1. Melanie Alperstein, FHS, EDU, UCT

2. “The transformative act of reflection- the implicit
becomes explicit and new habits of mind develop”
(Walt and Reis, 2010: 746).
In Collaboration.........

3.  Post Graduate Diploma in Health Professional
Education (PG Dip HPE).
 blended learning programme with short face
to face block periods
 adult learners, busy clinicians the majority
with many years teaching experience.

4. Staff
 identify user friendly tool
 process to encourage and excite busy
clinicians reflect critically on teaching,
learning and assessment
Students
 use the tool and process to share
reflections on
 shared reflection in a community of
practice,
 teach their students

5.  Compounding discourses and language
 Clinician – educator identities
 Reflective and academic writing
 Reflection is used in different ways, in
various contexts and the interpretation of its
meaning differs
 struggle with e-learning initially.

6.  reflective writing is non-collaborative
 the control of the type of feedback given and
the development of reflective writing
remains in the control of the course
convener (Rowe, Bozalek and Frantz, 2013.
In press for BJET)
 Missed opportunity for collaborative learning

7.  Google Docs/Google Drive vs blogs and track
changes
 Easy – feedback clear/ not messy
 Target feedback on specific section of
document
 Small groups, less intimidation
 Google Drive multiple features

8.  Buy-in forthe concept of collaborative
learning through using critical friends
(Bozalek and Mathews, 2009)
 Start with small groups sharing.
 Whatever tool is used, it must be easy to use
(free) and there should be training if needed
 Expect resistance from students and staff
initially – need staff buy in
 E- tool must enhance learning ‘task’
 Staff must be familiar with and support the
technology

9.  Google Drive – small groups will be less
threatening for participants to reflect on
their
 Participants will be drawing on their real life
experiences.
 Freedom to chose what aspects they wish to
reflect on, making it an authentic learning
teaching, learning and assessment practices
 Trial with staff before implementing

10.  Google Drive – multiple features – free up to
5G storage – easy to download
 Collaborative working space
 Docs, spreadsheets, presentations, drawing
and forms for surveys, online assessment
 Document versions, highlighting, editing – it
goes on
 Access wherever you are

11.  Hope to pilot with 3 part time students next
semester
 Work in progress
 Contact: melani.alp@gmail.com

12.  Bozalek, V, and Mathews, L. (2009). E-Learning: A cross-institutional forum for sharing socio-cultural
influences on personal and professional identity. International Social Work; 52, 235-246.
DOI:10.1177/0020872808099733. Online version available at:
http://isw.sagepub.com/cgi/content/abstract/52/2/235.
 Brodahl, C. Hadjrrrouit, S. and Hansen, N.K. (2011). Collaborative writing with Web 2.0 Technologies:
Education Students’ perceptions. Journal of Information Technology Education: Innovations in
Practice, 10, 73 - 103.
 Donaghy, M. & and Morss, K. (2000). Guided reflection: A framework to facilitate and assess reflective
practice within the discipline of physiotherapy. Physiotherapy Theory and Practice, 16, 3 -14.
 Hatton, N. and Smith, D. (1995). Reflection in teacher education: Towards definition and implementation.
Teaching and Teacher Education, 11(1), 33-49.
 Hernández- Ramos, P. (2004). Web logs and Online Discussions as Tools to Promote Reflective Practice. The
Journal of Interactive Online Learning 3(1), 1-16.
 Kember, D, McKay, J, Sinclair, K, and Wong, F. (2008). A four-category scheme for coding and assessing the
level of reflection in written work. Assessment and Evaluation in Higher Education, 33(4), 369-379.
 Rowe, M, Bozalek, V and Frantz, J. (2013 In Press for BJET) Using Google Drive to facilitate a blended
approach to authentic learning.
 Wald, HS. and Reis, SP. (2010) beyond the Margins: Reflective Writing and Development of Reflective
Capacity, Medical Education. J Gen Intern Med 25 (7), 746- 749.
 Wheeler, S. (2009). Learning Space Mashups: Combining Web 2.0 Tools to Create Collaborative and
Reflective Learning Spaces. Future Internet 1, 3-13; doi:10.3390/fi1010003.