LTA Connect: Condensed learning diaries for reflective development

Resources

Presentation Slides | Presentation Recording (UHI login required)

Session Outline

Learning diaries have been used extensively in professional development within tertiary education using various formats. However, existing diary approaches have   significant drawbacks in that they are time-consuming and often unstructured, becoming exercises primarily in writing rather than reflection. This webinar introduces an approach (the Summarised Reflective Record (SRR)) that provides a highly structured format, based on David Kolb’s experiential theory of learning, where entries are developed more spontaneously in a highly condensed format, requiring far less time commitment.

Participants will be presented with a short review of the theory behind reflective learning and the use of diaries and will then then have the opportunity to evaluate and comment on  the innovative Reflective Record. Finally, there will be an opportunity to discuss a small-scale evaluative research project and possible future developments, such as the developments of a Reflective App. This session will be of value to anyone interested in Reflective Learning and to those looking for effective, time-efficient tools for recording our reflections. 

Presenter Bio

Dr Rob Bray originally trained as an Occupational Psychologist and then  taught Undergraduate Psychology before developing Widening Access courses for those without the usual the usual qualifications to enter Higher Education.  After a mid-life career change, I undertook doctoral research in Environmental Studies, while teaching post-graduate and post-doctoral students,  before redundancy and work as an Adult Education tutor.  I have worked as  a Tutor at Argyll College, University of Highlands and Islands, since 2019.  My current research interests focus on Reflective Practice and Critical Reflection in Education.

Learning and Teaching Enhancement Strategy Values

The UK Professional Standards Framework

A2. Teach and/or support learning

A3. Assess and give feedback to learners

A4. Develop effective learning environments and approaches to student support and guidance

K2. Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme

K3. How students learn, both generally and within their subject/disciplinary area(s)

K4. The use and value of appropriate learning technologies

K5. Methods for evaluating the effectiveness of teaching

V1. Respect individual learners and diverse learning communities

V3. Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

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