Learning Logs Research Articles

‘Crossing frontiers without a map’—the role of threshold concepts and problematic knowledge in religious education and spirituality

Earlier research has examined the potential of pedagogies of disorientation or displacement for religious education and spirituality, within a pedagogical framework shifting from secure orientation through disturbing disorientation, and towards surprising reorientation (Brueggemann, 2007; Mudge, 2013a; M. Taylor, 1987). Such articles have noted that these three movements are cyclical and repetitive in nature, and challenge teacher and student transition in teaching and learning. Yet researchers have also asserted that it remains the prerogative of each individual as to whether or not they respond to the challenge of any disorientation or reorientation that confronts them. This article focuses more specifically on the middle movement of “disturbing disorientation” within the disciplines of religious education and spirituality, what threshold concept theory refers to as “crossing the threshold or liminal zone”. In particular, it focuses on that pedagogical moment of transition into deeper and conflicted understanding of the relevant topic. It is concerned with the central issue of what transpires when students move from their “comfort zones” towards the more difficult transitions involved with threshold concepts (Land, Meyer, & Smith, 2008), a movement also referred to in the paper as a “threshold transition”. It also examines what particular thresholds were the most discomforting or disorienting for the author’s Masters students in religious education and spirituality. It does this in relation to analysis of some 600 reflection learning logs completed by the Masters students between September 2011 and November 2013 (Mudge, 2013b). Taken together, the findings from this paper have the potential to make a constructive contribution to ongoing threshold concept research, to pedagogical frameworks within religious education and spirituality, and to challenge similar frameworks within associated areas such as theology, philosophy, and other disciplines.

Learning Logs: Incorporating Writing-to-Learn Assignments into Accounting Courses

ABSTRACTThe writing across the curriculum movement advocates using Writing-to-Learn (WTL) assignments to facilitate learning. The basic premise of WTL assignments is that students learn concepts better when they write about them. This article discusses the pedagogical theories relating to WTL that were used to design and implement learning logs in an introductory financial accounting course. Learning logs are two-page papers requiring students to interpret and apply accounting concepts. One learning log assignment requires students to prepare a whistleblower letter reporting a fraud that they have observed. Other learning log assignments are based on current events such as a dividend announcement by Apple and a stock split proposal by Google. This paper describes student learning goals, presents learning log assignments, provides sample student responses, and includes a discussion of classroom experience. Student survey responses indicate that students perceived the learning logs as useful for promoting learning outcomes. A regression analysis of exam scores on learning log indicator variables suggests learning logs increase content comprehension. While the WTL examples in the article focus on topics covered in the introductory accounting course, the WTL strategies presented and discussed in this article can be incorporated into any class in the accounting sequence.

The Effects of English Listening Strategy Training using a Learning Log on Korean EFL College Students’ Listening Ability and Affective Domain

The Effects of English Listening Strategy Training using a Learning Log on Korean EFL College Students’ Listening Ability and Affective Domain

Personal reflective learning log

This pull-out section of Dental Nursing has been designed to enable dental nurses to use it as a tool for recording, reading, learning and reflecting. We invite you to use some, or all, of the questions on these pages to reflect on your practice and professional development. The page may be easily removed from the journal to use in your personal CPD portfolio as non-verifiable CPD.

Operationalizing quality improvement in a pediatric surgical practice

Background/PurposeQuality improvement (QI) is critical to enhancing patient care. It is necessary to prioritize which QI initiatives are relevant to one’s institution and practice, as implementation is resource-intensive. We have developed and implemented a streamlined process to identify QI opportunities in our practice. MethodsWe designed a web-based Pediatric and Infant Case Log and Outcomes (PICaLO) instrument using Research Electronic Data Capture (REDCap™) to record all surgical procedures for our practice. At the time of operation, a surgeon completes a case report form. An administrative assistant enters the data in PICaLO within 5–7days. Outcomes such as complications, deaths, and “occurrences” (readmissions, reoperations, transfers to ICU, ER visit, additional clinic visits) are recorded at the time of encounter, during M & M Conferences, and during follow-up clinic visits. Variables were chosen and defined based on national standards from the American College of Surgeons (ACS) National Surgical Quality Improvement Program (NSQIP), and Patient Based Learning Log. Occurrences are queried for potential QI initiatives. ResultsIn 2012, 3597 patients were entered, totaling 5177 procedures. There were 220 complications, 278 occurrences, and 16 deaths. Specific QI opportunities were identified and put into place. ConclusionData on procedures and outcomes can be collected effectively in a pediatric surgery practice to delineate pertinent QI initiatives. PICaLO is recognized by the American Board of Surgery as a mechanism to meet Maintenance of Certification 4 criteria.

Student Perceptions of the use of Learning logs to Teach Public Relations Writing

Abstract Public relations is a growing field of study in post-secondary education. Many scholars and industry professionals have perceived a less-than-desirable quality of writing in students and entry-level workers. However, there has been little proposed with regard to pedagogical solutions or treatments. This study analyses the use of learning logs to teach public relations writing. Public relations students at a Canadian university were asked to maintain learning logs during a writing class and to provide feedback on their perceptions of the tool's usefulness to their learning.

Personal reflective learning log

Personal reflective learning log

Impact of Culture on Reflective Writing in Masters Level Students

Abstract The objective of the postgraduate module, ‘International Management Competencies’, is to give students the opportunity to understand and develop for themselves employability skills and competencies required in international management. Reflective practice, as advocated by Bolton [1], Hedberg [2] and Francis and Cowan [3], is the main tool of self- development offered to students. They maintain a Learning Log, compose a self- evaluation of the development of their international management skills and competencies and engage in SMART development planning. Tutors were concerned that for many international students, who are the majority on this module, this form of reflective assessment is outside their educational and cultural norms and experience, putting them at a disadvantage. The authors’ research project was to investigate whether culture has an impact on ability to engage with and succeed in reflective writing.

PENGEMBANGAN INSTRUMEN PENILAIAN DALAM PENDIDIKAN MATEMATIKA REALISTIK INDONESIA (PMRI) DI SMPN 17 PALEMBANG

This study aims to develop assessment instruments in Indonesian version of Realistic Mathematics Education (PMRI) with the topic special quadrilateral including the aspect of validity, of practicality, and of the effectivity. The methodology that use in this study is a developmental research. This form of research consists of self evaluation and prototyping. The subject of this study is 32 students of the first grade of SMPN 17 Palembang. Experts review, and documentary analysis were used incollecting data. For evaluating process, observation sheet, learning log, the use of student’s strategy and solution from the result of their achievement. The collected data were analyzed using qualitative descriptive. The findings show that assessment instruments in PMRI in the topic special quadrilaterals could be categorized as valid, practical, and effective. The validity is measured by using the aspects of contents, contruction, and language based on assessment’s principles of PMRI. Based on the experts coments, the assesement instruments developed can be practically in the teaching learning process. According to the observer , the observation sheet and learning log show that students are motivated to be individual or group in doing the exercises. The effectivity is analyzed operationally that is to see student’s ability when the instruments are trying out including the process and the products. Students can argue either orally or writen. Key words : Developing research, instruments, assessment

A case study of an EFL writing teacher's belief and practice about written feedback

This study reports an EFL writing teacher/researcher's self-study of her beliefs and practices about how to provide written feedback. She critically examined entries of her reflection journal, learning log, and written comments to reflect on her beliefs and practices over time. A content analysis of the journal and log entries revealed four guiding principles underlining her beliefs about how to give feedback at the beginning of the semester. They were clarifying writers' intentions, identifying problems, explaining problems, and making specific suggestions. These principles underwent a hierarchical change toward the end of the semester. This structural change instigated a corresponding priority shift in her comments – from fixing students' problems to understanding their intentions. A quantitative analysis showed congruity between her beliefs and practices at the beginning and end of the semester. Reasons for this congruity included public articulation and demonstration of her beliefs in class and increasing procedural knowledge about how to provide feedback.

Personal reflective learning log

Personal reflective learning log

Guidelines on Implementing Successful Seamless Learning Environments: a Practitionersâ?? Perspective

This paper describes implementation guidelines for ubiquitous seamless mobile learning featuring the learning-log system named SCROLL (System for Capturing and Reminding of Learning Log). This system helps users to share and remind ubiquitous learning experiences. We review recent researches on mobile assisted learning in order to set pedagogically-based guidelines for instructors, learning environment designers and the administrative end or decision makers including ICT coordinator, and local authorities. Main foci in our guidelines are for language teachers to practice SROLL-based mobile learning in their classes for both in-class and out-class learning according to their situation or conditions. Our goal is to help educators to implement an effective seamless mobile learning environment with SCROLL.

Exploring feedback incidents, their characteristics and the informal learning activities that emanate from them

Purpose – The purpose of this paper is to increase insight in the mechanisms of feedback processes by investigating what kind of feedback characteristics lead to what specific kind of informal learning activities (ILAs). Design/methodology/approach – The 31 persons participated were recruited by the snowball method, and work in education, healthcare or profit sector. They filled out a learning log. The respondents wrote down feedback incidents that occurred and the ILA they carried out in response. A total of 367 feedback incidents led to 913 ILA. Quantitative analyses such as correlations and regression analyses are conducted. Findings – Feedback led to ILA, especially to reflection, and communication with colleagues. There is no pattern found in the relation between outcomes. Timing aspects seem irrelevant for ILA. Feedback consisting of discussing possibilities for personal improvement leads to ILA. Precise, positive and helpful feedback leads to ILA. Research limitations/implications – Because of the aim and design of the study, the outcomes are not generalizable and individual characteristics (e.g. motivation, attitude) were not measured. A few ILA are mentioned only a few times. Practical implications – Feedback that consists of discussing possibilities for personal improvement can be used to increase ILA. Feedback can be used to increase reflection and communication at work. Creating a work culture that fosters learning from feedback is important. The quality of feedback providing competences is important. Originality/value – This paper gives in-depth insight into the relation between specific characteristics of feedback and the ILA. It also assesses to what ILA a specific feedback incident (directly) leads.

Assessing academic clinical fellows in general practice: square pegs in round holes?

Academic clinical fellows (ACFs) training in general practice (GP) record competency progression in their Royal College of General Practitioners (RCGP) e-portfolio. The General Medical Council (GMC) recommend that current workplace-based assessments (WPBAs) should be used flexibly and formatively. GP ACFs find the e-portfolio inflexible and often only use the learning log and personal development plan to demonstrate academic progress. This pragmatic pilot was undertaken to evaluate the utility of three assessment tools to trainees in the academic setting. ACFs in two deaneries were asked to pilot the use of an academic learning needs analysis (LNA), a new academic supervisor report (ASR) and current WPBAs. The use and value of these tools was assessed using an electronic questionnaire and a focus group of ACFs. Twenty-two GP ACFs responded to the questionnaire and six participated in the focus group. Use of WBPA was 32% (n = 7), LNA was 55% (n = 12) and ASR was 82% (n = 18). GP ACFs valued discussions of academic progress, particularly the formal identification of areas for development. Use of the tools appeared to facilitate constructive feedback about an ACF's academic role. ACFs disliked tools containing elements that were not applicable to their needs and/or setting, undertaking mandatory academic assessments prior to commencement of their academic post and uncertainty about which WPBA to use. ACFs appreciate formally addressing progress, learning needs and how to maximise the use of their posts. Formative academic feedback would be best accepted if delivered using specifically designed academic tools that are integrated into the e-portfolio. When designing academic tools, both research and education activities need to be considered. Academic experience is a pre-requisite for formal assessment of academic progress; commencing academic activity in ST1 would enhance demonstration of progress in later years.

Developing Speaking Skills Using Three Communicative Activities (Discussion, Problem-Solving, andRole-Playing)

The purposes of this research were: 1) to study and compare speaking skills of Grade 11 students using three communicative activities, and 2) to study the students' attitude towards teaching English speaking skills using the three communicative activities. The sample group consisted of 49 students at a secondary school in Udon Thani, Thailand, classified by high, medium, and low according to their abilities of English speaking proficiency level. The design of the research were mixed method design. The quantitative data came from the speaking test and the students' attitude towards teaching English speaking. The qualitative data were drawn from a Learning Log, a semi-structured interview and a Teacher Journal. A one group pretest-posttest design was also employed. The research instruments were 8 lesson plans, an English speaking ability test, and an attitude questionnaire. Percentage, mean, standard deviation and t-test for dependent samples were employed to analyze data quantitatively. The research findings were as follows: 1. The students' English speaking abilities after using the three communicative activities were significantly higher than before their use. (Pretest = 60.80; Posttest = 85.63). 2. The students' attitude towards teaching English speaking skills using the three communicative activities were rated as good ( X =4.50)

LEARNING OUTCOMES OF UNIVERSITY LECTURERS FROM A PROCESS-ORIENTED UNIVERSITY PEDAGOGICAL COURSE

Learning outcomes from a one-year long collaborative inquiry-oriented pedagogical training course for university lecturers were investigated in this study. The course was a long-term, process-oriented university pedagogical course with students from different disciplinary backgrounds, and it was based on the idea of a community of practice and collaborative inquiry learning. The focus of the course was designing learning environment, process facilitation and supporting structures, but the content was not determined in advance; instead, the students produced the content based on their experiences, shortfalls in their current teaching competence and knowledge, and also the educational development needs of their working environment. The follow-up data were collected through questionnaires with open-ended questions on different phases of the course; group electronic learning logs were used as complementary data. According to the results, the long-term collaborative inquiry-oriented pedagogical training achieved pre- defined learning outcomes even though the actual content of the course was not pre- determined, and even went beyond them, especially in terms of empowerment.

PACALL

The authors’ research defines a ubiquitous learning log (ULLO) as a digital record of what a learner has learned in the daily life using ubiquitous technologies. In their previous works, the authors proposed a model named LORE (Log – Organize – Recall – Evaluate) to describe the learning process of ULLO and developed a system named SCROLL to implement this model. This paper focuses on Log among 4 factors in LORE and proposed a passive way to log ULLOs. They use SenseCam to capture a learner’s learning activities and propose a system named PACALL to support reflection of what s/he has seen. This system filters bad photos that taken by SenseCam and helps learner find learning content. The author use this system in language learning and help learners learn the foreign name of objects around.

The effects of the application of an English Cyber Home Learning Program managed by the homeroom teacher on English learning of elementary school students

This study explores the effects of a cyber home learning program applied to the students on their English skills and affective domains by the homeroom teacher. Twenty-five 5th grade students from an elementary school located in Incheon participated in the study. English contents of the 5th grade level from ‘Incheon e-School’, a cyber home learning program operated by Incheon City, were utilized for the study. The data from the responses to the questions about affective domains, pre- and post-examinations, teacher’s notes, students’ learning logs, and the responses in the interview conducted with an English-speaking native teacher have been analyzed to investigate the effects of the program on the students. Findings from the study are as follows. First, English cyber home learning program made a positive contribution to enhancing students’ English skills especially in reading. Second, it also made a positive contribution to students’ affective domains, especially in increasing the students’ eagerness on the English study. Last, the program managed by the homeroom teacher aided students with their successful cyber home learning. Based on the results, some suggestions are made for the further effective operations of the English cyber home learning program.

The Design and Development of Learning Log Management System for C Language Web Classroom

Currently most c language web classrooms lack proper management system to help learners customize their learning progress. This paper introduces the design and development of an ASP-based learning log management system, which will provide learners with personalized learning in the c language web classroom.

فاعلية نموذج مقترح لحقيبة تهدف إلى تحسين أداء المعلم في التقويم الصفي الواقعي

ملخص هدفت هذه الدراسة إلى تصميم نموذج لحقيبة للمساهمة في تحسين أداء المعلم في عمليات التقويم الصفي الواقعي Authentic Assessment وإلى قياس مستوى فاعلية وأثر هذه الحقيبة في تحقيق الأهداف التي صممت من أجلها. تضمنت الحقيبة أجزاء ثلاثة، الأول: وتضمن إرشادات عامة لاستخدام الحقيبة، وبيانا لکفايات المقوم، ونقاطا بأهم وأبرز نقاط التحول من التقويم التقليدي المعتمد على الاختبارات إلى التقويم الواقعي المعتمد على الأداء، وتضمن الجزء الثاني : العديد من نماذج وأدوات التقويم التي قام الباحثان بتصميمها لتغطي معظم المواقف التقويمية التي يتعرض لها المعلم في الغرفة الصفية مثل سلالم التقدير الرقميي (scales) وقوائم الشطب (checklist) وسلالم التقدير اللفظي(rubrics) ونماذج من سجل سير التعلم(learning log) والسجل القصصي الخاص بالمعلم ((anecdotal record بالإضافة إلى نماذج لتحليل الاختبار وجداول المواصفات ونماذج للتواصل مع أولياء الأمور وتقارير الأداء وغيرها. أما الجزء الثالث فقد تضمن نماذج توفر للمعلم فرصة لممارسة التفکير التأملي في عمله (reflective thinking) والتقويم الذاتي(self-assessment) من خلال بعض المواقف والمثيرات . تم تطبيق هذه الحقيبة على عينة من 25 متطوعا (معلما ومعلمة) وتم متابعة أداءهم خلال فصل دراسي کامل من الباحثان مباشرة. ثم أجريت عملية تقويم للتجربة في نهاية الفصل وذلک باستجابة المعلم على سلم تقدير ذو تدريج رباعي مکون من عشر فقرات تقيس مستوى فاعلية الحقيبة في تحسين أداء المعلم في تنفيذ استرتيجيات التقويم الواقعي وأدواته، بالإضافة إلى الملاحظات المباشرة التي تم جمعها من الميدان خلال زيارات المتابعة. نتائج التجربة أشارت إلى أن المتوسط العام لاستجابات المعلمين على سلم التقدير قد بلغ 3.4 (بدرجة کبيرة جدا ) مما يشير إلى أن الحقيبة قد کانت فعالة بشکل عام وقد حققت الأهداف التي صممت من أجلها ، کما وأشارت النتائج إلى عدم وجود فروق دالة احصائيا تعزى لجنس المدرس أو مؤهلة العلمي نحو فاعلية الحقيبة ووجود فروق دالة إحصائيا لصالح المدارس الأساسية مقارنة بالمدارس الثانوية. الکلمات المفتاحية: التقويم الواقعي، التقويم الصفي، تقويم الأداء، حقيبة، المعلمون