While requirements across the disciplines vary, reflective practice is fundamental to effective learning regardless of the program of study. Reflective practice can support transformative learning (Mezirow, 1991) and skills development including metacognition, creativity, and life-long learning (Harvey, et. al. 2010). While we cannot assume that students and teachers have developed a capacity for reflective practice, we do know that the development of reflective practice skills can be scaffolded and taught (Coulson & Harvey, 2013). As educators, we need to develop our own reflective practice knowledge and skills if we are to inspire and support learners with well-designed reflection for learning.
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Overview
This seminar opens by asking “what do we mean by reflection for learning?” The role of reflection for learning is outlined before a suite of scholarly based reflective activities and resources are presented for scaffolding learners and educators with their development of reflective practice (Harvey et. al., 2020). Participants will engage in a range of reflective activities. The evidence that supports each of these activities is also shared. As our student cohort becomes more diversified so, too, should our modes of reflective practice and so, in addition to traditional text-based approaches, these resources ‘move beyond the diary’ (Harvey et al., 2016) to include a range of modes, including arts-based, embodied and mindful approaches.
Seminar participants will:
- Consider the scholarship underpinning good reflective practice in higher education
- Experience different approaches to reflective practice as they relate to their own education context
- Review and evaluate appropriate reflective practices for their learning and teaching context
Our Presenter
Marina is an Australian National Teaching Fellow, a Principal Fellow of the Higher Education Academy and has received national and university citations for outstanding contributions to student learning. She is past President of CAULLT (Council of Australasian University Leaders of Learning and Teaching).
Marina’s scholarship in learning and teaching in Higher Education extends to a growing list of over 90 publications. Her research is underpinned by, and focuses on, reflection for learning. Other scholarly interests include sessional staff (BLASST.edu.au), distributed leadership and mentoring for learning and teaching in higher education, all of which are examined through Action Research. In recognition of this she is a Fellow of ALARA (Action Learning and Action Research Association
She was Associate Professor and Director, Academic Development at UNSW and is an academic board member of ACPE (Australian College of Physical Education).