Data Collection in Reflective Course Design: Part II
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
Recommended Citation
Kayler, Mary and Swanson, Karen, "Data Collection in Reflective Course Design: Part II" (2010). SoTL Commons Conference. 15.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2010/15
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.
