Designing Reflective Practice in the Context of OER-based e-Learning

dc.contributor.author Karunanayaka, Shironica P
dc.contributor.author Naidu, Som
dc.contributor.author Rajendra, J C N
dc.contributor.author Ratnayake, H U W
dc.coverage.placeName Sri Lanka en_US
dc.coverage.spatial Asia en_US
dc.date.accessioned 2017-08-09T23:41:11Z
dc.date.available 2017-08-09T23:41:11Z
dc.date.issued 2017-07
dc.description.abstract Much is said about the importance of reflective practice especially in the professions. Yet much of what happens as part of reflective practice in the professions such as teaching is most of the time left to chance. Reflective practice allows practitioners to see the link between theory and practice by thoughtfully considering their own experiences, and applying knowledge to practice. In this paper we argue that for reflective practice to be meaningful and useful to professionals, it should be carefully designed with appropriate structure and guidance. We discuss how this was achieved by being pro-active about promoting and nurturing reflective practice within the context of a professional development program with Sri Lankan educators on OER (Open Educational Resources)-based e-Learning, and how it supported fostering Open Educational Practices (OEP). The OER-integrated online learning experience was designed with various strategies adopted to enhance reflection ‘in’ and ‘on’ action, within a situated learning pedagogical design – Scenariobased learning (SBL). Content analysis of the qualitative data mainly gathered through participants’ self-reflections, supplemented with course team members’ reflections, focus group interviews and the open-ended questions in questionnaire surveys, revealed that a scenario-based approach to learning incorporating authentic learning activities and assessment tasks, such as concept mapping, online discussions, reflective journal writing, and rubric-based feedback on assessment tasks, all helped scaffold participants' approach to reflective practice. Results show that these strategies that were adopted enhanced their critical thinking, creativity, and collaborative learning as well as self-esteem, also indicating a shift towards OEP. We conclude that careful design of the learning experiences is critical in promoting and supporting reflective practice among educators, and the use of such strategies in the design of OER-based e-Learning. en_US
dc.identifier.issn 2311-1550
dc.identifier.issn 2311-1550
dc.identifier.uri http://hdl.handle.net/11599/2777
dc.language.iso en en_US
dc.publisher Commonwealth of Learning (COL) en_US
dc.relation.ispartofseries Journal of Learning for Development;vol. 4, no. 2
dc.rights.uri https://creativecommons.org/licenses/by-sa/4.0/ en_US
dc.source.uri http://jl4d.org/index.php/ejl4d/article/view/210/218 en_US
dc.subject Open Educational Resources (OER) en_US
dc.subject Professional Development en_US
dc.subject eLearning en_US
dc.title Designing Reflective Practice in the Context of OER-based e-Learning en_US
dc.type Article en_US
Files
Original bundle
Now showing 1 - 1 of 1
Name:
2017_Karunanayaka-Naidu-Rajendra-Ratnayake_Designing-Reflective-Practice.pdf
Size:
1.58 MB
Format:
Adobe Portable Document Format
Description:
PDF
License bundle
Now showing 1 - 1 of 1
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description: