2004) What does Good Education Research look like? Situating a field and its practices, Open University Press, England.
Wenger, E. (1998). Communities of practice. Learning, meaning, and identity. Cambridge: Cambridge University Press.
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Outcomes
Learning Cycle
Examples
Outcomes
Scaling
Rationale
Background
New Assessment
Enablers
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