Organizational Culture. Teaching & Learning Methods (online activities)

23/01/2017

Name educator: Fedeli Monica, Frison Daniela Name partner organisation: University of Padova
GENERAL INFORMATION 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.
PRACTICAL INFORMATION 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:
A	Number of people reflecting:	Solo (1 person) Ä	Small group (< 20 people) 15 people			Large group (> 20 people)
B	The way(s) of sharing:
Verbal:		⁮
Non-verbal:		Pictures / drawings		Text	Embodied	⁮Sculpture	Other forms of expression
Digital:		Padlet		Social media		Digital diary Ä
C	Place of reflection (where)	Indoors		Out of doors		On-line Ä
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.