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Overview
This
unit
is
comprised
of
three
sessions
which
give
you
the
opportunity
to
explore
technological
resources
and
social
media
a
form
of
technology.
As
you
interact
with
the
tools
and
with
each
other,
you
will
be
able
to
identify
your
need
for
further
development
and
should
respond
as
the
reflective
learner-practitioner
should;
make
the
effort
to
address
the
needs
and
remain
committed
to
plans
made
to
meet
these
needs.
As
you
learn
more
about
yourself
as
a
technology
user,
remember
to
record
your
achievements
and
share
them
with
others.
If
there
is
no
one
to
celebrate
your
growth,
you
should
take
the
time
to
validate
your
achievement!
Unit
Objectives
By
the
end
of
this
unit
you
should
be
able
to:
1. Analyse
technological
resources
and
social
media
that
support
the
development
of
the
reflective
learner-practitioner
EDLM1002
Unit
4
91
2. Identify personal need for development from their initial orientation to selected resources/media for supporting reflective practice 3. Demonstrate commitment to personal development as learner-practitioners using the supportive technological resources provided for them 4. Share evidence of improvement in using more fluently, the technological devices provided to support their learning/practice
92
EDLM1002 Unit 4
SESSION 4.1
Introduction
This
session
emphasizes
the
use
of
relevant
technologies
for
personal
development.
The
identification
of
personal
needs
becomes
one
of
your
key
responsibilities
as
you
are
your
best
critic
and
you
know
your
situation.
This
does
not
mean,
however,
that
others
cannot
or
will
not
share
observations
and
make
suggestions.
What
it
means
is
that
you
are
required
to
be
reflective
in
light
of
your
observations
and
those
of
your
colleagues
in
helping
you
to
become
more
competent
or
comfortable
in
using
technological
resources.
In
addition,
it
is
making
a
demand
of
you
to
work
at
overcoming
your
challenge.
Learning
Objectives
By
the
end
of
this
session,
you
should
be
able
to:
1. Analyse
technological
resources
and
social
media
that
support
the
development
of
the
reflective
learner-practitioner
2. Identify
personal
need
for
development
from
their
initial
orientation
to
selected
resources/media
for
supporting
reflective
practice
EDLM1002 Unit 4
93
Exploration
time
I
cannot
write
reflectively
I
do
not
have
the
time
to
reflect
Reflection
is
a
mundane
chore.
I
dont
know
if
I
am
reflective
by
nature
These
are
some
of
the
comments
that
indicate
struggles
that
many
learners
and
practitioners
express
as
they
try
to
develop
reflectivity.
If
they
do
not
find
solutions
to
these
concerns,
chances
are
they
will
eventually
give
up
their
plans
to
become
reflective
practitioners.
Because
of
past
experiences
or
maybe
the
taken-for
granted
disposition,
these
individuals
are
unaware
of
the
solution
within
their
grasp.
What
is
that?
Technology!
Probably
this
proposed
solution
raised
a
personal
concern
or
question:
But
I
cannot
use
the
computer
well,
if
that
is
what
technology
is
about!
If
it
is
not
the
computer,
then
what
is
it?
How
can
it
solve
these
problems?
If
you
reflect
on
the
activities
you
have
done
in
previous
units
or
sessions,
you
may
begin
to
get
a
glimpse
of
some
technologies
you
used.
Here
is
an
activity
to
provide
an
answer.
ACTIVITY
4.1
Lets
use
one
of
the
type
of
definitions
we
examined
earlier
in
the
course
to
start
on
the
path
to
negotiate
a
working
definition
of
technology.
You
will
then
revisit
your
original
answer
to
the
questions
posed
at
the
start
of
the
session.
1. Type
the
word
technology
2. Make
sure
the
flashing
cursor
is
on
the
word,
technology
3. Click
the
right
side
of
your
mouse
and
look
for
synonym
4. Make
a
list
of
the
synonyms
the
computer
offers
for
the
word
technology
94
EDLM1002
Unit
4
Lessons from Activity 4.1 As a reflective learner-practitioner you have to check if you had been taking for granted some basic processes and devices you use to achieve the objectives of each session. If this is the case, chances are your response to the questions about technology would be influenced by the taken-for-granted disposition. Do not worry, since part of the learning experience is about changing dispositions while becoming more competent in our use of various resources. So lets learn more about technology from the task. When you look at the list of synonyms for technology, you should have noticed that the computer was not listed among them. Instead, you were given other words that indicate what technology is about and for which the computer would be an example. If you had grouped these words, you would have used what is called high order cognitive skills such as analyzing and forming categories. Maybe your categories would be similar to the ones highlighted in Figure 4.1 below.
Based
on
figure
4.1,
technology
is
concerned
with
intangible
and
tangible
resources.
Note
that
the
idea
of
resource
was
taken
from
objective
one,
which
indicates
that
we
have
to
analyse
technological
resources
and
social
media.
The
question
now
is
this:
what
would
you
include
in
each
of
the
categories
labeled
intangible
and
tangible
resources?
Using
the
list
of
synonyms,
skills,
knowledge,
expertise
and
similar
words
would
be
included
in
the
intangible
category
as
these
are
not
concrete
or
physical
resources
(they
cannot
be
examined
by
the
sense
of
touch).
The
other
words/terms
such
as
machinery,
equipment
and
tools
are
placed
in
the
category
labeled
tangible
resources
as
they
are
concrete
in
nature,
they
can
be
manipulated
by
physically
touching
them.
By
taking
this
further,
we
could
say
that
technology
is
concerned
with
intangible
and
tangible
resources.
Based
on
these
categories,
a
tentative
working
definition
of
technology
can
be
formulated
using
one
or
more
of
these
terms.
By
including
all
of
them,
the
definition
could
be
more
comprehensive.
Here
is
a
tentative
definition
formulated
from
the
list
of
synonyms
listed.
Technology
is
concerned
with
intangible
and
tangible
resources
or
media
or
means
of
getting
things
done.
You
may
ask
why
the
term
media
or
the
phrase
getting
things
done
is
not
listed
among
the
set
of
synonyms
but
is
included
in
the
definition.
By
using
the
ideas
of
earlier
sessions
on
types
of
definition,
previous
knowledge
of
the
meaning
of
each
word
and
by
carefully
analyzing
the
list
to
form
categories,
relevant
labels
can
be
identified.
In
addition,
as
indicated
earlier,
the
objective
provided
clues
since
resource
is
mentioned
in
relation
to
technology.
By
using
these
hints
other
ideas
associated
with
resources
were
considered.
Note
that
when
a
term
is
comprised
of
other
words
with
which
you
are
familiar
and
these
are
used
to
decipher
the
meaning
of
the
term,
you
are
using
two
cognitive
strategies
called
Key
Word
Location
and
Association.
These
strategies
resulted
in
the
selection
of
other
relevant
words
such
as
products,
devices
and
processes.
When
these
words
were
analyzed
further,
it
was
evident
that
they
were
all
concerned
with
96
EDLM1002
Unit
4
getting
things
done.
In
light
of
this
observation,
the
terms
resource,
media
or
means
were
selected
although
process
could
also
apply
for
the
intangible
category.
Application
of
the
ideas
from
the
cognitive
processes
and
the
meaning
of
technology,
led
to
the
conclusion
that
technology
is
also
linked
to
addressing
problems
or
achieving
goals,
or
doing
tasks.
From
your
past
experience
in
using
the
computer
for
example,
these
descriptions
of
technology
should
not
be
strange
as
you
have
been
using
it
as
a
form
of
technology.
For
example,
the
processes
applied
to
formulate
the
working
definition
of
technology
that
was
described
earlier,
is
a
form
of
technology
PROCESS
TECHNOLOGY.
The
use
of
the
computer
to
document
the
working
definition
for
us
to
share
and
discuss
indicates
the
presence/existence
of
another
form
of
technology,
PRODUCT
TECHNOLOGY.
From
our
previous
experience
or
knowledge
related
to
the
formulating
of
definitions,
you
probably
came
to
the
conclusion
that
the
definition
shared
bears
features
of
the
circular
type.
Remember
though
that
this
can
be
limited
if
we
wish
to
get
ideas
for
applying
reflective
practice.
With
this
in
mind,
it
becomes
necessary
to
find
other
perspectives
to
encourage
assessment
of
the
tentative
definition
of
technology
presented.
This
practice
is
an
indication
that
you
are
demonstrating
a
critical
thinking
quality
referred
to
as
intellectual
humility.
Do
you
remember
what
this
means
from
an
earlier
unit?
If
no,
review
the
video
presentation
on
critical
thinking
in
Unit
3
(Levels
of
Reflection).
The
use
of
internet
sources
can
provide
a
wealth
of
information
for
us
to
find
credible
literature
but
we
have
to
use
other
forms
of
technology
to
make
suitable
choices.
These
include
analyzing
the
quality
of
the
literature
in
terms
of
relevance,
authenticity,
and
ethics
(referencing
sources
for
example)
to
name
a
few.
Lets
us
now
find
some
definitions
or
perspectives
of
technology
and
analyse
these
in
light
of
our
tentative
one.
We
will
expand
the
tentative
definition
if
necessary.
You
can
then
propose
a
working
EDLM1002
Unit
4
97
definition
that
we
can
use
as
members
of
this
learning
environment.
Note
though
that
we
will
have
to
apply
negotiation
skills
(a
form
of
technology)
to
decide
which
to
use
from
amongst
the
suggestions
offered.
ACTIVITY
4.2
1. Visit
the
websites
listed
and
examine
the
perspectives
of
technology
presented.
2. Compare
with
our
tentative
working
definition
and
discuss
your
findings
3. Suggest
improvement
to
our
working
definition
or
the
perspective
we
should
work
with
as
a
group.
Post
your
suggestion
in
the
discussion
forum.
Lessons
from
activity
4.2
Did
your
analysis
of
the
various
perspectives
of
technology
reveal
any
of
the
following?
1. Technology
as
products/resources
2. Technology
as
processes
3. Technology
as
knowledge
application
4. Technology
as
the
means
for
solving
problems
when
compared
with
other
technological
devices.
In
using
it
however,
we
apply
other
forms
of
technology
that
are
non-physical
in
nature.
These
are
the
processes,
knowledge,
attitudes
and
skills
for
getting
the
tasks
done.
These
non-physical
resources
imply
that
the
computer
on
its
own
does
not
solve
the
problems.
It
requires
the
expertise,
scientific
knowledge
of
the
user
and
affective
qualities
such
as
a
willingness
to
inquire
or
perseverance
in
using
this
resource
to
solve
our
problems
or
achieve
our
goals.
What
must
be
stressed
here
is
that
these
non-physical
resources
may
also
be
described
as
modern
technologies
if
they
are
based
on
current
or
new
ideas
from
research.
Any
decision
to
use
technological
products
or
processes
should
be
examined
to
determine
modernity
and
the
part
this
plays
in
ensuring
quality
processes.
This
is
because
quality
processes
ultimately
lead
to
quality
products.
Quality
also
brings
to
the
fore,
the
idea
that
the
personal
(informal)
knowledge
and
the
skills,
attitudes
and
expertise
are
forms
of
technology.
These
however,
need
to
be
assessed
as
they
indicate
our
capacity
to
influence
our
experience
as
we
try
to
deal
with
challenges
or
problems
and
the
outcome
of
the
experience.
It
is
in
light
of
these
understandings
that
the
following
considerations
are
suggested
as
guides
for
you
to
formulate
a
working
definition
of
technology
for
our
context.
If
you
disagree
with
any,
it
is
important
to
voice
your
stance
and
help
us
to
understand
your
position.
You
can
also
provide
alternatives
or
add
to
the
list
where
you
see
gaps.
Considerations
for
Formulating
a
Working
Definition
of
Technology
Include
ideas
that
relate
to
tangible
and
the
intangible
resources
Indicate
the
nature
of
the
knowledge,
skills
and
attitudes
associated
with
technology
Emphasize
problem
solving
or
goal
achievement
or
getting
work
done
Indicate
the
value
of
attending
to
the
quality
of
process
and
products
EDLM1002
Unit
4
99
From doing activity 4.2, and from your efforts to use technology, there may be challenges that you have experienced. To help you in examining your profile as a technology user, a list of criteria is provided below. Use each to identify any struggles and competencies you have as a learner-practitioner by placing S for struggles and C for competence in the profile column. You should use your records from the comment column to share examples with your peers in the portfolio later.
Profile
Comments/Examples
Social Media for Learning/Work-Related Tasks Social networking Learning communities Collaborative calendaring Collaborative learning groups Collaborative mind mapping Video sharing
EDLM1002
Unit
4
101
Making
sense
of
the
experience
of
doing
self-assessment
Probably
you
were
focusing
on
the
outcome
of
the
self
assessment
task
more
than
the
process.
As
a
reflective
learner-practitioner,
you
should
remember
that
the
process
is
important.
This
provides
experiences
for
you,
which
are
either
favourable
or
unfavourable.
Any
perturbations
you
encounter
or
experience
is
a
source
of
knowledge
and
should
be
explored
further.
Lets
probe
more
deeply
into
this
inference
to
better
understand
its
implication.
If
you
were
aware
of
the
technologies
included
above,
probably
you
did
not
encounter
any
difficulty
in
self
assessing.
However,
if
you
were
not
familiar
with
the
technologies,
this
might
have
posed
a
challenge.
Note
though
that
lack
of
knowledge
or
doubts
are
considered
as
criteria
for
self
assessing.
Reflective
practitioners
acknowledge
their
need
to
know
and
their
doubts
and
work
to
reduce
or
erode
them.
Review
your
prescribed
text:
Bolton
(2010).
Reflective
practice:
Writing
&
professional
development.
Educational
relationships
Chapter
3;
P.
49-53.
London:
SAGE.
Additionally,
if
you
look
carefully
at
the
criteria
for
you
to
self-assess,
you
should
notice
that
you
were
required
to
check
your
knowledge
but
you
may
have
missed
this
criterion
completely
because
a
quick
glance
may
have
indicated
that
you
were
being
asked
to
self
assess
in
terms
of
competence
with
unfamiliar
technologies
and
by
using
unfamiliar
criteria
that
were
discussed
earlier.
If
this
was
the
case
and
it
caused
you
to
be
perturbed
somewhat,
it
is
indicating
one
or
more
of
the
following:
(a) You
have
not
fully
embraced
or
do
not
fully
understand
reflective
practice
(b) You
did
not
reflect
before
taking
action
(c) Your
beliefs
about
learning
have
not
changed
(d) Your
role
as
learner-practitioner
is
still
fuzzy
(e) You
are
still
being
guided
by
traditional
principles
for
practice
102
EDLM1002
Unit
4
Applying reflective practice In Unit 3, you learned about the nature of reflection prior to, during and on action. If you had transferred this knowledge, you would have applied technology in one form or another and should have had fewer difficulties since your lack of knowledge would have served as an indicator for action. Having noticed this gap, you could have used technology to solve the problem as you reflect prior to doing the task? One strategic action you could have taken is an information search. This means you could have accessed information from other colleagues or used other available sources of information such as on-line literature. This is why you need technology related skills referred to as social literacy and information literacy. To learn more about social and information literacy, you may interact with these resources: 1. James, A. & Davison, J. (2003). Active citizenship and the development of social literacy: A case for experiential learning. Retrieved at: v http://74.125.155.132/scholar?q=cache:3pbLoCvNxZcJ:scholar.google.co m/&hl=en&as_sdt=2000 Retrieved July 31, 2010. v http://www.bestlibrary.org/digital/files/bruce.pdf Retrieved July 31, 2010.
EDLM1002 Unit 4
103
Figure 4.2 Technical behaviours associated with information literacy as a skill If you were not challenged while doing the self-assessment, you should have completed the task and could modify your profile based on what your overall assessment revealed. Despite the ease with which you may have worked however, you too would have used process and product technologies. Some of these technological resources that require integration of process and product include mind-mapping, visual displays, textual presentations, e-journals and e-portfolios to name a few. Since you have started this course, you have had to use a number of these resources which you probably did not regard as technology at the time you were using them. In addition, we may not have considered them as resources that support reflective practice.
104
EDLM1002 Unit 4
Having
provided
a
chance
for
you
to
make
meaning
from
your
experience
in
doing
the
self
assessment
task,
let
us
now
share
some
possible
lessons.
Lessons
from
the
Self
Assessment
Task
(a) From
doing
the
task
you
should
have
learned
that:
(b) The
resources
we
use
to
strategically
solve
problems
as
learners/practitioners
are
forms
of
technology
(c) Technological
resources
include
strategies
and
devices
that
are
integrated
as
means
of
solving
problems
(d) Strategies
or
processes
include
mental
(cognitive/thinking),
psychological
and
technical.
(e) Technology
is
not
limited
to
electronic
resources
(f) Resources
(products
and
processes)
that
allow
us
to
interact
with
others
are
forms
of
technology
referred
to
as
Social
Media
(g) Social
literacy
and
information
literacy
skills
are
fundamental
resources
for
solving
problems.
(h) How
social
media
and
other
forms
of
technology
are
used
have
implications
for
quality
outcome
and
experience.
(i) The
learner-practitioner
profile
may
include
a
technological
dimension
and
that
competence
in
using
technology
contributes
to
readiness
for
reflective
practice
and
development
as
a
person
and
professional.
Having
shared
some
key
ideas
on
technology
resources,
let
us
now
explore
some
of
the
technologies.
We
will
focus
on
e-journals
and
e-portfolios
which
allow
us
to
develop
intellectual
independence
and
on
the
social
media
included
in
the
self- assessment
task
as
these
contribute
to
our
emotional
and
social
development.
Take
some
time
now
to
explore
e-journals
and
e-portfolios.
EDLM1002
Unit
4
105
THINKING + ACTING.
To
learn
more
about
learning
journals
and
E-portfolios,
you
may
interact
with
the
resources
listed
for
the
unit.
The
links
are
included
below.
v http://www.youtube.com/watch?v=e-KyI4jtvWc
Retrieved
July
31,
2010.
v http://www.youtube.com/watch?v=hGs_8oR35so&feature=related
Retrieved
July
31,
2010.
v http://www.youtube.com/watch?v=hQhigdJ-xEk&feature=related
Retrieved
July
31,
2010.
v http://www.youtube.com/watch?v=Y32NoAgN9Ik&feature=related
Retrieved
July
31,
2010.
Note
that
in
terms
of
your
development,
actually
using
technological
resources;
require
you
to
apply
your
skills.
As
you
persevere
in
using
these
resources
to
solve
problems
or
accomplish
your
work,
you
are
getting
the
chance
to
improve
your
capacity
to
physically
manipulate
these
resources.
Social
Media
Note:
The
readings
on
social
literacy
may
be
useful
in
helping
you
to
understand
the
role
of
technology
resources
such
as
e-portfolios,
journals
and
social
media
in
reflective
practice.
Some
of
the
factors
you
need
to
consider
when
using
social
media
as
resources
will
be
explored
in
Session
2.
For
now,
it
is
important
for
you
to
be
familiar
with
the
types
and
some
of
their
benefits
for
the
reflective
practitioner.
Before
we
proceed
however,
here
is
an
activity.
ACTIVITY
4.5
You are responsible for the staging of the final match in the On-line Checker Tournament for members of your community.
EDLM1002 Unit 4
107
Use relevant social media to collaboratively plan the tournament. Maintain a log of events and personal artifacts of your development in using selected technology resources more fluently as you participate in this activity. You can take pictures of yourself at work or use digital recording of the activities you engage in. These can be used as authentic evidence of the part you played in the process. They may also be useful when you are designing your professional portfolio.
Reflection before Action: Preparing In helping you to prepare for the activity to remind you to think seriously about the pieces of information you will need to do the task, here is a summary of the characteristics of some of the social media available to you. Try to record the examples you use as you do the activity. You may use text or pictures or motion images or a combination of these. Do not forget to accompany pictorial and motion images with reflective comments since they can be interpreted in a variety of ways. For all texts, try to add a reflective dimension. The suggestion to ensure there is a reflective dimension to your recordings is because reflective practitioners need evidence to support their claim to professional development. In addition, your recordings become sources of data for further analysis and for the co-construction of knowledge.
108
EDLM1002 Unit 4
combination
of
texts,
still
images,
videos,
message
boards
or
discussion
forums.
Some
of
their
characteristics
include:
Possible
Social
Media
for
Completing
Activity
4.5
The
list
of
social
media
included
in
the
self
assessment
instrument
may
be
integrated
to
accomplish
activity
4.4.
How
these
are
used
will
be
dependent
on
the
plans
that
are
made,
how
responsibilities
are
allocated
and
the
composite
knowledge,
skills,
attitudes
relative
to
the
task
and
the
technological
resources
available
to
the
group.
These
resources
contribute
to
reflective
practice
as
members
can
engage
in
collaborative
reflections.
This
allows
the
reflective
learner-practitioners
to
(a)
engage
in
collaborative
inquiry
as
a
way
of
responding
to
problems
defined
by
the
members
(b)
compare
personal
knowledge
with
communal
understandings
(c)
engage
in
peer
assessment
activities
(d)
build
knowledge
as
teams
(e)
assume
collective
responsibility
for
process
and
outcome
of
problem
solving
or
goal
directed
efforts/behaviours
(f)
develop
commitment
to
professional
development
due
to
collective
responsibility
and
accountability
(g)
examine
personal
scope
of
thinking
or
level
of
reflectivity
by
moving
from
an
emphasis
on
the
technical
and
the
socio-cultural/dialogical
to
the
ethical
(h)
identify
learning
needs
and
capacities
relative
to
all
domains
of
development
(confluence).
These
elements
of
collaborative
reflections
are
implied
by
perspectives
of
reflection
by
Brookfield
(1995)
and
John
(1995)
Table
4.2
provides
additional
information
on
various
social
media.
EDLM1002
Unit
4
109
Encouraging shared knowledge Providing opportunity for negotiating meaning Encouraging social equality or classlessness Negotiating the value of knowledge Encouraging democracy or audibility of individual perspective Facilitating a community spirit Conversational in tone regardless of topic Broadening the scope of communication by reducing geographical boundaries Inspiring feelings of belonging
Nature/Function Groups of individuals or organisation interacting in an interdependent way to achieve goals. May be face to face or on-line.
Note: The social media included in Table 4. 2 are free on-line resources. There are numerous ones available some are at a cost. You can develop fluency as you interact with them to address your problems and to collaborate in doing assessment tasks and learning activities for this and other courses. As you use them to assist you in solving problems or to achieve learning goals, you will learn about them. This implies that you do not need to spend time trying to learn about them first. If you choose this approach, try to practice with the tasks you are given. Remember too, that in this course, emphasis is not being placed on studying these resources but on your use of them to become more reflective as learners and/or practitioners. As the session closes, let us remember that technology is not limited to the physical devices we use but encompasses all the resources available to us whether human or non-human, tangible or intangible. Important forms of technology we often ignore because of our tendency to focus on modern tools are the scientific knowledge, the expertise and dispositions we possess and which interplay in the problem solving process. A fundamental purpose of technology is to solve problems or achieve goals. By integrating technological products and processes we are better able to solve problems. Information and social literacy are important skills for the learner-practitioner. These contribute to the quality of our solutions as they influence the tools and social media we choose.
EDLM1002 Unit 4
111
112
EDLM1002 Unit 4
SESSION 4.2
Introduction
This
session
will
place
greater
demand
on
you
than
previously
expected.
This
is
because
you
will
have
to
provide
evidence
of
strategic
actions
you
have
taken
to
improve
yourself
as
a
technology
user.
These
strategic
actions
should
have
been
identified
as
a
result
of
reflecting
before,
during
and
after
addressing
recognized
needs
as
a
reflective
learner-practitioner
Learning
Objectives
By
the
end
of
this
session,
you
should
be
able
to:
1. Analyse
considerations,
Merits
and
Potential
Challenges
in
using
Social
Media
for
Reflective
Purpose
2. Share
evidence
of
improvement
in
using
more
fluently,
the
technological
devices
provided
to
support
your
learning/practice
EDLM1002 Unit 4
113
Exploration
Time
Activity
4.5
1. Implement
your
collaborative
plan
for
the
checker
tournament.
2. Use
any
selected
technological
resource
and
social
media
to
recognise
the
competitors
and
to
report
or
communicate
the
outcome
of
the
match.
Lessons
from
Activity
4.5
If
you
had
reflected
on
your
experience
from
hosting
or
from
participating
in
the
tournament,
you
probably
had
to
deal
with
various
factors
you
did
not
consider
before
you
started.
In
addition,
you
may
have
experienced
some
of
the
merits
and
challenges
of
using
social
media
to
get
the
task
done.
But
what
were
these
considerations,
benefits,
and
challenges?
Check
your
learning
using
the
ideas
presented
below.
Factors
to
consider
when
using
Social
Media
When
using
social
media
you
should
consider
the
following:
(a) The
problem
to
be
addressed
or
the
goals
to
be
achieved
(b) The
strategies
to
be
used
(c) The
relevance
and
or
feasibility
of
the
strategies
chosen
(d) The
nature
of
the
types
of
media
available
(e) The
skills
of
those
with
whom
you
have
to
work
(f) How
you
will
support
each
other
(g) How
you
will
respond
to
each
other
(h) Making
decisions
regarding
the
quality
of
the
contributions
that
each
person
is
expected
to
make
based
on
role
assigned
or
selected
(i) Sharing
power
(j) How
any
observed
need
for
change
will
be
handled
(k) Focus
on
learning
and/or
development
114
EDLM1002
Unit
4
Developing interpersonal skills Learning how to be democratic Learning to problem-solve as part of a team Developing negotiation skills Enhancing creativity Building communities Developing communication skills Developing research skills Increasing knowledge of self as person and professional
Many
times,
social
media
are
used
for
entertainment
and
for
profiling
personal
qualities.
However,
as
a
critical
thinker
you
have
to
be
careful
that
what
you
communicate
will
enhance
your
profile
since
you
have
a
future
that
you
do
not
wish
to
jeopardize
by
being
inconsiderate.
Think
about
some
of
the
images
and
conversations
that
have
been
shared
on-line.
What
could
they
be
conveying
about
the
individual?
Although
your
perspective
may
not
be
shared
by
others,
you
should
still
consider
the
impact
of
what
you
communicate
on
other
members
of
your
community.
EDLM1002
Unit
4
115
Potential
challenges
when
using
social
media
Social
media
has
made
it
so
much
easier
for
meet
other
learner-practitioners
or
professions
from
various
disciplines.
As
you
interact,
you
can
learn
how
to
be
a
better
communicator
and
researcher.
Despite
these
benefits
however,
there
are
potential
challenges
to
consider.
Some
of
these
are:
Personal
challenges
o The
difficulty
of
balancing
time
for
interacting
on-line
with
that
required
for
other
activities
o Beliefs
about
others
o Talents/gifts,
skills
set
o Negative
perception
of
self
o Fear
of
being
wrong
o Information
overload
Team-related
challenges
o Reliance
on
antagonistic
behaviours
to
achieve
goals
o Low
level
of
collaboration
o Members
seeking
to
gain
individual
goals
at
the
expense
of
group
goals
o Low
distribution
of
power
o Valuing
products
over
persons
and
process
o Low
level
of
respect
for
diversity
o Absence
of
standards
negotiated
by
members
Technical
challenges
o Complexity
of
the
media
o Limitations
(simplicity
of
the
media
in
terms
of
available
tools)
o Absence
of
technical
support
Now
that
you
have
examined
some
of
the
benefits
and
challenges
the
learner-practitioner
is
likely
to
face,
it
is
important
to
think
about
ways
of
minimizing
the
challenges
and
expanding
the
benefits.
As
you
explore
further
by
using
these
media
to
share
your
thoughts
and
experience
you
will
develop
greater
fluency
of
their
use.
In
terms
of
your
development,
actually
116
EDLM1002
Unit
4
using
technological
resources
require
you
to
apply
your
skills.
As
you
persevere
in
using
these
resources
to
solve
problems
or
accomplish
goals,
you
will
get
the
chance
to
improve
your
capacity
to
physically
manipulate
these
resources.
As
you
reflect
before,
during
and
after
taking
action,
you
should
learn
more
about
these
resources.
This
is
because
the
use
of
technology
in
our
context
is
to
support
learning,
change
or
development.
Note
that
emphasis
is
not
on
trying
to
learn
to
use
the
tools
beforehand.
It
is
about
how
you
can
make
use
of
their
features
to
support
your
practice.
With
this
understanding,
lets
see
whether
your
profile
has
expanded.
Activity
4.6
will
help
you.
ACTIVITY
4.6
1. What
are
the
psycho-motor
skills
you
have
developed
since
using
the
technological
resources
provided
for
you
in
this
session?
To
answer
this
question,
consider
the
following:
a) Your
perceptual
ability
in
terms
of
the
ease
or
speed
with
which
you
can:
i.
Retrieve
information
or
the
tools
you
have
used
ii. Recognise
details
or
unique
features
of
the
tangible
resources
and
processes
iii. Decipher
information
using
your
senses
(texture,
sound,
sight)
b) Your
capacity
to
independently
use
the
tools
and
processes
c) Your
capacity
to
be
creative
(innovative)
in
using
these
tools
and
processes
d) Improvements
in
the
quality
of
your
contribution
to
learning
due
to
your
use
of
available
technology
tools/processes
available
to
you.
This
includes:
i. Response
rate
during
discussions
ii. Response
rate
in
sharing
products
of
the
various
activities
done
in
the
session
iii. Observing
criteria
or
standards
agreed
on
for
producing
work
iv.
Clarity
of
products
and/or
processes
created
2. Use
your
answers
to
the
question
one
(1)
to
revise
your
profile.
You
will
then
use
tools
available
in
the
E-portfolio
to
share
your
revised
profile.
Make
sure
to
provide
evidence
that
supports
the
content
of
your
profile.
EDLM1002
Unit
4
117
Reflection
for
Action
In
preparing
for
this
task,
you
need
to
engage
in
the
behaviours
that
will
help
you
to
be
successful
and
minimize
difficulties.
By
reflecting
too,
you
should
learn
more
about
yourself
and
should
recognize
that
this
activity
is
focusing
on
an
aspect
of
your
profile
that
we
have
not
emphasized
earlier
in
the
course.
What
aspect
is
this?
I
imagine
you
thought
of
the
psychomotor
domain
which
we
addressed
in
a
previous
unit.
If
you
had
difficulties
remembering
look
back
at
the
session.
Until
then
lets
move
on
to
another
level
of
reflection.
Reflection
in
and
on
Action
Since
starting
the
course
or
this
unit,
you
may
have
had
difficulties
progressing
at
a
rate
you
would
have
liked,
if
you
were
more
competent
in
using
the
technological
tools
and
social
media
available.
Since
reflective
practice
is
about
development,
this
situation
provided
for
you
the
opportunity
to
grow
in
your
use
of
these
resources.
This
growth
could
have
included
all
the
domains
of
development
if
you
had
applied
reflective
practice
by
dealing
with
the
problems
that
confronted
you.
If
you
responded
favourably
(as
a
problem
solver)
to
the
challenges,
then
you
would
have
influenced
your
social,
emotional,
spiritual
and
the
physical
development.
The
physical
challenges
of
manipulating
the
technological
tools
provided
the
chance
for
you
to
work
on
your
psychomotor
domain.
Your
commitment
to
keep
trying
may
have
been
evident
in:
(a) The
questions
you
asked
others
(what
should
I
do?
How
can
I)
(b) Your
search
for
answers
using
on-line
resources
such
as
glossaries,
articles,
tutorials
(c) The
quick
experiments,
the
trial
and
error
or
trouble
shooting
sessions
you
held
for
yourself
You
may
add
others.
In
terms
of
the
other
domains
of
development,
you
could
have
used
the
challenge
to
mature:
118
EDLM1002
Unit
4
Socially
by:
o acknowledging
your
limitations
(self
awareness)
o taking
responsibility
for
learning
o using
your
interpersonal
skills
to
solicit
the
assistance
of
others
in
the
learning
environment
Emotionally
by:
o Acknowledging
your
feelings
o Monitoring
your
feelings
o Using
your
feelings
to
check
your
beliefs
about
learning
and
your
attitude
towards
technology
o Using
your
feelings
to
check
your
values
in
light
of
your
understanding
of
reflective
practice
Spiritually
by:
o Encouraging
consistency
between
your
overt
actions
and
the
principles
you
embrace
as
guides
for
conduct
or
life
o Addressing
any
negative
effects
that
your
response
had
on
yourself
and
others
o Analyzing
the
contents
of
your
thoughts
to
determine
if
your
internal
conversations
were
in
any
way
debasing
or
demotivating
Cognitively
by:
o Journaling
your
learning
in
terms
of
the
nature
of
technology
o Analyzing
your
use
of
the
processes
and
features
of
each
tool
o Examining
the
ideas
or
principles
for
practice
you
were
using
o Identifying
the
problem
solving
skills
you
had
to
use.
As
we
close
session
4.2,
the
challenges,
perturbations,
doubts
or
uncertainties
were
indicating
an
area
of
development
you
needed
to
work
on.
An
important
lesson
then
is:
Use
these
experiences
as
signs
of
development
needs.
When
you
have
identified
the
needs,
you
will
then
have
to
take
the
necessary
steps
to
work
at
reducing
them.
This
requires
personal
commitment!
Once
this
intangible
resource
is
available,
your
use
of
EDLM1002
Unit
4
119
social media can provide the support you desire. So have you made any improvement in your use of technology? Maybe you have. You can know by analyzing your profile in light of the domains of development we have addressed.
Unit
summary
Below
are
some
important
points
that
were
addressed
in
this
unit:
1. The
reflective
learner-practitioner
can
access
a
variety
of
technological
tools
and
social
media
to
support
social,
emotional,
intellectual,
spiritual
and
physical
development.
How
these
are
used
and
the
ones
that
are
accessed
depend
on
the
quality
of
reflections
in
identifying
challenges
or
problems
and
in
making
choices
to
address
these
challenges.
2. If
challenges
and
doubts
are
seen
as
opportunities
for
development
or
as
indicators
of
development
need,
these
indicate
readiness
for
change.
3. A
key
resource
that
contributes
to
development
is
commitment.
When
this
is
integrated
with
technological
tools
and
processes
or
with
social
media,
the
chances
of
success
as
problem
solvers
heightened.
4. Reflecting
for,
in
and
on
action
should
be
applied
to
encourage
professional
and
personal
development.
E-Portfolios
and
journals
are
suitable
resources
for
recording
evidence
of
development
or
improvement
in
practice
where
technology
is
concerned.
120
EDLM1002 Unit 4
References
1. Bolton,
G.
(2010).
Reflective
practice:
Writing
&
professional
development.
London:
SAGE.
2. Davison,
J.
&
Arthur,
J
(2000).
Active
Citizenship
and
the
Development
of
Social
Literacy:
a
case
for
experiential
learning.
Retrieved
from
http://74.125.155.132/scholar?q=cache:3pbLoCvNxZcJ:scholar.google.com/&hl=en&as_ sdt=2000.
July
28,
2010
3. Johns,
C.
(1994).
Nuances
of
reflection.
Journal
of
Clinical
Nursing
3,
71-75
4. Johns,
C.
(1995)
Framing
learning
through
reflection
within
Carpers
fundamental
ways
of
knowing
in
nursing.
Journal
of
Advanced
Nursing
22
226-23.
Retrieved
from
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