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�ݺ�ߣshows by User: paullowe / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: paullowe / Thu, 25 Sep 2008 08:41:53 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: paullowe Blogs and educating the eflective practitioner /paullowe/blogs-and-educating-the-eflective-practitioner-presentation blog-paper-2-web-version1-1222356948125643-8
This presentation is about using blogs in higher education as reflective journals. It applies blogging to developing Donald Schon's concept of the reflective practitioner and his idea of the practicum as a ‘virtual world, relatively free of the pressures, distractions, and risks of the real one, to which, nevertheless it refers. It stands in the intermediate space between the practice world, the ‘lay world’ of ordinary life, and the esoteric world of the academy’ (Schon, 1987 p37). This is a space to build a community of practice, where the processes of problem solving, experimentation, coaching and building a professional repertoire of experiences can be undertaken. Blogs can act as the ‘glue’ to hold these activities together, acting as a reflective commentary on the practitioner’s growth. My argument is that blogs provide a perfect vehicle for reflection and critical self-awareness, and as such they provide the possibility of what I term the eflective practitioner, because of their unique qualities that raise them above traditional learning journals. The key reasons for this are that they map the learning journey in real time; they are deeply personal, giving a whole person view; they use rich media that becomes searchable and reconfigurable using tagging; they are portable and easy to access; they encourage dialogue, interaction with an audience and peer group feedback; and they are emotional and playful too. They also give great insights into how learners learn, articulating how experience is transformed into learning. you can see more on this at my blog at http//eflections.edublogs.org]]>
This presentation is about using blogs in higher education as reflective journals. It applies blogging to developing Donald Schon's concept of the reflective practitioner and his idea of the practicum as a ‘virtual world, relatively free of the pressures, distractions, and risks of the real one, to which, nevertheless it refers. It stands in the intermediate space between the practice world, the ‘lay world’ of ordinary life, and the esoteric world of the academy’ (Schon, 1987 p37). This is a space to build a community of practice, where the processes of problem solving, experimentation, coaching and building a professional repertoire of experiences can be undertaken. Blogs can act as the ‘glue’ to hold these activities together, acting as a reflective commentary on the practitioner’s growth. My argument is that blogs provide a perfect vehicle for reflection and critical self-awareness, and as such they provide the possibility of what I term the eflective practitioner, because of their unique qualities that raise them above traditional learning journals. The key reasons for this are that they map the learning journey in real time; they are deeply personal, giving a whole person view; they use rich media that becomes searchable and reconfigurable using tagging; they are portable and easy to access; they encourage dialogue, interaction with an audience and peer group feedback; and they are emotional and playful too. They also give great insights into how learners learn, articulating how experience is transformed into learning. you can see more on this at my blog at http//eflections.edublogs.org]]> Thu, 25 Sep 2008 08:41:53 GMT /paullowe/blogs-and-educating-the-eflective-practitioner-presentation paullowe@slideshare.net(paullowe) Blogs and educating the eflective practitioner paullowe This presentation is about using blogs in higher education as reflective journals. It applies blogging to developing Donald Schon's concept of the reflective practitioner and his idea of the practicum as a ‘virtual world, relatively free of the pressures, distractions, and risks of the real one, to which, nevertheless it refers. It stands in the intermediate space between the practice world, the ‘lay world’ of ordinary life, and the esoteric world of the academy’ (Schon, 1987 p37). This is a space to build a community of practice, where the processes of problem solving, experimentation, coaching and building a professional repertoire of experiences can be undertaken. Blogs can act as the ‘glue’ to hold these activities together, acting as a reflective commentary on the practitioner’s growth. My argument is that blogs provide a perfect vehicle for reflection and critical self-awareness, and as such they provide the possibility of what I term the eflective practitioner, because of their unique qualities that raise them above traditional learning journals. The key reasons for this are that they map the learning journey in real time; they are deeply personal, giving a whole person view; they use rich media that becomes searchable and reconfigurable using tagging; they are portable and easy to access; they encourage dialogue, interaction with an audience and peer group feedback; and they are emotional and playful too. They also give great insights into how learners learn, articulating how experience is transformed into learning. you can see more on this at my blog at http//eflections.edublogs.org <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/blog-paper-2-web-version1-1222356948125643-8-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> This presentation is about using blogs in higher education as reflective journals. It applies blogging to developing Donald Schon's concept of the reflective practitioner and his idea of the practicum as a ‘virtual world, relatively free of the pressures, distractions, and risks of the real one, to which, nevertheless it refers. It stands in the intermediate space between the practice world, the ‘lay world’ of ordinary life, and the esoteric world of the academy’ (Schon, 1987 p37). This is a space to build a community of practice, where the processes of problem solving, experimentation, coaching and building a professional repertoire of experiences can be undertaken. Blogs can act as the ‘glue’ to hold these activities together, acting as a reflective commentary on the practitioner’s growth. My argument is that blogs provide a perfect vehicle for reflection and critical self-awareness, and as such they provide the possibility of what I term the eflective practitioner, because of their unique qualities that raise them above traditional learning journals. The key reasons for this are that they map the learning journey in real time; they are deeply personal, giving a whole person view; they use rich media that becomes searchable and reconfigurable using tagging; they are portable and easy to access; they encourage dialogue, interaction with an audience and peer group feedback; and they are emotional and playful too. They also give great insights into how learners learn, articulating how experience is transformed into learning. you can see more on this at my blog at http//eflections.edublogs.org

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