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Multimodal approaches to reflective teaching and assessment in higher education
Barton, Georgina Ryan, Mary
Barton, Georgina
Ryan, Mary
Author
Abstract
Reflection is not a new concept in the teaching of higher education and is often an important component of many disciplinary courses. Despite this, past research shows that while there are examples of rich reflective strategies used in some areas of higher education, most approaches to, and conceptualisations of, reflective learning and assessment have been perfunctory and inconsistent. In many disciplinary areas, reflection is often assessed as a written activity ‘tagged onto’ assessment practices. In creative disciplines, however, reflective practice is an integral and cumulative form of learning and is often expressed in ways other than in the written form. This paper will present three case studies of reflective practice in the area of Creative Industries in higher education – Dance, Fashion and Music. It will discuss the ways in which higher education teachers and students use multimodal approaches to expressing knowledge and reflective practice in such a context. The paper will argue that unless students are encouraged to participate in deep reflective disciplinary discourse via multi-modes then reflection will remain superficial in the higher education context.
Keywords
creative industries, disciplinary discourse, higher education, reflective practice, scholarship of teaching and learning
Date
2014
Type
Journal article
Journal
Book
Volume
33
Issue
3
Page Range
409-424
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Event URL
Open Access Status
License
All rights reserved
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Controlled
Notes
© 2013 HERDSA