EARLI Conference 2007 Web-logs as Instrument for Reflection-on-Action in Teacher Training Iwan Wopereis Open University of the Netherlands Educational Technology Expertise Centre Sybilla Poortman Fontys University of Professional Education Department of Teacher Education

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“ internet users in the Netherlands keep a ‘web- based diary’ (blog)” Metro, april 2006 “World-wide blogs exist; every day new blogs ‘emerge’” Technocrati, April 2007

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Problems with reflective activity in (higher) education (Bennamar, 2005) –Procedures and instruments fall short with regard to reflection and learning to reflect –‘Boring activity’, often postponed… Maybe Weblogs can help to overcome some problems

Overview presentation Introduction –weblogs and reflection Method –materials, design, procedure, analysis Main results –reflection, interactivity, continuity reflection process Conclusion / Discussion

Introduction Weblog (success / characteristics): –Wijnia (2005) –Du & Wagner (2006; in press) –Anderson (2007) –Shoffner (2006) Reflection / Reflection tools -Korthagen (1993, 1999) -Mansvelder-Longayroux (2007) -Benammar (2005) -Schön (1983) Conversation Registration Consultation Weblog

Introduction Point of departure exploratory study: –Weblogs are web-based journaling tools –They resemble authentic logbooks (cf. Korthagen, 1993, 1999) –But offer new opportunities for promoting reflection

Introduction For instance Since: weblogs are instruments to make processes more explicit (registration) weblogs do promote interactivity (consultation and conversation) weblogs have a positive effect on motivation behavior (ownership) they may have a positive effect on (the continuity of) reflective activity

Introduction Main question in this exploratory study: Are weblogs suitable instruments for reflection-on-action? Where reflection-on-action is defined as (Schön, 1987; Ertmer & Newby, 1996; Benammar, 2005): the active process of making sense of past experiences for the purpose of orienting oneself for current and/or future thought and actions; reconstruction or reorganisation of experience and knowledge

Introduction Did students reflect-on-action? Did interactivity occur and did it promote the reflection process? Did students postpone their reflective activities?

Method Subjects: 20 student teachers of two institutions: –Fontys 1:n=8; 20.4 years old –Fontys 3:n=9; 23.5 years old –VU:n=3; 31.7 years old Using weblogs during an eight-week internship 2 reflective writings and 2 feedback writings a week Instructional support: workshop and teacher/coach Three instruments for data collection

Docent Student 2 Student 3 Student 4 Student 5 Student 1 Docent RSS Materials Really Simple Syndication

Last 3 reflective posts

Docent Student 2 Student 3 Student 4 Student 5 Student 1 Docent RSS Link Materials

KLIK

Links to students and teacher

KLIK

Feedback on reflective writings

Some design aspects Promoting reflection by promoting interaction Promoting reflection by offering structure (writing)

Results: Did the students reflect?

Main competencies:interpersonal and organizational Main topics:survival and classroom management Developm. phase:survival Depth of reflection:mainly describing: evaluation Type:critical incidents, not really thematic

Results: Delay Postponement grouptime (average; days)range Fontys Fontys VU Overall

Results: Delay 0-2 days3-5 days5-10 days> 10 daysmissing data Fontys 1 (8)41111 Fontys 3 (9)144 VU (n=3)3 Overall (20)85115

Results: Interaction (feedback)

Results: Interaction Students give feedback, but this does hardly result in a discussion Students do occasionally respond to comments (feedback) Students said the feedback of peers was useful for future action

Conclusions Well implemented, weblogs have potential They promote reflection-on-action They promote interactivity They promote continuity of the proces Integration with e-portpolio? (Tosh et al., 2004): yes, but…

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