Activity 7.2 - Review of Dealtry & the "savvy" learner

Source

Dealtry, Richard (2004) ‘Emerald: Professional Practice - The savvy learner’, Journal of Workplace Learning, 16(1/2), pp. 101-109, [online] Available from: http://www.emeraldinsight.com.libezproxy.open.ac.uk/Insight/viewPDF.jsp?Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0860160110.pdf (Accessed 3 December 2008).

Ogilvie, Karen (2008) ‘Re: Activity 7.2 - Jim's thoughts on Dealtry reading’, H808 - aeb324 Unit 7, [online] Available from: fcp://@oufcnt1.open.ac.uk,%231004824/H808%20aeb324%20Unit%207%20/H808%20aeb324%20Prof%20learning/%23162362990 (Accessed 6 December 2008).

My take on Dealtry reading?
A tremendous focus on empowering each one of us to "learn how to learn" and in the process, realize a form of self actualization that is termed "gradualism" to realize becoming a "savvy" (knowledgeable) learner . Rather than asking the question "what shall I learn?" and waiting for others to answer it... its being suggested that we may be in the best position to answer the question ourselves if we reflect on where we have been, understand / recognize what we have learned, contemplate where we are now .. to then make the next "best" move .. perhaps even contemplating integrating that learning into other aspects of our life - not just for the benefit of ourselves or our organization but beyond to include family, friends and the community in general.

This is more than simply learning through doing.. but integrating our learning with past experiences to make it more meaningful, and purposeful. Sounds almost like a form of meditation.

Karen made a good point when I posted this on the FCC. She noted how much this sounded like the experiential loop that Kolb speaks of.

sounds like something that's been around for quite a while (Kolb 1984 I think) - experiential learning, with a bit if added flair.... sorry, i think I;m turning into a cynical 'Grumpy Old Woman' (BBC TV) but there's so little around that's new - just regurgitated with a bit of glitter on,,,,

don't get me wrong though - meditation is good!

- Karen Ogilvie

Summary - Activity-reflection e-portfolios (Richards)

Resource
Activity-reflection eportfolios - An approach to the problem of effectively integrating ICTs in teaching and learning, Richards (2005)

Very interesting read.
Richards presents the idea of using eportfolios not as a simple repository for artefacts but as a means to realizing an activity reflection cycle with students. A cycling and recycling between activity and reflection on the process of completing a project, course or activity. More specifically a activity reflection cycle that causes the student to examine perhaps the various hurdles faced, identified and overcome in completing a project, or solving a problem. Very similar to Kolb's experiential loop or spiral, Schon's "reflection on action" but grounded in a context for application and organized / guided to a certain degree in practice (i.e. via questions or format)

The idea being that the learner may discover theory, procedures, or content not simply through reading but through a need to apply these to realize a meaningful project / purpose and then reflect on it. The depth of their understanding is challenged by this need to apply it to the problem. Note that reflections on the task and subtask is encouraged not just at the project's completion or even at the end of key stages of the project but before starting a task and while completing a task.

These can be realized via guided focus questions. Possible questions might encourage focusing on how they might solve or have ended up solving a problem, identifying the skills they had to learn to overcome a problem, or comparing their final work with exemplary examples.

Evidence of good reflection in the eyes of Richards?.

• responses with higher order learning / thinking / knowledge construction
• responses that related to practical experience or application of theory
• responses that were supported by references and/or well informed arguments

Example of a simple eportfolio framework?
A template with headings. Each heading with subheadings .. The student is asked to produce artefacts that support the needs described alongside or in the subheadings and are then stored and hyperlinked to these subheadings. Then the student needs to support the work with an overall review of the portfolio with a focus on reflections about

• key stages of development / learning
• their artefacts of learning

.. but the process doesn't end there. Final reflections are then posted for sharing with others which invites more opportunities for collective learning and creation of a learning community. From my perspective, this also invites the possible identification of "good practices" and debate about most effective "learning / problem solving strategies"

My Reflections on "Reflection"

For a long time, I've been aware of reflection. It goes back to art school days then reinforced again in "teachers" college when we were taught instructional design meant taking people through the process of critical thinking - view, apply, analyze, synthesize, evaluate (each step denoting a higher order thinking skill).

I interpret reflection to mean .. reviewing my ideas / decisions, identifying the assumptions that I might have made to get there; challenging those assumptions .. to in effect test the theory. I'm also conscious of how I might carry out such an "internal / mental" process and then want to "take it for a test drive" by sharing it with others (friends & colleagues) whose opinions on the topic I respect.

.. a mix of Dewey, Habermas, and Kolb.. ?Not sure where this puts me.. time to reflect.