This innovative brief provides guidance on promoting reflection in situated learning by incorporating mindfulness strategies, tapping into a surge of research interest in exploring mindfulness as an instructional strategy associated with positive learning outcomes. It illustrates the benefits of continuous reflection within situated learning and how mindfulness can be incorporated before, during, and after the learning experience to enhance the reflective experience. Critically, the authors present a new conceptual model that synthesizes theories and methods from three different areas of studymindfulness, situated learning, and reflection to provide a new perspective and instructional approach that has great potential to positively impact outcomes in situated learning.
Among the other topics covered:
Strategies for reflection in situated learning.
Strategies for reflection-in-action in situated learning.
Mindfulness strategies for situated learning.
A conceptual model incorporating mindfulness to enhance reflection.
Enhancing Reflection within Situated Learning is an exciting and pioneering resource that offers practical guidance to educators and instructional designers interested in incorporating methods and approaches for integrating mindfulness and reflection across instructional environments.
Recenzijas
This volume represents a valuable and useful reading for any educator interested in expanding their knowledge of instructional design of situational learning, as well as a foundation for those wanting to incorporate mindfulness and reflective practices into their teaching. (Sarah Traversin, Idee in form@zione, March, 2020)
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1 | (8) |
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6 | (3) |
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2 Strategies for Reflection in Situated Learning |
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9 | (8) |
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2.1 Reflection in Situated Learning |
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9 | (2) |
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2.2 Build a Context and Environment that Promotes Reflection |
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11 | (1) |
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2.3 Incorporate Social Interaction with Others |
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11 | (1) |
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12 | (1) |
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2.5 Consider Duration and Timing |
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12 | (1) |
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2.6 Provide Opportunities to Revisit an Experience |
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13 | (1) |
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2.7 Promoting Spontaneous Reflection |
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13 | (4) |
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14 | (3) |
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3 Strategies for Reflection-in-Action in Situated Learning |
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17 | (6) |
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3.1 Reflection-in-Action in Situated Learning |
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17 | (2) |
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3.2 Build a Context and Environment that Promotes Reflection-in-Action |
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19 | (1) |
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3.3 Incorporate Social Interaction with Others |
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20 | (1) |
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3.4 Develop Learners' Level of Personal Awareness |
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21 | (1) |
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3.5 Incorporate Multiple Forms of Reflection |
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21 | (1) |
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22 | (1) |
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22 | (1) |
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4 Mindfulness Strategies for Situated Learning |
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23 | (14) |
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23 | (2) |
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4.2 Mindfulness in Education |
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25 | (2) |
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4.3 Mindfulness as an Instructional Strategy |
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27 | (2) |
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4.4 Mindfulness and Reflection-in-Action |
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29 | (2) |
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4.5 Providing an Orientation to Mindfulness |
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31 | (1) |
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4.6 Informal Mindfulness and Formal Mindfulness |
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32 | (1) |
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32 | (5) |
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33 | (4) |
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5 A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment |
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37 | (14) |
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37 | (3) |
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5.2 Reflection-Before-Action |
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40 | (3) |
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5.2.1 Create a Reflective Environment |
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40 | (2) |
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5.2.2 Utilize Mindful Instruction |
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42 | (1) |
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5.2.3 Orientation to Mindfulness |
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42 | (1) |
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43 | (3) |
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5.3.1 Create a Learning Environment to Enhance Reflection-in-Action |
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44 | (1) |
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5.3.2 Provide Social Interaction with Others |
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44 | (1) |
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5.3.3 Engage in Informal Mindfulness Exercises |
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45 | (1) |
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45 | (1) |
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46 | (5) |
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47 | (4) |
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6 Conclusion and Future Direction |
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51 | (2) |
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52 | (1) |
| Appendix A Teaching Mindfulness Resources for Educators |
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53 | (2) |
| Index |
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55 | |
Alexis Stoner is an Assistant Professor in Preventive Medicine and Public Health at the Edward Via College of Osteopathic Medicine. She has a Bachelors degree in Biology from Kenyon College, a Masters degree in Public Health from The Ohio State University, and a Ph.D. in Curriculum and Instruction Instructional Design and Technology from Virginia Tech. During her Ph.D program, her dissertation explored incorporating mindfulness as an instructional strategy to enhance reflection within a situation learning environment. Currently, her research focuses on incorporating mindfulness within medical education, designing authentic learning experiences for undergraduate medical students, along with developing educational public health initiatives to improve health outcomes among underserved populations. Dr. Stoner has published in various peer-reviewed journals and presented at various conferences in effort to enhance and further the current literature. Katherine Cennamo is a Professor of Learning Sciences and Technologies at Virginia Tech. She has a Bachelors degree in Elementary Education from Virginia Tech, a Masters degree in Educational Media from the University of Arizona, and a Ph.D. in Instructional Technology from the University of Texas at Austin. Throughout her career, Dr. Cennamos work has focused on the application of learning theories to the design of technology-based instructional materials. Through numerous funded projects, publications, presentations, instructional materials, and teaching activities, she has disseminated knowledge of instructional strategies based on established of theories of learning, illuminated the nature of instructional design practice so that scholars and designers alike better understand their work, and applied this knowledge to the preparation of future instructional design professionals. She has synthesized much of this work in her textbooks, Real World Instructional Design, co-authored with Debby Kalk, and Integrating Technology for Meaningful Classroom Use, co-authored with John Ross and Peggy Ertmer. Currently, her research and service activities focus on developing and sustaining a classroom culture that fosters critical and creative thinking skills in K-12 and higher education environments.
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