Proposal Title

Data Collection in Reflective Course Design: Part II

Proposal Abstract

This session applies the theoretical framework of SoTL and reflective practice from Data Collection in Reflective Course Design (Part I) session. We will model the use of Blackboard, reflective tools and practical strategies to collect data from students, such as using the Brookfield (1995) critical incident model. Based on Baxter Magolda & King (2004)the learning partnership model of self-authorship builds on learners current state of development. The learning partnership model suggests transformation of learning entails validating students as learners, situating learning in students own experiences and defining learning as mutually constructing knowledge. We will also present detailed examples for data analysis and publication sources.

Location

Room 1909

Publication Type and Release Option

Presentation (Open Access)

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Mar 10th, 10:00 AM Mar 10th, 10:45 AM

Data Collection in Reflective Course Design: Part II

Room 1909

This session applies the theoretical framework of SoTL and reflective practice from Data Collection in Reflective Course Design (Part I) session. We will model the use of Blackboard, reflective tools and practical strategies to collect data from students, such as using the Brookfield (1995) critical incident model. Based on Baxter Magolda & King (2004)the learning partnership model of self-authorship builds on learners current state of development. The learning partnership model suggests transformation of learning entails validating students as learners, situating learning in students own experiences and defining learning as mutually constructing knowledge. We will also present detailed examples for data analysis and publication sources.