Core activity 2.4: Reflection and learning

Moon, 2001 argues that depth of reflection achieved by a student corresponds with the depth of learning.  The desired Deep learning outcomes, where the learning transforms an existing understanding by restructuring ideas and concepts, or where students gain the depth of understanding required to evaluate and create further knowledge is only is achieved by Deep reflective practice.   Furthermore the activity of reflection re-presents knowledge to ourselves and thus aids our retention and longer term understanding, leading to a permanent behavioral change. Lastly, this re-presentation action is the  'Cognitive housekeeping' outlined by Moon, 2005 which gives learners the opportunity to re-order the information and its position within our thinking.  In the context of H808, journal writing or Blogging is simply the vehicle to record reflection.  Creme 2005, outlines the benefits of reflection via journals but also identifies the concern that by attempting to assess these reflections directly through the journal, you risk distorting the practice of reflection.  Assessment of reflection jeopardizes its honesty as students attempt to interpret what 'is required' or mask their thoughts, processes and feelings. Stuart Barret sums this concern up rather nicely.

Stuart BarrettPost 2 in reply to 1

27 September 2010, 12:20

"it is acknowledged by the course team in the ECA and TMA forum that reflection is very much a personal activity - and yet we are assessed on this. For example, the marking scheme for TMA01, Part 2 (top of page 7 of the assignment guide) says 'convincingness of the evidence as evidence of development' (15%). I needed to read this a few times to try to make sense of it. I think it means that i need to convince the marker (with evidence) that i am 'developing'.  What i am developing into is not made clear.

My real point is that this kind of judgement - i.e., is my evidence 'convincing', is entirely subjective. There are no objective outcomes for this 'evidence' that i can find in the marking scheme."

Introducing reflection into a curriculum requires careful consideration as to what if any assessment is required. At the same time however the student must recognize the value of reflection via which ever vehicle chosen and as value is often interpreted in terms of credit this balancing act is critical.  

The benefits of reflective practice as required by this course are clear.  Transformative learning results from reflection and an opportunity to re-write, re examine ones thoughts and arguments.  The cross pollination of ideas and critique from other students requires regular engagement and re-evaluation.  Depth of understanding and the capacity to evaluate and create further knowledge from our own connections and those of our colleagues is hugely valuable. I am yet to fully appreciate the impact of Tutors assessing our written reflections but I'm sure Stuart Barret won't be alone in his thoughts and concerns. 

Prior to engaging with the reading for this section I posted some remarks about reflection in my work place context.  Further reflection confirms my previous statements about reflection in the work place.  Schon, cited by Moon 2005, depicts a crisis of theory within the professional domain.  This is particularly true of MoD instructors who are often quoted as saying 'Out there in the real Airforce*, Navy* or Army*' (*delete as appropriate), as if the training regime was not indicative of the real world. The theory taught and delivered inside the training fence is devalued by those delivering it.  This appears a good example of Schon's crisis of professionalism and theory I believe.  The Armed Forces would however argue that they conduct after action reviews as a matter of course, not necessarily against a particular theory but against a procedure or required outcome. In fact, to think of it, it is part of the procedure of conducting an exercise!!

The art of being a 'reflective training practitioner' is often talked about, but the theoretical understanding upon which to base reflection is a very minor part of the training delivered as a Navy Educator / Schoolie / or training manager.  I remember Kolb, Maslow and a Regulations Manual being the only point of reference for what became several years of on job training.  Colleagues that followed just a year later were exposed to a wholly different training regime, (one that I foolishly resisted joining for some years because of its apparent inept delivery by the faculty responsible.)  My point is that for many years reflection was done of a matter of course (inherent in the procedure) but reflection against an academic text, well that has been a revelation in the last few days.  (Do I leave that in for fear of getting marked down, or push the boundaries of honesty and trust that my tutor understands that I have learnt something....... where is the Assessment strategy and how much credit is this worth?)

Any tool which enable the creation of quick and dirty notes make reflection easier, I guess this would be the same for making audio files as well, but part of the process for me has been writing in a coherent (semi) manner knowing that others could read.  This has required the process and reprocess of information and thoughts which hopefully should be readable.   I'll look at some others methods but suspect that blogging is the right route for me.  

Still not finished this but posting anyway.......