Reflective Interaction Online
- 1. Performance, Character, and Depth * David Sable, PhD Department of Religious Studies Saint Mary’s University david.sable@smu.ca
- 2. * *Knowledge and skills *Concepts *Basic Problem-solving *Critical thinking *Most of the time performance is evaluated on what we can measure. 2david.sable@smu.ca
- 3. * *Social and emotional management, civility, and compassion are increasingly part of the responsibility of the whole education system, classroom based and online (Hart, 2004) 3david.sable@smu.ca
- 4. * *Although some students can recall sophisticated theories and formulae, they remain unable to apply them outside of a limited classroom context. *Depth implies higher order understanding, openness to multiple perspectives, self- reflection about assumptions and values, creativity, and application to complex problems 4david.sable@smu.ca
- 5. * *Interdisciplinary *40 undergraduates, 50% international students *Asynchronous *Individual Learning component *Reflective Interaction component (groups of 10) 5david.sable@smu.ca
- 6. * *Clear instructions tied to measurable outcomes *Frequent, relevant feedback *Interaction (peer learning) *But how do we design for character and depth? *Peer learning exercise 6david.sable@smu.ca
- 8. * Review Group Responses (Journals) Provide Comments – appreciative and critical Use Reflective Inquiry – the power of an open question Engagement and Integration 8david.sable@smu.ca
- 9. * *Performance (50%) *Clarity *Retention *Understanding/Critical Thinking *Problem-solving *Character (25%) *Values *Examination of Assumptions *Depth (25%) Reflective Inquiry 9david.sable@smu.ca
Editor's Notes
- #4: But character has always been a challenge to teach and evaluate, in the classroom or online. What can we do online that could address this challenge?
- #7: Feedback and interaction are important not only with the instructor, but with peers.
- #10: Examination of assumptions includes gently exposing and deconstructing positions of role, belief, culture, and so forth, to see more deeply or from multiple perspectives. This allows students the conceptual flexibility to see beyond the information given and beyond their own presuppositions.