Core 2.4: Reflection and Learning

Should my reflection on H808 form a part of the course assessment?

H808 was developed to help explore some of the key issues surrounding professional practice in elearning and to further personal and professional development as an elearning practitioner. H808 Course Guide (2009).

It therefore makes sense to make as much use of the tools available throughout the course. The course aims to support the development of the skills required by an elearning practitioner. Being able to reflect on this practice, as well as the ability to analyse and critique the ideas and practices of others by communicating proactively is also an important component of the course.

Whilst the e-portfolio becomes an important part of the course it would seem that the act of actually creating the e-portfolio and compiling the evidence to meet the course criteria is where the learning really takes place. Once the student realises that learning is taking place then the act of completion should no longer be seen as a chore.

Considering course reviews from previous students, Open University (2009), one former student wrote, “Reflective writing is applicable to all learning media, so I don't consider it an adequate assessment of an individual's application of elearning”. Another student wrote, “Whilst putting together an eportfolio was hard work but on reflection was well worth doing”. Clearly there are two different viewpoints, one students’ view somewhat contradicting the other. My first impressions lean heavily with the second opinion. It is clear that I am learning by reflecting, but it can also create a lot of extra work.

“If it is completed progressively and regularly throughout the course”, Crème(2005), then it should become an integral part of the course and a worthwhile experience. In terms of H808 what Crème writes bears relevance to both the reflective accounts I maintain at work and my studies. As a member of a professional body I am expected to produce both evidence of CPD and reflective commentaries on a regular basis in order to maintain my professional status. In this case all that hard work does count, and there is a clear motive for doing it. I have taught for a number of years and the idea of reflection is more natural I believe now, than it would have been if I was asked to reflect when I considered myself to be an engineer. H808 relies on the development over a period of time, a collection of personal accounts that are thought’s in my head. How can anyone assess what is in my head? Writes Crème, but the process of writing and reflecting on this in itself is the learning process.

This leads me to the question of whether my thoughts and reflective components should be used as a form of assessment on H808.
“The principal means of achieving and assessing these outcomes will be through the learning activities of the course and building your own professional development portfolio”. H808 Course Guide (2009)

Immediately there is an incentive to produce a good record of study, its worth the effort, both points that Crème discusses. In contrast the course assessment also relies on assignments but it is clear from the offset that a well organised record of reflection and development is required.

Other considerations include the available tools that should be used to complete the process. The use of PebblePad, makes the process more systematic, this application is used at my place of work. However already its limitations have led me to experiment with alternatives for H808 and on reflection Google Docs is currently my approach to this. Is it the only method though? I find ideas when reflecting bounce into my head too fast to type, they will often pass by without getting onto paper. I feel the need to experiment with a voice recording tool, enabling me to record what I think and play it back as a reflection or even as a piece of evidence.

The thought of walking around talking to myself is a scary thought at the moment though but it is clear that it would save me some time though. Other technologies that would form a part of a reflection portfolio include both video and power point presentations. With the ability to place a video on Utube, Hienguy (2006) being one example. Not a particularly good example but nevertheless gives an example of this technology being used within the context of reflection. Additionally power point presentations can be made available online with tools such as slideshare. Just one example being Kheru K. (2007). It is only a matter of time before I encompass these technologies within my eportfolio.

In conclusion my reflection and more should play a part in the assessment on H808 and in it is only just the beginning. I fully expect to further utilise many more technologies that are available as the course proceeds. Blogs, wikis, podcasts, e-portfolio tools of various kinds to name just a few.

References

H808 Course Guide (2009), ‘Open University H808 Course guide’, (online) available from:
http://learn.open.ac.uk/file.php/5194/resources/ebook_h808_courseguide_e4i1_web003217_l3.pdf
(accessed 29 Sept 2009).

Crème, P. (2005) ‘Should student learning journals be assessed?’, Assessment and Evaluation in Higher Education, vol. 30, no. 3, pp. 287–96. Available from: http://www.informaworld.com.libezproxy.open.ac.uk/smpp/section?content=a713605501&fulltext=713240928 (accessed 3 August 2009).

Open University (2009) ‘Student and tutor course reviews’ (online) available from:
http://www3.open.ac.uk/coursereviews/course.aspx?course=H808 (accessed 29 Sept 2009).

Hienguy (2006), ‘Tips for Reflection process’ (online) available from:
http://www.youtube.com/watch?v=q4TjuOzmWP0 (accessed 29 Sept 2009).

Kheru . K. (2007), ‘How To Write A Reflection Report’ (online) available from:
http://www.slideshare.net/kheru2006/reflection-tips (accessed 29 Sept 2009).