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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?