Experience and Reflective Practice

Reflection is a critical step to learning and helps guide learners to understand what they experienced and learned. Kolb’s learning cycle can help us to understand the role reflective practice can play in learning to help learners to understand what they already know (individual), identify what they need to know in order to advance understanding of the subject (contextual), make sense of new information and feedback in the context of their own experience (relational), and finally guides choices for further learning (developmental).

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As reflective practice is based in experiential learning theories, this means that experience is the cornerstone of learning. Reflective practice is a way to examine experience to learn from it. Experience, with reflection on experience, leads to learning and knowledge. However, experience, reflection and learning are erratic and dependent on the learner. Experiences may not be meaningful at the time, and not looked at by the learner. Experiences may become meaningful and an important learning opportunity many years later. Having the learner reflect and learn from an experience means the learner must be open to learning when the opportunity to shift through experiences as needed arises.

Our role as educators cont.

There are many ways we can engage learners in web-based training. We can develop more interactive learning programs simply by taking the time to think about how we present it can help the learner. It doesn’t have to be straight text. We can use images of what we’re talking about. We can provide some basic information and then let the learner go through a series of reflective practice scenarios. It simply means we need to stop and think about what’s behind the text. We need to stop and think about how to convey the use of the text. Remember, just telling won’t help learning and use. Remember what the goal of learning is: to use the information learned. Remember, we’re educators and learning experts not human resources or subject matter experts. Our loyalties are to the education and learning.

Don’t get discourage if it takes time to get good elearning. There are lots of people out there writing and developing. Start talking with other educators, start reading books (I’ll post a reading list shortly to give a starting point), just start. Do a quick search in your resources. You’ll find a starting point and if you’re at a loss of ideas, check out sites of learning companies who provide samples of what they’ve done or at least check out this site: http://blog.cathy-moore.com/elearning-samples/. It’s got ideas to help you jog your creativity and create great elearning for your client and learners.

Our Role as Educators

The saying “those who can’t do become teachers” has always irritated me.  Every instructor, facilitator and teacher I have met and dealt with in my professional capacity have been more than capable at doing the skills and competencies required of their profession. They are strong, knowledgeable subject matter experts who care about their profession, want to improve their field, and help others.

I see is a lack of understanding of the theory and discipline of adult learning, how to apply it practically to learning courses is misunderstood as well. I say adult learning and not adult education intentionally; learning is not education. Adult education implies a systematized approach to learning but learning is not systematized even when it’s happening in a systematized setting. We force it to fit into timeframes, make it happen at specific moments, while ignoring when adults need the information. We make them sit in a room listening to lectures with too many bullet points, onerous slide decks; we don’t provide ways to engage their minds, get them thinking about what they’re learning. We throw out too much information to remember in the time allotted; we don’t provide a way to practice using it, to integrate into their knowledge frameworks.

Do we forget that we are not teachers of adults but facilitators of learning for adults? Do we forget we are there to help them fit the new content into their current framework, help them apply that content to why they need to learn it in the first place? Do we forget that biggest reason why we’re there is to facilitate learning?

Adults bring their life experiences and knowledge to the training and learning environment. They come with their own objectives for learning.  We need to help them reach learning.

A Plea for Writing

I love books; I love well written books. I fall in love with well-constructed sentences. A well-constructed paragraph can make me swoon; while a well-constructed thought can make the day better. A poorly constructed sentence spells doom for the book.

I work in the learning industry and come across many poorly written programs and learning pieces. I wonder how we got to this state where poor writing is acceptable. I further wonder why we let it continue. Do we no longer care about well-constructed sentences, paragraphs, thoughts?

I don’t like to think that we no longer care about well-constructed sentences, paragraphs, or thoughts. I want to think we still do care. But if we do care, then why do we have such a low level of acceptance? Are we passive? Do we lack ownership of the writing? Is it lack of engagement? Are we over-confident in our own writing skills?

I’m not overly convinced answering these questions fully answers why we don’t write our training programs well. My mind keeps returning to lack of obsession. Good writers agonize and obsess over finding the best word to articulate what we want to say. Maybe we lack the time to do so and thus hurry the process along. We still don’t obsess over the words used, over the grammar used, over sentences used or over the paragraphs used to clearly write the well-constructed thought. We don’t obsess that we want to communicate a thought, information very specifically to a disparate group of people. We don’t obsess over writing as a craft. We view it as a tool and therefore we don’t obsess
about it or care for doing it properly or well.

We ignore and minimize our personality in writing our program. Maybe we need to embrace personable writing more than we currently do. Maybe doing so will engage our learners more; allow us to obsess over our writing to
convey exactly what we want them to learn. Moreover, maybe the problem is we rely on computer programs to tell us we’re writing effectively. Take this you’re currently reading. According to the computer, its Flesch Reading Ease is 69 and Fleisch-Kincaid Grade Level is 6.9. I’ve tried to be precise and clear in the words and the grammar used. I didn’t
use many long-winded sentences to obscure my point. I want you to understand my argument and hear my plea.

We need a call to return to obsessing over how we communicate in writing. We need to take the time to obsess over the words we choose in our programs. Our learners deserve better.

Climbing and Learning Musings

I’ve been taking some time off lately and not focus on anything in particular after a busy summer. I do this from time to time as it helps me remember what it is I like to do. I must admit I miss writing and researching. I miss being productive and have resolved to post an article once a month.

I wish I could say that during this time off I’ve been thinking or reading about education and learning. But I can’t honestly say that. I have been reading and learning about rock climbing (a hobby I took up earlier this year).

It’s interesting to read about how to practice, perfect climbing techniques, overcome fear, and many other topics associated with climbing. As I read the books about climbing, I am reminded of my high school and college track and cross country running days. I am reminded that much of what I’m reading is the basis of adult education.

Practice and perfecting climbing techniques requires consistently getting out and doing it, a desire to improve, concentration on what you are doing, and keep applying what they’re learning. In other words, they are learning from doing. Adults who want to learn have to get out and learn, have a desire to improve, concentrate on the learning at hand, and finally apply what they learned. It’s the same principles that apply to climbing and learning.

Another similarity between learning to climb and learning to learn is overcome fear. Climbing has the obvious fear of heights and falling. But not so obvious is the fear of trying something new and failing. Learning has the same fears. You have to actively go out, learn, and try something you’re not good at, know nothing about. You can fail. But your life isn’t richer, you’re not stronger, smarter, more aware if you don’t try. It’s scary to actively learn. You have to take a step that might lead to failure.

You have to get out there and take the first step. You have to recognize, manage and just do it.

Leadership, Sailing and Learning

I recently attended a learning session with Dean Brenner about leadership and sailing. It was fascinating to listen to him talk but what was more fascinating was the number of connections to my own life and learning that was happening during his talk. My mind was clicking. All these unrelated and unformed thoughts were suddenly clarified. I could articulate what I wanted to do and it also helped me realize I am a leader. I know leadership skills, and I am willing to make the hard decision when necessary. And I realized, I liked being a leader and I am good at it.

I’ll be honest, sailing is the world to me. I will make time to get out on the water. I make sure I get out on the water. I care about the fleet I sail with and step up whenever possible to help out. For example, the fleet was faltering under stalled and inefficient leadership. No one was particularly happy about it but no one wanted to say anything about it. The fleet was growing but not thriving. Personalities ruled the fleet and the different personalities often did not talk about each other. I wanted to change that. I wanted the fleet to grow, so I stepped up and took on a leadership role.

From the short time I took over, I implemented a learning series for the fleet. I brought in speakers to talk about rules, starts, and safety. I began a discussion about the vision of the fleet; what is was we as a group that sail together wanted our fleet to look like, get the factions talking to each other constructively, and how we can present a united and unified image of our fleet. I began to find out how to bring national sailing events to the fleet. As you can see, I do things.

But you may be wondering at this point, “what does this have to do with learning?” Simply, I took content I heard, translated it to my own interests, adapted and adopted them, used them, and learned a lot about me, my strengths, my fleet, and learning. Learning isn’t about sitting in a classroom. It is about what you take back to your life, whether work life, personal life, or any other life you can think of. Learning isn’t about gaining extensive amounts of content, whether on one particular topic or ranging multiple topics. It’s about how you use that content.

If you remember, in my new role as fleet captain, I started a learning series and discussions on who we are as a fleet. I took content I heard in a classroom, and applied it to the fleet. I am a learning specialist; thus I started a speakers series. I sat in a classroom and listened to Dean speak about leadership; I started a discussion about the fleet that plays an important role to the health of the fleet; I used leadership skills.

Learning is simply that: using some content to your advantage. It doesn’t have to be startling relevant or pertinent. It just needs to have a connection and be used.

Bibliography – What I Read

Note: That while I may not quote any author, extensive research and learning on the subject influenced what I have to say. In some way, the following authors have provided grounding for my own personal inquiry and knowledge on the topic of reflective practices.

Alterio, M. (2004). Collaborative Journalling as a Professional Development Tool. [Electronic Version]. Journal of Further and Higher Education, 28(3), 321-332.

Barnacle, R. (2004). Reflection on Lived Experience in Educational Research. [Electronic Version]. Educational Philosophy and Theory. 36(1), 57-67.

Boud, D. (2001). Using Journal Writing To Enhance Reflective Practice. [Electronic Version]. New Directions for Adult and Continuing Education, (90), 9-17.

Brookfield, S. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.

Brookfield, S. (1998). Against naïve romanticism: From celebration to the critical analysis of experience. [Electronic Version]. Studies in Continuing Education, 20(2).

Daudelin, M. (1996, Winter). Learning from Experience Through Reflection. Organizational Dynamics, 24(3), 36-48. Retrieved November 8, 2007, from Business Source Elite database.

Daudelin, M., & Hall, D. (1997). Using reflection to leverage learning [Electronic Version]. Canadian Training & Development. December (1997): 13-14.

Dewey, J. (1997). Experience & Education. New York: Touchstone. (Original work published 1938).

Doyle, W., & Young, J. (2000). Managing Development: Making the most of experience and reflection. [Electronic Version]. Canadian Manager. Fall (2000): 18-20.

Drucker, P. (1999). Managing Oneself. [Electronic Version]. Harvard Business Review. 77(2): 64-74.

Dyment, J., & O’Connell, T. (2003). Journal Writing in Experiential Education: Possibilities, Problems, and Recommendations. ERIC Digest. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. Retrieved October 13, 2007, from ERIC database. (ERIC Document Reproduction Service No. ED479358)

Gosling, J., & Mintzberg, H. (2004). Reflect Yourself [Electronic Version]. HR Magazine. September (2004): 151-156.

Hiemstra, R. (2001). Uses and Benefits of Journal Writing. [Electronic Version]. New Directions for Adult & Continuing Education, (90) 19-26.

Hubbs, D., & Brand, C. (2005). The Paper Mirror: Understanding Reflective Journaling. [Electronic Version]. Journal of Experiential Education, 28(1), 60-71.

Hughes, H., Kooy, M., & Kanevsky, L. (1997, March). Dialogic reflection and journaling. Clearing House, 70(4), 187-190. Retrieved August 26, 2007, from Professional Development Collection database.

Langer, E. (2000). Mindful learning. [Electronic Version].  Current Directions in Psychological Science. 9(6): 220-223.

Le Cornu, A. (2005, January 1). Building on Jarvis: Towards a Holistic Model of the Processes of Experiential Learning. Studies in the Education of Adults, 37(2), 166-181. Retrieved October 29, 2007, from ERIC database.

Mezirow, J. (1996). “Toward a learning theory of adult literacy.” Adult Basic Education, 6(3), p115. Retrieved February 4, 2008 from Academic Search Premier database.

Mezirow, J. (1997).  “Transformative Learning: Theory to Practice.” [Electronic Version]. New Directions For Adult and Continuing Education, 74: 5-12.

Mezirow, J. (1997, Fall). “Transformation theory out of context.” Adult Education Quarterly, p.60. Retrieved February 4, 2008 from Academic Search Premier Database.

Mezirow, J. (1998, Spring). “On critical reflection.” Adult Education Quarterly, 48(3), 185. Retrieved February 4, 2008, from Academic Search Premier database.

Mezirow, J. (1998, Fall). “Postmodern critique of transformation theory: A response to Pietrykowski.” Adult Education Quarterly, 49(1), 65. Retrieved February 4, 2008 from Academic Search Premier Database.

Mezirow, J. (1998, Fall). “Transformative learning and social action: A response to Inglis.” Adult Education Quarterly, 49(1), 70. Retrieved February 4, 2008 from Academic Search Premier Database.

Miller, D. (2003). Journaling: Telling Your Professional Story. [Electronic Version]. Library Media Connection, 22(2), 32-35.

Moberg, D. & Calkins, M. (2001). Reflection in business ethics: Insights from St. Ignatius’ Spiritual Exercises. [Electronic version]. Journal of Business Ethics. 33(3), 257-270. 

Sharar, A. (2004). The need for reflection [Electronic Version]. TD. July(2004): 37-40.

Smith, M., Doyle, M. & Jeffs, T. Informal Education Homepage (n.d.). Lifelong learning and adult education. Retrieved October 22, 2007 from http://www.infed.org/

Taylor, K., Marienau, C., & Fiddler, M. (2000). Developing Adult Learners: Strategies for Teachers and Trainers. San Francisco: Jossey-Bass.

Taylor, K. (2006, Summer). “Brain function and adult learning: Implications for practice.” New directions for adult and continuing education. 110, 71-85.

Van Stralen, S. (2002, Summer). “Making sense of one’s experience in the workplace.” New Directions for Adult and Continuing Education, 94, 13-21.

Vince, R. (2002). Organizing reflection. Management Learning, 33(1), 63-78.  Retrieved November 8, 2007, from ABI/INFORM Global database.

Yorks, L., & Kasl, E. (2002, January 1). Learning from the Inquiries: Lessons for Using Collaborative Inquiry as an Adult Learning Strategy. New Directions for Adult and Continuing Education, (ERIC Document Reproduction Service No. EJ648362) Retrieved February 7, 2008, from ERIC database.

Young, M.F. (1993). “Instructional Design for Situated Learning.” Educational Technology Research and Development, 41(1): 43-58.

Zepke, N., & Leach, L. (2002, January 1). Contextualised Meaning Making: One Way of Rethinking Experiential Learning and Self-Directed Learning. Studies in Continuing Education, 24(2ov), 205. (ERIC Document Reproduction Service No. EJ660415) Retrieved February 7, 2008, from ERIC database.

Introduction to Developing Reflective Practice. (2010). The Higher Education Academy, UK Centre for Legal Education. http://www.ukcle.ac.uk/resources/reflection/introduction.html

Final Thoughts on Reflection

Remembering that the learner is always connected in some way to other people when constructing meaning, a “teacher” suggests new ways of interpreting their own and others’ experiences, use critical reflection to avoid a swapping of war stories and anecdotes are useful points to consider when helping learners learn from their experiences. Engaging multiple senses is another point to think about when designing an activity to encourage critical reflection on an experience. Using an experience as a way to back into new topic is often an useful approach to learning as well. Backing-in to the new topic from an experience is effective as it creates a learning situation where the learner experiences, thus helping them become active learners. Reflection, as discussed here, is a formalized tool that has structure to support learning that produces evidence of reflection and learning for the student. Learning logs, journals, personal/professional development portfolio’s all show evidence of the student’s learning and reflective practices and help further shape private and personal thoughts into ideas. Reflection is about connecting smaller ideas and thoughts to the wider perspective of learning, to see the bigger picture.

After much research, learning, and practice, I have the beginning of answers to my questions but realize that these answers and what I learn will continually change with every new theory, practice, etc I learn. I have made time each week over the past two years to write in a journal and recorded what I’m doing, thinking, feeling, pretty much think about anything and everything in my life. I’ve learned that having this time each week provides a space and place to explore my experiences, to see what I can learn from them, no matter how small or trivial those new learnings may turn out to be. But this time also provides me with a place to think about bigger ideas, to hash out an old thought and integrate a new one into it. The journal provides me with the chance to step back, argue, and learn by assimilating old and new ideas and information, from my experiences. I found that having this time, even just a few minutes every week, provide space and time to think about an experience, whether current or not, to see how I reacted in it, why I reacted that way, and what I can do differently in the future to either handle it better or not have that experience again. I have seen first hand how making the time to consciously reflect on my experiences helps me learn and integrate old and new information.

Reflective Activites

Memory of the experience changes over time as well. Memory shifts with time, with each telling of the experience, with each new experience and integrating new knowledge. Experiences are not isolated and some become important after other experiences have occurred. With each experience that is meaningful, we integrate our senses, thoughts, feelings and behaviors. Learning from these, and through these, means awareness and time must be given to the experience. We must be active, not passive, in learning from experience. We must accept the shifting of memory, of the nature of storytelling while learning from experience. We must accept that no two experiences are alike, each experience is unique. Experiences are personal and we cannot generalize them, our stories change according to our purpose in telling them, and individual experiences do not supersede shared or group experiences.

Types of experiences that can lead to learning such as recalled (experiences from the past which may or may not have had meaning or importance when the experience first occurred), forgotten (experiences that the learner had forgotten about where a new experience allowed the learner to reflect and see the importance and meaning of the previous experience), immediate (an experience that is happening) and vicarious (an experience that the learner did not participate in but experienced through the experience of another person) experiences are described by Michael Newman (1999). Taking the time and consideration to critically reflect on any of these types of experiences can lead to learning. Being active and aware of these experiences is the first step to critically engaging the experience.

As educators, we know we need to challenge our students, to get them thinking, to get them critically reflecting on the topic we’re teaching. But are there other ways to get them engaged and reflecting on the content, integrating old and new information, and reflecting about themselves through other means than papers and tests? And what can we do to use reflective practice to learn? I honestly can’t answer effectively without knowing you and your strengths and weaknesses. Learning reflective practices ultimately ends up being a very personal experience and until I know you, I can’t recommend one approach over another. I can suggest approaches but you will ultimately need to try them out, figure out which ones you are comfortable with theoretically, which ones you are comfortable using, and which ones you are comfortable teaching. I obviously would suggest trying to journal as I did, or pursing activities that make you stop and think. There are other options, however, such as continuous assignments that might be journaling or portfolios are two ways to engage students in reflection and help them further develop problem solving, decision making, and complex thinking skills. Workshops and case studies are good group activities to help learners begin reflecting on content and information. Other activities such as critical incidents are ways to encourage students to apply reflective practice to experiences, and help them realize learning from experience can happen at any time. A key to creating any type of reflective activity is to answer questions such as “What are my values? What are my strengths? What should my contribution be? Where do I belong? What happened? Why did it happen? What…” But, remember that flexibility is important to reflecting, teaching reflecting, and learning from reflecting. You have to be flexible to realize when an activity doesn’t work for you, your students, and you must be willing to try something new. Even through I say you must be comfortable with the practice, you also must not be unwilling to try new practices. And recognizing when you are unwilling to try something new is always a good place to start reflecting to learn why you are unwilling, to find out what happened to make you unwilling, and to figure out how to become willing.

Activities such as course and unit reviews, “clinical supervision”, critical incident analysis, engaging a critical friend, drama /role play, journal keeping, mentoring, mind mapping, peer observation, program reviews, reflective teaching practice workshops/seminars, self-accounting professionals, storytelling, or teaching portfolios teaching/learning networks are examples of some types of activities that use reflection to promote and encourage learning. (If you are interested in how to use any of these reflective activities, check out this site: http://lsn.curtin.edu.au/tlf/tlf1997/hall1.html for more detailed information.)

Reflective Learning

We’ve all seen or read articles and books about using reflective practice in our working lives, in our training and educational programs; the articles and books that details the theories surrounding reflective practice, provides antidotes about how to use reflective practice, and discusses how to incorporate it into our life and programs. But why should we really incorporate reflective practices? How can we make sure we consciously engage in reflective practices in our lives and programs? These are questions I asked myself over a year ago, and began journaling to see if I could do it, include it in my work, and what I’d learn from the experience and about reflective practices.

But before we get to what I learned during my experiment with reflective practices, let’s explore reflective practices. Based in experiential learning theories, reflective practices include anything from engaging in dialogue with each other and with the content to authentic tasks to learning logs and journals. In other words, reflective practices help make us aware of our judgments, thoughts, experiences, perceptions, and consciousness. Reflective practices are supposed to help us place new information or experiences with our previous information or experiences. It helps us to compare the old and the new to help assimilate the new with the old. It can help us to extrapolate from our experiences and see how to apply what we’ve done and learned to new experiences. Reflection is a strategy we can use to construct, reconstruct, and understand an experience to learn from it. But how can we actually do just that? We want to hear some of your thoughts on reflective practices and either what you’ve done with it or how you think you can use it!

Look for the forthcoming entry to learn how to use reflective practices effectively in your learning situation!