Goal re Course Objectives 29/03/13

Reflection is considered a crucial philosophical activity which enables an individual to consider an experience, analyse and appraise it, and prepare for future actions based on the insight gained by this new perception.

I judge I will gain a deeper awareness in my learning practice as I work through each module of the Masters in Applied eLearning.

I believe achieving course aims and objectives will help me develop the required knowledge and skills to become an eLearning practitioner.

Gibbs model of reflection maps out this process, by providing a structure it allows reflections to develop a cycle based on, description, thoughts and feelings, evaluation, analysis, conclusion and future action.

Final Reflection, safaashaaban.wordpress.com,

"the reflective cycle" (Gibbs 1988)

Anfuso, J. (2014). "Reflexive and Reflective Learning" PowToon.

This video examines how reflective practice can be used to critically examine teaching methods. Explaining that teaching methods may reflect a teacher’s attitudes and assumptions, good reflective practice will seek to continually question attitudes and assumptions, ensuring they are not hindering good practice. Reflective practice justifies the inclusion of student feedback in resource development.

Leamon, J. (2011). "Reflective Practice and Reflection".

A light hearted introduction to reflective practice, two novice students of reflective practice discuss what it maybe about and what they would like from it, namely for a practical structure providing useful lists, prompts and structure, so they can work out what they need to learn next and not theory driven content, and deliberate that keeping a journal will help the learning and development of your practice.

Atherton, J. Hadfield, P.(2010). "Reflection on Reflection". University of Lincoln.

Using a variety of media in my reflective blog, such as video, images, text, mindmaps, and animation to represent the objectivities of reflective practice.

Goal re Course Objectives 29/03/13

Posted by Mark Maguire on Friday, July 3, 2015 Under: Resource: research, design, development & methods

I need to keep this in mind, what the aim is “The project artefact shows highly developed skills in the use of appropriate eLearning Design Principles and is navigable and user friendly.

1/ Within the resource are you assessing green technology material? Have decided this is information rather than instruction. Philip Thompson (Electronics Teacher) and Brian Mc Grane (Instructional Design friend) are of the opinion 3 learning resources and quizzes are enough in an eLearning resource, I agree with this, will keep in as learners indicated they want it.

2/ Rapid design & development is best used when needed content is already available or easily obtainable, plenty of professional apps available.

3/ Rapid approaches can be used for portions of a course, instructional objectives for a course are often a mix of less complex & more complex objectives (i.e. rapid for information on green tech-slower for maths) (focus group feedback).

4/ The advantage of blended learning is its flexibility by using the best features of each delivery method & strategy i.e. selection of tools colour/flash etc, articulate provides a set of tools that are suited to rapid design and development by novice developers.

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Goal re Course Objectives 29/03/13