A song and a dance

Being inclusive and creative in practicing and documenting reflection for learning

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

As the number of students engaging in higher education increases, so too does their diversity. Additionally, there is growing pressure on universities to better prepare graduates for the varied paths they will pursue beyond study. In responding to these conditions it is important to develop pedagogical approaches that are both inclusive and engaging. One adaptation needed is in relation to the practice and documentation of reflection for learning. Reflection is widely practiced across higher education, and is favoured by the Work- Integrated Learning field for the ways it helps students make sense of their learning. The ongoing reliance on journals for practising and documenting reflection has several benefits; however, a diverse student body, engaging with diverse learning experiences, is likely to benefit from being offered diverse, flexible ways of engaging with reflective practice. Informed by student and practitioner reflective data gathered at an Australian university, this conceptual paper accepts the challenge to “disrupt” (deFreitas 2007) the text and “move beyond the diary” (Harvey et al. 2012) to present an argument for the value and role of alternative modes of reflection, spanning arts-based, embodied, mindful and technological approaches. Underpinning this advocacy of diverse mediums for reflection are the principles of inclusivity and universal design.

Original languageEnglish
Article number3
Pages (from-to)3-1 - 3-17
Number of pages17
JournalJournal of University Teaching and Learning Practice
Volume13
Issue number2
Publication statusPublished - 2016

Keywords

  • Reflection
  • inclusion
  • creativity
  • diversity
  • practice
  • documentation
  • arts-based research
  • QUALITATIVE DIFFERENCES
  • HIGHER-EDUCATION
  • EXPERIENCE

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