Brian J Dixon Proposal 2

Reflective Video Journals

Dissertation Proposal by Brian J. Dixon

Background

A popular website

as an innovative

learning tool?

A popular website

as an innovative

learning tool?

Statement of the Problem

How might reflective video

journals be used to enhance

students’ metacognition?

How might reflective video

journals be used to enhance

students’ metacognition?

Literature Review

Metacognitive Theory.

Measuring metacognition.

Traditional journals.

Reflective video journals.

Metacognitive Theory.

Measuring metacognition.

Traditional journals.

Reflective video journals.

http://flickr.com/photos/donkerdink/567265873

Literature Review

Kolb’s learning cycle (1984)Kolb’s learning cycle (1984)

Literature Review

Brown’s metacognitive frameworkBrown’s metacognitive framework

Literature Review

Reflective journals

http://flickr.com/photos/noellhyman/457816932

Reflective video journals

YouTubeLinking

Feedback

Responses

Rating System

Reflective video journals

YouTubeLinking

Feedback

Responses

Rating System

Literature Review

http://flickr.com/photos/noellhyman/457816932

Methodology

Formative experiment (six-phase methodology)

(Reinking and Bradley, 2008)

Formative experiment (six-phase methodology)

(Reinking and Bradley, 2008)

Phase One

Determining the pedagogical goal

Planning the intervention

Recruiting the participants

Determining the pedagogical goal

Planning the intervention

Recruiting the participants

Phase Two

Creating a “thick description” of the setting using ethnographic methods

-description of school setting

-student population

-teacher technology survey

Creating a “thick description” of the setting using ethnographic methods

-description of school setting

-student population

-teacher technology survey

Phase Three

Establishing a baseline

-Junior Metacognitive Awareness Inventory

-technology attitudes survey

-initial interview

Establishing a baseline

-Junior Metacognitive Awareness Inventory

-technology attitudes survey

-initial interview

Phase Four

Implementing the intervention

-data collection and analysis

-modifying the intervention-factors that enhance or inhibit

-modifications and effects

-unanticipated effects

-changes in the environment

Implementing the intervention

-data collection and analysis

-modifying the intervention-factors that enhance or inhibit

-modifications and effects

-unanticipated effects

-changes in the environment

Phase Five

Post assessment

-Junior Metacognitive Awareness Inventory

-technology attitudes survey

-final interview

Post assessment

-Junior Metacognitive Awareness Inventory

-technology attitudes survey

-final interview

Phase Six

Consolidating findingsConsolidating findings

Selected References

Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of

metacognition. Advances in Instructional Psychology, 1, 77–165.

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: DC Heath and Company.

Hiemstra, R. (2001). Uses and benefits of journal writing. New Directions for Adult and Continuing Education, 90, 19-26.

Hubbs, D.L., & Brand, C.F. (2005). The paper mirror: understanding reflective journaling. Journal of Experiential Education, 28(1), 60-71.

King, F.B., & LaRocco, D.J. (2006). E-Journaling: A Strategy to Support Student Reflection and Understanding. Current Issues in Education [On- line], 9(4). Available: http://cie.ed.asu.edu/volume9/number4/

Kolb, D. (1984). Experiential learning: Experience as the source of learning and

development. Englewood Gliffs, NJ: Prentice Hall.

Moon, J. (1999). Learning journal: A handbook for academics, students and professional

development. London: Kogan Page.

Paris, S. G., & Winograd, P. (1990). How metacognition can promote

academic learning and instruction. In B. F. Jones & L. Idol (Eds.),

Dimensions of thinking and cognitive instruction (pp. 15-51). Hillsdale,

NJ: Erlbaum.

Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of

metacognition. Advances in Instructional Psychology, 1, 77–165.

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: DC Heath and Company.

Hiemstra, R. (2001). Uses and benefits of journal writing. New Directions for Adult and Continuing Education, 90, 19-26.

Hubbs, D.L., & Brand, C.F. (2005). The paper mirror: understanding reflective journaling. Journal of Experiential Education, 28(1), 60-71.

King, F.B., & LaRocco, D.J. (2006). E-Journaling: A Strategy to Support Student Reflection and Understanding. Current Issues in Education [On- line], 9(4). Available: http://cie.ed.asu.edu/volume9/number4/

Kolb, D. (1984). Experiential learning: Experience as the source of learning and

development. Englewood Gliffs, NJ: Prentice Hall.

Moon, J. (1999). Learning journal: A handbook for academics, students and professional

development. London: Kogan Page.

Paris, S. G., & Winograd, P. (1990). How metacognition can promote

academic learning and instruction. In B. F. Jones & L. Idol (Eds.),

Dimensions of thinking and cognitive instruction (pp. 15-51). Hillsdale,

NJ: Erlbaum.

Selected References

Phipps, J. J. (2005). E-journaling: Achieving interactive education online. Educause Quarterly 28(1). Retrieved March 12, 2008 from: http://www.educause.edu/apps/eq/eqm05/eqm0519.asp?print=yes

Reinking, D., & Bradley, B.A. (2008). On formative and design experiments : approaches to

language and literacy research. New York: Teachers College Press.

Reinking, D., & Watkins, J. (2000). A formative experiment investigating the use of

multimedia book reviews to increase elementary students’ independent reading.

Reading Research Quarterly, 35, 384–419.

Schraw, G., & Dennison (1994). Assessing metacognitive awareness. Contemporary

Educational Psychology, 19, 460– 475.

Vygotsky, L. (1986). Thought and language (Rev. ed.). Cambridge, MA: MIT Press.

Walters, J., Seidel, S., & Gardner, H. (1994). Children as reflective practitioners: Bringing metacognition to the classroom. In C. Collins-Block and J. Mangieri (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives. Fort Worth: Harcourt Brace.

Phipps, J. J. (2005). E-journaling: Achieving interactive education online. Educause Quarterly 28(1). Retrieved March 12, 2008 from: http://www.educause.edu/apps/eq/eqm05/eqm0519.asp?print=yes

Reinking, D., & Bradley, B.A. (2008). On formative and design experiments : approaches to

language and literacy research. New York: Teachers College Press.

Reinking, D., & Watkins, J. (2000). A formative experiment investigating the use of

multimedia book reviews to increase elementary students’ independent reading.

Reading Research Quarterly, 35, 384–419.

Schraw, G., & Dennison (1994). Assessing metacognitive awareness. Contemporary

Educational Psychology, 19, 460– 475.

Vygotsky, L. (1986). Thought and language (Rev. ed.). Cambridge, MA: MIT Press.

Walters, J., Seidel, S., & Gardner, H. (1994). Children as reflective practitioners: Bringing metacognition to the classroom. In C. Collins-Block and J. Mangieri (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives. Fort Worth: Harcourt Brace.

Questions?