1. Critical Reflection on Experience
Dr Anita Walsh
National Teaching Fellow
June 2010

2. Critical Reflection on Experience
Full academic recognition of experiential learning relatively recent
Introduction of academic credit framework led to focus on outcomes of a learning process c.f. ‘inputs’ (= teaching)
Experiential learning is different in nature to formal abstract learning so need careful planning to combine them both
Turku/Oulu June 2010

3. Critical Reflection on Experience
Academic disciplines are the way that knowledge is organised and produced in the universities
Experiential learning acquired a different way – Biggs: Declarative, process, conditional, functioning knowledge
Turku/Oulu June 2010

4. Critical Reflection on Experience
Function knowledge is performance knowledge
Jarvis: practical knowledge can combine content and process knowledge
Can include knowing that – but also knowing when, what, how and why
It is integrated knowledge
Turku/Oulu June 2010

5. Critical Reflection on Experience
Approaches such as reflection are increasingly used so students can be supported in demonstrating learning that has not been ‘taught’
BUT important to remember that, although learning can arise from experience, they are not the same thing
It is the learning that is of interest to us!
Turku/Oulu June 2010

6. Critical Reflection on Experience
Consideration of the learning context is therefore important – what sort of learning do you want the student to demonstrate?
How much scope do they have for such learning?
What type of experiences are they likely to learn from?
Turku/Oulu June 2010

7. Critical Reflection on Experience
It is highly unlikely that specific subject content will be found in experiential learning unless it is designed to be there
Reflection on experience usually focuses partly on thinking about process
The student identifies what is learned while undertaking a given task/experience
Turku/Oulu June 2010

8. Critical Reflection on Experience
Since such learning is of higher education standard, theory should be included - but how much?
What balance between content and process are we looking for?
Do we want students to learning experiential learning models or just use them?
Turku/Oulu June 2010

9. Critical Reflection on Experience
This should be specified in the learning outcomes for the course
Appropriate assessment is fundamental – if we want the students to demonstrate presentation skills or the ability to reflect on their learning, we must ensure that the assessment requires them to demonstrate such skills
Turku/Oulu June 2010

10. Critical Reflection on Experience
The intellectual demand of reflection should increase in the same way that subject content does
If using critical reflection how will you define that at different levels?
What sort of reflection? Single loop/double loop learning
Turku/Oulu June 2010

11. Critical Reflection on Experience
How will you ensure that students are clear what is required of them?
Workshops, individual supervision, online materials
Explicit assessment criteria
Turku/Oulu June 2010

12. Critical Reflection on Experience
Students are familiar with conventional learning, teaching and assessment
They are much less familiar with experiential learning and its assessment
If you consider your own subject, how best do you think you can assess this?
Turku/Oulu June 2010