This presentation is about using blogs in higher education as reflective journals. It applies blogging to developing Donald Schon's concept of the reflective practitioner and his idea of the practicum as a
‘virtual world, relatively free of the pressures, distractions, and risks of the real one, to which, nevertheless it refers. It stands in the intermediate space between the practice world, the ‘lay world’ of ordinary life, and the esoteric world of the academy’ (Schon, 1987 p37).
This is a space to build a community of practice, where the processes of problem solving, experimentation, coaching and building a professional repertoire of experiences can be undertaken. Blogs can act as the ‘glue’ to hold these activities together, acting as a reflective commentary on the practitioner’s growth.
My argument is that blogs provide a perfect vehicle for reflection and critical self-awareness, and as such they provide the possibility of what I term the eflective practitioner, because of their unique qualities that raise them above traditional learning journals.
The key reasons for this are that they map the learning journey in real time; they are deeply personal, giving a whole person view; they use rich media that becomes searchable and reconfigurable using tagging; they are portable and easy to access; they encourage dialogue, interaction with an audience and peer group feedback; and they are emotional and playful too. They also give great insights into how learners learn, articulating how experience is transformed into learning.
you can see more on this at my blog at http//eflections.edublogs.org
Would Plato love Lego, inspirED seminar, University of Dundee 17 April 2013, Chrissi Nerantzi
Videos linked to our Professional Discussions at http://www.youtube.com/playlist?list=PL9AA3BD8E7263D435&feature=view_all
Official programme sapce at
Learning journeys #lthejan12 http://www.flickr.com/photos/pgcap/sets/72157629541603128/
Learning journeys #lthesep12 http://www.flickr.com/photos/pgcap/sets/72157632104255891/
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**Due to the PDF conversation to SlideShare.net, it is encouraged to download the resource for a better viewing experience**
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EUROGUIDANCE conference: „Career guidance and counselling in the Republic of Serbia and Europe“,Thursday, 3 October 2019- hotel „Metropol“, Belgrade
Would Plato love Lego, inspirED seminar, University of Dundee 17 April 2013, Chrissi Nerantzi
Videos linked to our Professional Discussions at http://www.youtube.com/playlist?list=PL9AA3BD8E7263D435&feature=view_all
Official programme sapce at
Learning journeys #lthejan12 http://www.flickr.com/photos/pgcap/sets/72157629541603128/
Learning journeys #lthesep12 http://www.flickr.com/photos/pgcap/sets/72157632104255891/
official PGCAP Programme site http://www.hr.salford.ac.uk/employee-development-section/pgcap
This slideshow focuses on personal capacities required for leading in a fast changing environment. It is being presented by Christopher Baan.
Today’s complex sustainability challenges call for a new generation of leaders and a new paradigm of leadership. Sustainability leaders and change agents need to steer their way through complex change processes in an environment that is characterised by high stakes and high uncertainty. Increasingly, leaders need to be able to facilitate participatory processes and engage a wide variety of stakeholders.
In most cases, the sustainability challenge requires engaging people in profound change, an inner shift in people’s values, aspirations and behaviours guided by their mental models, as well as an outer shift in processes, strategies and practices. Sustainability and CSR managers, change agents and facilitators need to be adept at engaging individuals and groups in a collaborative and dialogical manner, unearthing the group’s collective intelligence and assisting employees to gain a whole system perspective. Facilitating this type of transformation depends first on the authentic leadership of the facilitator.
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This faciliated conversation explores Arts students’ responses to using ePortfolio for enhancing their learning acorss a range of degree programs at four universities in Australia. This multi modal approach to data collection is the result of the recent outcomes of on an OLT funded project that aimed to introduce ePortfolios to students undertaking degree programs in the creative and performing arts. The project to date has identified that knowledge management is a key factor for students as they progress through the process of ePortfolio development. The project’s outcomes are to provide tertiary students from the Performing and Creative Arts with skills to create an ePortfolio to document their academic and artistic outcomes for future employment and enhanced employability in the arts sector. What has appeared is that the artisitc identity of the students is forming through the process of reflection “on” and “in” their various degree programs’ discreet subjects.
Introduction to Learning and Learning Theory used on Oxford Brookes University's First Steps in Teaching and Learning Course http://www.brookes.ac.uk/services/ocsld/staffcourses/newlecturers/first-steps.html
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**Due to the PDF conversation to SlideShare.net, it is encouraged to download the resource for a better viewing experience**
At work in the phenomenal field, introduction to my researchNick Norton
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11. ‘ Reflection is an important human activity in which people recapture their experience , think about it, mull it over and evaluate it. It is this working with experience that is important in learning .’ Boud, Cohen and Walker 1985
48. benefits group identity collaborative community document workflow online workbook ‘ warts and all’ reflective analysis organise thoughts
49. ‘ The blogs are brilliant , it is great to read what everyone is doing, quite addictive , and I must start to write more on mine..’ extract from student blog
51. mapping the journey connected knowing process not product real time collaboration deep insights professional not confessional final thoughts
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