Crème and Moon described the introduction of reflection and reflective learning in higher education.
In the H808 Course Guide, the OU provides us with an explanation about how we are assessed for our first assignment (TMA01). Amongst the criteria that will be used to mark our TMA there are two distinctive types of writing required: essays and reflective commentaries.
In the Moon papers the writer says that in order to have students write reflective commentaries or design reflective activities, we should define the word reflection. Moon (2005) describes it as: “Reflection is a form of mental processing that we use to fulfill a purpose or to achieve some anticipated outcome. It is applied to gain a better understanding of relatively complicated or unstructured ideas and is largely based on the reprocessing of knowledge, understanding and possibly emotions that we already possess.”
Clearly the OU makes a distinction between formal essay writing and reflective commentaries. They define reflective commentaries as, and I quote from the Course Guide: “a style of writing that is commonly associated with diaries, learning logs, blogs and portfolios. Although this style is quite different from the formal essay, on this course we regard it as equally academic because it deals with knowledge that is constructed during the course”.
The last sentence of this quote is quite interesting because in the papers the question was raised about how reflective commentaries or reflective writing can be assessed. It is obvious that the criteria for assessing formal writing can be clearly formulated, but when one wants to assess reflective writing it becomes more difficult. In her paper Crème gives guidelines as to how one could assess reflective writing. “How can one assess what’s in my head?”, is a valid question. Not only should students be taught how to write reflective commentaries, but tutors should be guided in this process as well. In my opinion reflective writing only succeeds if reflective activities are designed (prepared).
Moon makes a valid comment about reflective learning. She describes various theoretical approaches to reflection and in describing the Kolb-cycle, she makes the following comment: “While the cycle does have has value, it may say more about how we manage the learning of others, than about the process of learning per se (ie. it is more about the teaching process).”
In my opinion, this supports the OU’s position of including reflective commentaries in the assessment of formal assignments:”...it deals with knowledge that is constructed during the course”.
Reflective commentaries/activities/learning is thus all about the learning process and how the learner reflects on their own learning and evaluates development.
I also found it interesting to read how Moon explained how reflective learning can support the deeper approach to learning. She describes the following 5 stages of learning:
Noticing, Making sense, Making meaning, Working with meaning and Transformative learning. The last three stages play a role in the deeper approach of learning (New Ideas are filed carefully and integrated).
Unit 2: 2.4 Reflection and LEarning
In the H808 Course Guide, the OU provides us with an explanation about how we are assessed for our first assignment (TMA01). Amongst the criteria that will be used to mark our TMA there are two distinctive types of writing required: essays and reflective commentaries.
In the Moon papers the writer says that in order to have students write reflective commentaries or design reflective activities, we should define the word reflection. Moon (2005) describes it as: “Reflection is a form of mental processing that we use to fulfill a purpose or to achieve some anticipated outcome. It is applied to gain a better understanding of relatively complicated or unstructured ideas and is largely based on the reprocessing of knowledge, understanding and possibly emotions that we already possess.”
Clearly the OU makes a distinction between formal essay writing and reflective commentaries. They define reflective commentaries as, and I quote from the Course Guide: “a style of writing that is commonly associated with diaries, learning logs, blogs and portfolios. Although this style is quite different from the formal essay, on this course we regard it as equally academic because it deals with knowledge that is constructed during the course”.
The last sentence of this quote is quite interesting because in the papers the question was raised about how reflective commentaries or reflective writing can be assessed.
It is obvious that the criteria for assessing formal writing can be clearly formulated, but when one wants to assess reflective writing it becomes more difficult. In her paper Crème gives guidelines as to how one could assess reflective writing.
“How can one assess what’s in my head?”, is a valid question. Not only should students be taught how to write reflective commentaries, but tutors should be guided in this process as well. In my opinion reflective writing only succeeds if reflective activities are designed (prepared).
Moon makes a valid comment about reflective learning. She describes various theoretical approaches to reflection and in describing the Kolb-cycle, she makes the following comment: “While the cycle does have has value, it may say more about how we manage the learning of others, than about the process of learning per se (ie. it is more about the teaching process).”
In my opinion, this supports the OU’s position of including reflective commentaries in the assessment of formal assignments:”...it deals with knowledge that is constructed during the course”.
Reflective commentaries/activities/learning is thus all about the learning process and how the learner reflects on their own learning and evaluates development.
I also found it interesting to read how Moon explained how reflective learning can support the deeper approach to learning. She describes the following 5 stages of learning:
Noticing, Making sense, Making meaning, Working with meaning and Transformative learning.
The last three stages play a role in the deeper approach of learning (New Ideas are filed carefully and integrated).