Core Activity 2.2: Reflection on the Drivers Exercise

Practice-related Competencies

The most obvious realization here was that E-portfolios are recognized as a valuable tool for learners (Seimens,2004).  The depth and breadth of possibility is astonishing but so is the cultural and curriculum change required to make it them truly integrated as effective tools. As an internal consultant for the MoD I often advise on the issues of implementation v's benefit and the Drivers Exercise clearly highlighted these to be of benefit in my professional domain. The collaborative nature of the task itself also provided insight and benefit. I was struck how much I was 'pulled back' to the computer to see what had been posted or what had changed. This exercise clearly demonstrated the power of online collaboration and has overturned my views on learning communities.  

Communications Competencies
I felt that I recognized some of the issues we were to face as a tutor group within minutes of reading the task requirements and saw that these would require resolving / organizing before we could complete the task.  However, I found it difficult to broach this within the group without being conscious of taking the lead when the majority of the group have far more experience in this style of learning than I do.  We got there because someone else took the plunge (and showed pro-activity).  I recognize now that my assertion was correct and my potential solution would have worked had I the confidence in my new found environment. Next time I should contribute to the organisation of the collaborative task earlier.  

Technology Competencies

I had tried using Google Docs before, but without having a reason to collaborate the full extent of utility was lost upon me.  However the decision to use Docs was agreed by the group and soon made sense.  The synchronous capability was also demonstrated more by luck than judgement when a fellow tutor group member found ourselves on line together and recognized that a chat facility was flashing in the corner.  As a task to demonstrate and expand my technological competencies, this has been effective and fun. Finding my way around Blogger has also been interesting if fraught with inconsistencies of approach and technical mis-understanding. I have since found out that Google Chrome (my Browser of choice) doesn't support the cutting and pasting of text in blogger nor in Google Docs where our collaboration has been occurring.  This in turn pushed me to use forums elsewhere to discover why and how to adjust the irritating niggle. I'm still none the wiser how I did it but I appear to have some control over Cut N' Paste now. 

Research Competencies

Possibly most relevant is the research element of this task.  Prior to conducting the research into E-portfolios I didn't recognize their value as they are particularly difficult to see working in my current work area due to simple IT infrastructure and accessibility issues.  The value and potential employment of e-portfolios has been a major revelation but it has also confirmed my interest in what and how something has been implemented.  Outside of the texts required for the activities I was particularly struck by the usefulness of a Becta article on the maturity of E-portfolio systems.

References

http://www.elearnspace.org/Articles/eportfolios.htm

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.......  

   

Moon, 2005 - Reflection, ICW and Contextualized Military Training

Learning through Reflection.  Moon, J. 2005. 

Moon, 2005 states that reflection is 'not an 'add-on-extra' to academic learning , but an essential component of good quality learning' and that there is a qualitative difference between reflective learning which has a 'surface approach' where learners simply try to retain new information as opposed to reflection where deep connections are made and the information is linked to and modifies previously understood material.  It is this difference of deep v's surface links that I wish to explore. The Royal Navy and MoD in general holds the belief that contextualized military training is inherently necessary to deliver competent Soldiers, Sailors and Airmen.  There is also widespread belief that Interactive CourseWare (ICW) and E-learning materials will not, or cannot develop the mentally agile serviceman or woman required on the front line of Afghanistan.  However, reading and extrapolating  Moon, 2005, I'm tempted to suggest otherwise.

Knowledge delivered via ICW, which is then utilized in a practical 'hands on' scenario requires the knowledge to be reflected upon in order to move it and contextualize it for oneself in another domain.  Where as 'hands on' knowledge acquisition into 'hands on' application does not require repackaging or re-conceptualization and therefore deeper reflection. The concept of tool control, delivered against the backdrop of a Tornado aircraft associates Tool control in that Domain (the Tornado).  Tool Control and Tornados 'just do or are'.  But what the RAF actually means or requires is for the Airmen to realise that Tool Control is pertinent to any Aircraft type.  Thus by delivering knowledge via ICW and then moving to any A/C type the Student is required to re-conceptualize the knowledge gained, reflecting upon it and creating deeper understanding and connections with existing knowledge.  When the Aircraft type changes, the principles applied by the trainee regarding Tool Control doesn't.

ICW knowledge based training 1.  Contextualized Military Training 0  

Reflection- Part Two

Having done some more reading on the topic of Reflection (Moon, 2005 & Creme, 2005) I'm beginning to understand the concept to be much more than reflection upon ones own actions.  Reflective in this sense is more about reflection upon ones own actions in light of academic text/concept or theory. Grounding ones experience within academic process.  I suppose that in order to ground this particular assertion I look towards Kolb's Cycle and suggest that the 'reflection on academia' element occurs between the Abstract Conceptualization phase and the Active Experimentation phase.  That said, maybe it doesn't.  More reflection required.