Slides from presentation by Eloise Tan, Dublin City University at annual CELT conference at NUIG, 2012. http://www.nuigalway.ie/celt/conference/conference12.html

1. Dr. Eloise Tan
&
Morag Munro
Learning
Innovati on Unit,
DCU
June 7 th , 201 2
CELT conference
National
Univer sity of
Ireland Galway
@t_eloise #celt12

2. REFLECTING ON TEACHING PRACTICE
Module: Online assessment Module: Post Graduate Tutor
and feedback demonstrator
 Blended professional  Blended course for
development course
 Participants across Dublin postgraduate tutor
 One to face to face at the demonstrators
beginning and at the end of
the module  Participants from DCU
 Weekly  Face to face delivery
lectures/discussions
through webinars  Assessments online
(Blackboard Collaborate)
 Discussion forum
 Online content
@t_eloise #celt12

3. “TO BEND OR TURN
BACKWARDS” (SALMON,
P.381, 2002)
Image
credit:
http://www
.gilbertglas
s.com/ser v
ices
@t_eloise #celt12

4. ASSESSING REFLECTION
Reflective writing is
a common type of
assessment for
higher order learning
across a variety of
disciplines (Craf t, 2005;
Das Gupta & Charon, 2004;
Hoover, 1993).
Image credit:
@t_eloise #celt12 http://www.gilbertglass.com/services

5. REFLECTION ONLINE
Conflict between
personal nature of
reflective writing
and the perceived
impersonal nature of
technology by some?
(Weiss, 2000).
@t_eloise #celt12
Image credit:
http://www.gilbertglass.com/services

6. RESEARCH ON ONLINE REFLECTION
 Online reflective learning in graduate education ( Andrusyszyn
& Davie, 1997)
 Online reflective learning in nursing (Morgan et al, 2006)
 Study of reflections in action for online learners (Salmon ,
2002)
 Quan comparison between reflections in an online and a f2f
MBA (Hay et al, 2004)
@t_eloise #celt12

7. REFLECTING ON TEACHING PRACTICE
Module: Online assessment Module: Post Graduate Tutor
and feedback demonstrator
 Blended professional  Blended course for
development course
 Participants across Dublin postgraduate tutor
 One to face to face at the demonstrators
beginning and at the end of
the module  Participants from DCU
 Weekly  Face to face delivery
lectures/discussions
through webinars  Assessments online
(Blackboard Collaborate)
 Discussion forum
 Online content
@t_eloise #celt12

8. REFLECTING LEARNING JOURNAL
 5 entries
 Models of reflection provided
 One to one
 Scaf folding
 Screencasting as general feedback to group correct / praise
 Feedback cycle (one week)
 Use of rubric
 Formative to summative assessment
@t_eloise #celt12

9. @t_eloise #celt12

10. SCAFFOLDING OF REFLECTION
Formative Summative
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11. General feedback
Journal entry #1
"My concerns / expectations for online assessment
and feedback for my teaching"
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12. Reflective depth 0 1 2 3 4 5 6
No reflection Only includes Includes Includes Includes Includes Includes description of
evident. The descriptions of description of description of description of description of events; demonstrates
entry relies events; no events and events, events; events; analysis from a
wholly on reflection is some analysis analysis of demonstrates demonstrates different perspective(s),
citations from demonstrated behind the events; and analysis from a analysis and demonstrates ability to
course content beyond the events; no demonstrates different evaluation think of alternative
with no descriptions evidence of analysis of the perspective(s), from a different outcomes or
reflection or using multiple events from a demonstrative perspective(s), approaches, writing
sharing of perspectives in different s ability to demonstrative conveys an intention to
experiences / analysing the perspective(s) think of s ability to transform teaching
thoughts. issues alternative think of practices based on
outcomes or alternative reflective learning.
approaches outcomes or
approaches
Presentation 0 1 2
Chaotic in organization and presentation of ideas. The writing lacked an organized Writing is well-focused; arguments or
flow and the ideas were hard to perspectives are precisely defined and
follow explained; coherent flow in developing an
insightful idea demonstrated
Use of course 0 1 2
content
No reference to course content. Acquired knowledge from course Acquired knowledge from course content is
@t_eloise #celt12 content is linked to personal linked to personal reflection in a meaningful
reflection at a superficial level. way that shows a deep understanding of
content.

13. Common strengths
O Sharing hopes / concerns
O Honest
O Identify individual goals for learning in this
course
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14. Common challenges
O Described many events, reflected a little (use
your word count wisely)
O Stream of consciousness affected
organisation/presentation of ideas
O Connections to content (pre-reading resource)
missed
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15. For the next entry
O Try focusing in on fewer events to allow for greater
reflection
O Question declarative statements such as ‘The best time I
ran a module was…’ Best for whom? What criteria are
you judging best by?
O Question use of adjectives such as ‘The anxious
students…’ Could they have been confused? Bored? What
led you to interpret them as anxious?
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16. For the next entry
O Go back and edit – especially if you wrote
‘stream of consciousness’
O Think about what influences your perspective
(your experiences, your theoretical standpoint,
the constraints / opportunities in your
situation)
O Think about it from another’s point of view
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17. Common themes
O Biggs (2003) model of Lecturer / Student
perspectives on assessment
O Looking for efficiency but still effectiveness
O Changing perceptions of online assessment
O Institutional roadblocks / pressures
O Want to learn more about peer / self
assessment
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18. UNINTENDED CONSEQUENCES
Feedback for
lecturer
Deepening
engagement
Multimedia as
reflection / building
Personal to digital literacy
Dialogical
Success beyond
measure of rubric
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19. Image credit:
http://www.innovativelearning.com
/educational_psychology/developm
ent/zone-of-proximal-
@t_eloise #celt12 development.html

20. DIGITAL
LITERACY
- Should I
assess it?
- How?
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21. WHAT DID TECHNOLOGY FACILITATE?
 Ease of marking / transparency – Rubrics in Moodle 2
 Comment inline contributed to emerging „dialogical‟ nature of
entries
 Content (and prompts) moved beyond text to demonstrate a
digital literacy through meaningful engagement with
multimedia
 Communicate common themes/successes/challenges –
screencasting through Camtasia
 Manageable one to one sessions – Blackboard Collaborate
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22. LESSONS LEARNED
Expectations must Account for digital Create dialogue
be clear; signpost literacy through feedback
Scaffold rubric (?)
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23. MOVING FORWARD
How / if to assess multimedia as
reflection (look to digital literacy)
Audio reflections
Peer to peer reflections
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24. @t_eloise #celt12

25. IMAGE CREDITS
 Communication http:// rkb-lbc-
09.blogspot.ie/2009/08/communication -fundamentals-par t-4.html
 Thinking outside the box http://www.zenlawyerseattle.com/thoughts -
on-per sonal-injur y -law/think -outside-the-box/
 Multimedia http://www.canidae.org/multimedia -in-education /
 Student engagement http://campusclimatesolutions.org/student -
engagement -in-climate-action-planning/
 Thermometer
 http://thermometer-clipar t.blogspot.ie/2011/08/thermometer.html
 Signpost
 http://read -out.net/
 Digital literacy http://www.onlinecollege.org/201 2/04/24/rethinking -
digital-literacy/
 Dialogue http://trinities.org/blog/archives/2837
@t_eloise #celt12