Definition
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Journals or diaries capture the process of
learning and the stages in a learner's development over the time
of the programme or course. They can be valuable as evidence to
show learning and development at the end of the programme but they
also act as a spur to regular reflection. A journal could form part
of a portfolio.
McGill, I. and L. Beaty, Action Learning in Higher
Education, in Action Learning. 1992, Kogan Page Ltd: London.
A reflective document is a document written
after the formal programme has ended which describes what has been
learnt. It can be used in tandem with project reports where the
latter only reports the method of working, results and recommendations,
and does not adequately address what the learner has gained from
doing the project.
McGill, I. and L. Beaty, Action Learning in Higher
Education, in Action Learning. 1992, Kogan Page Ltd: London.
Among the many benefits of journal keeping,
the aspect that consistently emerges as a special strength is its
value in enabling students to make connections. Such connections
facilitate the assimilation and development of concepts and assist
students to discover personal meanings in their learning experiences.
Depending on the particular purpose and strategy used, students
are encouraged to make connections between theory and practice;
concepts and observations; readings and experience; beliefs and
behaviour; thoughts and feelings; old knowledge and new knowledge;
between themselves and other students; and between themselves and
staff.
In this Guide, the student journal is defined as a learning exercise
in which students express in writing their understanding of, reflections
on, response to or analysis of an event, experience or concept.
The process of keeping a journal takes place over time and assists
students to formulate, clarify, evaluate and reframe their thoughts,
feelings and actions in the light of their own experience as well
as the information encountered in their study. Journals also provide
a valuable means by which academic staff may obtain feedback and
insight regarding the effectiveness of their courses and the learning
processes of their students.
Journal writing can be used in order to support learning in
a number of contexts:
- Professional: Field placements, professional practicums,
in-service professional experience, professional projects.
- Academic: Course content
- Interpersonal: Interactive learning experiences
- Personal: Personal life or learning experiences
Ballantyne, R. & Packer, J. (1995) Making
Connections, HERDSA Gold Guide No. 2, HERDSA.
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Resources and References
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-ISM (N.)
Lessons Learned From the National Video Diversity Project
Childers, M., -ISM (N.) Lessons Learned From the National Video
Diversity Project. Change, 1997. March/April: p. 33 - 37.
Action Learning in Higher Education
McGill, I. and L. Beaty, Action Learning in Higher Education,
in Action Learning , 1992, Kogan Page Limited: London. p. 236
- 253.
Reflection as a Design Tool in Computer Mediated Education
http://www.oise.on.ca/~ldavie/reflect.html
ultiBASE
University Learning and Teaching in Business Art Society and Education
http://ultibase.rmit.edu.au/
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