Ineke Lam

Streaming video to enhance students' reflection in dance education

This paper presents an evaluation case study that describes the experiences of 15 students and 2 teachers using a video-based learning environment, DiViDU, to facilitate students daily reflection activities in a composition course and a ballet course. To support dance students reflection processes streaming video was applied as follows: video editing and viewing for facilitating students in describing their practice; writing online self-assessments about the experiences captured on video to support students in evaluating their practice; online peer-feedback activities concerning the recorded practice for facilitating students in learning from multiple perspectives. In the composition course eight students reflected on their choreographic work, which was performed by their peer students. In the ballet course seven students reflected on themselves practicing the ballet technique. Data about the streaming video facilitation were collected after the completion of the reflection assignments using semi-structured interviews. The results revealed that students in both courses considered steaming video as effective for carrying out self-evaluations. The usefulness of video and online peer-feedback for other reflection processes differed among the courses in students view. The teachers considered streaming video generally useful for all the reflection processes of their students; however they also indicated some shortcomings.

Difficulties teachers report about students’ reflection: lessons learned from dance education

Despite its relevance to and inclusion in pedagogical practices, reflection is a challenging activity for students in tertiary dance education according to teachers. The aim of the current study was to further explore the challenges encountered in the pedagogical practice of reflection. Data on the difficulties of reflection were collected from 14 dance teachers using semi-structured interviews. The results revealed four categories of difficulty: general difficulties, difficulties describing an experience, difficulties evaluating an experience and difficulties relating to multiple perspectives. The reflection difficulties described in this study correspond to the reflection difficulties reported in other domains of higher education, and illuminate how reflection activities could be facilitated more effectively.

Pedagogical practices of reflection in tertiary dance education

The three different perspectives on reflection in education are embedded in the philosophical traditions of pragmatism, critical social theory and Kant. We aimed to describe the pedagogical practices of reflection, and to develop a descriptive model of the practices of reflection in tertiary dance education which can be used by dance educators to support their students reflection activities. Data about the reflection practices were collected from 13 dance teachers in the Netherlands. The developed model of pedagogical practices consists of five types of reflection based on the Kantian and pragmatists notions of reflection. Pratique pédagogique réflexives dans lenseignement de la danse dans le supérieur Les trois perspectives différentes relatives à lintroduction de pratiques réflexives dans léducation sont ancrées dans les traditions philosophiques du pragmatisme, de la théorie de la critique sociale et de Kant. Notre but était de décrire les pratiques pédagogiques réflexives et de développer un modèle descriptif de ces pratiques dans lenseignement de la danse dans le supérieur, pouvant être exploités par les éducateurs pour soutenir lactivité réflexive de leurs étudiants. Des données inhérentes aux pratiques réflexives de 13 enseignants de danse aux Pays-Bas ont été recueillies. Le modèle de pratiques pédagogiques développé consiste en cinq types de réflexions basées sur les notions kantiennes et pragmatiques de la réflexion. Prácticas pedagógicas de reflexión en la educación superior de danza Las tres perspectivas diferentes sobre la reflexión en la educación están insertas en las corrientes filosóficas tradicionales del pragmatismo, la teoría de la crítica social y la de Kant. Nuestro objetivo era describir las prácticas pedagógicas de reflexión y desarrollar un modelo descriptivo de las mismas en la educación superior de danza con el fin de que puedan ser utilizadas por los profesores de danza para apoyar las actividades de reflexión de su alumnado. Los datos sobre las prácticas de reflexión fueron obtenidos de 13 profesores de danza de los Países Bajos. El modelo pedagógico de prácticas desarrollado consiste en cinco tipos de reflexión basados en las nociones de reflexión kantiana y en la de los pragmatistas. Pädagogische Verfahren der Reflektion im universitären Tanzunterricht Die drei verschiedenen Perspektiven der Reflexion im Rahmen des Unterrichts sind in den philosophischen Traditionen des Pragmatismus, der kritischen Sozialtheorie und bei Kant eingebettet. Mit der Zielsetzung, die pädagogischen Übungen zur Reflexion zu beschreiben, wurde ein anschauliches Modell der Reflexionsübungen im Tanzunterricht an Hochschulen entwickelt, welches von Tanzlehrern benutzt werden kann, um die Reflexionsfähigkeiten der Schüler zu fördern. Von 13 Tanzlehrern aus den Niederlanden wurden Informationen zu den Reflexionsverfahren gesammelt .Das daraus entwickelte Modell der pädagogischen Verfahren besteht aus fünf Typen der Reflexion, die auf dem Kantschen und pragmatistischen Begriff der Reflexion basieren.

Critically reflective work behavior of health care professionals

Introduction: Better understanding of critically reflective work behavior (CRWB), an approach for work‐related informal learning, is important in order to gain more profound insight in the continuing development of health care professionals. Methods: A survey, developed to measure CRWB and its predictors, was distributed to veterinary professionals. The authors specified a model relating CRWB to a Perceived Need for Lifelong Learning, Perceived Workload, and Opportunities for Feedback. Furthermore, research utilization was added to the concept of CRWB. The model was tested against the data, using structural equation modeling (SEM). Results: The model was well represented by the data. Four factors that reflect aspects of CRWB were distinguished: (1) individual CRWB; (2) being critical in interactions with others; (3) cross‐checking of information; and (4) openness to new findings. The latter 2 originated from the factor research utilization in CRWB. The Perceived Need for Lifelong Learning predicts CRWB. Neither Perceived Workload nor Opportunities for Feedback of other practitioners was related to CRWB. Discussion: The results suggest that research utilization, such as cross‐checking information and openness to new findings, is essential for CRWB. Furthermore, perceptions of the need for lifelong learning are more relevant for CRWB of health care professionals than qualities of the workplace.

Student-centred Learning in a Telematic Learning Environment

Due to an increasing number of part-time and adult students and new visions of the learning process, a need has arisen for a more flexible and student-centred form of education. The Internet offers a useful setting. The Institute of Education, Utrecht University, transformed an existing teacher-oriented course on ‘designing a research problem’ into a student-centred telematic learning environment, called PreScriptum. In this environment students can arrange their own learning process. They can choose their own path between and within the different modules. The teacher provides the students with individual written feedback on their assignments. Research shows that students do in fact follow different educational routes through PreScriptum. We conclude that this is possible through an effective use of hypertext, different functionalities and a non-linear design (content) in the learning environment.

The views of teachers

Lesperienza di un docente pionere nel contesto del progetto europeo ULEARN dedicato alla disseminazione dellinnovazione nel sistema scolastico europeo, rafforzando il ruolo dei docenti pionieri allinterno delle loro istituzioni.