expert, aspro reflecting 2013
DESCRIPTION
TRANSCRIPT
MONITORING
AND
REFLECTING
LEARNINGPirkko Hyvönen, PhD
Learning and Educational Technology Research Unit (LET)
10.04.2023 1© [email protected]
10.04.2023 [email protected] 3
10.04.2023 [email protected] 4
EXPERT PROFILE (let students) PORTFOLIO (minor subject students)
Is a tool for Students fostering learning: thinking and understanding
and making learning path acknowledgeable and visible. Teachers for providing information about where the
students are and how to improve teaching.
Students in our education a) Monitor their experiences; they make perceptions of
their learning and document them. Documents can be in different form such as photographs, written texts, drawings, figures, video clips, audio clips or combination of different modes.
b) Write an expert profile five times during two-year programme. In writing they use collected documentation.
AIM
Aim is to inspire and
activate your mind and senses to monitor, reflect and document meaningful experiences and learning
from now on.
10.04.2023 6
WHAT DO YOU DO WHEN YOU REFLECT?
Identify, interpret and assess experiences -
monitor, reflect and analyse learning.
Recognise and remember, what
moments/episodes have influenced on learning
Look backwards, present and future as well.
Become increasingly aware of your learning
moments and of understanding and also deepen
understanding. (Koopmans et al., 2013)
10.04.2023 7
WHY TO REFLECT?
Reflecting is crucial in order to learn, it promotes and supports metagognition.
Reflecting through expert profiles is highly cognitive and metacognitive process and requires reflecting strategies.
”Trajectories towards expertise are domain specific and must be documented and then used within instructional contexts to promote knowledge transition.” (Lajoie, 2003) expert profiles
How to learn to be effective in identifying, interpreting and assessing experiences -monitoring, reflecting and analysing of learning?
10.04.2023 8
Reflecting is a tool to construct ”the whole picture”, to comprehend the all entity.
”Making sense of a complex system should require that a person construct a network of concepts and principles… that represents key phenomena and their relationships.” (Hmelo-Silver & Green Pfeffer, 2004)
Expert’s knowledge is organised as patterns and is better for use in performances (eg., Glaser, 1990)
REFLECTING AND LEARNING EXPERTISE
Experts are at something; path towards expertise is not linear. (Lajoie, 2003)
10.04.2023 9
WHAT TO MONITOR? Understanding theories: self-
regulation and collaboration, expertise, technology-enhanced learning
Understanding how to put theories into practice
Ability to explain practice by theoretical reasoning (cf. Barnett & Koslowsky, 2002)
Ability to describe learning steategies
Assessing learning from solo and collaborative perspective
Expert in learning and educational technology©
10.04.2023 10
WHAT TO MONITOR? Meaningfulness of learning experiences Error competence and learning from errors (Hetzner et al., 2013) Positive experiences first, then problematic (Janssen et al., 2008)
10.04.2023 11
WHAT TO MONITOR? Learning strategies Creativity and playfulness Affective experiences (reasons behind and impacts for) Athmosphere, psychologically safe? Lack of knowledge?
10.04.2023 12
(Sobral, 2000)Results
The results showed that 81% of the students had an increase in scores for reflection-in-learning between the beginning and the end of a course. At the end of the course, the level of reflection-
in-learning was significantly associated with self-perceived competence for self-regulated learning and with the
meaningfulness of the learning experience. In the following term, students who had high reflection-in-learning scores at the end of the course had higher grade-point averages and greater self-reported diagnostic ability in comparison with those with
low scores.
ConclusionsThere was some evidence of an improved quality of reflection as
the students strive for some control of learning. Overall, the findings support the idea that a greater effort at reflection is
associated with a more positive learning experience. They also suggest that reflection-in-learning is related to readiness for self-
regulation of learning and may be conducive to enhanced diagnostic ability. In conclusion, measuring reflection-in-learning
may be a useful tool in the appraisal of medical students’ learning profiles.©
10.04.2023 13
HOW TO START TO WRITE EXPERT PROFILE?
Review your previous studies/courses and previous expert profilesRead the writing assigment
Scetch main points and relations with them Concept map SWOT analysis Etc.
Make a presentation about your ideas: what to take into account when starting to figure out expert profile?- Creative collaboration
10.04.2023 [email protected] 14
REFERENCES
Barnett, S.M. & Koslowsky, B. (2002). Adaptive expertise: Effects of type of experience and the level of theoretical understanding it generates. Thinking and Reasoning, 8(4), 237-267.
Hmelo-Silver, C.E. & Green Pfeffer, M. (2004). Comparing expert and novice understanding of a complex system from the perspective of structures, behaviors, and funktions. Cognitive Science, 28, 127-138.
Janssen, F., de Hullu, E., & Tigelaar, D. (2008). Positive experiences as input for reflection by student teachers. Teachers and Teaching: Theory and Practice, 14(2), 115-127.
Lajoie, S.P. (2003). Transitions and trajectories for studies of expertise. Educational Researcher, 32(8), 21-25.
Sobral (2000). An appraisal of medical students’ reflection-in-learning. Medical Education, 34: 182–187. doi: 10.1046/j.1365-2923.2000.00473.x