Course Handbook

The value of reflection in teaching and learning is well-documented; reflective practice in higher education can take place during teaching activities or afterwards (what Donald Schon, author of The Reflective Practitioner called "refection-on-action"). By taking time to gather your thoughts, think about what you are trying to achieve, recall what you observed and experienced, and recording these thoughts in some concrete way - you will be able to learn and improve your practice more effectively. Sharing parts of your journal, significant learning moments or new ideas or questions generated by your thinking about your learning, with others, can broaden the scope of your reflective practice.

An "intentional" Learning Journal

We ask that participants begin a personal learning journal, with a minor twist. At the start of each week, we'll post a "thinking" question to ponder during the week. By the end of the week, we ask that you respond to a specific question topic thread in the Weekly Reflections Forum in the Hub.

The learning journals can be in any format that works (e.g., paper-based, handwritten, types or drawn - or digitally recorded, typed, drawn, recorded). Just try to record regularly so you don't lose details as the weeks fly by.

We encourage you to share "nuggets" or highlights you record in your personal journal by posting new topic threads in the Weekly Reflections Forum. Your "aha" moments or ongoing challenges may inspire someone else or invite ideas and suggestions from your peers.

You can also review your learning progress using the FLO-Design Rubric. Include some thoughts about your progress in the weekly Reflections forum posts.

References:

Smith, M.K. (2011). Donald Schon: learning, reflection and change, The encyclopedia of informal education, retrieved Dec. 10, 2016 from http://infed.org/mobi/donald-schon-learning-reflection-change/