I have learned that reflection is an essential and worthwhile endeavour not only in academic life, but professional and personal as well. Bruce (2013) defined the process of reflection as \u201cthe detailed thinking you may undertake about an event or experience, and the new perspective or knowledge you gain as a result of this process\u201d (p. 32) and further argued that reflective practice occurs when \u201cthe outcome of your reflective thinking is directly applied in practice\u201d (p. 32). As I continue refining my teaching practice and progressing through my MALAT studies, I would argue that I am also continuing to build my reflective capacity as well.<\/p>\n\n\n\n
Wilfred Laurier\u2019s (n.d.) reflective writing guide provided a number of models of reflection, and while all had strengths, I found Seidel and Blythe\u2019s compass model to be particularly captivating due to its tangible and visual nature. The compass analogy appealed to my desire to find my true north (in any given situation) by looking backward, inward, outward, and forward. Bruce (2013) described each of the four compass points and directions clearly and succinctly. Looking backward means \u201cretrospectively considering our experiences by reflecting on how our professional knowledge, skills, values and knowing-in-action come together to influence our thoughts, feelings and behaviour\u201d (p. 45). Looking inward refers to examining \u201cpersonal feelings \u2026 with the purpose of developing an informed sense of \u2018self\u2019 \u2013 one that recognizes and understands how personal emotions and beliefs can affect us and those around us\u201d (p. 45). Looking outward encourages reflection on how \u201csocial and cultural socialization influences how we view others, as well as ourselves, and therefore we need to reflect on our perceptions of others\u201d (p. 45). Finally, looking forward, the end goal of reflection, provides a \u201cnew perspective and awareness that the reflective process can offer, but this questioning process only has real purpose when it is put to use to transform our thinking and\/or action\u201d (p. 45). As the OpenLearn (n.d.) course wisely suggests, if reflection results in the conclusion that nothing needs to change, has deep reflection actually occurred?\u00a0<\/p>\n\n\n\n
Working through the design thinking process has taught me a number of lessons about reflection:<\/p>\n\n\n\n
Reflection has been an important component of the design thinking process in LRNT 527 and I will continue to reflect as I finalize my digital learning resource. I am so enamoured with the compass model of reflection that I am hoping to integrate it as a reflective tool for users of my resource. As well, as I move into the next phase of my MALAT studies, I anticipate that progressing in my reflective capacity will support my continued success. <\/p>\n\n\n\n
References<\/strong><\/p>\n\n\n\n Bruce, L. (2013). Reflective practice for social workers: A handbook for developing professional confidence<\/em>. McGraw-Hill Education. https:\/\/ebookcentral.proquest.com\/lib\/royalroads-ebooks\/detail.action?docID=1186569<\/a> <\/p>\n\n\n\n OpenLearn. (n.d.). Succeeding in post-graduate study: Session 2 \u2013 reflective thinking, reflective learning and academic writing<\/em>. https:\/\/www.open.edu\/openlearn\/mod\/oucontent\/view.php?id=51386<\/a> <\/p>\n\n\n\n