Defining and developing reflective practice - a short research project

  • Henrietta Ross: Lecturer, post-graduate dipoma in Design for Visual Communciation, Design School, LCC

Abstract

Effective reflective practice both embeds learning and equips individuals with the adaptability to address complex and unpredictable problems in a variety of rapidly changing contexts.

Students' written reflection on their learning and their personal professional development is part of assessment requirements on courses across the university. But is there a consensus on what we are assessing for with this activity? And if not, is this contributing to low attainment in this area?

This short research project began by asking how we could better support post-graduate graphic design students developing reflective practice. A combination of quantitative analysis of a sample of students' assessment feedback, interviews with teachers and a survey of different universities' guidance in this area, led to a focus on the possibly limited and divergent understandings of the role and value of reflective practice among both teachers and learners. The project findings suggested a number of possible interventions - from adjusting methods of assessment to developing post-assessment reflective workshops - some of which have been implemented on the post-graduate diploma in Design for Visual Communication at LCC.

This project was completed as part of the Post-graduate Certificate in Academic Practice in Art, Design and Communication at UAL.