Greenhouse Gas Pilot Debrief of Outcomes August/ September 2006.
MoRe Pilot, outcomes, a presentation
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Reflection is a tool “to facilitate maintenance and improvement of practice”
(Brown et. al 2006, p. 216)
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developing reflection within initial teacher training
recording and sharing audio reflections within a community (use own mobile phones)
peer support
pilot: student teachers with dyslexia
duration: Feb – March 2010
audio feedback
not funded!
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Vygotsky (1978) social constructivism
Wenger (2006) communities of practice
Siemens (2006) connectivism
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wordpresshttp://
morepilot.wordpress.com
ipadiohttp://www.ipadio.com
the space where I recorded my thoughts about the pilot http://chrissinerantzi.wordpress.com/category/mlearning/
ipadio app
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Timereflecting, calling, listening, engaging in conversation
Money call to a UK landline,
once a week, for 8 weeks
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“Really easy. It would have taken
me 2 hours to write my reflective
journal. Now this is just a quick phone call between my
dusting.”
“It feels natural. I can listen back and have another chance to filter what I can take away and learn from it.”
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Gibbs (1988); Moon (2004)
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criteria based on Hatton’s and Smith’s (1995), also adapted by Moon (2004)
abbreviation/title characteristics
3 CritRCritical Reflection
Critical exploration and reasoning of practice in a wider context, link to theory and thinking about the effects upon others of one's actions.
2 DialRDialogic Reflection
Stepping back, practice analysed, reasoning well developed, linking own viewpoints with these of other, exploring problem solving.
1 DescRDescriptive Reflection
Own practice is analysed, some reasoning for decisions and actions, limited to own viewpoints and perspective.
0 RepoR0Reporting, no reflection
Accounts limited to reporting events sporadic evidence of reflection.
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star
t
end
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good issues actions
engagement throughout
technology, initially more initial training and testing
descriptive -> reflective0 > 1(+2)
ongoing support peer support, refine approach
students positive weekly activities 2-week cycle?
structured approach technical support
audio feedback modelling?
peer support visual guides
comparative study
enjoyed pilot larger group
MoRe pilot (totals)duration: 8 weeks18 phlogs/8 weeks146min (2h 26min)/8 weeks
per student (averages)9 phlogs/8weeks73min (1h 13min)/8 weeks8min/phlog
live link: http://morepilot.wordpress.com
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Brown M, Fry H & Marshall S (2006) Reflective Practice, in: Fry H, Ketteridge S & Marshall S (2006) A Handbook for Teaching & Learning in Higher Education. Enhancing Academic Practice, Oxon: RoutledgeFalmer, pp. 215-225.
Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods, Further Education Unit, Oxford: Oxford Brookes University.
Hatton, N & Smith, D (1995) Reflection in teacher education – towards definition and implementation, Teaching and Teacher Education,11 (1), pp 33-49.
Moon, J (2004) A Handbook of Reflective and Experiential Learning. Theory and Practice, Oxon: Routledge.
Siemens, G (2006) Connectivism, available at http://www.connectivism.ca/ [accessed 10 September 2010]
Vygotsky, L S (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Wenger, E (2006) Communities of practice, a brief introduction, available at http://www.ewenger.com/theory/index.htm [accessed 9 March 2010]