Preliminary Findings

Reflection is considered a crucial philosophical activity which enables an individual to consider an experience, analyse and appraise it, and prepare for future actions based on the insight gained by this new perception.

I judge I will gain a deeper awareness in my learning practice as I work through each module of the Masters in Applied eLearning.

I believe achieving course aims and objectives will help me develop the required knowledge and skills to become an eLearning practitioner.

Gibbs model of reflection maps out this process, by providing a structure it allows reflections to develop a cycle based on, description, thoughts and feelings, evaluation, analysis, conclusion and future action.

Final Reflection, safaashaaban.wordpress.com,

"the reflective cycle" (Gibbs 1988)

Anfuso, J. (2014). "Reflexive and Reflective Learning" PowToon.

This video examines how reflective practice can be used to critically examine teaching methods. Explaining that teaching methods may reflect a teacher’s attitudes and assumptions, good reflective practice will seek to continually question attitudes and assumptions, ensuring they are not hindering good practice. Reflective practice justifies the inclusion of student feedback in resource development.

Leamon, J. (2011). "Reflective Practice and Reflection".

A light hearted introduction to reflective practice, two novice students of reflective practice discuss what it maybe about and what they would like from it, namely for a practical structure providing useful lists, prompts and structure, so they can work out what they need to learn next and not theory driven content, and deliberate that keeping a journal will help the learning and development of your practice.

Atherton, J. Hadfield, P.(2010). "Reflection on Reflection". University of Lincoln.

Using a variety of media in my reflective blog, such as video, images, text, mindmaps, and animation to represent the objectivities of reflective practice.

Preliminary Findings

Posted by Mark Maguire on Saturday, July 4, 2015 Under: Resource: research, design, development & methods

Preliminary Findings March 2013

The focus group questionnaire carried out in mid-March gathered much needed information vital to resource design by specifying student concerns, (A) 10 of the 12 respondents wanted the resource to contain a sizeable element covering basic electricity, and within this subject, 8 of the 12 respondents wanted particular attention on voltage drop and current flow in circuits. (B) the Green technology area was to be addressed only on a preliminary level, with general comments regarding its employment potential, this was explained to the focus group that resource size and time constraints were influencing this, 8 of the 12 respondents were happy to see Green technology introductory material (C) 7 0f the 12 respondents wanted a Scientific notation content included when it was explained that a working knowledge of Scientific notation is fundamental to understanding electronic component values, the remaining 5 had knowledge of scientific notation, 3 of the 5 respondents wanted extra information on node analysis, it was deemed that due to time and resource size this was outside the scope of the resource. (D) 6 of the 12 respondents wanted basic electronic skills included in the resource, the lower figure for inclusion of this material in the resource was explained because 10 of the 12 target learners had some previous knowledge of basic electronics, however it was deemed essential for course structure, coherence, revision purposes and for those with little prior learning of electronics to include it as an essential element. (E) 11 of the 12 respondents wanted some information regarding future employment prospects in the electronic and green technology sector, to encourage engagement it was considered important to include a general introduction to this area.

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