Transcript RDMRose: Research Data Management for LIS Session 1 Introductions, RDM, and the role of LIS Session 1.4 Reflection and reflective writing Reflection and.

RDMRose: Research Data Management for LIS
Session 1 Introductions, RDM, and the role of LIS
Session 1.4 Reflection and reflective writing
Reflection and reflective writing
Session 1.4
Nov-15
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Learning outcomes
• At the end of this session you will be able to:
– Discuss theories of reflection and reflective
writing
– Apply those theories to reflecting on your
experience with research
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Overview
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Reflective writing
Theories of reflection
Basic questions
Four levels of reflection
Common errors
Applying the theory
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Reflective writing
ACTIVITY 1.4.1
Nov-15
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Activity 1.4.1 Reflective writing
• Work on your own and quickly.
• Write about a recent experience when liaising
with researchers from which you feel you have
learnt something, maybe the need for you to
change your behaviour or develop your skills in
some way, or a change needed in the
organisation.
• Be prepared to share what you write with others
(you may wish to avoid any names or personal
comments). Write neatly.
• You have 5 minutes.
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Theories of reflection
(Schön, 1983)
• “Reflection provides an active and structured
way of thinking and of facilitating professional
development.”
• Reflection is:
– dynamic (“active”),
– practical (“thinking” and “facilitating”),
– and it provides a framework (“structured way”) for
moving on professionally.
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Theories of reflection
(Schön, 1983)
• “reflection in action”
– During a training session,
you become aware, and
act upon, the need to
rearrange the layout of the
room so that all
participants can watch a
demonstration
– Reflecting whilst doing
Nov-15
• “reflection on action”
– After a team meeting, you
consider how you
responded to a particular
comment or criticism, how
this made you feel, what
you have learnt from the
experience, and how you
might respond on the
future
– Reflecting back on an event
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Theories of reflection
(Ertmer & Newby, 1996)
• reflection for action
– “reflection is critical for
transforming the
knowledge gained in and
on action into knowledge
available for action.”
– Reflecting on the future
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The Reflection Dynamic
(Sen, 2010)
Current
Influences
Past
Experience
Future
needs
What change is
needed?
How will the
change be achieved?
Outcome of reflection
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Reflect on the
success of any change.
Basic questions
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What happened?
How did you (and others involved) feel?
What can you learn from it?
What changes need to be made?
How can you make those changes?
How can you develop?
How can you apply what you have learnt?
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Four levels of reflection
(Moon, 2007)
1. Descriptive writing
– Descriptive and contains little
reflection. May tell a story but
generally from one point of
view.
2. Descriptive writing with some
reflection
– A descriptive account that
signals points for reflection
while not actually showing
much reflection. What little
reflection there is lacks depth.
Nov-15
3. Reflective writing (1)
– Description, but it is focused,
with particular aspects
accentuated for reflective
comment. Shows some
analysis, some self-questioning.
4. Reflective writing (2)
– Clear evidence of standing back
from the event. Shows deep
reflection. Self-questioning but
the views and motives of
others are also taken into
account. Observation that
learning has been gained.
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Common errors
• The reflective writing:
– Lacks context (fails to set the scene).
– Lacks analysis (is too descriptive).
– Lacks self-questioning.
– Lacks consideration of the perspectives of others
involved (if applicable).
– Lacks a conclusion about what could be learnt.
– Lacks consideration of what action is needed for
the future.
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Reflective discussion
ACTIVITY 1.4.2
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Activity 1.4.2 Reflective discussion
• Look at one individual’s writing, which could be your own.
Considering Jenny Moon’s four levels of reflection, which
one of the descriptions most describes the reflective
writing?
• Consider how you might improve your reflective writing
and gain more from it:
– How can you demonstrate evidence of standing back from the
event?
– How can you show deep reflection?
– Is there evidence of self-questioning?
– Have you considered the views and motives of others ?
– Is there any evidence of learning?
– How will that learning lead to change?
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Reflecting
ACTIVITY 1.4.3
Nov-15
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Activity 1.4.3 Reflecting
• Now reflect on the experience you have written
about. Consider the questions below. Write neatly as
you will share this with others.
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What happened?
How did you feel?
How did it affect others, how did they feel?
What did you learn from the experience?
Have you developed as a result of this experience?
What improvements or changes can be made?
How will you achieve them?
How will you/the situation develop as a result?
What impact might changes have?
• You have 10 minutes.
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REFERENCES
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References
• Ertmer, P. A., & Newby, T. J. (1996). The expert learner:
Strategic, self-regulated, and reflective. Instructional
Science, 24(1), 1-24.
• Moon, J. (2007). Getting the measure of reflection:
considering matters of definition and depth. Journal of
Radiotherapy in Practice, 6(4), 191-200.
• Schön, D. (1983). The reflective practitioner: how
professionals think in action. New York: Basic Books.
• Sen, B. A. (2010). Reflective writing: a management
skill. Library Management, 31(1/2), 79-93.
Nov-15
Learning material produced by RDMRose
http://www.sheffield.ac.uk/is/research/projects/rdmrose