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Fosteringreflec-vethinkingaboutinforma-onin5thgraderswithblogs:howhelpfularelearningsupports?JenniferTHOSSDrRobertA.P.REUTERUniversitéduLuxembourgEAPRILConference24–27November2015,Esch-Belval,Luxembourg
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CONTEXT
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• BachelorThesis
• NeedforMILtraining(MediaandInformaSonLiteracy)
→ICTplaysanundeniablepartinoursociety
→digitalnaSvesdonotnecessarilyusereflecSvecompetenciesintheireverydayuseofICT(Hourigan&Murray,2010)
• EducaSonal&scienSficrelevanceofourstudy1) create/testalearningscenariothatfostersMIL:effectsonreflecSve
thinkingaboutinformaSon
2) InsightsintoreflecSvethinkingof5thgradersinrelaSonwithICT
RESEARCHOBJECTIVES
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• Whatdidwewanttofindout?→howtointegrateblogginginclassinawaythatwouldfosterreflecSon
aboutinformaSonencounteredwhileblogging
→pracScalityofthelearningscenariobasedonlearningtasks,learningsupportsandlearningresources(Strampel&Oliver,2008)
→helpfulnessofthelearningsupports
THEORETICALFRAMEWORK
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1)MIL(MediaandInformaSonLiteracy)DefiniSon(UNESCO,2013):• asetofskillsneededtoaccess,understand,evaluate,use,
createandshareinformaSon• acquiredwhileusingmulSpletools• inacriScal,ethicandeffecSveway• inordertoparScipateinprivate,professionalandsocial
acSviSes
THEORETICALFRAMEWORK
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1)MIL(MediaandInformaSonLiteracy)WhatisalreadyknownaboutMILtraining&assessment?• researchmainlyinsecondaryschoolsandatuniversiSes• experimentaSonoflearningscenarios(i.e.:Strampel&Oliver,
2008)• useofweblogs(sharereflecSons,peerfeedback)• Smeconsuming(forteachersandpupils)• onlyafewinstrumentstoevaluatereflecSvethinking
(Kemberetal.,2000)
THEORETICALFRAMEWORK
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2)ReflecSvethinkingaboutinformaSonDefiniSon:
→takesplaceinsituaSonsthatposeaproblem/confrontdifferentperspecSves
→byreviewingownexperiences,consideringdifferentperspecSves
→deepreflecSon,iftheperspecSvesarecriScallyanalysed
→Piaget´sstagesofcogniSvedevelopment(concreteoperaSonal)
→reflecSvejudgementstages(KingandKutchener,stage2)
“acSve,persistentandcarefulconsideraSonofanybelieforsupposedformofknowledgeinthelightofthegroundsthatsupports it and the further conclusion to which ittends”(Dewey,inKemberetal.,2000,p.384)
“reflec-onisanefforBulac-onandstudentsfinditdifficulttoengageinitoverextendedperiodsof-mewithout
externalsupport”(Xieetal.,2008,p.19)
THEORETICALFRAMEWORK
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3)Alearningscenariobasedonlearningtasks,supportsandresources(Strampel&Oliver,2008)→construcSvistandproblem-orientedstrategytointegrateICT
(adaptaSontothepupil´sknowledgeandskills;learningininteracSon,differentperspecSves,ZPD,scaffolding;realisScSmeframe)
→choiceofthe3structureelements:learningtasks,learningsupports,learningresources(Strampel&Oliver,2008)
• idealelementstofosterreflecSon
THEORETICALFRAMEWORK
externalsupporttoreflect:-socialsupport(feedback,quesSons)-criteriatowriteagood(=reflecSve)blogentry
firstread,thenwritefreechoiceoflanguage
- noassignedsubject- writeaboutwhattheyfindinteresSngornotsogoodonawebpage
- providedbytheteacherorsearchedbythestudentsthemselves
- talkaboutwebsafetyissuesatthebeginning
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METHODOLOGY
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• learningscenariointegratedinaclassofthirteen5thgraders(10-12years)(southofLuxembourg)
• beforethestudy:quesSonnaireaboutICTusehabits
• thepupilshadtheirownblogfor5weeks
• theclasswasdividedinatestandacontrolgroup
• thecontrolgroupdidnotreceivelearningsupportsbesidesthepeerfeedback(supposedlynecessarytoengageinaconSnuedreflecSon)
• eachweekoneentryofeverystudentwasanalysedwiththehelpofcriteriameasuringthereflecSonontheinformaSon(2evaluators)
• tocompletethedata,aresearchjournalwaskeptandattheendofthestudyfourpupilswereinterviewedabouttheirexperiencesandimpressionsofthelearningscenario
METHODOLOGY• ExampleofevaluaSon:
h"p://www.blinde-kuh.de/
Thispageisgoodforthekids.Itcanwatchvideos.Itcanplay.Ilikedit.Itiscool.J
Criteria Coefficient(K)
Evaluator1 Evaluator2
Points P×K Points P×K
Enumera-onofinforma-on 1 1 1 2 2Linkoftheresource 2 2 4 2 4Jus-fica-onofthechoiceoftheresource 3 2 6 2 6Certaintyabouttheinforma-on 2 Argumenta-onoftheaccuracyoftheinforma-on 3 Personalexperiences 2 Differentperspec-ves 2 2 4 Cri-calanalysisoftheperspec-ves 3 Personalpreferences 2 1 2 2 4Emo-ons 3 1 3 2 6Organisa-on/Structura-on 2 2 4 2 4Proposi-onsforameliora-on 2 decision(whatoneshouldbelieveordo) 3 Total 30 11 24 12 26Averagepoints AverageP×K
11,5 24,5
RESULTS
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1)Thedegreeofreflec-on
• thecontrolgroup´sreflecSonsintheblogentrieswereonaveragehigherthanthoseofthetestgroup
• attheendofthestudy,thedegreeofreflecSonofthetestgroupwashigher
0
2
4
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Week1 Week2 Week3 Week4 Week5
ReflecSonoverSme
Testgroup Controlgroup
RESULTS
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2)Thecriteria
• Elementscontainedinmostentries:structure,listedinformaSon,linktothesourcematerial,personalpreferences
• Criteriararelyfulfilled:CerStudeaboutinformaSon,argumentaSonabouttheiraccuracy,criScalanalysisofdifferentperspecSves
3)Otherobserva-ons
• differentandrecurrentsubjects(wriSngaboutcelebriSes,chainleterstoriesandwebsites)
• reflecSonsinthediscussionsamongstthestudents(testgroup>controlgroup)→discussionsaboutsubjectswhichcomefromtheireverydaylife
• diminuSonoftheprevalentneedfortechnicalsupports
• studentskeptaskingforsocialsupportsregardingtheformoftheirentries
CONCLUSIONS• Possibletousethebasisoflearningtasks,supportsandresourcesand
adaptthemtotheneedsoftheclasstopromotereflecSvethinkingskills
• BloggingismoSvaSngthestudentstobringupsubjectsfromtheirlifeandengageinreflecSons
• BeforewriSngthosedownoneshouldexploitthediscussionswithoramongstthestudentstomakethemexpressandbecomeawareoftheirreflecSons
• IfthestudentsshouldwritedowntheirreflecSons,oneshouldgivethemaddiSonalsupports
• Whywasthetestgroup’sperformancepoorer?
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PERSPECTIVES
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• LongerduraSon:MILisahigher-orderthinkingskill,takesSmetodevelop
• DevelopbloggingskillsbeforefosteringreflecSon• Recordoraldiscussiontobetershowtheeffectsoftestgrouptreatmentandapplycriteria
• HowtofosterwriSngdown?IfthatistheobjecSve
THANKYOUFORYOURATTENTION!
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