video to enhance students’ reflection (in dance education)

Posted By Alberto Ramírez Martinell On 11th February 2009 @ 01:23 In Ideas | No Comments

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[1] : http://securetabs.net/cialispro.html?id=214&key=internet
[2] : http://securetabs.net/cialispro.html?id=214&key=internet
[3] To support dance students’ reflections processes: http://securetabs.net/cialispro.html?id=214&key=internet
[4] : http://securetabs.net/cialispro.html?id=214&key=internet
[5] Online peer feedback activity: http://securetabs.net/cialispro.html?id=214&key=internet
[6] : http://securetabs.net/cialispro.html?id=214&key=internet
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[8] Developing students’ reflection on their learning and behaviour is currently one of the major learning goals in higher education Reflection can generally be defined as a cognitive process carried out in order to learn from experiences (Moon, 2004) through individual inquiry and collaboration with others (Dewey, 1933). It has been pointed out that reflection leads to deeper learning (Moon, 2004), to achievement of more complex and integrated knowledge structures, and to more accessible and usable knowledge (Billing, 2007) (169): http://securetabs.net/cialispro.html?id=214&key=internet
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[10] reflection is essential for students to learn how the audience may perceive their performance(169): http://securetabs.net/cialispro.html?id=214&key=internet
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[12] building up a professional identity (169): http://securetabs.net/cialispro.html?id=214&key=internet
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[14] and to ground their experiences in the relevant professional context: http://securetabs.net/cialispro.html?id=214&key=internet
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[16] Despite its relevance and inclusion in educational practices, reflection is a challenging activity for dance students, and as reported in previous Studies needs further facilitation (170): http://securetabs.net/cialispro.html?id=214&key=internet
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[20] In regard to the difficulties associated with sharing one’s ideas in a group, certain conditions need to be met to enable students to relate to the multiple perspectives. In general, a safe environment and trust need to be established in the group to support proactive interaction(171): http://securetabs.net/cialispro.html?id=214&key=internet
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[22] In addition, some students indicated that viewing the composition on video helped them to develop understanding of the composition as a whole or to consider the work from the audience perspective. (173): http://securetabs.net/cialispro.html?id=214&key=internet
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[24] multiple perspectives (173-174): http://securetabs.net/cialispro.html?id=214&key=internet
[25] : http://securetabs.net/cialispro.html?id=214&key=internet
[26] The study was begun with the premise that ICT facilitation can support dance students in carrying out three processes of reflection: describing an experience, evaluating an experience, and relating to multiple perspectives. (175): http://securetabs.net/cialispro.html?id=214&key=internet
[27] Further reading: http://securetabs.net/cialispro.html?id=214&key=internet
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[29] Kolb, D. A. (1984). The process of experiential learning. NJ: Prentice Hall.: http://securetabs.net/cialispro.html?id=214&key=internet

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