Multimodal approaches to reflective teaching and assessment in higher education

Barton, Georgina and Ryan, Mary (2013) Multimodal approaches to reflective teaching and assessment in higher education. Higher Education Research and Development, 33 (3). pp. 409-424. ISSN 0729-4360

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 whilst 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 multi-modal approaches to expressing knowledge and reflective practice in 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.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty / Department / School: No Faculty
Date Deposited: 20 Jun 2017 01:44
Last Modified: 20 Jun 2017 01:44
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified
13 Education > 1302 Curriculum and Pedagogy > 130201 Creative Arts, Media and Communication Curriculum and Pedagogy
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
Identification Number or DOI: 10.1080/07294360.2013.841650
URI: http://eprints.usq.edu.au/id/eprint/32573

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