A Song and a Dance: Being Inclusive and Creative in Practicing and Documenting Reflection for Learning

Autor/inn/en	Harvey, Marina; Walkerden, Greg; Semple, Anne-Louise; McLachlan, Kath; Lloyd, Kate; Baker, Michaela
Titel	A Song and a Dance: Being Inclusive and Creative in Practicing and Documenting Reflection for Learning
Quelle	In: Journal of University Teaching and Learning Practice, 13 (2016) 2, Artikel 3 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Creativity; Reflection; Higher Education; Foreign Countries; Learning; Student Diversity; Thinking Skills; Lifelong Learning; Academic Achievement; Workplace Learning; Teaching Methods; College Graduates; Story Telling; Educational Technology; Diaries; Journal Writing; Technology Uses in Education; Access to Education; Inclusion; Technological Advancement; Australia + Suchen Sie Ihr Suchwort? Kreativität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Lernen; Denkfähigkeit; Life-long learning; Lebenslanges Lernen; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulabsolvent; Hochschulabsolventin; Unterrichtsmedien; Diary; Tagebuch; Zeitschriftenaufsatz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Technological development; Technologische Entwicklung; Australien
Abstract	As the number of students engaging in higher education increases, so too does their diversity. Additionally, there is growing pressure on universities to better prepare graduates for the varied paths they will pursue beyond study. In responding to these conditions it is important to develop pedagogical approaches that are both inclusive and engaging. One adaptation needed is in relation to the practice and documentation of reflection for learning. Reflection is widely practiced across higher education, and is favoured by the Work- Integrated Learning field for the ways it helps students make sense of their learning. The ongoing reliance on journals for practising and documenting reflection has several benefits; however, a diverse student body, engaging with diverse learning experiences, is likely to benefit from being offered diverse, flexible ways of engaging with reflective practice. Informed by student and practitioner reflective data gathered at an Australian university, this conceptual paper accepts the challenge to "disrupt" (deFreitas 2007) the text and "move beyond the diary" (Harvey et al. 2012) to present an argument for the value and role of alternative modes of reflection, spanning arts-based, embodied, mindful and technological approaches. Underpinning this advocacy of diverse mediums for reflection are the principles of inclusivity and universal design. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01