| CODE | LLI5020 | |||||||||
| TITLE | Learning through Reflection | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | 7 | |||||||||
| ECTS CREDITS | 5 | |||||||||
| DEPARTMENT | Leadership for Learning and Innovation | |||||||||
| DESCRIPTION | This study-unit explores how digital tools can be used to promote reflection both as an individually-directed activity and as a socially-mediated process. Participants will be guided to explore a number of different reflective models exposed by researchers in the field. The aim is to familiarize themselves with models that fit to their preferences. Consequently, the models would be confidently applied in action to improve practice in technology-enhanced education. Issues pertaining and related to technology education will be explored to support students to reflect critically, and thus, to become better reflective practitioners. The unit will also elaborate on different types of assessment considering these as different modes of reflection. It will explore the use of digital technologies for assessment and how technology-enhanced learning can be assessed and evaluated. Study-unit Aims: This study-unit will seek to: (i) explore various models of reflection and provides guidance to put these into practice using digital tools and resources; (ii) promote various pedagogical approaches, tools and resources for reflection; (iii) elaborate on different types of assessment considered as different modes of reflection; (iv) explore how digital technologies can be used in assessment; (v) explore how technology-enhanced learning can be assessed and evaluated. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: (i) discuss various models of reflection; (ii) connect different reflective models to different contexts; (iii) identify the stages of deeper reflection by connecting theory and practice in Technology-Enhanced Learning; (iv) engage in critical reflective conversations with peers and / or apply it in research using the reflective knowledge base acquired through this unit; (v) discuss the general principles regarding formative and summative assessment in the context of TEL; (vi) adopt a Connectivist interactions-oriented approach for designing and assessing ‘Learning through Reflection’; (vii) assess different modes of technology-enhanced learning and knowledge building; (viii) assess their readiness for technology-enhanced and technology-transformed learning; (ix) carry out formative assessment for technology-enhanced learning; (x) understand and apply the strategies used to implement formative assessment of TEL. 2. Skills: By the end of the study-unit the student will be able to: (i) apply different reflective models to different contexts; (ii) apply reflective theories in practice through research, reflective conversations and pedagogy; (iii) use various digital tools and resources to promote reflection; (iv) moderate and evaluate technology-mediated reflection; (v) evaluate technology-enhanced learning; (vi) evaluate readiness for technology-enhanced learning; (vii) develop and manage a personal ePortfolio; (viii) manage technology-mediated peer and group assessment; (ix) design technology-enhanced learning activities to promote various dimensions of reflection (Before, during and after action); (x) use technology to promote competences characterising formative assessment (Self-assessment, autonomous learning, peer assessment, collaborative skills). Main Text/s and any supplementary readings: - Cambridge, D. (2010). Eportfolios for Lifelong Learning and Assessment 1st Edition. Jossey-Bass; 1 edition. ISBN-10: 0470503769. - Korthagen, F. & Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice, Vol. 11, No. 1, February 2005, pp. 47–71. Pollard, A., Black-Hawkins, K., Hodges, G. C., Dudley, P., James, M., Linklater, H., & Winterbottom, M. (2014). Reflective teaching in schools. Bloomsbury Publishing. (Main Text) - Stefani, L. 2009. The Educational Potential of e-Portfolios: Supporting Personal Development and Reflective Learning [Kindle Edition], T & F Books UK. Supplementary Texts - Clarke, S. (2008). Active Learning Through Formative Assessment. Hodder Education, London, UK. - Perrotta, C. & Wright, M. (2010). New Assessment Scenarios. Bristol, Futurelab. Downloadable from http://admin.futurelab.org.uk/projects/assessment. - Pollard, A. ed., (2014). Readings for Reflective Teaching in Schools. 2nd ed. Bloomsbury Academic. - Redecker, C. (2013).The Use of ICT for the Assessment of Key Competences. Scientific and Policy Report by the Joint Research Centre of the European Commission. Downloadable from: http://ipts.jrc.ec.europa.eu/ publications/pub.cfm?id=5719 - Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press. Bloomington, IN. - Williams, K., Kear, K., & Rosewell, J. (2012). Quality assessment for e-learning: A benchmarking approach (2nd edn.). Heerlen, Netherlands : European Association of Distance Teaching Universities (EADTU). Downloadable from http://oro.open.ac.uk/34632/2/3D5D7C.pdf |
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| ADDITIONAL NOTES | Pre-requisite qualifications: ECDL | |||||||||
| STUDY-UNIT TYPE | Lecture, Seminar and Tutorial | |||||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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