Reflection through recording Babs Anderson Naomi McLeod Kath Orlandi Liverpool Hope University WDHE conference June 2010

context Third year undergraduate course in Early Childhood Studies running from September / October 2009 until April / May 2010 Five cohorts of students, based in three locations Five tutors, including course leader Each cohort between 15 and 30 students Research project from October until July 2010, funded by Write now

The course Problem-based learning course Students organised in teams of four Allocated a specific professional role Given a central problem, which they were to analyse and produce a range of solutions to enable a range of support measures to be implemented

Using a reflective learning journal To record their ideas as to how to resolve the issues presented in the given ‘problem’ To use these to assess and evaluate how their group discussions supported them in their identification of their course of action To reflect on how they used others’ ideas as a springboard for their own thinking To acknowledge how the feedback of others within their group might influence them and cause a change of opinion or decision The ‘housekeeping’ of experiential learning (Moon 2006)

Pilot phase Liaison with CETL Research ethics Choice of interviewers

Data collection Student self-rating survey on learning approaches, pre-course and post-course Tutor interviews on their perspectives on the course, including the use by the students of reflective journals Student interviews on the use of the reflective journals at the end of the course

Findings: Student as learner self-rating Enhanced sense of: Active problem-solver through their contributions and discussions Public persona, taking risks, adding contributions, inviting feedback Collaboration with peers rather than competition Interdependent learning of equal importance as independent learning Little impact on: Attendance due to the needs of the team community Recognition of sources of authority as self and peers, rather than solely tutors and texts Savin-Baden (2004)

Tutor perspectives of reflective journaling “… the thinking process as a process of articulation. They don’t always have those skills to a high enough degree, and that’s something else that can be developed over time. The confidence and a belief in the process.” “…it actually deepened the conversation and the sharing”

“…from very early on I kept reminding them, and reminding them: It’s really important to write this down. Jot down your thoughts about it while it’s fresh in your mind; use it to discuss with other students, if you want to, in between or over the phone, or whatever, because you’re still reflecting on it.”

Some of them said, when they had done their reflective logs, and then they’d compared it with somebody else’s, what they’d all thought they’d talked about as being the same, hadn’t been the same at all. So it’s given them a way of understanding someone else’s thinking, by that recording process.”

Student interviews Revealed a variation of attitude towards problem-based learning within a cohort of students, which was not about the level and nature of tutor support, but dependent on the student’s own attitude towards new ideas Showed a progressive use of reflection and collaboration Hansen and Sinclair (2008)

Recall / memory Log to record progress and actions Aide-memoire to help recall rather than a guide for reflection Practical organisational tool

Sharing information Process of sharing information: security of not being on their own, comfortable with sharing information, even within a difficult process Assimilation of information given by others…discomfort and difficulties acknowledged, recognising that conversations can be “bitty” Clarification of thinking Collaboration – sharing knowledge and information

Realisation of others’ perspectives Conversation and ‘throwing ideas about’ / sharing of views Understanding the rationale for choices / decisions made

Recognition and identification of different ways of interpretation Listening to others’ ways of viewing the same case study Reflection on considering others’ perspectives

Recognition that own writing needs to consider different perspectives of audience Articulation of ideas for writing Depth of discussion as a group Mason (2002)

Relevance of learning Impact on academic learning but also clear application to practice Experiential learning…only by doing

Accommodation / synthesis of ideas in order for transfer Reading journals acts as springboard for other ideas Opportunity for following train of thought / detail outside of group sessions Evaluative process

Incorporation of different perspectives in writing Ability to see things from different points of view To recognise that others interpret from different perspectives and to be able to accommodate this in their own analytical writing Anticipation of audience interpretation of written format Reflection on considering others’ perspectives Moon (2008)

Synthesis of perspectives Ways of recording a shared discussion can support different perspectives Transformational learning: a change in thinking

conclusions Accept and understand reflection Be willing to tolerate a challenging process in the light of future gains Recognise how writing their reflections and sharing in a group can translate into a synthesis of ideas Understand how critical reflection will support their learning at a deep level, even if not specifically assessed

references Hanson, J.M. and Sinclair, K.E. (2008) Social constructivist teaching methods in Australian universities – reported uptake and perceived learning effects: a survey of lecturers. In Higher Education Research & Development, vol. 27, no. 3, pp 169-186 Mason, J. (2002) Researching your own practice : The discipline of noticing. London: Routledge Moon, J. (2006) Reflective Journals. London: Routledge Moon, J. (2008) Critical thinking: an exploration of theory and practice. London: Routledge Savin-Baden, M.(2004) Foundations of problem-based learning. Buckingham: SRHE/ Open University press