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

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...

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Autores principales:	Shironica Priyanthi Karunanayaka, Som Naidu, J.C.N. Rajendra, H. U. W. Ratnayake
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2017
Materias:	reflective practice oer-based e-learning scenario-based learning open educational resources open educational practices Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/ddc62dad4c324f5b8550c8834542fb08
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spelling	oai:doaj.org-article:ddc62dad4c324f5b8550c8834542fb082021-12-03T20:24:21ZDesigning Reflective Practice in the Context of OER-based e-Learning2311-1550https://doaj.org/article/ddc62dad4c324f5b8550c8834542fb082017-06-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/210https://doaj.org/toc/2311-1550Much 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.Shironica Priyanthi KarunanayakaSom NaiduJ.C.N. RajendraH. U. W. RatnayakeCommonwealth of Learningarticlereflective practiceoer-based e-learningscenario-based learningopen educational resourcesopen educational practicesTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 4, Iss 2, Pp 143-160 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	reflective practice oer-based e-learning scenario-based learning open educational resources open educational practices Theory and practice of education LB5-3640
spellingShingle	reflective practice oer-based e-learning scenario-based learning open educational resources open educational practices Theory and practice of education LB5-3640 Shironica Priyanthi Karunanayaka Som Naidu J.C.N. Rajendra H. U. W. Ratnayake Designing Reflective Practice in the Context of OER-based e-Learning
description	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.
format	article
author	Shironica Priyanthi Karunanayaka Som Naidu J.C.N. Rajendra H. U. W. Ratnayake
author_facet	Shironica Priyanthi Karunanayaka Som Naidu J.C.N. Rajendra H. U. W. Ratnayake
author_sort	Shironica Priyanthi Karunanayaka
title	Designing Reflective Practice in the Context of OER-based e-Learning
title_short	Designing Reflective Practice in the Context of OER-based e-Learning
title_full	Designing Reflective Practice in the Context of OER-based e-Learning
title_fullStr	Designing Reflective Practice in the Context of OER-based e-Learning
title_full_unstemmed	Designing Reflective Practice in the Context of OER-based e-Learning
title_sort	designing reflective practice in the context of oer-based e-learning
publisher	Commonwealth of Learning
publishDate	2017
url	https://doaj.org/article/ddc62dad4c324f5b8550c8834542fb08
work_keys_str_mv	AT shironicapriyanthikarunanayaka designingreflectivepracticeinthecontextofoerbasedelearning AT somnaidu designingreflectivepracticeinthecontextofoerbasedelearning AT jcnrajendra designingreflectivepracticeinthecontextofoerbasedelearning AT huwratnayake designingreflectivepracticeinthecontextofoerbasedelearning
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Designing Reflective Practice in the Context of OER-based e-Learning

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