Self-reflective frameworks and portfolios: Promoting empowerment models of learning: A New Zealand case study

Clayton, John (2011) Self-reflective frameworks and portfolios: Promoting empowerment models of learning: A New Zealand case study. In: Equity in Education: The 4th International Conference on Educational Reform (ICER 2011). Mahasarakham University, Maha Sarakham, Thailand, pp. 60-69.

[img]
Preview
PDF (Key Note Adress) - Published Version
Available under License Creative Commons Attribution Share Alike.

555Kb
[img]
Preview
PDF (Letter of Invitation) - Supplemental Material
61Kb

Abstract or Summary

The concept of reflection as a tool to improve professional practice has been widely debated in educational circles for a number of decades. Reflective-frameworks enable individuals to make connections and comparisons between their existing experiences and accepted standards. In essence individuals make meaning from their experiences in relation to accepted practice. Building on the experiences of investigations into the compulsory sectors “information and communication technology professional development (ICT PD) cluster model” this case study explores the use of reflective-frameworks. It will illustrate how the use of a competency assessment tool (The CAT) helps individuals generate personal learning plans to suit their time-frames and location. The paper concludes by arguing self-reflective frameworks encourage empowerment models of learning.

Item Type:Book Section
Additional Information:Conference held 24-26 March, 2011, in Maha Sarakham, Thailand
Keywords that describe the item:e-Learning, Reflective Frameworks, Professional development
Subjects:L Education > L Education (General)
Divisions:Research Facilities > Emerging Technologies Centre
ID Code:1014
Deposited By:
Deposited On:04 May 2011 04:31
Last Modified:04 May 2011 04:31

Repository Staff Only: item control page