Developing a Reflective Journal for your e-Portfolio Course Design & Development Storyboard Presented by; Jennifer Byrne, Gerry Mc Cann & Michael Gleeson.

Developing a Reflective Journal for your e-Portfolio

Course Design & Development Storyboard

Presented by; Jennifer Byrne, Gerry Mc Cann & Michael Gleeson

ProjectThis storyboard provides an overview of the design criteria employed to develop an e-learning resource for instruction.

The instruction aims at providing the learner with the necessary skills and knowledge to develop and maintain a Penzu reflective journal in Mahara e-Portfolio.

The ADDIE instructional design model was selected to develop the learning programme because the model provides flexible design for online e-learning

Rationale

Reflective journals promote deeper learningProvides feedback between the student and instructor

monitoring the learning progressPromotes analytical and critical thinkingEnables students to identify areas that need improvementReinforce the knowledge required for practical application

AimProvide the learner with the necessary skills and knowledge to develop and maintain a Penzu reflective learning journal and embed it into Mahara e-Portfolio

AudienceThe programme is designed for third level students

competent in the use of computers and users of social network sites. This programme is designed for a first year group completing an ordinary degree in Timber Technology DT169

Their Needs ?Understand the content of reflective journalRealise the benefits of a reflective journalInternet access

Audience

Module: Jointing Techniques &Furniture 1

Practical class were asked to keepa diary of events and to write their reflections regarding the production and development of their coursework.

Students produced hardcopy of reflective diaries. Students were asked and agreed to create and publish their journals online.

Environment & Delivery

The resource will be delivered using the

Reasons for using this platform: Students have access to Blackboard and are very familiar with using this platform.

Many DIT Modules are delivered using Black Board.The resource shall consist of PowerPoint slides of

instruction, demonstration and self assessment questions for the learner to monitor their own performance

Accessibility

DIT provides digital software called Read & Write 9 GOLD.

It provides comprehensive literacy support through a unique set of features for the user with literacy or learning difficulties.

The newer version is called Read Write 10 Gold.

Read & Write 9 GOLD

Read & Write 9 GOLD is a simple to use toolbar that “floats” on top of any open application. Assistance can then easily be called upon as the user works.

An image of the tool bar is shown below

This software allows the student to highlight text in many different formats and listen to a narration of this text.

It also reads PDF documents.

Read & Write 9 GOLD Some students read better from a coloured background.

The background can be changed to any of these colours.

Pages from books or magazines can be scanned and read by the computer.

It also includes word prediction-as the user is typing Read and Write Gold offers a predictive list for the next word that it thinks the user wants-a little like predictive text on your mobile phone but infinitely more powerful. .

New features of Read & Write 10 GOLD Picture Dictionary to improve comprehensionVerb Checker to identify correct verb conjugationsVocabulary Tool to expand vocabularyEnhanced Text-to-Speech, Translator and Study SkillsEnhanced Speech Maker to convert text to MP3Enhanced Screenshot Reader to read inaccessible textEnhanced Homophone and Confusable words

http://www.edtech.ie/details.asp?ptid=20117&ID=15457

Assessment

Successfully published Penzu Journal embedded in Mahara

Constraints

Student

Use of the technologyTime for updating

Identify learning Units

Unit 1 Introduction & Resources (FAQ’s)Unit 2 Navigation and use of journalUnit 3 Embedding into Mahara e-Portfolio

Identify subject matter of each unit

Unit 1 Introduction & ResourcesLearning OutcomesRationale for learning journalJournal entriesContent of journalSample journalResourcesFAQ’sUnit 1 progress self assessment

Identify subject matter of each unit

Unit 2 Navigation and use of journal

Locating electronic journal Penzu on internetAdding content (Text, Video Links and Photographic

Material)Saving entriesReviewing entriesUnit 2 progress self assessment

Identify subject matter of each unit

Unit 3 Embedding to e-PortfolioLocating Mahara e-PortfolioIdentifying location for journal in e-PortfolioEmbedding journalUp-dating journal on e-PortfolioUnit 3 progress self assessment

Select delivery method

Blackboard

Learn

Build content, Assignments, Assessments

The following slides provide an outline of lessons:

Unit 1 Introduction & Resources (FAQ’s)Unit 2 Navigation and use of journalUnit 3 Embedding into Mahara e-Portfolio

Unit 1 Introduction & Resources (FAQ’s)

Students were directed towards blackboard were they had access to a Power Point presentation which gave step by step instructions on:

The meaning of reflection.Benefits of reflection.Models used for reflections.Advice on creating and keeping a journal.

Unit 1 Introduction & Resources (FAQ’s)

Unit 1 Introduction & Resources (FAQ’s)

Unit 1 Introduction & Resources (FAQ’s)

Unit 2 Navigation and use of Journal

Students were directed towards blackboard were they had access to step by step instructions on:

Creating an account with Penzu.Creating journal entriesUploading photographic material to their pages.Saving their work.Publishing their work.

Unit 3 Embedding to e-Portfolio

Upload content and test operation

Upload to Blackboard Platform and test on sample audience

Screen Shot of Blackboard learn +

Sample Student 1

Implement

Students will be provided with an online questionnaire to find out how user friendly our resources will be.

Results of questionnaire/ online survey etc can be viewed on our e-Portfolio pages

Evaluate Learning Object Review Instrument (LORI)

Bibliography • Arkun, S. & Akkoyunlu, B. (2008). A Study on the

development process of a multimedia learning environment according to the ADDIE model and students’ opinions of the multimedia learning environment. Interactive Educational Multimedia, 17, 1-19

• Biggs, J. & Tang, C. (2007)Teaching for Quality Learning at University: What the student does. (Society for research into higher education) England. Open University Press

• Boud, D., Keogh, R. & Walker, D.(1985) “Promoting reflection in learning: a model.” In Boud, D., Keogh, R. & Walker, D. (eds.) Reflection: Turning Experience into Learning, New York: Nichols, 18-40,

Bibliography • Clarke, A. (2011) How To Use Technology Effectively In Post-

Compulsory Education. USA. Routledge

• Finlay, L.(2008) Reflecting on ‘Reflective practice’. UK http://www.open.ac.uk/cetl-workspace/cetlcontent/documents/4bf2b48887459.pdf

• Levy, S. (2003) Six Factors to Consider when Planning Online Distance Learning Programs in Higher Education. Online Journal of Distance Learning Administration 6(1), 1-19

Bibliography

• Kennedy, G.E., Judd, T.S., Churchward, A., Gray, K. & Krause, K.L. (20080 First year students’ experiences with technology: Are they really digital natives? Austrasian Journal of Educational Technology, 24 (1) 108-122. http://www.ascilite.org.au/ajet/ajet24/kennedy.html

• Maier, P. & Warren, A, (2000) Designing learning environments. In Integrating Technology in Learning & Teaching. London: Kogan Page Limited.

• Schön, D. A. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983

Bibliography

• Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning. Educational Technology & Society, 3(2), 50-60.

• Visser,W. (2010). SCHÖN: Design as a reflective practice issue 2 of Collection, on "Art + Design & Psychology," pp. 21-25. http://hal.archives-ouvertes.fr/docs/00/60/46/34/PDF/Visser_Collection2_Schoen.pdf