You are here:

Am I Alone? The Competitive Nature of Self-reflective Activities in Groups and Individually
PROCEEDINGS

, Centre for Social Innovation – Zentrum für Soziale Innovation, Austria ; , Tallinn University, Center for Educational Technology, Estonia

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Full Text

Abstract

Although not yet common practice, the use of personal learning environments (PLEs) has started to enter formal higher education. Some early adopters facilitate their students in making use of social software tools and networked resources for learning activities. In our contribution observations from field research that has been conducted in the context of the iCamp project are discussed. In the field trials students were guided towards self-reflection and self-direction activities by making use of their PLEs, while at the same time they were prompted to perform collaborative activities in distributed shared learning environments. Thus students and facilitators were challenged by the competitive nature of self-reflection done in single PLEs against the other-directed reflective activities done in distributed shared learning environments. This article elaborates on why collaborative activities might be hindering the individual reflective activities, and how this can be overcome.

Citation

Kieslinger, B. & Pata, K. (2008). Am I Alone? The Competitive Nature of Self-reflective Activities in Groups and Individually. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 6337-6342). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved June 5, 2023 from .

© 2008 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Brockett, R.G., & Hiemstra, R. (1991). Self-Direction in Adult Learning. Perspectives on theory, research and practice. London: Routledge.
  2. Gillespie, A. (2007). Social basis of self-reflection. In Jaan Valsiner and Alberto Rosa (eds.) Cambridge Handbook of Sociocultural Psychology (pp.678-691). Cambridge University Press.
  3. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
  4. Fiedler, S., & Kieslinger, B. (2006). ICamp Pedagogical Approach and Theoretical Background, iCamp Deliverable. Available at: http://www.icamp.eu/learnmore/project/deliverables
  5. Harri-Augstein, S., & Thomas, L. (1991). Learning conversations: The self-organised way to personal and organisational growth. London: Routledge.
  6. Hermans, H.J.M. (1996). Voicing the self: From information processing to dialogical interchange. Psychological Bulletin, 119(1), 31-50.
  7. Knowles, M. (1975). Self-Directed Learning. A guide for learners and teachers, Englewood Cliffs: Prentice Hall/Cambridge.
  8. Pata, K., & Väljataga T. (2007) Collaborating across national and institutional boundaries in higher education– the decentralized iCamp approach. Ed-Media 2007, VA: Association for the Advancement of Computing in Education (AACE), 2007, 353-362.
  9. Tammets, K., Väljataga, T., & Pata, K. (2008). Self-directing at social spaces: conceptual framework for course design. Proceedings of Ed-Media 2008. Vienna: AACE, 2008.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References