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Dr George Allan BSc MA(Ed) PhD FBCS FNZCS CEng CITP MIMIS MILT MIEEE
University of Portsmouth
School of Computing
Burnaby Terrace,
Portsmouth PO1 3AE
+44(0)2392 846415
http://www.tech.port.ac.uk/staffweb/allang/
Key Note AddressKey Note Address
What points do I want to make?What points do I want to make? Learning PM, Teaching PM, Assessing Learning PM, Teaching PM, Assessing Which is the main point?Which is the main point? Deeper learningDeeper learning The Reflexive Process Leads to The Reflexive Process Leads to
deeper learningdeeper learning Learning Journal as recordLearning Journal as record
Learning Journals,
Reflective thinking
and
Deeper Learning
OverviewOverview
EvidenceEvidence ThinkingThinking Understand learning as cognitive Understand learning as cognitive
processesprocesses Student’s awareness of own learningStudent’s awareness of own learning The learning journal as a catalystThe learning journal as a catalyst
EvidenceEvidence
Higher assessment marksHigher assessment marks
Feedback from studentsFeedback from students• technical and cognitivetechnical and cognitive
Observation of students’ performanceObservation of students’ performance• technical and cognitivetechnical and cognitive
XX
X XX
X
X XX X
X
XX
91 92 93 94 95 96 97 98 99 00 01 02 03
Mean Result
80
70
60
50
40
30
Mean Class Achievement in Project Management Assessments 1991 to 2003
XX
X XX
X
X XX X
X
XX
91 92 93 94 95 96 97 98 99 00 01 02 03
Mean Result
80
70
60
50
40
30
Mean Class Achievement in Project Management Assessments 1991 to 2003
XX
X XX
X
X XX X
X
XX
91 92 93 94 95 96 97 98 99 00 01 02 03
Mean Result
80
70
60
50
40
30
Mean Class Achievement in Project Management Assessments 1991 to 2003
Feedback from studentsFeedback from students
PM made them thinkPM made them think Learning by ‘doing’ made them thinkLearning by ‘doing’ made them think (record the ‘doing’)(record the ‘doing’) Writing made them thinkWriting made them think Feedback on Technical + CognitiveFeedback on Technical + Cognitive
Doing what?Doing what? Technical enquiryTechnical enquiry
Enquiry-Based LearningEnquiry-Based Learning
Enquiry has to be a deep Enquiry has to be a deep engagement with complex issues engagement with complex issues (Manchester University, undated)(Manchester University, undated)
Depends on:Depends on:• Nature and level of enquiryNature and level of enquiry• Level of studentLevel of student• Maturity of studyMaturity of study
Feedback = ‘Doing made them think’Feedback = ‘Doing made them think’
Thinking
Thinking 1
• Recall
Thinking 2
• Recall + Analysis
Explanation
Interpretation
• Recall + cognitive skills = Reflection
Reflection
• – a collection of intellectual activities to reach deeper understanding (Boud, Keogh and Walker, 1985)
• - the process of discovering the limits of one’s own expertise (Schön, 1983)
• - mentally questioning what we understand (Broad, 1924)
Thinking 3
• Reflection +
• Reflection + questioning the basis of our analysis
= Critical Reflection
Critical Reflection
A deeper conceptual thinking process
Analysis
Interpretation
Explanation
Inference• Conceptual level
Critical Thinking• Critical Thinking: What It Is and Why It
Counts (Facione, 1998)
• Cognitive skills of:– Interpretation– Analysis– Evaluation– Inference– Explanation– Self-regulation
Thinking 4
• Think about the thinking
• Reflexive – indication that action turns back upon the subject
• Reflect on our critical reflection
= Reflexion
Thinking 4
Critical Reflection +
challenge the validity of presuppositions in own prior learning (Mezirow, 1990)
• Critical Reflection + question the assumptions in own mind
= Critical Reflexion
Learning JournalLearning Journal
Learning journal - collection of Learning journal - collection of reflective writingsreflective writings
Reflective writing – manifestation of Reflective writing – manifestation of reflective thinkingreflective thinking
Reflective thinkingReflective thinking
Learning JournalLearning Journal
Find and record informationFind and record information
++
ThinkingThinking
++
WritingWriting
++
Critical Critical reflectionreflection
Data AnalysisData Analysis
Data from students’ learning journalsData from students’ learning journals Critical reflection reportsCritical reflection reports
Grounded Theory Methodology Grounded Theory Methodology applied to critical reflection reportsapplied to critical reflection reports
GTM Data AnalysisGTM Data Analysis An increased confidence in their own An increased confidence in their own
ability to find and analyse information ability to find and analyse information from the literature and the web from the literature and the web
Moved from resistance to enthusiastic Moved from resistance to enthusiastic proponents of Learning Journals proponents of Learning Journals
Technical ability and understanding had Technical ability and understanding had risenrisen
Cognitive ability and understanding had Cognitive ability and understanding had risenrisen
Appreciation of the critical reflexion Appreciation of the critical reflexion process process
Conclusions
• A greater competence in doing research
• Moved from resistance to enthusiastic proponents of Learning Journals
• They had learned how to learn due to the enquiry process
• They had learned how to think due to the critical reflexion process.
Learning Journals, Reflective thinking and
Deeper Learning
George Allan BSc MA(Ed) PhD FBCS FNZCS CEng CITP
University of Portsmouth
School of Computing
Burnaby Terrace,
Portsmouth PO1 3AE
+44(0)2392 846415
http://www.tech.port.ac.uk/staffweb/allang/
