Esther TiessenKwantlen Polytechnic University

Using a LMS as a Reflective Medium

Learner Models

Passive Learner

Expert Student Intentional Learner

Orientation

focus on completing the tasks that make up the learning activities

focus on the outcomes that the learning activities are intended to address

focus on own learning goals and use learning activities to help achieve them

Learning by-product of completing tasks

by-product of achieving learning outcomes

by-product of active engagement in building understanding, solving problems, finding connections, etc.

Ownership little or none limited full

Engagement

minimal work, looks for quick fixes, satisfied with superficial knowledge

hard-working, studious, but often lacking deeper knowledge

hard-working, self-directed, driven to seek deeper knowledge

I want to support students in becoming

intentional learners

Intentional Learning—see Carl Bereiter and Marlene Scardamalia

Requires REFLECTION

Reflective Activities…

time

work

BeginningCompetency

ProfessionalCompetency

DevelopingCompetency

MasteringCompetency

Window of Class Time

In-Class Participation & REFLECTION

Post-Class Review & REFLECTION

Pre-Class Preparation & REFLECTION

review background

materials and set goals for

class time based on knowledge

gaps

focus on achieving learning goals; reflect

on learning

set and follow plan for addressing remaining knowledge gaps and

achieving learning goals

Students have to

decide how many and

which questions

they need to complete.

Students asked to

reflect on, identify, and write about

their knowledge

gaps.

Preparation for class organized

by learning outcomes to

support setting of learning goals.

Example of student

submission showing that

student completed

the preparation

for class.

Students are instructed to explain

what they understand if they think they have

no knowledge gaps.

Example of student

submission showing that

student clearly didn’t prepare for

class.

Quizzes structured by Learning Outcomes

Resources for each Learning

Outcome provided

Students can immediately check answers and get

feedback.

Put Learning Outcomes up

front

Prompt for students to self-assess their progress on

Learning Outcome

Students asked to make notes about knowledge

gaps they need to address in class

Pre-Class Reflection

Benefits to Students Benefits to Me

• students are provided with framework for what they should do to be prepared for class

• Moodle provides a persistent record of what he/she did to prepare for class and his/her thinking

• students can self-assess how prepared they are

• students should set expectations for what they should get out of class time

• I can see whether a student is preparing for class

• I can see what the student did to prepare for class

• I can plan class to address the knowledge gaps of my students during class time

Students asked to reflect on and make notes about progress

they make in class

Reflections organized by

Learning Outcomes

Students asked to reflect on and make

notes about outstanding knowledge

gaps

Students asked to make simple plan to address outstanding knowledge

gaps

completed on paper by students

Students reflect on their current level of

competency

Students reflect on and write about their

remaining knowledge gaps

Students make simple plan for what their next steps are for achieving

Learning Outcome

organized by Learning

Outcomes

Example of student

submission

In-Class Reflection

Benefits to Students Benefits to Me

• students are provided with framework for reflecting about work in class

• students reflect on their level of competency in the context of planning for after class

• students leave class with plan for after class

• students have record of their learning before and during class

• I can review how students self-assess their competency

• I can see what knowledge gaps are still outstanding after class

• I can reflect on effectiveness of my teaching

Post-Class Reflection

Persistent record in LMS of reflections before and during

class provide record of students’ learning for

reflection in preparing for assessment

Questionnaire Results

For each of the statements below, check the box that best represents your response to the statement:

“yes”or

“YES”?

“NO”or

“no”Did you find it helpful to reflect on your knowledge gaps when preparing for class? 25 5 18

Did you find it helpful to reflect and make notes on your knowledge gaps during class? 22 10 15

Did you find it helpful to reflect on your knowledge gaps after class and when studying? 26 8 13

Did you regularly use the End-of-Class reflections to make notes about your learning and knowledge gaps? 17 5 26

Did use your Pre-Class and End-of-Class reflections to plan for work after class? 13 10 25

Did use your Pre-Class and End-of-Class reflections to help you to prepare for the midterms? 15 4 29

Ongoing…

How can I support students in making effective use of their records of their reflections?

How can I help students to find more value in their reflection?