Since starting the MALAT program, I’ve actively tried to build the habit of reflection. This didn’t come naturally to me at first and I spent quite a bit of time developing strategies that work well for me. I started, struggled and gave up on a learning journal, but found a digital whiteboard on my computer desktop and a paper notebook by my bed provides me the flexibility to add, modify and remove ideas quickly. This has worked well in developing my digital resource for LRNT527 as it aligns with my agile approach of rapid and iterative building of ideas. Funnily enough, I find my breaks and relaxation time is when my ideas culminate most frequently and they need to be captured quickly before they are lost to other thoughts. From the shower or lying in bed at the end of the day, these spaces are comfortable and allow me to reflect more naturally.

The most common obstacles I’ve encountered in my reflective practice is lacking confidence or not knowing what to do next (Wilfrid Laurier University. n.d.).  Practicing reflection consistently has definitely helped as it is now part of my work and studying routine, but it’s still a conscious and purposeful process. As outlined by OpenLearn (n.d.), reflection is a constantly evolving process and encourages repeated re-evaluation. I found Boud, Keogh, and Walker’s (1985) model most closely represented my current feelings in my reflective process (Wilfrid Laurier University. n.d.). This is particularly powerful in helping me focus on my learning goals, controlling my project’s scope and keeping my progression on pace to meet deadlines. Additionally, reflective practice has definitely helped with my autonomous learning as described by Kearney (2013). I constantly come with ideas that require further exploration and take me through a learning journey I enjoy more and may not have explored otherwise. It’s been much easier to maintain life-long learning and reflection practice consistently when you have active interest and curiosity throughout the process.

As LRNT527 and my digital resource are reaching their completion date, I hope to keep evolving and improving my project with the end goal of creating a rich resource for the future learners to use. I’ve really valued the human-centered and empathy aspects of this project and already have pre-launch testers ready to try the resource when it’s complete. Knowing you have learners that will benefit from your resource and are willing provide feedback has been a great source of encouragement. Even beyond the boundaries of this course, I hope my resource can continue to evolve and help learners with video creation.


Kearney, S. (2013). Improving engagement: the use of “authentic self-and peer-assessment for learning” to enhance the student learning experience. Assessment & Evaluation in Higher Education, 38(7), 875–891.

OpenLearn. (n.d.). Session 2: Reflective thinking, reflective learning and academic writing. Succeeding in postgraduate study.

Wilfrid Laurier University. (n.d.). Reflective writing prepared by Write Online: Reflective Writing Writing Guide – How Can I Reflect?