Assignment One: Conclusion and Bibliography

Conclusion

This piece has explored two of my teaching experiences, using Gibbs reflective cycle as an overall structure and Doolittle’s eight constructivist design principles as a structure for the actual analysis of the experiences.

The analysis brought up several ways in which the teaching could be developed to improve student learning and also to align better with my philosophy of teaching and what I want to achieve though teaching. For example a theme that emerged in the analysis which related to my philosophy of teaching was the need for the reasons for the learning experiences, which includes the learning outcomes, to be more explicit and understood by students. This and the other ways that the teaching could be improved will be included in an action plan (Appendix B).


Bibliography:

Siemens, G. (2005) ‘Connectivism: A learning theory for the digital age’ International Journal of Instructional Technology and Distance Learning, Vol. 2(No. 1), http://www.itdl.org/Journal/Jan_05/article01.htm [accessed 07 June 2006].

Waters, M. (2005) ‘Pedagogy in VET: a background paper’
TAFE Development Centre, http://www.tafecentre.vic.edu.au/documents/PedagogyinVET.pdf [accessed 07 June 2006].

Ghayle and Lillyman (1997) Learning journals and critical incidents : reflective practice for health care professionals, Quay Books.

Honey, P. and Mumford, A. (1992), The Manual Of Learning Styles, Peter Honey Publications.

Doolittle, P. (1999) ‘Constructivism and Online Education’, http://edpsychserver.ed.vt.edu/workshops/tohe1999/online.html [accessed 07 June 2006].

Doolittle, P. (2001) Multimedia Learning: Empirical Results and Practical Applications, Teaching Online in Higher Education Online Conference, http://www.ipfw.edu/as/tohe/2001/Papers/doo.htm [accessed 07 June 2006].