Dublin City University (DCU) - How Can Colour-coded Teaching Materials and Feedback Help Students to Increase Their Understanding of Critical Thinking Skills in a Reflective Practice Module?

Title:

How Can Colour-coded Teaching Materials and Feedback Help Students to Increase Their Understanding of Critical Thinking Skills in a Reflective Practice Module?

 

Author:

Sandra McCormack, Dublin City University

 

Published:

Irish Journal of Academic Practice (IJAP), Volume 9, Issue 1, Article 2 (2021)

https://arrow.tudublin.ie/ijap/vol9/iss1/2/

  

Abstract:

Dublin City University (DCU) offers a year-long 5 ECTS (European Credit Transfer System) accredited module to students involved in extra-curricular activities. The "Uaneen" module has reflective practice at its core and a key element is to teach students to critically reflect on leadership skills gained through this participation. Many students struggle to develop critical thinking skills. This study examined how to rectify this by changing course content of a module within a Virtual Learning Environment (VLE) and introducing a new approach of providing extensive feedback on non-graded submissions.  An Action Research was the preferred methodology throughout the research process, as student involvement was to the fore of this study, student ideas were integral to designing new learning materials. This study was conducted over two cycles with five 4th. year students who provided data through a questionnaire and two focus groups. Students were given access to a VLE that contained interactive videos, Powerpoint slides and reading material to develop critical thinking skills.  The findings suggested students improved critical thinking skills between cycles 1 and 2. The findings add to theory indicating that colour-coded teaching materials are more engaging and can stimulate positive learning opportunities. The key recommendation arising from this study are that reflective practice instructors can aid students' to better understand critical thinking skills by creating colour-coded module specific materials and providing corresponding colour coded-feedback.

Forced Transitions: Learning ASL In A Virtual Environment (Scholarly Article by Kara Gournaris, Western Oregon University)

Title:

Forced Transitions: Learning ASL In A Virtual Environment

 

Author:

Kara Gournaris, Western Oregon University

Published:

Northwest Journal of Teacher Education, Volume 15, Issue 2 (2020)

https://pdxscholar.library.pdx.edu/nwjte/vol15/iss2/9/

Abstract:

Engagement with native language models is essential for second language acquisition. Social distancing mandates made this interaction nearly impossible for students learning American Sign Language (ASL), at a small rural university in western Oregon. COVID-19 brought with it many challenges, not the least of which was a hurried transition from face-to-face to online learning. The author found that some courses degraded in content and instruction when shifting to an online platform. Without access to community events where native language models were present, ASL students had less opportunities for incidental learning, legitimate peripheral participation, and connection within Deaf communities of practice.