brian j dixon proposal 2
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Reflective Video Journals
Dissertation Proposal by Brian J. Dixon
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Background
A popular website
as an innovative
learning tool?
A popular website
as an innovative
learning tool?
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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?
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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
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Literature Review
Kolb’s learning cycle (1984)Kolb’s learning cycle (1984)
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Literature Review
Brown’s metacognitive frameworkBrown’s metacognitive framework
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Literature Review
Reflective journals
http://flickr.com/photos/noellhyman/457816932
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Reflective video journals
YouTubeLinking
Feedback
Responses
Rating System
Reflective video journals
YouTubeLinking
Feedback
Responses
Rating System
Literature Review
http://flickr.com/photos/noellhyman/457816932
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Methodology
Formative experiment (six-phase methodology)
(Reinking and Bradley, 2008)
Formative experiment (six-phase methodology)
(Reinking and Bradley, 2008)
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Phase One
Determining the pedagogical goal
Planning the intervention
Recruiting the participants
Determining the pedagogical goal
Planning the intervention
Recruiting the participants
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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
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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
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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
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Phase Five
Post assessment
-Junior Metacognitive Awareness Inventory
-technology attitudes survey
-final interview
Post assessment
-Junior Metacognitive Awareness Inventory
-technology attitudes survey
-final interview
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Phase Six
Consolidating findingsConsolidating findings
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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.
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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.
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Questions?