|Name educator: Fedeli Monica, Frison Daniela
Name partner organisation: University of Padova
Within the course “Organizational Culture. Teaching & Learning Methods”, the ALACT model (Action, Looking back on the action, Awareness of essential aspects, Creating alternative methods of action, and Trial by Korthagen & Vasalos, 2009) was used to encourage students to reflect on the learning process.
The model was focused on a personal, professional, or learning experience in order to reframe the relationship between practice and reflection.
Date(s) of the testing project: from December 4th to January 14th
Number of participants: 15 (12 attending, 3 non attending)
Nationality of the participants: 13 Italian, 1 German, 1 Libyan
Sex of the participants: females 13 man 2
Age of the participants: from 23 (the most part) to 40 about
Amount of meetings with the learners:
| Solo (1 person)
| Small group
(< 20 people)
(> 20 people)
|B||The way(s) of sharing:|
|Non-verbal:||Pictures / drawings||Text||Embodied||Sculpture
|Other forms of expression|
|Social media||Digital diary
|C||Place of reflection (where)||Indoors
|Out of doors||On-line
|D. Steps taken to implement
How did you organize your testing project (or to put it differently: as this is a testing project for experimenting, what will be different comparing to the same course you run the previous time)?
Concerning attending students, the model was focused on a microteaching experience realized in class, in group.
Concerning non attending students, the model was focused on a personal, professional, or learning experience, chosen by students.
Students, attending and non-attending, were asked to follow and develop the ALACT model online, by means of the “Dialogue” resource provided by the Moodle Content Management System. This resource offers to the students the possibility to receive ongoing feedback on their work in order to improve and finalize it.
Reference: Korthagen, F. & Vasalos, A. (2009). From reflection to presence and mindfulness: 30 years of developments concerning the concept of reflection in teacher education. Paper presented at 13th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, Pays-Bas.