The Potential of Reflection in Studying Complexity ‘In Action’ Renata Phelps Southern Cross University Australia

Renata is from Southern Cross University NSW, Australia

What might complexity-based teaching and learning look like? What might complexity-based teaching and learning look like? What assessment techniques might be consistent with complexity? What assessment techniques might be consistent with complexity? How might we conduct educational research consistent with complexity? How might we conduct educational research consistent with complexity? Consider the following….

Reflection …. Reflective Journals This paper considers the potential of and more specifically…. in addressing these issues…..

Reflection can be a productive method for both studying and ‘working with’ complexity in social contexts. The paper proposes that….

Reflection…. promotes change (and learning) provides scope for gathering research data is congruent with action research. It is proposed that…..

Action Research…. … as ‘Real Life’ Modeling (?) and Complexity…. The connections between…. are also explored in an earlier paper Phelps, R. & Hase, S. 2002, 'Complexity and action research: Exploring the theoretical and methodological connections', Educational Action Research, vol. 10, no. 3, pp

Some of the ideas proposed in this paper…. The Potential of Reflection in Studying Complexity ‘In Action’

Reflection is inherently non-linear… …. It enables intermingled documentation of ideas and experiences from the past, present and ‘imagined’ futures It enables intermingled documentation of ideas and experiences from the past, present and ‘imagined’ futures It need not represent a logical, sequential argument It need not represent a logical, sequential argument It can emerge from experience and complex thought processes It can emerge from experience and complex thought processes There is no notion of ‘right’ or ‘wrong’ There is no notion of ‘right’ or ‘wrong’ It is a form of personal narrative It is a form of personal narrative It provides potential to present one’s own adaptation to environment, one’s own internal modes and schemas and the emergent nature of action and knowledge It provides potential to present one’s own adaptation to environment, one’s own internal modes and schemas and the emergent nature of action and knowledge

Reflective journals allow for documentation of emergence and bifurcation Journals provide an opportunity to capture moments of ‘bifurcation’ in action. Journals provide an opportunity to capture moments of ‘bifurcation’ in action. Such reflective insights are often described as ‘ah-ha’ experiences Such reflective insights are often described as ‘ah-ha’ experiences Data on these types of experiences is very difficult, if not impossible, to collect through other research techniques Data on these types of experiences is very difficult, if not impossible, to collect through other research techniques

Reflective journals embrace participants’ involvement in interpretation of data Students document what impacts most significantly on them as learners Students document what impacts most significantly on them as learners Allow recording of agent interactions and the meanings which individuals personally construct from these interactions. Allow recording of agent interactions and the meanings which individuals personally construct from these interactions. …These may or may not be the stimuli that educators might expect to have greatest impact! …These may or may not be the stimuli that educators might expect to have greatest impact!

Journals assist to build up an holistic picture of the interplay between an individual’s history and their current and emergent ‘state’…. ….thus providing insight into ‘sensitivity to initial conditions’.

Reflective journals can reduce the impact of external control while also providing opportunities to promote and document system instability and disequilibrium. Reflective prompts can serve as ‘noise’, introducing new concepts to ‘see what happens’. Reflective prompts can be designed to challenge participants’ schemas, thus prompting disequilibrium.

Reflective journals acknowledge and embrace students’ non-institutionally- based learning Students draw from interactions with, observations of, and support from a wide range of authentic sources Students draw from interactions with, observations of, and support from a wide range of authentic sources Allows learners to document their changing context and identity. Allows learners to document their changing context and identity. Learning does not take place as a result of ‘teaching’ but rather through a an interplay of experiences, relationships and ideas being worked and reworked through reflection Learning does not take place as a result of ‘teaching’ but rather through a an interplay of experiences, relationships and ideas being worked and reworked through reflection

My Research Context Competency and capability in computer education

Phelps, R., Hase, S., & Ellis, A. (2004). Competency, capability, complexity and computers: Exploring a new model for conceptualising end-user computer education. British Journal of Educational Technology. The teaching approaches developed through this research are documented in a separate paper….

This paper on reflection draws on a single case study from Renata’s ICT professional development work with practicing teachers.

Wendy…. A primary teacher from a small rural school in Northern NSW, Australia

Metacognitive Foundation Metacognitive Foundation Non-linear and Emergent Learning Non-linear and Emergent Learning Learners set own (flexible) goals and direct own learning process Learners set own (flexible) goals and direct own learning process Participants keep a reflective learning journal to document their achievements Participants keep a reflective learning journal to document their achievements Educational Information Technology for the School Practitioner

Wendy’s Story illustrates… The importance of ‘history’ and exploring attitudes, values and beliefs… The importance of ‘history’ and exploring attitudes, values and beliefs… …Wendy’s ‘initial conditions’ Responsiveness to Wendy’s professional and personal ICT needs Responsiveness to Wendy’s professional and personal ICT needs … the approach promotes emergent learning How the course embraces authentic learning and support networks … de-institutionalising learning How the course embraces authentic learning and support networks … de-institutionalising learning Learning is promoted as ongoing, non-linear and not ‘caused’ by, (or reliant) on, teaching Learning is promoted as ongoing, non-linear and not ‘caused’ by, (or reliant) on, teaching Wendy’s ‘ah-ha’ experiences! Wendy’s ‘ah-ha’ experiences!

Read more about Wendy’s ‘story’ in the paper

There are, of course, issues with using reflection in teaching and research… Self-reported nature of the data… Self-reported nature of the data… … but is this really an issue? Students’ preparedness to be open and not write what they think you want them to write Students’ preparedness to be open and not write what they think you want them to write Students’ willingness to engage in ‘deep’ reflection Students’ willingness to engage in ‘deep’ reflection

Some concluding words… Facilitators ‘play a key role in enabling learners to reflect critically on their experience’ (McGill and Weil, 1989, p.248) Good reflective learning still requires good teaching, particularly in terms of providing stimulus or ‘noise’ and to promote disequalibrium so that learners might ‘learn’. There is a need for both instruction and inspiration to develop skills of reflective journaling (Campbell-Evans & Maloney, 1998).

Please me for a copy of this paper or other earlier papers mentioned in this presentation Renata Phelps