Activity 2.3. - Reflection & learning

Posting
Karen J.Ogilvie, Reflection - Karen's first thoughts, Sun Sept 28 5:20 pm

Readings
Moon, Jenny (2001)
H808, Assignment guide


My read of the H808 Course Guide and Assignment guide is that the reflective work that we do in the form of "core activities" will become important evidence to support our case for how we have realized "professional" or "personal" development via H808.

The strength of these "core activities" and their reflections will in many ways determine the strength of the work we do later on with the TMAs. I also see how each one of those reflection pieces is really a snap shot of my understanding of a concept at a certain point of time in the course. As we proceed further into the course, I'm anticipating the need to revisit these, to review / edit / revise them based on still more reflection.. I also anticipate discovering how my depth of understanding on certain issues / definitions has changed over time... and that this becomes an important objective of the course.

In theory, the contents and organization of the eportfolio should be a byproduct of these deep reflections. To draw from Schon, I'm also expecting to experience a form of "reflection in action" or "reflection on action" (depending on the "time constraints" I'm under) as we move to realizing an eportfolio. (H808 - Assignment guide - page 3 .. In your reflective commentaries your tutor will be looking for evidences that you have ...."

In reference to Moon, I can already see that reflection is going to occur through the active use of the "reflective continuum". That reflection needs to be academic rather than "common sense" in approach, meaning that we need to strive to put what we read/learn via the material into a clear personal context to improve the depth of understanding of it. The activities that direct us to deeper reflection include summarizing what we've read, integrating it with our personal situations or experiences (i.e. experiences, beliefs, etc.) then testing it with others. I can see myself using the framework developed by Hatton & Smith (Moon) as another means to realizing this depth.

Is the notion that some forms of reflection are better suited to some disciplines relevant to my own subject area or practice?
Yes.. First of I'm conscious of the need to reflect. How it impacts on my own learning. I see it as critical to improving the effectiveness of what I do. It typically takes on some urgency when something doesn't go as planned or was a flop. I then often review assumptions that I made in planning something. It could be about my learners, the context .. but I try to focus on the things that I have control over .. which can be somewhat defeating. I have to remind myself to also examine outside factors that may have contributed to a problem. The biggest problem I encounter with realizing reflection .. is making time to consciously do it and then the issue is to what degree have I done it - or to what depth that I can rely upon it or feel confident about acting upon it.

Choice of other media for reflective activity?
I real find summarizing and writing an ideal reflective activity .. and it's greatly facilitated by word processing. Blogs seem a good place to collect and collate the ideas too, especially for future review and reflection. I already find myself making "comments" to myself.. (which seems a bit odd - sort of like "talking" to yourself asynchronously). I've had experience with podcasting but unless I'd want to review how I said things (i.e. register cues) I can't imagine that it would add much of any value to my reflective process. If anything, I currently see their production and assembly even detracting from realizing meaningful reflection.

Though this last point is being challenged by Karen's note about how medical students she works with are producing video as a reflective activity. Topics include "how well they work with people, how they communicate to ultimately make descisions". How this same video is shared with peers to get feedback on "how well they carried out the task".

I asked ...

Curious? Is this a video that they take of themselves or is it a video that they have arranged be taken of themselves where they do a "voice over" reflective piece on afterwards? What value do you and the students "see" in having the video over writing things down in a journal. Do they not get bogged down with producing it .. or knowing that their peers will "see" them? Do the visual cues (body language) cloud the ability to review the reflection or do they act as sort of a "truth litmus" test for peers to judge and mention in their feedback? Tons of questions here. Sorry.