Reflection amplifiers in self-regulated learning PDF
Preview Reflection amplifiers in self-regulated learning
0 | | 1 Reflection amplifiers in self-regulated learning 2 | Chapter 1 The research reported here was carried out at the Open University in the Netherlands in the and in the context of the Dutch Research School for Information Knowledge Systems. ISBN: 9789491465697 SIKS-dissertation series n°2012-42 Copyright © 2012 by Dominique Verpoorten. Printed by Datawyse / Universitaire Pers Maastricht, The Netherlands. Cover visual: René Magritte, La Reproduction interdite (1937). Courtesy of Museum Boijmans Van Beuningen, Rotterdam, The Netherlands and the Belgian Society of authors, composers and publishers (SABAM). Digital image from O. Borisov, https://plus.google.com/photos | 3 Reflection amplifiers in self-regulated learning Proefschrift ter verkrijging van de graad van doctor aan de Open Universiteit op gezag van de rector magnificus prof. mr. A. Oskamp ten overstaan van een door het College voor promoties ingestelde commissie in het openbaar te verdedigen op vrijdag 9 november 2012 te Heerlen om 16.00 uur precies door Dominique Verpoorten geboren op 15 mei 1969 te Verviers, België 4 | Chapter 1 Promotores Prof. dr. M.M. Specht, Open Universiteit Prof. dr. W. Westera, Open Universiteit Overige leden beoordelingscommissie Prof. dr. M. Bannert, University of Würzburg, Germany Prof. dr. R.L. Martens, Open Universiteit Prof. dr. M. Valcke, University of Gent, Belgium Prof. dr. R.W.J.V. van Hezewijk, Open Universiteit Prof. dr. L. Kester, Open Universiteit | 5 Foreword “As a secondary-school teacher, I am used to asking my pupils around January, how many courses we had together. I am year after year fascinated by the an- swers. It is bewildering to discover that even hard working and well performing pupils in my class are largely incapable to refer to the what, how, when, where, and why of learning. Also, I sometimes raise the question “why do you go to school?” or, interrupting a lecture, “why do we study this?”, causing a mix of surprise and interest, reflected in the debates that follow. It is also my habit from time to time to defer a lesson by asking students to write down what they have experienced so far. Most of the time the answers are rather poor and only a very modicum mention procedural elements of learning. In addition, I have noticed that the below-average students are usually those who finish this as- signment the fastest, some of them asking, before giving back their account, whether this is “the good answer”. In an action-research also conducted at my school, students were asked to use a personal learning environment to book- mark resources about historical characters. In their report of what they learnt, pupils mentioned only that they had acquired academic knowledge and no one that they got acquainted with a new tool organising knowledge and resources. Methodologically unsafe, these grassroots experiences nevertheless anchored the idea that pupils hardly conceptualise the learning situation they are commit- ted to and their own identity as learners.” Dominique Verpoorten, teacher at the European School Mol, Belgium. 1998 2012 “This dissertation was undertaken to confront two premises to empirical data. The first premise was that reflection-in-action requested a specific type of tool to be trained: compact, structured, and repeated “reflection amplifiers”. The second premise was that these structured reflective episodes, devised to be practised in a “zapping-like” manner, did not have to be long to reap benefits. One main benefit could be for students to realise that they are learners and that constant mental moves between action and reflection should steadily become the key feature of their inner intellectual life.” Dominique Verpoorten, researcher at the Open University in the Netherlands. 6 | Chapter 1 | 7 Contents Foreword.........................................................................................5 Chapter 1: General introduction................................................15 THE SOCIETAL CONTEXT OF THIS STUDY REFLECTION AMPLIFIERS (RAS) - REINVESTING THE MOMENT OF LEARNING THEORETICAL BACKGROUND AND SCIENTIFIC RELEVANCE Definitional issues Reflection-in-action training - Obstacles Factor 1 – Lack of time Factor 2 – Lack of empirical evidence Factor 3 – Competing demands Factor 4 – A swampy concept Factor 5 – A concept for adults only Factor 6 – A foreign learning goal Theoretical models Boud, Keogh, and Walker’s model of the reflective process Mezirow’s model of critical reflection Le Cornu‘s working model of the process of reflection Schön’s model of reflective practice Nelson and Narens’ framework of meta-memory Endsley’s three-level model of situational awareness Ryan and Deci’s taxonomy of human motivation INSTITUTIONAL BACKGROUND AND PRACTICAL RELEVANCE Interactive content Web application framework Open Educational Resources TECHNOLOGICAL RELEVANCE – HARNESSING WEB 2.0 TO EDUCATION OVERVIEW OF THE DISSERTATION Chapter 2: RAs – A classification framework...........................37 EXISTING RAS A GENERAL CLASSIFICATION FRAMEWORK OF RAS Relevant attribute 1: the Interaction type (input) Interaction type 1: Receiving information Interaction type 2: Giving information (Responding) Interaction type 3: Verbalising information Relevant attribute 2: the Instructional purpose (output) Instructional purpose a: training reflection on content and task Instructional purpose b: training reflection on learning processes Instructional purpose c: training reflection on learning experience 8 | Chapter 1 MAPPING RAS TO THE CLASSIFICATION FRAMEWORK A FIRST VALIDATION FURTHER LINES OF INQUIRY Challenge 1 – Acceptance of the idea Challenge 2 – Exploration of the value of tracked data for instruction Challenge 3 – Links between reflection and personalisation APPENDIX: COMPACT DEFINITION OF 35 RAS Chapter 3: Infusing reflective practice – Can widgets help?...51 WIDGETS FOR REFLECTION THE IMPORTANCE OF TEACHERS’ VOICES Widgets for education, really? Discussions saturated with technical concerns METHOD RESULTS DESIGNING WIDGETS AS RAS Candidates to “widgetisation” Category 1 – Widgets for the mirroring of interaction footprints Category 2 – Widgets for student-driven evaluation Reasons to give a trial to widgets for reflection Reason 1 – Contextualisation of reflection Reason 2 – Cockpits for learning Reason 3 – Pick-and-mix and progressive approach Reason 4 – Instant opportunities for reflection CONCLUSION AND FURTHER WORK LIMITATIONS OF THE STUDY Chapter 4: Using RAs while learning.........................................63 REFLECTION AMPLIFIERS RESEARCH QUESTIONS METHODOLOGY The online course Three types of RAs RA 1 – Compare with yardstick RA 2 – Rate your mastery of this page RA 3 – Write on the content Sample and schedule Measure instruments RESULTS DISCUSSION Primary research questions Questioning RAs Questioning learners Questioning the course | 9 Questioning the notion of performance Questioning the experimental setting Secondary research questions CONCLUSION Chapter 5: Annotations as RAs...................................................77 PAST AND RECENT RESEARCH ON ANNOTATIONS REFLECTION AMPLIFIERS HYPOTHESES METHOD APPARATUS QUANTITATIVE RESULTS Measures between groups Within-treatment measures relating to learning effectiveness Amount of reflective enactments and mark at the test Rate of reflective enactments and mark at the test Isolated/combined reflective enactments and mark at the test Within-treatment measures relating to learning efficiency Amount of reflective enactments Rate of reflective enactments QUALITATIVE RESULTS Overall satisfaction Sense of control Stimulation of reflection by the annotation process Extra annotations CLUSTER ANALYSIS DISCUSSION RECOMMENDATIONS FOR FUTURE RESEARCH CONCLUSION Chapter 6: RAs – A systematic literature review .....................95 DEFINITIONAL ISSUES Reflection Reflection-on-action prompts RAs Boundaries of the review METHOD Selection of articles for the main review database Specific criteria and mapping of the domain In-depth review RESULTS Instructional context RAs’ domains of application RAs’ deployment contexts and exposure times
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