Class 5 experiential learning and reflective practice for july 7, 2015 class
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The document discusses experiential learning and reflective practice. It defines informal learning as conscious learning from non-routine experiences through reflection, and incidental learning as unintentional learning embedded in beliefs without reflection. Most learning comes from informal and incidental experiences rather than formal education. Reflective practice, like journaling and blogging, helps learners process experiences and challenge assumptions. Digital storytelling also supports reflective learning by engaging learners to creatively express themselves through combining narrative, images and music.
Class 5 experiential learning and reflective practice for july 7, 2015 class
- 1. The Nature of Experiential Learning Often dysfunctional, always incomplete Need to use present experience to test our beliefs, correcting the misinterpretations we’ve made We often manipulate experience to fit our beliefs We usually see and hear selectively
- 2. Stop and Think Can you recall a personally significant learning experience? In formal education or in the school of life? What was it? What were the circumstances surrounding the experience? Why was it significant to you?
- 3. What Makes Learning Significant? (experience attended to and reflected on) (experience not attended to) Learning Non-Learning Experience Non-Significant Significant (can involve expansion but is not subjectively valued) • Subjectively valued AND • Has personal impact involving expansion or transformation
- 4. Informal and Incidental Learning from Experience Informal Learning: Can be planned or unplanned, but usually conscious awareness that learning is taking place Incidental Learning: A by-product of some other activity; usually unintentional, unexamined, and embedded in closely held belief systems Marsick and Watkins’ definitions, 1990, 1992
- 5. Informal Learning Requires becoming aware of conscious learning in a non-routine situation as people reflect on experience
- 6. Incidental Learning When incidental learning occurs, people often act with little or no reflection, and the learning is thus embedded in their action To bring awareness of learning to surface requires making tacit assumptions explicit; Langer calls this concept “mindfulness”
- 7. What proportion of our learning do you think is informal and incidental as compared to formal learning? What are the implications of this for the learners you teach?
- 8. What do we mean by “reflective practice?” Stephen Brookfield’s concept of critical reflection David Boud’s ideas about reflective learning through writing Donald Schön’s concepts • Knowing-in-action • Reflection-on-action • Reflection-in-action
- 9. What strategies do you use to engage learners in reflective practice? Journal writing End-of-course reflective essays Blogs as reflective learning journals Digital storytelling
- 10. Practices to Enhance Student Blogging Explain the “WHY” for engaging in reflective practice Explain the “HOW” of reflective practice with a blog Create some structure: Model the process with your own blog!
- 12. Steps in the Digital Storytelling Process First, write the story – aim for 300 words Share the story orally in a story circle with peers Continue to refine and reduce the story to its key elements; peer feedback helps Create a storyboard Remember, it’s an iterative process
- 13. Search free digital media sites for photos licensed under the Creative Commons for remixing and Attribution/ Share Alike Choose music to create tone and set the emotion of the story Use an editor such as iMovie or WeVideo to arrange photos, music, transitions, and narration to create the desired effect Save your work as a file that can be uploaded to YouTube Steps in the Digital Storytelling Process
- 14. What is the Creative Commons? A San Francisco non- profit organization founded in 2002 that has developed several copyright licenses that are free to the public, designed to expand the range of creative works for others to build upon
- 15. In Conclusion, Reflective Practice … Engages students in deeper-level learning from experience Can challenge taken-for-granted assumptions Generates social learning when carried out in a supportive community of student bloggers Can be creative and emotionally expressive when learners are engaged in digital storytelling
- 16. References for this presentation Boud, D. (2001, Summer). Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 90, 9-17. Boud, D., Keogh, R., & Walker, D. (1985). (Eds.). Reflection: Turning experience into learning. New York: Kogan Page. Brookfield, S. D. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass. Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass. Brookfield, S. D. (1997, Fall). Accessing critical thinking. New Directions for Adult and Continuing Education, 74, 17-29. Carter, T. J. (2010, in press). Blogging as reflective practice in the graduate classroom. In K. King & T. Cox (Eds.), Teaching with digital media: Best practices and innovations in higher education. Charlotte, NC: Information Age Publications. Hull, G. A., & Katz, M. (2006, August). Crafting an agentive self: Case studies of digital storytelling. Research in the Teaching of English, 41(1), 43-81. McLellan, H. (2008, October). Digital storytelling: Expanding media possibilities for learning. Educational Technology, 18-21. Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47, 220-228. doi: 10.1080/00405840802153916 Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass. Wilson, A. L. (2009, Fall). Reflecting on reflecting on practice. New Directions for Adult and Continuing Education, 123, 75-85.