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In order to support your reflections you are, as a group, required to video all your meetings, and the video you choose to analyse will need to be identified when you submit your reflective account.
So you will need to submit the following for the coursework element:
1. All of the minutes of the meetings of which you attended; there should be 6 in total. However, the first session will be used to help to get you going, and so only sessions 2-6 will be minuted. You can only supply minutes of the meetings that you attended. You also need to clearly identify which were the set of minutes that you took, as these will be the ones that are assessed. This accounts for 25% of the coursework assessment.
2. A copy of the videos of the meetings (to be supplied on a disc or memory stick – and clearly labelled). This will be returned to you. Please mark or identify your memory stick in some manner.
3. A reflective analysis of maximum 1,500 words of analysing, how the meetings were conducted, the effectiveness of the meetings and the performance of the group members. This accounts for 75% of the coursework assessment. There are two elements to this reflective analysis; you should first think about the meetings as a whole to understand the processes, and then focus on one particular meeting to highlight specific points. Your videos will provide the empirical evidence from which you will draw your reflective analysis, also proof of attendance. For the process you can choose to use any or all of the videos from sessions that you attended. If you did not attend a session then you cannot use that video. Please feel free to use any one of the sessions to analyse that you attended, for example; you do not need to focus on when you were the meeting chairperson.
What is reflection?
The ability to practice reflection and undertake reflective learning is a very important skill.
“Reflection is a form of mental processing that we use to fulfil a purpose or to achieve some anticipated outcome. It is applied to gain a better understanding of relatively complicated or unstructured ideas and is largely based on the reprocessing of knowledge, understanding and possibly emotions that we already possess.” (Moon 2005)
It is widely argued that reflection and reflective learning is an essential component of achieving a “deep” learning experience. In effect, through the process of reflection, we are encouraged to re-evaluate what we know and modify this in the light of new information and experience. As such the process of reflection is continuous and on-going.
“Most employers put strongest emphasis on the process of [reflection] rather than the documented outcomes. In other words, the process is key because it adds value – by helping students reflect on their experiences and improve their ability to articulate and demonstrate resulting competencies during recruitment activities” (Edwards 2005)
As well as deepening the learning experience, reflection is suggested to promote good learning in a variety of other ways. For example:
• by relating what you have learned to what you know, or think you know, helps encourage feelings of ownership over the new knowledge and its understanding.
• knowledge or learning upon which we are asked to reflect, can be both complicated and ambiguous. In this respect it challenges learning and enhances our ability to deal with more difficult material.
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