A Review of On Reflection: An Essay on Technology, Education, and the Status of Thought in the Twenty-First Century by Ellen Rose

Brown, Douglas

doi:10.37119/ojs2013.v19i1.122

Cited by 3 publications

(3 citation statements)

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“…Considering the differing assignment tasks and deadlines facing the HE online student, typically balancing work and family responsibilities, it is not surprising that HE cohorts reported struggling to find quiet, uninterrupted moments for deeper thinking. Across the literature, throughout the North American corporate world, and in our experience, there is an expectation to be working 24/7 (Rose, 2013). Even if the university faculty work to mitigate this driving force, the students reported they tend to pass on the same expectations of their professors, that is, to be available and provide requisite feedback 24/7.…”

Section: Time Pressurementioning

confidence: 89%

Digital Wellness Framework for Online Learning

Palalas,

Doran

2024

CJLT

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The ever-changing digital context, digital habits and pressures, demands and practices, often contribute to online learners experiencing burnout, stress, fatigue, sleep deprivation, cognitive overwhelm, and work-life imbalance, just to mention a few issues identified in literature. With the rise of online learning offerings, an increasing number of educators across diverse contexts and disciplines are faced with questions pertaining to the optimal experience and design for online learning. Current research has highlighted both positive and negative impacts of teaching and learning in the digital space. This online learning design debate has identified a need for practices that contribute to the holistic wellbeing of learners rather than merely cognitive outcomes. There is a need for an evidence-based pedagogical framework centred on wellbeing that enables the creation of learning “by design”. This research, applying secondary data analysis and a mindfulness-informed lens, results in such a framework, i.e., the DW-FOLD: Digital Wellness Framework for Online Learning – to guide intentional use of technology and online learning pedagogical principles that ensure active and meaningful learning while using technology for the good of all learners.

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Section: Time Pressurementioning

confidence: 89%

Digital Wellness Framework for Online Learning

Palalas,

Doran

2024

CJLT

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“…Obstajajo številne platforme, ki si prizadevajo pritegniti in čim dlje ohraniti pozornost uporabnikov z uporabo »hiperprijetnih mentalnih dražljajev« (Crawford, 2015), ki vzbujajo številne skušnjave, da sploh ne bi brali. Celo številni bralci se vse pogosteje premikajo od branja dolgih besedil k zaslonskim in drugim novim formatom (Rose, 2013;glej tudi Schleicher, 2019, str. 14;Poletti idr., 2016).…”

Section: A) Branje V Digitalnem Okoljuunclassified

Why higher-level reading is important

Schüller-Zwierlein,

Mangen,

Kovač

et al. 2024

knj

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Societies are facing fundamental transformations as digital technologies are changing the ways we live, interact, work, study and read. The social and cultural impact of the digitization process on reading skills and practices remains under-researched. While digital technologies offer much potential for new forms of reading, recent empirical research shows that the digital environment is having a negative impact on reading, in particular on long-form reading and reading comprehension. It also remains unclear whether the transition to digital media actually lives up to its promise of improving learning outcomes. Recent studies of various kinds indicate a decline of crucial higher-level reading competencies and practices, such as critical and conscious reading, slow reading, non-strategic reading and long-form reading. Current educational policy, meanwhile, relies heavily on monocultural standardized testing of basic reading capabilities and on growing use of digital technologies. Reading education, assessment, research and policy-making should focus more on higher-level reading practices in both adults and children in order to understand the development of reading skills and practices in an age increasingly dependent on a ubiquitous digital infrastructure.

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“…It occurs in an open and trusted space, where dissenting opinions are welcome and openly debated. It is also a form of internal dialogue that leads to reflection, as discussed by Rose (2013). However, as Rose highlights, we need to allow time and space for reflection to occur, and that might not always fit well with our curriculum designs-where breadth is often valued over depth.…”

Section: Dialoguementioning

confidence: 99%

Why do our Theories Matter?

Shearer

2021

JOFDL

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All too often in our practice of distance education we overlook the history of the field and our theories as we embrace new technologies or, as in the past year, when we are forced to adapt to a regional or global crisis that necessitates a temporary move to a remote learning scenario. When we set our theories aside, this approach can lead us to recreate the wheel in our pedagogical approaches, and ignores the unique pedagogy of distance education and the unique characteristics of learners studying at a distance. This article looks at why our distance education theories continue to be critically important for us to constantly return to and reflect on. Our theories help us to keep focused on the learner, learner characteristics, and the individualised nature of learning, while we undertake design and development work in partnership with faculty and other members of the design team. Our distance education theories remind us to ask the hard questions about what we are trying to accomplish and to what end for the learner, and through which design strategies.

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A Review of On Reflection: An Essay on Technology, Education, and the Status of Thought in the Twenty-First Century by Ellen Rose

Abstract: A Review of On Reflection: An Essay on Technology, Education, and the Status of Thought in the Twenty-First Century by Ellen Rose

Cited by 3 publications

References 0 publications

Digital Wellness Framework for Online Learning

Digital Wellness Framework for Online Learning

Why higher-level reading is important

Why do our Theories Matter?

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