Contemplative Interaction

2010 ◽  
pp. 260-281 ◽  
Author(s):  
David Sable
Keyword(s):  
Transformative Learning ◽  
Journal Writing ◽  
Student Feedback ◽  
Innovative Technology ◽  
Online Course ◽  
Active Listening ◽  
Reflective Practices ◽  
Preliminary Research ◽  
Innovative Pedagogy

This chapter deals with an online course using innovative pedagogy and innovative technology to enable transformative learning. It concerns the application of reflective practices including mindfulness, guided contemplation, and journal writing as the groundwork for active listening, inquiry, and dialogue that builds new meaning for individuals and groups. Positive student feedback and preliminary research indicate individual and interactive contemplation exercises strengthen characteristics of transformative learning.

Action Confidence as an Indicator of Transformative Change

2020 ◽  
Vol 19 (1) ◽  
pp. 68-86
Author(s):  
Eva Pomeroy ◽  
Keira Oliver
Keyword(s):  
Adult Learners ◽  
Transformative Learning ◽  
Learning Process ◽  
Online Course ◽  
Transformative Change ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Systemic Learning ◽  
Taking Action ◽  
The Impact

This article reports on the findings from an interview-based, qualitative study of adult learners in Scotland participating in the MITx u.lab massive open online course in 2015 and 2016. It focuses on interviewees’ accounts of the impact of participating in u.lab on their work and lives. Using grounded theory as an analytical guide, we explore participants’ perceptions of the impact of their engagement in the learning process, which reflects intrapersonal, relational, and systemic learning. Through these accounts, we became particularly interested in participants’ relationship to taking action and the way this changed over the course of their participation in the learning process. We conclude that an embodied change in one’s perception of the nature and purpose of action—something we call “action confidence”—is reflective of transformative learning as it indicates a significant epistemological change for participants.

scholarly journals SYSTEMIC REFLEXIVITY IN RESIDENTIAL CHILD CARE: A PEDAGOGICAL FRAME TO EMPOWER PROFESSIONAL COMPETENCE

2020 ◽  
Vol 11 (4.2) ◽  
pp. 115-139
Author(s):  
Laura Formenti ◽  
Allessandra Rigamonti
Keyword(s):  
Child Care ◽  
Transformative Learning ◽  
Child Protection ◽  
Professional Competence ◽  
Active Listening ◽  
Self Awareness ◽  
Professional Work ◽  
Self Directed Learning ◽  
Cultural Backgrounds ◽  
Residential Child Care

This position paper offers a pedagogical frame to empower professional work in residential child care. Jobs in this demanding field are characterized by daily relationships with children of different ages, needs, and cultural backgrounds. There is a need for effective communication and interaction with them, their families, co-workers, other professionals, and care agencies, as well as with the larger community. This complexity brings uncertainty and the necessity of thinking and acting in a sensitive way in order to open possibilities for systemic transformation at the micro, meso, and macro levels. In this framework, we focus on reflexivity as a meta-competence — a set of specific postures, competences, and attitudes that characterize expert professional action. A thorough literature review on reflexivity in social work and child protection is aimed at clarifying the meanings, uses, and features of this concept. We claim that systemic reflexivity can be used as a framework, a methodology, and a set of tools to empower professional work by enhancing emotional, cognitive, and epistemic self-awareness, systemic wisdom, abduction, and active listening. To help workers and teams develop these five competences, a self-directed learning module is currently being designed, based on systemic and narrative perspectives, and transformative learning theory.

scholarly journals A Haven for Learning: Gaining Professional Knowledge through Sincere Conversation in an Online Reading Course

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Deborah A Graham
Keyword(s):  
Professional Knowledge ◽  
Online Course ◽  
Active Listening ◽  
Online Reading ◽  
Self Reflection ◽  
Online Setting ◽  
The Right ◽  
Reading Teacher ◽  
First Time ◽  
Verbal Exchanges

As an educator teaching an online course for the first time, I observed that the teachers in my class engaged in meaningful and sincere conversation and gained deep insight and greater awareness about their practice. Sincere conversation obviously differs from brief verbal exchanges operating at the surface level. It is conversation that invites self-reflection and contemplation through reciprocal trust, respect, and active listening. This study discusses how sincere dialogue, which leads to greater understanding of what it means to be an effective reading teacher, was enhanced during an online reading course. It highlights how the right conditions created in an online setting can encourage relationships and lead to professional knowledge. Quand j’ai enseigné un cours en ligne pour la première fois, j’ai remarqué que les élèves enseignants qui se trouvaient dans ma classe avaient des conversations constructives et sincères, qu’ils comprenaient bien leur profession et qu’ils en prenaient davantage conscience. Les conversations sincères diffèrent des courts échanges verbaux qui se déroulent en surface. Il s’agit de conversations qui invitent l’auto-réflexion et la contemplation par le biais d’une confiance et d’un respect réciproques, et d’une écoute attentive. Cette étude présente la manière dont le dialogue sincère, qui mène à une meilleure compréhension de ce que cela signifie d’être un enseignant de lecture efficace, a été mis en valeur lors d’un cours en ligne sur la lecture. Elle met en relief la manière dont les meilleures conditions créées dans un cours en ligne peuvent encourager des rapports et mener à la connaissance professionnelle.

scholarly journals A Multimedia-Rich Platform to Enhance Student Engagement and Learning in an Online Environment

2013 ◽  
Vol 17 (4) ◽  
Author(s):  
T. Scott Bledsoe
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Research Methodology ◽  
Course Design ◽  
Student Feedback ◽  
Effective Practices ◽  
Online Course ◽  
Online Environment ◽  
Important Research ◽  
Psychology Class

Utilizing multimedia tools such as videos and audio clips can be an effective way to promote student learning and engagement in online settings. This study explores the implementation of a photo-rich comprehensive counseling center environment through which students of a semester-long online graduate psychology class learned about important research methodology concepts. Student feedback is provided along with implications for student learning in future online course endeavors. This multimedia course design was the recipient of the 2013 Sloan-C Effective Practices Award.

Bracing to Teach Online in Teacher Education

2010 ◽  
pp. 245-265 ◽  
Author(s):  
Omiunota N. Ukpokodu
Keyword(s):  
Teacher Education ◽  
Transformative Learning ◽  
Online Teaching ◽  
Online Course ◽  
Successful Student ◽  
Online Teacher ◽  
Using Data ◽  
Quality Learning ◽  
General Concern

This case study documents one teacher educator’s successful adaptations of traditional pedagogies in online teaching. Specifically, using data from a graduate online course, it examines the general concern and beliefs that online teaching is an inadequate and inappropriate substitute for the traditional faceto- face instruction in a teacher education course aimed at transformative learning. Both quantitative and qualitative data revealed that online teaching evidenced successful student quality learning and adaptability of traditional pedagogies. It discusses the promises and challenges associated with designing and implementing an online teacher education course.

Critical Thinking Skills through Reflective Journal Writing Among Non – Science Majors: Basis for an Enhancement Guide

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Joy D. Talens
Keyword(s):  
Quality Assurance ◽  
Critical Thinking ◽  
Transformative Learning ◽  
Journal Writing ◽  
Thinking Skills ◽  
Instructional Program ◽  
Critical Thinking Skills ◽  
Total Quality ◽  
Reflective Journal ◽  
Bachelor Of Science

Physical Science involves study of non – living things. Since it is being offered among non–majors, teachers surmount challenges particularly appreciation for scientific inquiry. Likewise, De la Salle Lipa exposes students to transformative learning approach to attain its expected La Sallian Graduate Attributes and one of which is being a critical thinker. Thus, this study assessed the extent by which critical thinking skills were enhanced through reflective journal writing. Using the descriptive instructional method of research, this study used the Provus Evaluation Model in its approach to assessment of major variables concerned. Purposive sampling technique was used among 80 Second Year Bachelor of Science in Accountancy and Bachelor of Science in Legal Management who were enrolled during the second semester of School Year 2011 – 2012. Data and other information needed were gathered through questionnaires, informal interviews, observations, documentary analysis and the use of triangulation of data. Results revealed that indicators of critical thinking skills have been found to have been “enhanced to a great extent” However, in consideration of the Total Quality Assurance (TQA), it was found that gap existed between the mean assessment of the respondents and the intent of TQA. In consideration of the findings, an enhancement guide has been proposed to introduce and implement reflective journal writing among non – majors in college or universities’ quest to continuously improve instructional program and attain total quality assurance.   Keywords - reflective journal writing, critical thinking skills, total quality assurance.

scholarly journals The Design of a Master of Public Health Professional Development Course During the COVID-19 Pandemic: Application of the Salmon Model

2021 ◽  
pp. 237337992110214
Author(s):  
Ann Kuganathan ◽  
Mackenzie Slifierz ◽  
Laura N. Anderson ◽  
Elizabeth Alvarez ◽  
Emma Apatu
Keyword(s):  
Public Health ◽  
Professional Development ◽  
Health Workers ◽  
Student Feedback ◽  
Public Health Workforce ◽  
Online Course ◽  
Teaching Online ◽  
Master Of Public Health ◽  
Health Course ◽  
Public Health Workers

Coronavirus disease 2019 (COVID-19) has highlighted the need for well-trained public health workers to interpret evidence, make informed decisions, and disseminate information to the general public. As public health courses in Ontario universities have moved online due to this pandemic, instructors were required to simulate their teaching online while maintaining student engagement. Previous research has shown that there is a lack of description for the development of online public health courses. As such, the objective of this article is to outline the development and layout of a Professional Development Studio course offered in the Masters of Public Health program at McMaster University, Hamilton, Ontario. We use the Salmon model, previously described by Salmon and colleagues in 2013, to form the course outline. The Salmon model provides a five-stage framework for the development of a concise, engaging, and impactful online course. Based on student feedback, we found that the Salmon model positively shaped the development of the course by aiding the formulation of a course layout that was easily accessible, discussion threads to communicate in an inclusive and safe space, and relevant assessments requiring the use of tools to make judgments and appropriately disseminate information publicly. We conclude that the Salmon model is a helpful framework to use in developing an engaging online public health course. Further assessments based on student feedback should be completed to continually evolve the online course to better tailor the needs and interests of public health students preparing them for the public health workforce.

Integrating Cultural Perspectives Into Organizational Learning

2019 ◽  
pp. 224-240
Author(s):  
Ruth Gotian
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Transformative Learning ◽  
Learning Organization ◽  
Learning Opportunities ◽  
Active Listening ◽  
Professional Schools ◽  
Culture Of Learning ◽  
Cultural Perspectives ◽  
Open Dialogue

Higher education has a distinct culture. Subsets of this unique culture are found in specific professional schools, including medical, dental, law, and business schools. Just as every person is different, every institution is also distinctive. Regardless of similarities, successful initiatives at one institution may not translate to another institution. To succeed, a culture of learning, open dialogue, and unbiased, active listening must reverberate through every person and level of hierarchy within the organization. This chapter will delve into the hallmarks of a learning organization and provide useful tools to create successful learning organizations at the program, departmental, and organizational levels while simultaneously being open to transformative learning opportunities for its faculty and staff.

scholarly journals Multidisciplinary Team-based Model for Faculty Supports in Online Learning

2019 ◽  
Vol 12 ◽  
pp. 127-138
Author(s):  
CJ Dalton ◽  
Antoinette Thornton ◽  
Christina Dinsmore ◽  
Wanda Beyer ◽  
Keren Akiva ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Multidisciplinary Team ◽  
Time Management ◽  
Teaching And Learning ◽  
Development Process ◽  
Course Design ◽  
Online Course ◽  
Course Development ◽  
Online Course Development ◽  
Travail D’Équipe

This study examined the experiences of three new online instructors supported by a multidisciplinary, team-based model of course development and how their experiences may transform their knowledge of teaching and learning. In-depth, individual interviews with instructors during the course development process provided insights into participants’ perspectives. Analysis reveals faculty reflected positively on the overall development process and that they intend to incorporate new understandings in future course design, suggesting that the model provides a solid foundation for online course development and faculty support. Based on a cross-case analysis using Cranton’s (2002) adaptations to transformative learning theory, findings indicated the importance of critical reflection and discourse during the course development process. Lastly, the need for development teams to acknowledge time-management concerns and to consider instructors as novice learners is recognized as an essential requirement to online course development.    La présente étude se penche sur l’expérience de trois nouveaux instructeurs en ligne utilisant un modèle d’élaboration de cours multidisciplinaire fondé sur le travail d’équipe. Nous nous demandons comment cette expérience est susceptible de transformer leur connaissance de l’enseignement et de l’apprentissage. Des entrevues individuelles approfondies avec les instructeurs pendant l’élaboration des cours nous ont permis d’observer le point de vue des participants. Selon notre analyse, les enseignants ont formulé des réflexions positives au sujet du processus d’élaboration dans son ensemble. Ils ont dit vouloir incorporer leurs nouvelles connaissances dans la conception de leurs cours à l’avenir, ce qui suggère que le modèle constitue une assise solide pour l’élaboration de cours en ligne et pour le soutien des enseignants. Fondés sur une analyse transversale faisant usage des adaptations de Cranton (2002) aux théories de l’apprentissage transformationnel, nos résultats mettent en relief l’importance de la réflexion critique et du discours dans le processus d’élaboration des cours. Enfin, nous prenons acte du fait que l’équipe d’élaboration des cours doit prendre en compte les préoccupations en matière de gestion du temps et doit considérer les instructeurs comme des apprenants débutants. Ce sont là des exigences essentielles pour l’élaboration de cours en ligne.

scholarly journals ENHANCED LEARNING: THE HIDDEN ART OF REFLECTIVE JOURNAL WRITING AMONG MALAYSIAN PRE-REGISTERED STUDENT NURSES

2020 ◽  
Vol 5 (1) ◽  
pp. 54-79
Author(s):  
Fatemeh Haji Seyed Abolghasem ◽  
Juliana Othman ◽  
Shanina Sharatol Ahmad Shah
Keyword(s):  
Nursing Students ◽  
Transformative Learning ◽  
Journal Writing ◽  
Early Stage ◽  
Qualitative Content Analysis ◽  
Student Nurses ◽  
Clinical Environment ◽  
Reflective Journal ◽  
The Impact ◽  
Enhanced Learning

Background and Purpose: Although the impact of reflective journal writing (RJW) on enhanced learning has a long history, studies on this pedagogical tool for enhanced learning are never exhausted.  This study attempts to highlight enhanced self-directed learning through the use of reflective journal (RJ) among Malaysian diploma nursing students.   Methodology: For this study, eight purposefully selected pre-registered student nurses (PRSN) from a public college contributed over 54 reflective journal entries over two months. Through a qualitative content analysis, the journals were analyzed using a model devised by Mezirow (1990) that was previously used by Kember (1999), Chirema (2007), and Kear (2013) to identify the students’ levels of reflection of content/descriptive, process/practical, and premise/critical reflection resembling Transformative Learning Theory (TLT).   Findings: The findings suggested that RJ helps learners become in control of themselves from the early stage of a clinical environment. They expressed their appreciation towards collaborations and are grateful to be able to express their feelings and emotions of “fears” and “trust”. Further, they indicated their mindfulness to appreciate their levels of knowledge and skills through reflection upon the nursing tasks as they make themselves ready to be a future nurse. Furthermore, it was highlighted that feeling competent and being able to work independently and to make sound decisions would not be realized if they could not think critically from the initial stage of clinical environment.   Contributions: This research confirms that PRSN become more self-directed and highly motivated to develop critical thinking to dispose for their better lifelong learning through the use of reflective journals.   Keywords: Content reflection, levels of reflection, premise reflection, process reflection, reflective journal writing.   Cite as: Seyed Abolghasem, F., Othman, J., & Ahmad Shah, S. S. (2020). Enhanced learning: The hidden art of reflective journal writing among Malaysian pre-registered student nurses. Journal of Nusantara Studies, 5(1), 54-79. http://dx.doi.org/10.24200/jonus.vol5iss1pp54-79

Sign in / Sign up

Export Citation Format

Share Document