Looking into a Digital Mirror for an Interactive Reflection on Student Engagement in Online and Blended Learning
Concurrent Session 9
Brief Abstract
Ready to take your online or blended course to the next level? This workshop presents an excellent balance of experiential learning, meaningful reflection, and engaging technology. Discover how to implement interactive video platforms to enrich the learning environment, regardless of content or learning management system. Innovation for all learning levels.
Presenters
Additional Authors
Extended Abstract
Are you interested in discovering how to achieve high levels of engagement and reflection in an online or blended learning format? As a participant in this session, you will collaborate on reflection strategies and explore possible resources through hands-on activities. The applications from this study transcend course content, LMS, and levels of instruction, benefitting all attendees who seek to develop and deliver engaging instruction. The goals of this presentation are to encourage reflection as meaningful learning, to develop inspiring reflection through interactive video platforms, to explore opportunities for experiential learning, and to support collaborative group activities.
In this session, the presenters will explain the results of a recent case study of university students who connected their course learning with their service experience using an innovative technology format. The presenters will share how the instructor blended face-to-face and online learning as well as experiential learning and essential reflection to produce strong personal growth and development and intense relationships in a service-learning community of practice.
As confirmed in the review of literature and this case study, student reflection is the critical component to the learning experience and to the mastery of course concepts. The incorporation of innovative technology stimulates the reflection experience for the students, and the process of reflection excellence can be replicated in other learning venues. This presentation offers attendees the opportunity to actually participate in meaningful reflection through interactive video platforms. The platforms also contain the option of data-driven results that can be displayed in measurable graphs and charts to report levels of engagement and growth for learners.
In this session, the presenters will incorporate a lively format of partner exercises, creative visual prompts, small group moments, and interactive questions and answers to engage the audience in a deeper understanding of reflection and student engagement. As a result of meaningful activities, the presenters will provide the audience with a valuable and engaging hands-on learning experience as well as a lively discussion on the practical applications in their own institutions and courses.
At the end of this session, participants will be able to
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Access and adapt a reflection template that demonstrates understanding of a course concept
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Generate personal and professional reflections in partner exercises and small group interactive video platforms
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Identify possible engagement opportunities for online and blended courses in a variety of disciplines
The 30-minute presentation will begin with partner exercises to stimulate recall of positive experiential learning, model reflection activities, and develop comradery. The presenters will then provide a brief introduction of experiential learning and the referenced case study. As the presenters demonstrate an interactive lesson in Playposit and Bongo, the participants will observe and then apply the instruction to the creation of their own interactive video in small groups.
During their 5-minute individual reflection, the participants will recall meaningful instruction in their own history and reflect on the components that contributed to this experiential learning. The participants will consider how to apply those same components to their current courses. The presenters will host a discussion board format for participants to share personally or anonymously in the session.
Finally, during the 10-minute Q & A, the presenters will first ask the participants to return to their small groups to ask questions about opportunities to use reflection and the interactive video platforms at their own institution or in their own courses. What seems easily accessible? How might the students receive this instruction? What are possible challenges and concerns they might face? Lastly, the groups will be asked to dream about how this instruction could ultimately be used in meaningful learning. The large group will then reconvene to bring the questions that the group discussed and any other questions that they might have for the presenters.