Definition.  Many researchers and scholars in the field of instructional design and technology and educational research point to the significance of reflection for both students and practitioners.  Kilbane and Milman (2003) write that reflection involves "taking the time to think and contemplate metacognitively" (p. 63).  The reflections included throughout this portfolio and linked below focus on three main objectives:  exploring my experience of a particular concept or learning event, how I changed as I result, and what I will do differently in the future.  

 

Reflection.  Reflecting on the significance of reflections reminds me of Donald Schon's work on the reflective practitioner.  We know that using personal reflection is a powerful technique in capturing students' attention, helping them understand the relevance of a particular instructional interaction, and even developing follow-through activities at the end of an instructional event.  However, one of the things that I found fascinating throughout my coursework was the idea that much learning occurs outside of formal learning environments (the classroom) and ends up happening in our daily lives, especially once we have entered the workforce and are constantly needing to learn and grow in order to be able to succeed in fast-paced environments where things are often changing.  In particular, I am intrigued by the idea of what Schon (1983) calls the "professional self-image" (p. 13). Essentially, Schon writes that for professionals to maintain the knowledge and growth that they need to succeed requires promoting reflection-in-action.  While this is relevant to much of the work that I, as an instructional designer and professional librarian, may undertake, I see it as particularly important in the long-range planning domain.  I have been convinced of the significance of reflection as I've developed my professional identity as an educator, librarian, and instructional designer, and endeavor to bring this component into the leadership positions to which I aspire.  I believe that promoting reflective conversations and providing opportunities for my colleagues and teammates to participate in these conversations is essential to the learning that professionals continue to experience outside of formal learning environments. This represents one of my major takeaways from the entire program, and I hope to continue conducting research in the area of professional identity and continuing professional development and learning.  My hope in beginning the IDT program was that I would be able to bring back new ideas to the library profession, and this is certainly one of those.