As
Dewey tell us: “We do not learn from experience…we learn from reflecting
on experience”.
In fact students need
a variety of learning situations and opportunities in
order to be aware of and reflect on … variation, and to be able to make fine
distinctions about the significant aspects of each new context.
Such
learning experiences are an important preparation for the unpredictable nature
of the workplaces.
It
is argued that the outcome is learners who develop the capacity to be
reflective, creative, critical and agile, all skills desired by their future
workplaces.
But
it is important to know that reflection on higher education is a follow of high
school and a trendy world-wide practice that support learning. This is required
in multiple disciplines too.
The model works by
thinking critically about our activities but challenging the conception of
reflection as a purely cognitive process and arguing for a more holistic or
whole-person learning approach.
That is in order to
identify what we have learned, how we have learned and what we have yet to
learn.
Therefore, effective
reflection allows us to make sense of what we have
learned and to relate it to what we already know.
In that sense, reflective practitioners can
use reflective modes that range across arts-based, embodied, mindful and technological
approaches, such as: digital storytelling, photography, journaling, video and
audio.
Kathleen Harring and
Tian Luo argue that eportfolios are a powerful pedagogical tool that can support deep
learning and reflection across various learning contexts.
In this regard, eportfolios require
significant and purposeful “time on task” outside the classroom, which allows
opportunities for frequent feedback on student work, and show students how their
learning progresses over time (Kuh 2009).
Finally, teachers can
provide ideas for creating structured occasions for
reflection for their students: explaining the importance of reflection, share
how they learnt in their field and finishing the class with metacognition
questions.
Editorial - Reflection
for Learning in Higher Education Marina Harvey. Macquarie University
Guidelines
on learning that inform teaching at UNSW.
Emeritus Professor Adrian Lee and Associate Professor Michele
Scoufis. 2003
Reflection in Higher Education Learning. Moon
Jenny, University of Exeter
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