Promoting reflective practice at a New Zealand tertiary institute: Creating a conceptual framework

McMillan, Adam and Clayton, John (2009) Promoting reflective practice at a New Zealand tertiary institute: Creating a conceptual framework. In: ALT-C 2009: In dreams begins responsibility - choice, evidence, and change. Association for Learning Technology (ALT).

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Promoting reflective practice at a New Zealand tertiary institute: creating the conceptual framework The ready availability of low-cost computers, the development of sophisticated web browsers, increased connectivity to high-bandwidth telecommunications and the increased access to a range of digital databases are transforming the flow of information and educational materials, the personal communications between learners and educators and the formal contact between educational institutions and students (Statistics New Zealand, 2007: HEFCE, 2005). The conventional models of education including scheduled face-to-face sessions, practical-workshops, and block courses are being challenged. It is clear "flexibility" is a concept educational institutions must consider in meeting their obligations of providing high quality learning experiences (Clayton & Elliott, 2007). Embedding flexible learning in the culture of the organisation requires educators to be convinced the learning environment created will add value to the learning experiences of participants. They also need to feel pedagogically and technically confident of operating successfully within these environments. Both these requirements can be addressed by the provision of ongoing and relevant professional development (Mitchell, Clayton, Gower, Barr & Bright, 2005). The Capability Development team at the Waikato Institute of Technology (Wintec) believe that professional development based on reflective practice and student feedback are key components in driving change at an individual and institutional level and have created a pictorial conceptual framework to illustrate to staff the benefits of individual reflection and soliciting student feedback. This poster presentation will graphically illustrate how this conceptual framework has been constructed. The framework firstly, aligns with what Wintec considers to be the three foundation pillars of flexible learning (Clayton, Elliott, Twohey, 2009): context, content and capability. Secondly, it progresses to an indicator layer conceptualized by the team as the 3Es, enablement, engagement and empowerment. Finally, staff perceptions of the efficacy of this conceptual framework to drive change will be presented.

Item Type:Book Section
Additional Information:Conference held 8-10 September, 2009, in Manchester, England
Keywords that describe the item:Reflective practice, flexible learning, conceptual framework
Subjects:L Education > L Education (General)
Divisions:Corporate > Assett Centre
ID Code:661
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Deposited On:03 Mar 2010 01:58
Last Modified:09 Apr 2010 02:36

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