What did I learn today? That asking novice learners to analyse their cognitive load may be over ambitious.
How was it useful? I am trying to measure how much mental effort students have to put into my screencasts.
What thoughts came up ? When they are looking at my screencasts, how much thought will they put into cognitive load? or mental effort? This is not normally reflected on by novice learners (Martin 2014) , why should I expect them to remember?
What did I learn? That every aspect of research has two views – The view of the Researcher, and the view of the subject, those two are not (or are usually not) the same. Why should we expect the subjects to analyse themselves??
What will I do with the information i.e. what next? Measure in a different way? Is that possible? Or highlight the issue to research subjects? Will that create an “observer effect?” – This needs more research….
Martin, S. (2014). Measuring cognitive load and cognition: metrics for technology-enhanced learning. Educational Research and Evaluation,20, 592-621.
What did I learn today? “Epistemology is the Ology of Knowledge” It’s a line from David James in a talk that can be seen below
How was it useful? It helped to identify my approach to knowledge acquisition, not just for Research purposes, but also for material preparation, and general approaches to learning.
What thoughts came up ? That it is a personal thing, how we construct knowledge is affected by how we approach knowledge acquisition, research, and our research will be both informed and “tainted” by our own personal preferences.
What did I learn? Not to get hung up on Epistemology, it IS important, but it is personal and unique to each researchers.
What will I do with the information i.e. what next? Identify my Epistemology, and work within its constraints, recognise that it can never be 100% accurate, it just needs to be supported by reason and argument.
What did I learn today? About PFA – Programme Focussed Assessment, here http://www.pass.brad.ac.uk/short-guide.pdf
How was it useful? It talks about assessing “across” a programme and not keeping all modules completely separate, in other words, show the students the rationale behind the modules that are being taught to them.
What thoughts came up ? I like the idea and on our courses we always try to do cross-modular assessment but I think we should do more as it would help the students and help us.
What did I learn? Despite our best efforts to co-ordinate assesments during semester there is always a rush at the end, the worst time really as it is coming up to exam time also.
What will I do with the information i.e. what next? raise it at the next programme board meeting and see if we can agree some CMA’s for the coming academic year.
What did I reflect on today? Allowing Students to set their own assessment deadlines
How was it useful? I gave an assessment in class with a tight deadline – 24 hours and immediately the reasons why people couldn’t do it in time started coming in
What thoughts came up? At first I was annoyed and sceptical, but as I listened I realised some reasons are valid and allowances would have to be made.
What did you learn? There is some research out already on allowing students to set their own deadlines (within guidelines) and it could be argued that the longer they give themselves, the less time they have for subsequent deadlines. If education is supposed address student needs then this is a good option.
What will you do with the information i.e. what next? Next semester I will try this out, I just need to read a bit more about it from sources such as Moscardo (2009), and Pacharn, Bay, & Felton (2013)
Moscardo, G. (2009). Meeting your own deadlines: Introducing flexibility into student assessment. Journal of Teaching in Travel & Tourism, 8(2-3), 119-138
Pacharn, P., Bay, D., & Felton, S. (2013). The Impact of a Flexible Assessment System on Students’ Motivation, Performance and Attitude.Accounting Education, 22(2), 147-167.
What did I learn today? That sometimes students want steps repeated again and again and again
How was it useful? It goes against the constructivist approach I have been using and shows that behaviourism has a place in higher education
What feelings/thoughts/emotions came up during the session? Frustration which turned to guilt when I realised that I was trying to impose what I think is a good way of learning on to learners who require more support
What did you learn? Start slooooow
What will you do with the information i.e. what next? Revise my schedule for next year,it’s too late to do it for this year. Create some support videos and run some extra/support classes
What was covered in the session today? Top 100 software packages
How was it useful? Showed wide range available from the simple to complex
What feelings/thoughts/emotions came up during the session? Slight feeling of panic, I’m never going to have the time to use all these, but upon reflection realised I don’t need to use them all or any of them, just be aware of how they can be used.
What did you learn? 12 apps of Christmas looks good, and paperli might be a good tool to gather news stories relevant to my network forensics course and present to students as a newsletter, get them to contribute links or sources…
What will you do with the information i.e. what next? Try one or two tools and see whether or not they are suitable or if they even prompt me to use them differently to others.
Reflection: Storyboarding is not as easy as you might think. For me it involves putting myself in the user’s position and then trying to show/describe the actions that they will take and potentially what they are thinking.
Impact: I need to “forget” temporarily what I know so I can approach it as a “real” user.
Other Info: Personas should help to create a typical user or groups of users. I need to document them a bit more.