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

Streaming (Live)

Melete: Modules Tool

Assignments 2(formerly Assignments Beta)

Wiki

Forums: Holodeck

ePortfolio

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

Questions?