The Social Basis of Self-Reflection

Gillespie, Alex

doi:10.1017/cbo9780511611162.037

Cited by 44 publications

(23 citation statements)

References 30 publications

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“…We believe that in smart, digitally enhanced learning ecosystems the signals from external environment causes cognitive dissonance in the human actors, the actors notice the ruptured situations in the environment (sensing) and begin actuating the means (transformative components) to make use of themselves and of available tools in the ecosystem. Indicators of ruptured situations can be: Noticed difference between old and new knowledge and competences in self, or noticed difference of knowledge and competences between self and the group [46]. Both self-reflecting individually in problem situations and learning in social settings provide conditions for the ruptured situations and self-directed actions.…”

Section: Discussionmentioning

confidence: 99%

“…Both self-reflecting individually in problem situations and learning in social settings provide conditions for the ruptured situations and self-directed actions. Gillespie [46] discusses theories of self-reflection in ruptured situations, in which actors have more than one response to the situation that needs decision-making, and thus self-reflection on the arguments is induced; furthermore, in groups and communities where actors reflect upon the rules and conditions of the ongoing interaction that leads to the personal self-reflection. Conversations with others or with self (by explicit process monitoring) enable us to clearly formulate our responses to the ruptured situations and make our thinking clearer to us.…”

Section: Discussionmentioning

confidence: 99%

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Smart, Digitally Enhanced Learning Ecosystems: Bottlenecks to Sustainability in Georgia

Jeladze

Pata

2018

Sustainability

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This paper stems from the need to identify the sustainability bottlenecks in schools' digital transformation. We developed the conceptual model of the smart, digitally enhanced learning ecosystem to map transformation processes. We posit that the notion of sustainability is central to conceptualize learning ecosystems' smartness. The paper presents the mapping results of Georgian public schools' data using the interviews from 62 schoolteachers, ICT managers, and school principles. The qualitative content analysis revealed that even the schools with comparative digital maturity level could not be considered as smart learning ecosystems that are transforming sustainably. The findings call for the design of technology integration in the school as a dynamic transformation that balances two sustainability intentions-to stabilize the current learning ecosystem with its present needs, while not compromising its pursuit to test out possible future states and development towards them. We suggest schools build on the inclusion of different stakeholders in digital transformation; nourishing their resilience to ruptured situations; widening the development, testing, and uptake of digitally enhanced learning activities; weaving internal networks for sharing new practices; conducting outreach to change the socio-technical landscape; and developing feedback loops from learning, data, and information flows to manage the changes.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Smart, Digitally Enhanced Learning Ecosystems: Bottlenecks to Sustainability in Georgia

Jeladze

Pata

2018

Sustainability

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“…Verbal guidance is used to direct attention, set sub-goals, initiate monitoring, and correct errors. Children develop through this verbal scaffold by internalising the guidance so that they become able to verbally guide their own behaviour (Gillespie, 2007). The monitoring and regulation of behaviour initially occurs between the child and the carer, but with development becomes an intrapsychological function, namely, executive function.…”

Section: Executive Function Language and Scaffoldingmentioning

confidence: 99%

Simulating naturalistic instruction: the case for a voice mediated interface for assistive technology for cognition

O’Neill

Gillespie²

2008

Jnl of Assistive Technologies

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“…Dari perspektif sosio-budaya, gagasan memberi jarak (distancing), baik dari diri sendiri maupun situasi langsung, terjadi melalui penggunaan mediator semiotik untuk memilih pengalaman afektif atau situasi tersebut, selanjutnya jarak seperti itu memungkinkan diri untuk bertindak atas diri sendiri dan situasi (Gillespie, 2007). Seseorang dapat mengkonseptualisasikan refleksi diri sebagaimana timbul melalui internalisasi perspektif yang dimiliki orang lain terhadap diri sendiri, diikuti dengan mengambil perspektif orang lain terhadap diri sendiri.…”

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“…Seseorang dapat mengkonseptualisasikan refleksi diri sebagaimana timbul melalui internalisasi perspektif yang dimiliki orang lain terhadap diri sendiri, diikuti dengan mengambil perspektif orang lain terhadap diri sendiri. Atau lebih umum lagi, orang bisa memikirkan refleksi diri yang timbul melalui dialog internal antara perspektif yang diinternalisasi (Gillespie, 2007).…”

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Validasi Struktur Internal Alat Ukur Refleksi Diri Adaptif melalui CFA

Bahiyah

Savitri

2018

jpsi

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Abstract. Adaptive self reflection could be done if people could react positively when analyze negative experienced by reflecting emotions, allowing theself to reconstruct the feelings and meaning of the experience rather than recounting what has happened and what is perceived or avoiding it (self-distancing). The purpose of this study is to developed adaptive self reflection questionnaire by validating internal structure some of scales that have the same relation with adaptive self reflection construct. This study used a quantitative approach with Confirmatory Factor Analysis (CFA) method involving 100 respondents in the trial and 306 respondents in the next test. The Adaptive self reflection questionnaire that produced in this study consisted of 15 items that measure three dimensions, namely theemotional reactivity, thought content, and avoidance. The Adaptive self reflection questionnaire proved to be valid and reliable (CR = 0.80). The test results proved that the measuring adaptive self reflection questionnaire meet the unidimensionality assumption.Keywords: adaptive self-reflection; avoidance; emotional reactivity; thought content; selfdistancing Abstrak. Seseorang mencapai refleksi diri adaptif apabila dapat bereaksi secara positif ketika mengingat peristiwa negatif yang pernah dialaminya dengan melakukan refleksi diri, membiarkan diri merekonstruksi perasaan dan makna dari pengalaman daripada mengulang apa yang telah terjadi dan apa yang dirasakan secara nyata atau melakukan penghindaran (self-distancing). Tujuan penelitian ini merancang alat ukur refleksi diri adaptif dengan cara memvalidasi struktur internal beberapa alat ukur sejenis yang berkaitan dengan refleksi diri dengan menggunakan metode Confirmatory Faktor Analysis (CFA) yang melibatkan 100 responden pada tahap uji coba dan 306 responden pada pengujian berikutnya. Alat ukur refleksi diri adaptif yang dihasilkan dari penelitian ini terdiri dari 15 aitem yang mengukur tiga dimensi yaitu reaksi emosi, konten pikiran dan penghindaran. Alat ukur refleksi diri adaptif terbukti valid dan reliable (CR = 0.80). Hasil pengujian membuktikan bahwa alat ukur refleksi diri adaptif ini memenuhi asumsi unidimensionalitas.Kata kunci: konten pikiran; penghindaran; self-distancing; reaksi emosi; refleksi diri adaptif Hampir semua orang mengetahui bagaimana rasanya berpikir dalam 1 Korespondensi mengenai artikel ini dapat melalui: siti.bahiyah06@gmail.com; 2 intan.savitri@mercubuana.ac.id keputusasaan, merenungkan perasaan yang tersakiti, mengulang-ulang suatu

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The Social Basis of Self-Reflection

Cited by 44 publications

References 30 publications

Smart, Digitally Enhanced Learning Ecosystems: Bottlenecks to Sustainability in Georgia

Smart, Digitally Enhanced Learning Ecosystems: Bottlenecks to Sustainability in Georgia

Simulating naturalistic instruction: the case for a voice mediated interface for assistive technology for cognition

Validasi Struktur Internal Alat Ukur Refleksi Diri Adaptif melalui CFA

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