1. Opening Endless Possibilities through
Opportunities for Reflection
Joan Esterline Lafuze, Professor of Biology, Indiana University East
Research Associate, Indiana University School of Medicine
Debra Runshe, Instructional Design Consultant,
Indiana University – Purdue University Indianapolis

2. Overview
• Course Background
• Sakai Tools
• Streaming
• Modules
• Assignments 2
• Wiki
• Forums: Holodeck
• ePortfolio
• Questions

3. Course Background
• Traditional course for pre-Nursing &
Nursing students
• National, international, and rural students
• Issues: access to technology
• Benefits to having this course online
• Attendance/Live streaming element
• Preparation for clinical experiences

4. Streaming (Live)

5. Melete: Modules Tool

6. Assignments 2
(formerly Assignments Beta)

7. Wiki

8. Forums: Holodeck

9. ePortfolio

10. What is an ePortfolio?
A selection of purposefully organized
artifacts that supports learning, reflective
practice, and self-presentation, as well as
documentation and assessment of student
learning over time and across varied
learning experiences.

11. How are ePortfolios Used?
reflection/metacognition
learning portfolio
learning integration
developmental portfolio
Teaching &
Learning skills mastery
Self-
identity development Assessment accreditation
Representation
showcase portfolio program
improvement
career portfolio

12. “Folio thinking”
“Folio Thinking enables students to
become aware of, document, and
track their learning and develop an
integrated, coherent picture of their
personal learning experiences from
both inside and outside of the
classroom." (Helen Chen)

13. What is Reflection?
• Metacognition
• Re-processing ideas to support
understanding
• Questioning assumptions
• Seeing in multiple contexts
• Self-examination
• Integration
• Self-assessment

14. Value of Reflection
• Helps students make knowledge by
articulating connections
• Introduces students to new kinds of self-
assessment that they carry into the rest of
their lives
• Helps develop habits of reflective practice
• supports deeper engagement in learning
• Provides evidence of learning not
available by other means

15. Some Issues to Consider
• How can we teach students to reflect?
• What kinds of scaffolding/support do
students need at different levels and in
different contexts?
• When and how often should students
reflect?
• How can we assess reflection?

16. Development in Reflective Thinking
• Self-assessment
• Understanding of how knowledge is
created
• Identity as a lifelong learner

17. Helping Students Reflect Meaningfully
• Clear expectations (purpose, criteria)
• Effective scaffolding/guidance (examples,
thoughtful prompts, peer review)
• Audience

18. Questions?