This study investigates the potential application of an alternative approach to externally mediated self-reflection. Typically, the self-reflection process occurs through a consultation process by an educational developer. The project explores the potential of Advanced Learning Technologies (ALT) in prompting reflection on action. The focus on quality teaching has serious implications for the way we conceptualize, deliver, and support teaching development in our universities. Reflection on action is an inherent and necessary process for ameliorating teaching. Self-reflection is typically mediated externally; by peers, educational and faculty developers and/or consultants. This is because individuals may not be able to observe and assess their own shortcomings or offer an honest and objective evaluation of themselves (Barber, 1990). However, there are disadvantages to this model. For instance, it might lead to an unbalanced relationship between the learner and mediator. Being observed by someone may lead to embarrassment in discussing apparent areas of weakness, especially if there is lack of confidence in teaching.
To address this potential shortcoming, our team has been exploring the use of ALTs for self-reflection. ALTs and Computer Based Learning Environments (CBLE) are currently used to foster student learning about complex topics in science, math, computer literacy, and medical procedures (see Azevedo, Johnson, Chauncey, & Burkett, 2010; Graesser, Chipman, Haynes, & Olney, 2005; Lajoie, 2007; 2008; Leelawong & Biswas, 2008; White, Frederiksen, & Collins, 2009) and have been used effectively to scaffold self-regulated learning, metacognition, and decision making. Their successes in these contexts make them a potentially effective environment for fostering self-reflection on teaching. Some CBLEs use a pedagogical agent as a means of strengthening the social element for invoking cognitive processes, rendering the context more authentic to teaching and learning (Baylor, 2005). To date, the use of a CBLE with a pedagogical agent to scaffold self-reflection has not been explored despite empirical evidence that learners interacting with pedagogical agents can demonstrate higher motivation and deeper learning (Atkinson, 2002; Baylor, 2002; Driscoll et al., 2003; Moon, 2004; Moreno et al., 2001). We have developed a prototype of a CBLE with a Pedagogical Agent to foster self-reflection.
To generate a blueprint for the scope of such a CBLE, we used a two pronged approach. We first generated a framework for reflection based on the existing empirical literature. We then asked 15 faculty members to plan and deliver a 10 minute micro-teaching, which was video-taped. Faculty were asked to view their video and think aloud as they reflected on their teaching. We also elicited detailed feedback on their potential use of an ALT system for the purpose of self-reflection. Data generated in this way was used to complement what we had compiled from the literature. The prototype CBLE was then built based on these data. During the paper presentation, we will demonstrate the prototype and engage the audience in a discussion about the value and usability of such an environment.