course guide

Reflective-Reflexive Practice: Foundations for Learning Success (FOUN1501). Semester 1, 2013/2014

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The University of the West Indies

OPEN CAMPUS

Foundations for Leaning Success (FOUN1501)

COURSE GUIDE FOR STUDENTS

Semester 11: 2013/2014

Welcome & Introduction

Welcome to the Semester 2 session of teaching and learning in FOUN1501, Foundations

for Learning Success. I am Clover Hamilton-Flowers, your Course Coordinator and I am

part of a team of committed persons who will be working with you to support your efforts

to develop as learner-practitioners. Our success is dependent on the quality of our

relationship with each other. This can be enhanced through open and constant

communication and collaboration as we problem solve and demonstrate mutual respect in

our interactions with each other. The activities included in each session are specifically

designed to help you to improve your learning practices. Your response to these activities

is critical to your success and as a consequence you should make every effort to apply

suggestions for you to change or reframe your thinking. These activities should not be

taken for granted and evidence of your engagement in each will be necessary. This is why

you should ensure that you begin with the orientation activities and work out how you

will be managing your learning.

I trust that the cautionary aspect of this welcoming statement will serve as a source of

inspiration that you can achieve your goals as a learner with high standards. If you wish

to continue the discourse about your success, feel free to share your thoughts.

I can be reached via email at [email protected]. I can also be contacted by

telephone at 876-8792744.

Thank you for your commitment as your tutors and I work together to make Foundations

for Learning Success (FOUN1501) a meaningful and memorable learning experience.

Clover Hamilton-Flowers August, 2013


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CONTENTS

PAGE

Introduction 3

Course Outline 5

Course/Unit Topics 17

Study/Course Schedule 20

Coursework Assignment and Guidelines 22

Course Activities and Guidelines 22


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Course Code: FOUN1501

Course Title: Reflexive Practice: Foundations For Learning Success

Credits: 3

Prerequisite/s: NONE

Academic Year: 2012 / 2013 (Semester 11)

Course Coordinator: Clover Hamilton-Flowers ([email protected]

OR [email protected]

INTRODUCTION

General Information

Some important information to keep in mind:

1. Your picture uploaded on the Learning Exchange must conform to the following –

a profile of just your face, a close up image that allows you to be recognized.

2. The Department in the Open Campus (OC) ultimately responsible for the delivery

of this course is: The Undergraduate Programmes Department. View the OC

Web Site for information on your Programme: http://www.open.uwi.edu/

3. There are different avenues available to you as a student to receive support. The

avenue you take is dependent on your particular need. View the QUICK LINK in

your course for Frequently Asked Questions (FAQs.)

Purpose of this Guide

This Course Guide provides information for you to manage your learning based on the

requirements of the course. .It is to be used along with other resources that provide

insights for you to make decisions and act responsibly. Where you have doubts about

mailto:[email protected]

mailto:[email protected]

http://www.open.uwi.edu/


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your role and responsibilities, the scope of the course and timelines, you should consult

this document.

Course Coordinator’s Expectation

As a participant, you are expected to:

(a) Complete the orientation activities.

(b) Work closely with your tutor and respond to feedback

(c) Start a learning team or learning community early and interact frequently with

members about your learning

(d) Attend meetings and collaborative sessions that are planned by your tutors and

team members

(e) Respond to News & Announcements in the Teacher-Student Exchange

(f) Make a learning plan and use it to guide you in managing your learning. This will

help in minimizing or preventing poor quality work from rushing.

(g) Be actively engaged in the various learning activities and on-line discussions.

Ensure that you contribute to a discussion thread if less than six persons have

responded to a post.

(h) Start a discussion thread using your response to an activity if no one else has done

so.

(i) Encourage others to participate if necessary.

(j) Avoid being the student who has to be prompted and called several times to

contribute to learning.

(k) Take the initiative to self-correct and use feedback to improve your practice. Use

your portfolio to store your corrected work. Note that there are free e-portfolios

that you can explore or you can use PowerPoint or other relevant technology.

(l) Apply the principles for practice in various learning context.

(m) Use assessment criteria as guides when working on assessment tasks

(n) Maintain artefacts and records of evidence of your substantive contribution to

learning for self and others

(o) Comply with technical and ethical standards in sharing ideas and in the creation

of products.


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Some important standards are conveyed by regulations and principles for practice that

relate to:

Plagiarism as indicated in by the Undergraduate Student Anti-Plagiarism Policy,

Office of the Board for Undergraduate Studies (See the Quick Link in the left

hand column of the course page)

Netiquette (see Quick Link in the left column of the course page for additional

information)

Observation of deadlines for submitting assignments

Credibility/Authenticity of your learning.

COURSE OUTLINE

COURSE RATIONALE:

There are societal and institutional concerns about students' low level of self-direction,

deficiency in pertinent skills and attitudes for this era and the future. Increased access to

information, an increasing openness to partnership and cultural integration have placed

greater demand for intellectual skills and qualities. Additionally, the need for learners to

possess the skills and attitudes that make them employable requires a shift from a focus

on acquiring the knowledge and skills for completing job-related activities to the

development of: self-image, self direction, personal core values and personal qualities to

make them productive and responsible members of the organizations to which they

belong and the society on a whole.

This shift in paradigm has been challenging traditional behaviours and practices that

promote passivity, social segregation and the regurgitation of knowledge which stifles

creativity and the development of critical reflective thinking skills that are needed to

solve problems. Although educational programmes have changed and efforts have been

made to help students transform their traditional practices, through the application of

learner-centred models, significant change that is transformative in nature has not yet

been realized. If learners are to experience deep change so that they can be successful in

developing the skills and qualities they need to cope and become productive professionals

or individuals, they need to be exposed to the principles of reflective practice as these

principles allow them to examine and strategically change the assumptions, habits and

beliefs that have become the norm for them and have been inhibiting their development

as whole persons. To sustain this change and influence character development, exposure

to reflexive practice is also necessary as this helps the learner to confront with the aim of

changing, those personal and communal behaviours that: (a) encourage the misuse of

power, (b) stifle wholesome interpersonal relationships and, (c) promote unethical

practices and ultimately lower the quality of personal and communal life. By integrating

the principles of reflective and reflexive practice, the kind of change that is

transformative and which makes a significant difference is possible. This integration


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leads to a reflective-reflexive framework for practice and ensures that the supporting

conditions for change are provided and inspires and places demands on learners to

become rational, ethical thinkers, lifelong learners and problem solvers who play a more

active and responsible role in the learning process. This responsibility includes working

towards greater self-direction, utilizing critical/reflective thinking; building and

supporting teamwork and community life and developing other pertinent

life/employability skills that are current priorities and of future relevance

Course Description

This course introduces the principles of reflective-reflexive practice as a foundational

tool to be applied throughout this course as well as in other courses in your programme of

study. The course is organized under four themes through principles of reflective-

reflexive practice. The themes relate to self, the process of meaning-making, lifelong

learning to include the development of employability skills, and community/team

learning. The course emphasizes transformative learning and change at the personal level

and professional level through critical self-exploration that is based on the principles of

reflective and reflexive practice. Organized (collaborative) reflections and reflexive

conversation are also encouraged as a means of contributing to holistic development.

This includes the development of (a) social, emotional, spiritual and ethical intelligences,

(b) problem solving and critical thinking skills and qualities, and (c) personal core values

and work ethics. The interdependent nature of these aspects of human development are

recognized and embraced as a fundamental requirement in addition to the necessary

supporting conditions for high performance, overall learning success, and personal and

professional advancement. Some of the principles that learners will explore as means of

supporting their development include: self empowerment, transformative learning,

experiential learning and organized group reflection (practical reflexivity). To support

their learning and development, a care-centred context that inspires creativity, emotional

management and work ethics, respect for diversity and community is created and

sustained. These principles are integrated in all themes and are experienced through the

various learning activities and the expected roles and responsibilities that learners will

assume.

Goals and Objectives

Goals: To become reflective-reflexive practitioners, participants should:

(a) Interrogate perspectives and frameworks associated with reflective-reflexive practice

(b) Develop their capacity to better manage self as learners by applying empowerment

strategies

(c) Increase self-knowledge for development of a personal profile through the

application of reflective-

reflexive practice

(d) Improve cognitive and psycho-social meaning-making strategies that are

progressive/developmental and

transferrable


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(e) Develop the intellectual qualities and skills associated with a lifelong orientation to

learning

(f) Become active members of a team/community by contributing to team/community

life as reflective-

reflexive learner-practitioner

(g) Utilize technology as a multi-purpose tool to support and provided evidence of

learning and/or change and to validate and enhance personal and collaborative

responsibility for the change /learning process

Objectives:

Knowledge:

During their exploration of the themes, the related objectives and planned learning

experiences, participants should:

1. Critically examine their personal learning practices, beliefs and assumptions about

how they learn

2. Compare traditional learning practice they have experienced with reflective-

reflexive practice to ascertain which is more suitable for their personal and

professional contexts

3. Explore the relationship between critical thinking and reflective thinking

4. Explore the principles of reflective-reflexive practice as a means of self

transformation as learners or practitioners in a specialized field of study

5. Describe the features of a reflective-reflexive framework they would use as a

guide to improve their practice and their profile as developing professionals

6. Critique the outcome of using a chosen reflective-reflexive framework

7. Illustrate the relationship between reflective-reflexive practice and lifelong

learning

8. Demonstrate the basic roles and responsibilities expected of a learning team or

learning community

Affective/Expressive

9. Keep abreast of changes in their personal/self-profile that relate to their

competencies and learning practices

10. Assume greater responsibility for personal change as they develop their

competencies as reflective-reflexive learner-practitioners

11. Take the initiative to practice in an integrative manner, the skills that are

associated with creative thinking, critical or reflective thinking and problem

solving

12. Illustrate the self management techniques they have used to improve their

intellectual characteristics or capabilities as emerging lifelong learners and as

members of a learning team/community

13. Provide a rationale for their commitment or lack of commitment to a life-long

orientation to professional development


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14. Advocate for the improvement of the supporting systems or conditions that are

inadequate for them to develop as reflective-reflexive learners in a selected

context

Psychomotor/Physical & Technical Skills

15. Manipulate with increasing ease, the tangible learning/technological resources

that create a challenge for them to implement selected self-empowerment

strategies

16. Demonstrate creativity in their use of mental models to convey multiple meanings

or perspectives and to present their profile

17. Integrate available technological tools and processes for creative organization of

artefacts and to problem solve

18. Observe with increasing independence their personal response or reactions to

sensory cues in their environment that are hindrances to

learning/change/development

19. Collect authentic evidence of environmental cues that promote or hinder

reflective-reflexive practice.

20. Demonstrate fluency in analyzing written and oral reflection using standards of

critical reasoning

COURSE CONTENT

Theme 1: Readiness for Self-Empowered Practice [3 weeks]

Problem Statement and Theme Focus:

Many learners participate or become engaged in formal learning or educational

programmes because it is a part of their culture or upbringing. Their experiences have

taught them to focus on learning to pass examinations rather than to develop their

capabilities. They soon learn to compete against each other and to identify themselves

with their examination grades although these exams oftentimes emphasize knowledge of

concepts, rules and procedures and ignore a wide range of intellectual skills and qualities.

Unfortunately, many of these learners complete their programme of study still having

doubts about their competencies and readiness for the world of work, which will be the

ultimate arena in which their performance will be judged.

How can learners be empowered? That is, how can the learner/you bring positive change

to this situation in a context that emphasizes total development and learning how to

learn? [Self assessment of information literacy skills will be a part of this course. For

example, do you really know your cognitive deficiencies?] In theme 1 you, as learner,

will begin to examine these questions using reflective-reflexive principles. You will

examine your learning style and related learning habits as you begin to examine the self

(knowing yourself) and to interrogate your personal thoughts and actions in light of

ethical principles and the use of power. At the start of the learning process you will

discern that reflective and reflexive practices come from experience that is based on the

integration of the principles and methods (learning activities). This implies that talking

about what reflective and reflexive practice is about is minimized, but is subtly present in


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the process of self- discovery about your learning style, and poor learning habits and

dispositions as a part of your self knowledge.

Theme 1: Summary of Content

(a) Developing a personal profile for self discovery

i. Cultural practices that enhance and those that impede learning

(social, political, economic, philosophical)

ii. Competencies for engaging in and for completing primary

learning tasks

iii. Dimensions of competencies for learning success

iv. Intellectual qualities and skills for learning success

Critical thinking (standards, qualities)

Problem solving (process, outcome, models)

Decision Making (process, models, outcome)

Reflective thinking (skills, levels, characteristics)

Reflexive thinking (scope, levels, characteristics)

Creative thinking (skills, outcome, standards)

Information literacy (skill, attitude )

(b) Characteristics of supportive learning contexts

i. Climate and pattern of interaction

ii. Administrative support – policies, regulations and procedures

iii. Technological resources (access, types, effectiveness)

(c) Reflective-reflexive thinking and practice as a framework for change in

practice

i. Working definitions, meanings/perspectives of reflective

thinking/practice, reflexive thinking/practice

ii. The difference between reflectivity and reflexivity

iii. The importance of reflective-reflexive practice

iv. Characteristics of reflective/reflexive learner practitioner

v. Levels of reflective-reflexive thinking

vi. Evidence of the need for change in practice based on gaps in

traditional learning practices

vii. Using critical thinking and reflective-reflexive practice framework

or model to support change, observation of institutional policies,

etc.)

Theme 2: Reflective-Reflexive Practice for Exploring the Meaning-Making

Landscape for Learning Success [3 weeks]


A word carries multiple meanings based on the context in which it is used. Despite this,

some learners often interact with each other and with literature as though everyone uses

the same meaning. This may give rise to conflicts in conversation and even debates that

are toxic rather than creative. When conflicts of this nature arise or when the context of


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use is unfamiliar, persons may experience frustration, confusion or annoyance. Some

persons may even become impolite as they seek to defend their perspective without

taking the time to listen and to understand the alternatives. They may also ignore an

important habit: verifying their existing understandings to confirm or change their

perspective. Other concerns that have been noted include (a) the disconnect between

claims to a preferred meaning and actual practice or behaviour, and (b) underutilization

of a preferred learning style and cognitive strategies that support meaning-making. In

other words, there is a gap between meaning and action, learning style preference and

learning strategies. In light of the concerns raised it is necessary to ask the question: How

can your undesirable learning practices and gaps between claims and actions be reduced

or eliminated?

Theme 2 builds on theme 1. It builds upon prior knowledge about self from developing a

personal profile to an exploration of how this and other forms of knowledge were derived

and the typical processes that are used to bring understanding. Theme 2 takes you, the

learner, away from self somewhat to begin to look at others and other contexts besides

the informal nature of home and/or community. Learning about self continues, however,

with an emphasis on meaning making with its complexities to bring an understanding of

why people, culture, disciplines, and professions, for example, differ. The idea is to

encourage an appreciation for differences as a means of preparing for creative

construction and team/collaboration in a wider context.


(a) The Process of Meaning Making

i. Personal strategies/methods that are used to derive meaning

ii. Formal strategies for deriving meaning (cognitive, psychosocial,

technological)

iii. Guidelines for formulating good definitions

iv. Using definitions to go beyond mere words and their implications for

practice

v. The relationship between meaning and behaviour or practice

(b) Reflective-Reflexive Practice and the Meaning Making and Sharing Process

i. Taking a reflective-reflexive approach to meaning construction

ii. Taking a reflective-reflexive approach to sharing meaning

(constructionism)

iii. Personal theories that support and those that compete against

reflectivity/reflexivity in meaning making and sharing

iv. Established theories that support and those that compete against

reflectivity or reflexivity in meaning making and sharing

v. Bridging the gap between theory and practice:

a. Factors that contribute to the gap between theory and practice

b. Translation principles for responsible and authentic integration of

theoretical principles to support meaning making in the context of

reflective-reflexive practice


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(c ) The Role of Technology in the Meaning Making and Communication Process

i. Technologies that support the meaning-making and communication

process

ii. Increasing sensitivity to environmental cues through technological

resources

iii. The importance of integrating knowledge, skills and attitudes in learning

iv. Using technology to affirm, verify and validate others

Theme 3: Reflective-Reflexive Practice: Foundation for Life-Long Learning [4

weeks]


Observation and current thinking is that learning is now regarded as a lifelong process

due to developments in the field of technology and the dynamics of globalization. This

process requires an orientation to reflective-reflexive practice for continuous personal and

professional development in any chosen field or discipline. Many learners are of the

view; however, that learning for life is unnecessary and is not a norm in their area of

specialization. Furthermore, they are convinced that successful completion of a

programme of interest will equip them with the competencies they need for life and that

being reflective or reflexive just complicates learning. What are the implications of these

learners’ disposition in an era characterized by unpredictable global trends that affect

all dimensions of the environment including the arena of work? How can they be inspired

or challenged to take greater responsibility for their learning beyond the formal

boundaries of school?

Changing habits and dispositions is not easy. Knowing the diverse meanings of concepts

and principles and practicing for mastery of skills can be easily done in a supportive

context and with coaching and motivation (extrinsic or intrinsic). Themes one and two

provided the groundwork for affective development. Theme three builds on those

experiences and challenges continuity and commitment to change by requiring you to

take personal responsibility. This is when reflective-reflexive practice is explicitly

addressed with the purpose being to inspire change in your personal profile based on new

understandings about the learning process and strategies and why it is a necessity for life.

Learning is also taken outside of the formal context of a school or university to the

informal and formal of home, community, work (professional demands) and play and as a

member of the world at large. This theme sets the foundation for your application of

organized reflection and reflexive dialogue using team-based learning.


The meaning of life-long learning in professional contexts

(a) The relationship between lifelong learning and reflective-reflexive practice

(b) Characteristics of the lifelong learner


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i. Skills (information literacy, job/task analysis, critical thinking, creative

thinking etc.)

ii Disposition/attitudes/values - (intellectual independence, interest in learning,

commitment to personal wellbeing, concern for social and economic wellbeing of

others, etc.

(c) The relationship between lifelong learning and reflective-reflexive practice

(d) The benefits of being a reflective-reflexive learner-practitioner (RRLP) in the

lifelong learning sector

(e) Issues and trends in professional practice that require lifelong learning

(f) Models/frameworks for reflective-reflexive practice

i. Collective Reflection - Reynolds & Vince 2004

ii. Gibbs’ Model of Reflection – 1988

iii. Kolb’s Learning Cycle – 1984

iv. Atkin and Murphy’s Model of Reflection – 1994

v. John’s Model of Reflection – 1994

(g) Improving learning and employability skills through reflective-reflexive practice

i. Reflection for, during and on learning

ii. Self direction/intrinsic motivation

iii. Reflection on learning

(h) Improving employability through reflective-reflexive practice

i. The meaning of employability

ii. The importance of being employable

iii. Sustaining and progressing employability through reflective-

reflexive practice

o Keeping abreast of global trends and

development

o Creative thinking (Creativity/innovativeness)

o Action learning

o Personal initiative to build employability skills

Theme 4: Learning as a Team Player: Reconstructing Group Learning [3 weeks]


Many learners dislike the idea of working in groups because of negative experiences.

Oftentimes these learners are unaware of the principles for practice that make groups

successful. Examination of the approaches used by these learners also reveals (a) the

absence of a systematic plan for working together, (b) a lack of pertinent social skills and

intellectual qualities that are necessary for coping with group dynamics, and (c)

misconception that the product to be generated is more important than the processes

involved. They think that no one is seriously interested in what went on in their lives as

team players. A learning context that places emphasis on experiential learning, engaging

in real life activities in the form of projects and simulations, is a norm. Unfortunately,

learners who lack the skills and attitudes for working in teams focus on getting the tasks

done at the expense of learning. When assessed on the principles they are asked to apply,


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evidence usually shows gaps in their understanding although this should not have been

the case if learning was a major goal for all concerned. In the real world where teamwork

and professional communities are becoming more prominent, how will these learners

manage if they do not reconstruct the meaning they give to group life? What would their

stories convey when they experience the principles of learning teams/communities?

In this theme, team-based learning is treated as learning organizations and institutions. It

allows for the integration of prior knowledge relative to the earlier themes to influence

high performance and change in working and in relating to others as a professional,

community member. Its purpose is to influence change towards collaborative practice as

opposed to being just cooperative. The nature of a team as a single entity, which is

comprised of a collection of skills, attitudes and knowledge seen as a whole is

emphasized and explored through problem solving. Self-knowledge as a team member,

meaning making as a team, and learning for life are woven into the content and planned

learning experiences. Theme four (4) brings everything together but does not bring

reflective or reflexive practice to a close. It challenges you to live as reflective-reflexive

practitioners (conscious awareness of the principles at work and your power to make wise

choices based on contextual reality and personal core values and work ethics).


(a) Types of learning teams/communities

(b) Characteristics of learning teams or communities

(c) Individual skills for teamwork

(d) Factors that affect teamwork:

social (gender, age, occupation, etc.)

political (policies, leadership, etc.)

economic (amount and type of resources)

philosophical

(e) Reflective-Reflexive strategies for building and supporting learning

teams/communities

(f) Indicators of the value of team/community learning in various disciplines

(g) The role of teams and communities on professional development

Methodological Framework/Teaching Methods

To enhance learning during, in and on experience as well as through problem solving and

self discovery, a combination of interactive and action strategies will be used to facilitate

an inductive approach to learning. These strategies will be integrated in a responsible

manner to promote a complimentarily framework that is based on supporting theories for

reflective-reflexive practice. In cases where presentations are used, these will serve as a


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springboard for discussion, reflection, critique of issues, proposing future action. Some of

the strategies for integration include:

Gaming

Pro-Contra Debate

Collaborative/Teamwork (rather than just group-work) to solve problems

presented as cases or as open-ended issues

Participant constructed/designed self-study research - autobiographies or life

history research

Cognitive tools such as designing cartoons/comics, mind-mapping

(brainstorming to go along with mind mapping)

Self and peer critique (utilizing journal; vblog; blog; portfolio, mind-mapping)

Documentaries of their work through multimedia journal

Various presentations will be shared for discussion and recommendations. These

include movie critiques and guest presentations

The primary modes of delivery for this course are: online, blended or face-to-face

depending on contextual demands and opportunities for access.

Choice of technology for the course includes but is not limited to: Construction

tools/software; Web conferencing; discussion forums; podcasts, blog, wiki, ePortfolio,

eJournal.

ASSESSMENT

This course uses 100% continuous assessment. Assessment will be linked to the course

objectives and content themes. Assessment is formative and summative with a focus on

the development of the individual and the group.

Formative Assessment

Analysis of reflective journal entries - vblog, blog, wiki

Self-inventory quizzes and reports, concept maps, diagrams, and so on

Collaborative project – research and documentation (photograph/images)

Database: compile data from self-assessment activities

- Learning plan: Modify learning plan based on changes in personal learner

profile and practices

It is important to note that formative assessment allows you to chart your learning

progress and prepares you for the summative tasks.

Summative Assessment

Three major summative assessments will be weighted as: Self Profile (35% );

Documentary (25%); Portfolio (40%)

1. Profile: Preparation of a comprehensive self profile using appropriate

technological tools and data from self inventories, peer and/or facilitator

feedback to portray multiple dimensions of self (35%)


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2. Documentary: Advice to the novice/beginning reflective-reflexive learner-

practitioner based on analysis of reflections on experiences from exploring

selected course themes (25%)

3. Portfolio Assessment using collected artefacts that have been reviewed to:

o Address a question and to provide evidence of

the application of theoretical principles per unit/theme

self and peer assessment in light of standards of practice

OR

o Convey a self-study – life history since starting the course

NB: Your final grade is derived from the quality of your summative tasks, all of

which will evolve from the formative ones.

RESOURCES:

Prescribed:

Course material (available online)

Software tools that support mind-mapping and related activities (inspiration,

hyper-studio, vblog, wiki)

Hardware – computer, printer

Resources such as:

Books, journals, databases (including The UWI Library Caribbean

collection)

Video/podcast presentations (guest speakers)

Portfolio artefacts; electronic journal

Discussion forums

Digital camera /iphone

Vblog, Blog, Wiki

Construction tools (mind mapping)

Recommended Reading:

Preparing for Learning

Glasser, W. (1998). Choice theory. Retrieved from:

http://www.choicetheory.com/ct.htm

Overview of learning styles. Retrieved from: http://www.learning-styles-

online.com/overview/

Meaning Making Process

Writing a good definition. Retrieved from:

http://www.youtube.com/watch?v=F7w9l7VO7Rg

http://www.youtube.com/watch?v=qdbXQ6fWDGI

Kierkegaard in 90 Minutes:

http://www.youtube.com/watch?v=bsrtzDNAPOY&feature=related

http://www.choicetheory.com/ct.htm

http://www.learning-styles-online.com/overview/

http://www.learning-styles-online.com/overview/

http://www.youtube.com/watch?v=F7w9l7VO7Rg

http://www.youtube.com/watch?v=qdbXQ6fWDGI

http://www.youtube.com/watch?v=bsrtzDNAPOY&feature=related


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Edward Said On Orientalism:

http://www.youtube.com/watch?v=xwCOSkXR_Cw

Kwame Anthony Appiah Cosmopolitanism: Ethics in a World of Strangers

http://www.hcs.harvard.edu/~hbr/issues/7.2winter06/articles/cosmopolitan.shtml

http://www.uctv.tv/search-details.aspx?showID=11468

Kwame Anthony Appiah on COSMOPOLITANISM: Examined Life

http://www.youtube.com/watch?v=7voTVvJ2wdc

Ken Robinson RSA Animate - Changing Education Paradigms

http://www.youtube.com/watch?v=zDZFcDGpL4U

Lifelong Learning & Reflective Practice

Bolton, G. (2010). Reflective practice, writing and professional development (3rd

Edition). London: Sage Publication Ltd.

Bradbury, H., Frost, N., Kilminister, S., Zukas, M. (2009). Beyond reflective

practice: New approaches to professional lifelong learning. London: Routledge.

Brookfield, Stephen D. (1995) Becoming a Critically Reflective Teacher. San

Francisco: Jossey-Bass Publication.

Bryan, P. (2009). Edward Seaga and the challenge of modern Jamaica. Kingston,

Jamaica: University Press. (Excerpts)

Fisher, A. (2001). Critical thinking. United Kingdom: Cambridge University

Press.

Paul, R.W. & Elder, L. (2002). Critical thinking: Tools for taking charge of your

professional and personal life. Financial Times. New Jersey: Prentice Hall.

Prpic, J. (2005). Managing academic change through reflexive practice: A quest

for new views. Research and Development in Higher Education, 28, 399.406.

Reynolds, M., Vince, R. (2000). Organizing reflection. Burlington, USA: Ashgate

Publishing Company.

Roffey-Barentsen, J., Malthouse, R. (2009). Reflective practice in lifelong

learning sector: Achieving QTLS. pp. 3-5. UK: Learning Matter.

Schön, D. (1984). The reflective practitioner: How professionals think in action.

USA: Basic Books, Inc.

Stefani, L., Mason, R., Pegler, C. (2007). The educational potential of ePortfolio:

Supporting personal development and reflective learning. USA: Routledge.

Thornton, S.J. (1993). The quest for emergent meaning: A personal account. In

D.J. Flinders & G. E. Mills (Eds.), Theory and concepts in qualitative research

(pp. 68-78). New York: Teachers College Press.

Thanassis, Karalis (2010). Situated and transformative learning: exploring the

potential of critical reflection to enhance organizational knowledge. Development

and Learning in Organizations. Vol. 24, Issue 1:17.

Web Sites

Fisher's Critical Thinking (Chapter 1):

http://www.enopicenter.com/upi/201172110577148.pdf

http://www.youtube.com/watch?v=xwCOSkXR_Cw

http://www.hcs.harvard.edu/~hbr/issues/7.2winter06/articles/cosmopolitan.shtml

http://www.uctv.tv/search-details.aspx?showID=11468

http://www.youtube.com/watch?v=7voTVvJ2wdc


http://proquest.umi.com.library.open.uwi.edu/pqdweb?RQT=318&pmid=46153&TS=1270580349&clientId=45987&VInst=PROD&VName=PQD&VType=PQD

http://proquest.umi.com.library.open.uwi.edu/pqdweb?RQT=318&pmid=46153&TS=1270580349&clientId=45987&VInst=PROD&VName=PQD&VType=PQD

http://www.enopicenter.com/upi/201172110577148.pdf


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How to become a reflective practitioner. The four stages of reflection. The What?

So What? and Now What? Model.

http://www.rnao.org/Self_Directed_Learning/sect3Lesson5Part6.htm#

What is reflective practice; Prerequisites of reflective practice; When to reflect;

Types of reflective practice; Stages of reflective practice; How to become a of

reflective practitioner. Retrieved from:

http://www.rnao.org/Self_Directed_Learning/sect3Lesson5Part1.htm#

Reflexive practice: To enhance student learning. Retrieved from:

http://www.pedagogy.ir/images/pdf/reflective-practice.pdf

Critical reasoning for beginners (The Oxford podcasts) Retrieved from:

http://www.philosophy.ox.ac.uk/podcasts/critical_reasoning_for_beginners

Employability skills. Retrieved: May 7, 2012

http://www.youthcentral.vic.gov.au/Jobs+&+Careers/Planning+your+career/Empl

oyability+skills/

Diougiamas, M. (1998). A journey into constructivism. Retrieved from

http://dougiamas.com/writing/constructivism.html

RSA Animate - Changing Education Paradigms. Retrieved from:


http://www.emeraldinsight.com/Insight/viewContentItem.do;jsessionid=92C3557

B0DD83AEEEE50BD2BA20982EF?contentType=Article&contentId=1833050

Retrieved:

UNESCO (2011). Ethical issues of information societies. Retrieved from

http://portal.unesco.org/ci/en/ev.php-

URL_ID=1534&URL_DO=DO_TOPIC&URL_SECTION=201.html

Team Learning

Avery, C. (2001). Teamwork is an individual skill: Getting your work done when

sharing responsibility. San Francisco, CA: Berrett-Koehler Publishers.

McCann, D. (2011). Team learning. Retrieved from:

http://www.tms.com.au/tms12-2c.html

Team learning theory. Retrieved from:

http://www.youtube.com/watch?v=fhZNeoUO6TACourse Units

The units to be covered in this course are as follows:

Unit Number Unit Name

http://www.rnao.org/Self_Directed_Learning/sect3Lesson5Part6.htm

http://www.rnao.org/Self_Directed_Learning/sect3Lesson5Part1.htm

http://www.pedagogy.ir/images/pdf/reflective-practice.pdf

http://www.philosophy.ox.ac.uk/podcasts/critical_reasoning_for_beginners

http://www.youthcentral.vic.gov.au/Jobs+&+Careers/Planning+your+career/Employability+skills/

http://www.youthcentral.vic.gov.au/Jobs+&+Careers/Planning+your+career/Employability+skills/

http://dougiamas.com/writing/constructivism.html


http://www.emeraldinsight.com/Insight/viewContentItem.do;jsessionid=92C3557B0DD83AEEEE50BD2BA20982EF?contentType=Article&contentId=1833050

http://www.emeraldinsight.com/Insight/viewContentItem.do;jsessionid=92C3557B0DD83AEEEE50BD2BA20982EF?contentType=Article&contentId=1833050

http://portal.unesco.org/ci/en/ev.php-URL_ID=1534&URL_DO=DO_TOPIC&URL_SECTION=201.html

http://portal.unesco.org/ci/en/ev.php-URL_ID=1534&URL_DO=DO_TOPIC&URL_SECTION=201.html

http://www.tms.com.au/tms12-2c.html

http://www.youtube.com/watch?v=fhZNeoUO6TA


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Unit 1 Readiness for Self-Empowered Practice

Unit 2 Reflective-Reflexive Practice for Exploring the Meaning-Making

Landscape for Learning Success

Unit 3 Reflective-Reflexive Practice: Foundation for Lifelong Learning

Unit 4 Learning as a Team Player: Reconstructing Group Learning

Course Delivery:

This course will be delivered over 13 weeks using the following strategies:

Reflective discussions, journaling, collaborative on-line problem solving, online

interaction through Chats, Skype meetings, Synchronous teaching sessions on

Blackboard Collaborate (BbC)]

The main course material will be delivered in a course package comprising Units,

learning activities that must be completed and suggested Readings that are included in

your course outline.

Each week you will be required to work on tasks and complete the readings based on the

schedule of events specified in the course schedule and based on feedback from your

tutor. You must demonstrate that you are in charge of your learning and that you are

making use of guidance given by your tutor. You must also be prepared to independently

work through all of your course material even for the unit on team learning.

You will be expected to participate in your online groups with your e-tutor or

instructor and should log-in at least twice weekly to share in discussions and/or

reflections and to respond to feedback.

ASSESSMENT

This course uses 100% continuous assessment. Assessment will be linked to the course

objectives and content themes. Assessment is formative and summative with a focus on

your development as an individual and as a team member.

Formative Assessment

Analysis of reflective journal entries - vblog, blog, wiki

Self-inventory quizzes and reports, concept maps, diagrams, and so on

Collaborative project – research and documentation (photograph/images)

Database: compile data from self-assessment activities

- Learning plan: Modify learning plan based on changes in personal learner

profile and practices


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NB: FORMATIVE ASSESSMENT CONTRIBUTES TO YOUR DEVELOPMENT

AND ALLOWS YOU TO CHART YOUR LEARNING PROGRESS. IT ALSO

PREPARES YOU FOR THE SUMMATIVE. THIS MEANS YOUR

CONTRIBUTION ON-LINE IN THE DISCUSSION FORUM IS A MUST.


You will be required to complete three (3) major summative assessment tasks as

mentioned in the course outline. The weighting for each of these assessment tasks in this

course is as follows:

Assessment Item Weighting

Self Profile 35%

Documentary 25%

Portfolio 40%

Total 100%

NB: Every student is required to submit a Coursework Accountability Statement, which

must be appended to each assignment uploaded. This form is found in your course space

under Quick Links….

READINGS

The resources that you will use during the course are listed in your course outline. Each

unit requires you to use selected resources but you should do your best to use others.

Many of the suggested resources are available on-line. However, you should purchase the

prescribed text.


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PRESCRIBED TEXTS:

Bolton, G. (2010). Reflective practice, writing and professional development (3rd

Edition). London: Sage Publication Ltd.

Avery, C. (2001). Teamwork is an individual skill: Getting your work done when

sharing responsibility. San Francisco, CA: Berrett-Koehler Publishers.

Important dates to keep in mind:

ACADEMIC CALENDAR FOR 2012/13

CONTINUING & PROFESSIONAL PROGRAMMES

& UNDERGRADUATE PROGRAMMES

COURSE DELIVERY SCHEDULE

Week 1 – Aug 25 - 31 - Orientation to learning

ACTIVITY

SEMESTER 1

AUGUST-DECEMBER 2013

Semester Begins August 25, 2013

Teaching Begins September 2, 2013

Mid-Semester

Examinations/Assessment

by Coursework

October, 2013

Teaching Ends November 29, 2013


Begins December 4, 2013

Summative assessment

Ends December 16, 2013

Semester Ends December 20, 2013


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● Introduction of self, checking/reviewing all relevant forums, engaging in

preliminary activities, making postings, reading preparatory articles (plagiarism,

netiquette, readiness assessment), comparing courses in terms of: expectations,

activities and assessment, forming teams and complementary features, exploring

tools and criteria for coursework assessment, preparing learning plan

Week 2 – 4; Sept 1 - 21: Unit 1 – Readiness for Self-Empowered Practice

● Exploring terminologies

● Exploring principles for successful learning practices

● Completing learning activities

● Comparing activities with unit and session objectives to determine relevance

● Making journal entries

● Contributing to forum discussion by starting a new thread once five (5) persons

have already made a contribution.

● Taking action to improve practice based on feedback

● Confirming/validating learning or change in profile as a learner

Week 5– 7; Sept 22 – Oct 12: Unit 2- Reflective-Reflexive Practice for Exploring the

Meaning-Making Landscape for Learning Success

● Self assessment of the meaning making processes used prior to course

● Developing operational definitions

● Completing learning activities and indicating a major issue or concern to be

addressed

● Reviewing personal learning plan and making changes based on achievement of

objectives specified in the plan

● Contributing to forum discussion by starting a new thread if six (6) persons have

already contributed

● Sharing with tutor, the actions taken to improve practice based on lessons learned

and feedback.

● Preparing reflective commentaries for preserved artefacts

Week 8- 11 Oct 13 – Nov 2- Unit 3 – Reflective-Reflexive Practice: Foundation for

Life-Long Learning

● Explore concepts and principles

● Completing self inventories

● Applying principles and recording experiences

● Modifying framework for practice

● Journaling and analyzing artifacts

● Researching about field of specialization and employability skills required

● Contributing to discussion forum by and validating the contributions of others


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● Responding to tutor’s feedback to posted activities

● Improving profile as learner-practitioner

Special activity: Using technology to prepare for a collaborative task.

Week 12 – 14: Nov 3 – Nov 23. Unit 4 – Learning as a Team Player: Reconstructing

Group Learning

● Exploring team building

● Learning from a team or community

● Reflecting with others

● Problem solving with others

● Developing a product as a team for authentic application of principles

Special activity: Collaborative task

Week 15; Nov 24 – Dec 20: Finalizing assignments for summative assessment.

DESCRIPTION OF LEARNING ACTIVITIES

As indicated in the course schedule, there are several learning activities you are required

to complete for each session of each unit. Although you may wish to omit an activity,

note that each is different and emphasizes a major set of principles and concepts. If you

are committed and serious about your development, you should do each activity and post

to the forum as indicated by the task or your tutor. You should also use your portfolio as

a record of the evidence of completion of the activities and the contributions you make to

others’ learning. Your tutor will also provide guidance as you explore the various

activities.

DESCRIPTION OF COURSEWORK ASSIGNMENTS

Assignment 1

This assignment will be based on the collection of data for you to develop your profile as

you work through various activities and invest in a change project. You will be provided

with feedback for you to improve its quality based on a set of criteria. It will emerge

initially from observation of your work during the sessions. The criteria for marking will

be included for this task and you will be required to use them as guide for successful

completion of the task.

Assignment 2


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This is a documentary that will allow you to share insights for the learner-practitioner

who is a novice/beginner to the field of reflective-reflexive practice but in the context of

group. It will be based on a case scenario that will emerge based on the dynamics of the

course. Doing the tasks as an independent piece is not allowed as this prevents the

exploration of the principles of collaborative/team, learning in the context of the course.

Team/community building and empowering team/community life are requirements for

success and serve as evidence of engagement in the relevant processes.

Assignment 3

This is a portfolio task that will require evidence of your development. It will be based on

a question that indicates the context for designing the portfolio. The question is to be

answered with reflective comments and artefacts from observing feedback to improve

practice. Since portfolio development is a process, this task requires application of the

principles for portfolio design, proper management of time, intellectual qualities such as

courage, integrity/honesty, autonomy and creative thinking skill that are supported with

the use of technology.

Referencing your work is important and you should use the APA guidelines. The on-

line information for you to access this resource is provided below.

APA Formatting and Style Guide

http://owl.english.purdue.edu/owl/resource/560/01/

You should remember that:

All students are required to attach their Coursework Accountability Statement to

their papers on submission of an assignment. This form is can be downloaded from

the Quick Link found in your course space.

http://owl.english.purdue.edu/owl/resource/560/01/

course guide

Documents

learning success foun1501

learning success credits

course activities

learning exchange

learning practices

foun1501 course title

course coordinator

course outline