This is the ‘Developing a reflection tool’ manual. The manual provides points of reference for the development of a reflection tool for interventions and more general approaches in children’s services. A team can use the fmanual to get to work itself on creating a tool to give each other feedback on the quality of the implementation of the intervention or approach. This is important, as we know that the quality of the care provided is directly related to the outcomes for clients and that learning from one another contributes to that quality.
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Bewust handelen door bewust denken, Reflectietools in het leerproces. We moeten reflecteren op ons handelen om er van te kunnen leren. We moeten weten waarom we handelen, ons bewust worden van onze vooronderstellingen, van de gebruikte methode en van de gevolgen van ons handelen. Zonder reflectie is er geen bewust handelen, geen leermoment en geen innovatie mogelijk. Reflectie is een vorm van denken: reflectie is denken over denken, het is na-denken, het is bewust denken. Reflectie is het herinterpreteren van onze ervaring en kennis. We gebruiken reflectie in vormen van ervaringsleren waar ervaringen in de praktijk gekoppeld worden aan de theorie, zoals projectwerk en stages. Het reflectieproces heeft de vorm van een cirkel: we beschrijven ons handelen, evalueren dit, bedenken alternatieven en brengen deze weer in de praktijk. In dit reflectieproces nemen we afstand van ons handelen in tijd en ruimte: we bekijken ons eigen handelen alsof het door iemand anders gedaan wordt. Zo kunnen wij objectief naar ons eigen handelen kijken. Om echte alternatieven voor ons handelen te bedenken en niet terug te vallen in wat we gewend zijn te doen, moeten we onze creativiteit de ruimte geven. Paradoxaal genoeg kan dit het beste door ons denkproces te sturen door middel van reflectieoefeningen. Puntreflectie, reflectie via brainstorm, reflectie met metaforen, lijnreflectie en niveaureflectie zijn vormen van reflectie die door de kenniskring gebruikt worden als reflectietool. De scenariomethode is ook een oefening die ons denken over de toekomst openbreekt, juist door het proces strak te sturen. In een Socratisch gesprek onderzoeken we gezamenlijk onze vooronderstellingen. We kunnen ook reflecteren tijdens ons handelen, door ons tegelijkertijd bewust te zijn van ons handelen en hierover na te denken: dit vergt wel een behoorlijke concentratie. Ook willen we graag dat onze reflectie doorlopend is, zodat de reflectiecirkel in een reflectiespiraal veranderd. Reflecteren is niet alleen een mentale bezigheid, maar is tevens een resonantie tussen het denken, de emotie en de wilskracht, tussen hoofd, hart en buik. We gebruiken reflectietools in het onderwijs om de student te leren reflecteren over zijn leerproces, de gebruikte methode en de maatschappelijke consequenties van zijn handelen. We willen het reflectieproces bij onze studenten provoceren en aanmoedigen: dit doen we door gestuurde reflectie op vragen die uit de praktijk voortvloeien. Door bewuster na te denken, leren de studenten bewuster te handelen. Onze taak is professionals op te leiden die door reflectie bewust bekwaam zijn in hun handelen.
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INTRODUCTION: Reflection is an essential tool for the development of professional behaviour. Central to all reflection methods is language, either written or spoken. As the use of language is not easy for all students, especially those learning in a language other than their native tongue, it is essential that teachers use alternative methods to stimulate reflection.AIM: To identify the benefits that speech and language therapy students perceive in an educational approach that combines pictures and drawings as a stimulus for reflecting on professional experiences.METHOD: During an international course twenty-two students of various nationalities participated in a two-hour session and reflected on professional experiences. To stimulate reflection, drawings and pictures were used. All the students were asked to evaluate this educational approach by responding to five open-ended questions. Their responses were coded and analyzed.RESULTS: Students' comments fell into three categories of perceived benefits: (1) educational approach benefits; (2) personal benefits; and (3) professional benefits. Almost all the students reported that the nature of the reflection exercises helped them verbalize their experiences after the profession-related exercises.CONCLUSION: This study provides evidence that visualizing as a first step towards verbalizing experiences can foster learning through reflection. It provides students with greater opportunities to verbalize awareness, especially within a group of students who may have difficulty expressing themselves in a non-native language.
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Nowadays, digital tools for mathematics education are sophisticated and widely available. These tools offer important opportunities, but also come with constraints. Some tools are hard to tailor by teachers, educational designers and researchers; their functionality has to be taken for granted. Other tools offer many possible educational applications, which require didactical choices. In both cases, one may experience a tension between a teacher’s didactical goals and the tool’s affordances. From the perspective of Realistic Mathematics Education (RME), this challenge concerns both guided reinvention and didactical phenomenology. In this chapter, this dialectic relationship will be addressed through the description of two particular cases of using digital tools in Dutch mathematics education: the introduction of the graphing calculator (GC), and the evolution of the online Digital Mathematics Environment (DME). From these two case descriptions, my conclusion is that students need to develop new techniques for using digital tools; techniques that interact with conceptual understanding. For teachers, it is important to be able to tailor the digital tool to their didactical intentions. From the perspective of RME, I conclude that its match with using digital technology is not self-evident. Guided reinvention may be challenged by the rigid character of the tools, and the phenomena that form the point of departure of the learning of mathematics may change in a technology-rich classroom.
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Living labs are complex multi-stakeholder collaborations that often employ a usercentred and design-driven methodology to foster innovation. Conventional management tools fall short in evaluating them. However, some methods and tools dedicated to living labs' special characteristics and goals have already been developed. Most of them are still in their testing phase. Those tools are not easily accessible and can only be found in extensive research reports, which are difficult to dissect. Therefore, this paper reviews seven evaluation methods and tools specially developed for living labs. Each section of this paper is structured in the following manner: tool’s introduction (1), who uses the tool (2), and how it should be used (3). While the first set of tools, namely “ENoLL 20 Indicators”, “SISCODE Self-assessment”, and “SCIROCCO Exchange Tool” assess a living lab as an organisation and are diving deeper into the organisational activities and the complex context, the second set of methods and tools, “FormIT” and “Living Lab Markers”, evaluate living labs’ methodologies: the process they use to come to innovations. The paper's final section presents “CheRRIes Monitoring and Evaluation Tool” and “TALIA Indicator for Benchmarking Service for Regions”, which assess the regional impact made by living labs. As every living lab is different regarding its maturity (as an organisation and in its methodology) and the scope of impact it wants to make, the most crucial decision when evaluating is to determine the focus of the assessment. This overview allows for a first orientation on worked-out methods and on possible indicators to use. It also concludes that the existing tools are quite managerial in their method and aesthetics and calls for designers and social scientists to develop more playful, engaging and (possibly) learning-oriented tools to evaluate living labs in the future. LinkedIn: https://www.linkedin.com/in/overdiek12345/ https://www.linkedin.com/in/mari-genova-17a727196/?originalSubdomain=nl
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The concepts of metacognitive refection, refection, and metacognition are distinct but have undergone shifts in meaning as they migrated into medical education. Conceptual clarity is essential to the construction of the knowledge base of medical education and its educational interventions. We conducted a theoretical integrative review across diverse bodies of literature with the goal of understanding what metacognitive refection is. We searched PubMed, Embase, CINAHL, PsychInfo, and Web of Science databases, including all peer-reviewed research articles and theoretical papers as well as book chapters that addressed the topic, with no limitations for date, language, or location. A total of 733 articles were identified and 87 were chosen after careful review and application of exclusion criteria. The work of conceptually and empirically delineating metacognitive reflection has begun. Contributions have been made to root metacognitive refection in the concept of metacognition and moving beyond it to engage in cycles of refection. Other work has underscored its affective component, transformational nature, and contextual factors. Despite this merging of threads to develop a richer conceptualization, a theory of how metacognitive refection works is elusive. Debates address whether metacognition drives refection or vice versa. It has also been suggested that learners evolve along on a continuum from thinking, to task-related refection, to self-refection, and finally to metacognitive refection. Based on prior theory and research, as well as the findings of this review, we propose the following conceptualization: Metacognitive refection involves heightened internal observation, awareness, monitoring, and regulation of our own knowledge, experiences, and emotions by questioning and examining cognition and emotional processes to continually refine and enhance our perspectives and decisions while thoughtfully accounting for context. We argue that metacognitive refection brings a shift in perspective and can support valuable reconceptualization for lifelong learning.
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While there is much focus on interventions to foster ethical reflection in the design process of AI, there is less focus on fostering ethical reflection for (end)users. Yet, with the rise of genAI, AI technologies are no longer confined to expert users; non-experts are widely using these technologies. In this case study in a governmental organization in the Netherlands, we investigated a bottom-up approach to foster ethical reflection on the use of genAI tools. An approach of guided experimentation, including an intervention with a serious game, allowed civil servants to experiment, to understand the technology and its associated risks. The case study demonstrates that this approach enhances the awareness of possibilities and limitations, and the ethical considerations, of genAI usage. By analyzing usage statistics, we estimated the organization’s energy consumption.
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This paper examines how the learning environment in primary education can be enhanced by stimulating the use of innovative ICT applications. In particular, this discussion focuses on mind tools as a means of leveraging ICT for the development of cognitive skills. The stimulating effect of mind tools on the thinking skills and thinking attitudes of students is examined. The various types of mind tools and a number of specific examples are closely examined. We consider how mind tools can contribute to the establishment of an ICT-rich learning environment within the domain of technology education in primary schools. We illustrate two specific applications of such mind tools and discuss how these contribute to the development of thinking skills.
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We present a fully working prototype of NOOT, an interactive tangible system which supports (sharing of) moments of reflection during brainstorms. We discuss the iterative design process, informed by embodied situated cognition theory and by user studies in context using various versions of the prototype. Apart from a potentially useful product, NOOT served as a research-tool showing how physical materials and social interactions scaffold people’s sense-making efforts, and how technology might fit in to support this process.
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