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This page uses an article to outline (link below) BA Social Work students' experiences of developing their reflective skills to work with diverse communities using a technology-enhanced blended learning design. In response to growing student numbers, new teaching and learning resources were developed to provide opportunities for students to engage in reflection-in-action at critical learning stages with the support of tutors and peers.
Creating opportunities for students in large cohorts to reflect in and on practice: Lessons learnt from a formative evaluation of students' experiences of a technology‐enhanced blended learning design.
It is suggested that access to online lectures (created using a lecture capture system), communications tools, a workbook (to record learning development) and online video case studies encouraged students to reflect-on-action, allowing them opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their future professional practice when working with diverse communities. To cater for an increase in student numbers, a rationale for the learning design is outlined, and then the article explores the lessons learnt from the students' technology-enhanced learning experiences.
Also included is a video from 2007 that illustrates how easy it is to use a lecture capture system. The video explores some of the lessons learnt about how to build lecture capture into a blended learning design.
Tarsem was interviewed by the Open University as part of their Enhancing Learning and Teaching Through Technology Series about the article.
Creating opportunities for students in large cohorts to reflect in and on practice: Lessons learnt from a formative evaluation of students' experiences of a technology‐enhanced blended learning design.
It is suggested that access to online lectures (created using a lecture capture system), communications tools, a workbook (to record learning development) and online video case studies encouraged students to reflect-on-action, allowing them opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their future professional practice when working with diverse communities. To cater for an increase in student numbers, a rationale for the learning design is outlined, and then the article explores the lessons learnt from the students' technology-enhanced learning experiences.
Also included is a video from 2007 that illustrates how easy it is to use a lecture capture system. The video explores some of the lessons learnt about how to build lecture capture into a blended learning design.
Tarsem was interviewed by the Open University as part of their Enhancing Learning and Teaching Through Technology Series about the article.
The following video provides a brief outline of how lecture capture worked in 2013, along with an argument that this type of tool can be most effectively used when embedded within an overall learning design.
Creating opportunities for students in large cohorts to reflect in and on practice: Lessons learnt from a formative evaluation of students' experiences of a technology‐enhanced blended learning design.
Abstract
This paper examines BA Social Work students' experiences of developing their reflective skills to work with diverse communities using a technology‐enhanced blended learning design. In response to growing student numbers, new teaching and learning resources were developed to provide opportunities for students to engage in reflection‐in‐action at critical learning stages with the support of tutors and peers. It is suggested that access to online lectures, communications tools, a workbook (to record learning development) and online video case studies can encourage students to reflect‐on‐action, allowing them opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their professional practice when working with diverse communities. To cater for an increase in student numbers, a rationale for the learning design is outlined, and the paper then explores the lessons learnt from the students' technology‐enhanced learning experiences.
Cooner, T 2010, 'Creating opportunities for students in large cohorts to reflect in and on practice: lessons learnt from a formative evaluation of students' experiences of a technology enhanced blended learning design', British Journal of Educational Technology, vol. 41, no. 2, pp. 271-286. https://doi.org/10.1111/j.1467-8535.2009.00933.x
