1. Establishing a Foundational Framework for Development of Reflective Thinking: Learning Journals in the MDE Lisa M. Blaschke and Jane E. Brindley Oldenburg University (Germany) EDEN Research Workshop, Budapest October 24-27, 2010

2. What is Reflection?  Critically thinking about how and what we learn (metacognition)  Making meaning by making connections  Constructing ideas, theory, and knowledge  Becoming an independent learner

3. Why is Reflection Important?  For learning  For life  In distance education  In the Masters in Distance Education and E-learning (MDE)

4.  Praxis: Reflective thinking about practice  Question: Is the learning journal effective in developing reflective thinking? Are we meeting learning outcome goals in the MDE?  Case Study: A qualitative, investigative method to deepen understanding (reflective thinking about practice) Taking a Reflective Approach: The Case Study

5. Case Study Method  Deepen understanding of a general principle by investigating, describing, and reflecting on a specific case  Examine/understand from different perspectives: –Literature review (others) –Instructor theory and practice (ours) –Student survey (learners)

6. Does Reflection Lead to Change?  Think of an instance when reflective thinking changed your behaviour in some way – in your teaching or professional practice or in the way that you do something  What was the realization (aha moment) that led to the realization and what did you change?

7. Encouraging Reflection in the Classroom  M ake reflective practice an explicit learning objective  Provide guidance and scaffolding  Model desired behaviour  Encourage questioning/challenging  Incorporate reflection activities  Provide ongoing, continuous feedback  Assess performance

8. Learning Journals and Reflection: Student Examples  Reflecting on the learning experience  Documenting thoughts and feelings  Recognizing change!  Demonstrating consolidation/deepening of learning  Constructing new, user-generated knowledge  Making connections

9. Guiding Questions for Students  How has your definition/understanding of DE evolved since you first posted it)? What changes would you make to your original definition as a result of Module 1 readings and discussions?  What has contributed to the change in your understanding of DE (i.e., specific discussions/readings/interactions)?  How would you convey to your co-workers what you learned in this module? How might you apply what you’ve learned in this module to a “real life” DE environment?  What was your most important “aha!” experience in this module?  Review the objectives for this module. Do you feel that module goals and objectives have been met? How and in what way?

10. Reflecting on the Learning Experience

11. Documenting Thoughts and Feelings

12. Recognizing Change

13. Deepening of Learning

14. Constructing New, User-Generated Knowledge

15. Making Connections

17. The Learner Perspective: Effects of Journaling  Understanding their learning process (metacognition)  Thinking about how they think (metacognition)  Reflecting on reading/class discussions  Understanding course material  Feeling more connected to course content (v. instructors/peers)

18. Moving Forward  Implications for practice  Future research

19. Your Questions and Reflections? Thank You! Lisa Marie Blaschke Jane E. Brindley <jbrind@uwindsor.ca>