Boud, Keogh, and Walker’s (1985) model of reflection invites a view of reflective practice that is grounded in our emotions. I’ve taken this model as a beginning format in order to enable myself to reflect back on the work that we have undertaken in LRNT 527 – Creating Digital Resources. I use the word “we” purposefully; in that the work of LRNT 527 included the gathering of feedback from my Masters cohorts, and the incorporation to my design process of the discussions that flowed from our class examinations of learning theories, frameworks and the multiple widespread environments that our class works within in their professional lives. I found this multi-faceted view of environments the most engaging aspect of our journey. I posted and invited feedback on my own Digital Learning Resource (DLR), and the viewpoints that were brought to bear within the feedback of my classmates were wide and created opportunities for myself to view my work through an entirely different lens than one which I had placed on my Problem in Practice (PiP). This prompted a range of feelings that I explored through Boud, Keogh, and Walker’s (1985) model of reflection, and which gave rise to insights that I don’t believe I would have come to but through the application of Boud, Keogh, and Walker’s examination of the emotions that one experiences during and after learning events. In particular, Boud, Keogh, and Walker point out that the process of “becoming aware of how we feel about the way we are perceiving, thinking or acting or about our habits of doing so” (Boud, D., Keogh, R., & Walker, D., 1985, p.40) is referred to as Affective Reflectivity, and is distinct in it’s differences to Reflectivity; “the act of becoming aware of a specific perception, meaning or behaviour of our own or of habits we have of seeing, thinking or acting” (Boud, D., Keogh, R., & Walker, D., 1985, p.40). This approach allowed me the opportunity to critically examine my DLR design and to also explore my reasons I had made certain design choices. This was a tremendous help in gaining a rounded view of my project, and it allowed me to more fully understand the value of the captured feedback.

 

References

Boud, D., Keogh, R., & Walker, D. (1985). (1985). Promoting reflection in learning: A model. In Reflection: Turning experience into learning. In Reflection: Turning experience into learning (pp. 18-40). London: Kogan Page.