{"id":10,"date":"2024-04-04T04:39:21","date_gmt":"2024-04-04T01:39:21","guid":{"rendered":"https:\/\/sisu.ut.ee\/mobvet\/tools-reflection\/"},"modified":"2024-04-04T04:41:40","modified_gmt":"2024-04-04T01:41:40","slug":"tools-reflection","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/mobvet\/tools-reflection\/","title":{"rendered":"Tools for reflection"},"content":{"rendered":"

\n\t\u00a0\n<\/p>\n

\n\tThe learning activities included in this chapter are designed to support your reflective thinking during your exchange period. You are also encouraged to familiarize yourself with the DIVER model for critical reflection presented by Jones, P et al.<\/i> 2019, <\/span>which you can use to make sense of the incidents you encounter during your exchange period and to learn from them.\n<\/p>\n

\n\tThe DIVER model includes steps for validation and explanation, which Brewer and Cunningham (2010) present in the Description\u2013 Interpretation\u2013 Validation\u2013 Explanation (DIVE) model, in which these actions are included in the cross-cultural learning process. They suggest that to learn from cultural encounters, we should validate our interpretations of them so that we are able to see beyond our own thinking. This can be done, for example, with local people. We should also explain our new understanding by connecting it to theories and concepts of culture. The steps in the DIVER model as presented by Jones, P et al.<\/i> 2019 \u00a0are described below. It is recommended that you familiarize yourself with the full description of the model as well as the critical reflection <\/span>here<\/a>.<\/span>\n<\/p>\n

\n\tCritical reflection steps in the DIVER model (adapted from Jones, P et al.2019) <\/b>\n<\/p>\n

\n\t\"pic2\"\n<\/p>\n

\n\tThere is a wide variety of digital methods and tools\u00a0to support your reflection, including diaries, logbooks, wikis, blogs, video diaries etc. Some examples:<\/font><\/font><\/font>\n<\/p>\n

\n\tOnline documents<\/font><\/font><\/font><\/strong>\n<\/p>\n

\n\tStarting with the most basic way of digital\u00a0reflecting, Microsoft Word or Google Docs can be used to create one or more files to write the reflections, add images and links.<\/font><\/font><\/font>\n<\/p>\n

\n\tOnline diaries <\/span><\/span><\/span><\/strong>\n<\/p>\n

\n\tThere are online diary options such as Penzu, Journalate or Diaro (which uses Dropbox to store and sync diary). These let you to sort the entries by folder, tag them with keywords, search entries and sync across mobile devices and the web. Most of them let add photos and some allow attaching files.<\/font><\/span><\/span><\/span>\n<\/p>\n

\n\tDigital notebooks <\/b><\/span><\/span>\n<\/p>\n

\n\t\"4\"\n<\/p>\n

\n\tDigital note-making platforms such as Evernote, OneNote and Keep go beyond journaling and offer possibilities for handling notes in all areas: meeting\/lecture notes, recipes, reminders and scanned receipts \u2013 all the things from a paper notebook. All these tools enables to add\u00a0audio, images and clip websites and can sync across all devices and always can have the virtual notebook with you.<\/font><\/font><\/font><\/font><\/font><\/font>\n<\/p>\n

\n\tEvernote enables to create \u2018notes\u2019 of text, images, audio, attached files and websites.<\/font><\/font><\/font>\n<\/p>\n

\n\tMicrosoft OneNote is similar to Evernote and it combines well with Microsoft 365. Google Keep has fewer features than Evernote or OneNote but text, audio and image notes can be color-coded and tagged.<\/font><\/font><\/font>\n<\/p>\n

\n\tAudio and video journaling<\/b><\/span><\/span>\n<\/p>\n

\n\tVideo as a tool for enhancing reflection allows the learners to see themselves and notice some aspects of themselves (body language, use of language and expressions etc.) that they would not know about by just reflecting their actions, thoughts and feelings. The research on novice teachers (Calandra et al., 2009) found that the groups using video for reflection tended to write longer and more multifaceted written re\ufb02ections than their counterparts. They wrote not only about technical, but also pedagogical and contextual aspects of their teaching, and they thought more about how and why certain incidents occurred, and at times they were even critical in their deliberations, all the while making personal connections to theories and methods likely presented in their teacher education programs. How did video re\ufb02ection facilitate this? The video for reflection group participants wrote re\ufb02ections not only on the actual teaching incidents, but at times also on the video replay of the incidents. While doing so, they were allowed time to draw from multiple sources of knowledge, including their own, to think about whether or not their teaching decisions made sense. Although this re\ufb02ection occurred after the actual event, in a way, they were able to stop time and think \u201cin the moment.\u201d This is an ability more closely associated with expertise, and it could have been made possible by the a\ufb00ordance of digital video (e.g., stopping, pausing, and rewinding footage of the incidentwhile re\ufb02ecting) (Calandra et al., 2009).<\/font>
Other media for reflection are the online voice recorder Vocaroo or SoundCloud to create short recordings. For a video journal, WeVideo and the tools provided on a smartphone or tablet can be used .<\/font><\/font><\/span>\n<\/p>\n

\n\tReflective blogging<\/span><\/b><\/span><\/span>\n<\/p>\n

\n\t\"5\"\u00a0\n<\/p>\n

\n\tBlogging is found to provide students with a platform for cognitive, metacognitive-reflective and affective aspects of learning. Furthermore, the feedback system of the blogging interface naturally affords students reflective opportunities. Blogging can be served as an avenue for sharing information and constructing knowledge, reflecting on knowledge and experiences, providing social support, and communicating affective-emotive expressions. Blogging may provide a way to bridge theory with experience in an internship learning environment, where metacognition and reflection are important processes. The affective processes also show how blogging may support students in communicating affect and emotions when they come across conflicts and complexity in real-world environments (Chu et al., 2012).\u00a0<\/font>For reflecting in public, blogs are used, with private posts on blogging platforms.<\/font> WordPress and Blogger are the most well-known platforms.<\/font><\/font><\/span>\n<\/p>\n

\n\tDigital Portfolio<\/span><\/b><\/span><\/span>\n<\/p>\n

\n\tDigital Portfolio is an important component in the training process, helping students to monitor their learning activity and to evaluate and present their performance. Advantages of the Electronic Portfolio (E-Portfolio) compared to the Paper Portfolio:<\/font><\/font><\/span><\/font><\/font><\/span>\n<\/p>\n