RMG 917

1. RMG 917 Winter 2016

2. “Experience if the best teacher – or is it?” Conrad and Hedin, 1981

3. “We had the experience but missed the meaning” Eliot, T. S. (1943) The Four Quarters

4. Generating, Deepening, and Documenting Learning • Reflection: looking back over individual experiences, an introspective activity conducted within one's own personal context to reveal one's self to oneself. • Critical Reflection: opening up this reflection to include socio-political aspects and a questioning of one's own values and assumptions in the wider context.

5. Critical Reflection: 3 Steps • Determining the desired outcomes: Learning goals and objectives, • Designing reflection strategies so as to achieve those outcomes, • Integrating assessment into the reflection process.

6. Determining the Learning Outcomes Academic enhancement Example Categories of Learning (critical thinking in all) Experiential Learning Industry knowledge Personal growth

7. Bloom’s Taxonomy of the Cognitive Domain

8. Critical Reflection: 3 Steps • Determining the desired outcomes: Learning goals and objectives, • Designing reflection strategies so as to achieve those outcomes, • Integrating assessment into the reflection process.

9. Learning Goals->Learning Objectives

10. Critical Reflection: 3 Steps • Determining the desired outcomes: Learning goals and objectives, • Designing reflection strategies so as to achieve those outcomes, • Integrating assessment into the reflection process.

11. A Reflection Strategy Answers the questions: • “When do we reflect?” (at what points during the experience or project) • “Why do we reflect?” (toward what learning objectives) • “Where do we reflect?” (in what settings, geographic or virtual) • “Who reflect?” (learners along or together, with who) • A reflection mechanism answers the question:” How do we reflect?” (with what guidance, in what structure)

12. Designing Reflection Mechanism • Develop a series of “guiding prompts” for each of the learning objectives.

13. Designing Reflection Mechanism

14. Designing Reflection Mechanism

15. Critical Reflection: 3 Steps • Determining the desired outcomes: Learning goals and objectives, • Designing reflection strategies so as to achieve those outcomes, • Integrating assessment into the reflection process.

16. Critical Reflection Assessment

17. Reference Ash, S. L., & Clayton, P. H. (2009). Generating, deepening, and documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education, 1(1), 25-48. Next Week: • Apr. 12, 2016: Individual meeting with the Prof.

18. Major Project 50% • Refers to the project description in the course outline for details.

19. Bonus Mark Opportunity! • To promote regular(daily) critical reflection throughout the trip and document our experiential learning experiences, I offer a bonus opportunity for you to earn up to 10% (out of the course grade, of course!) • Write a blog post of approximately 200 words for a given day’s experience, submit the blog post with a picture within 24 hours of the experience. • Each blog post will be worth up to 2 marks based on quality. Each student will be eligible for contributing up to 5 pieces (2x5=10 marks) • The blog post should be sent via email to Shane MacInnisshane.macinnis@ryerson.ca and hongyu@ryerson.caSelected blog piece will be posted at the TRSM website while we are on the trip.

20. Bonus Mark Opportunity! • A sign-up sheet will be used to keep a record of which student will do which day. • Each student may sign-up for up to 5 days. • Here are some student blog examples: 1) Stefany Nieto on RGIC trip to India 2) Maria Poonawala, who spent the day as CEO of IKEA Canada • Blogs may be re-written into news stories after the trip to showcase the exciting opportunities TRSM students are in involved in. For example: http://trsmblog.ryerson.ca/index.php/2015/10/trsm-students-travel-to-cuba-for-inside-view-of-tourism-industry-in-transition/