ReSTExL@DCU

Main menu > Learning to learn > Reflective learning: keeping a reflective learning journal

&nb

How to develop as a reflective learner: writing a personal reflective learning journal

Image of Journal Creating a personal learning journal (or portfolio) into which you can write your reflections on your learning is an effective strategy to promote reflective thinking and learning. This should not be just a description of the topics and activities covered during a class session. It should be your thoughts and feelings about your learning, the course and your progress. You can also make constructive use of lecturers' and tutors' feedback on your work.
Have a look again at the characteristics of reflective learning outlined earlier. These, together with the examples outlined below, will help you to distinguish between a learning log, a diary and a reflective learning journal.

LOG - a simple record of what happened during an event.

6/10/2007
Attended lecture, watched a video entitled "How to lie with statistics" and listened to the discussion about interrogating statistical information.

DIARY - a record of very personal thoughts not intended for others to see.

6th October 2007
Dear Diary,
I arrived at my lecture early just to see if Matt would choose to sit next to me again today. I'm not sure but I think he was flirting with me during our last lecture. When he entered the hall my heart began to race. He is so gorgeous – I have never seen such blue eyes! I just melt when he looks at me. He sat in the same seat as yesterday so at least I know he didn't choose to be further away from me. I knew we would be forming discussion groups today and I was so happy when I ended up in Matt's group. This may be just the chance I hoped for.

REFLECTIVE LEARNING JOURNAL - a record of the reflective thought and meanings you are making as you engage in learning experiences.

6/10/2007
We watched a video entitled "How to lie with statistics" in our lecture today. I was amazed at how easily data can be manipulated to back up whatever thesis is being proposed. Like other students, I wasn’t aware that there are ways of interrogating statistical information to determine its reliability and validity. The book that goes with this video that Dr. O’Connor referred to sounds interesting. I think I'll ask her if I can take a look at it because I’d like to browse through it slowly on my own – especially before I tackle the assignment.

Although the people in the video sounded boring and banal it did illustrate the dangers of accepting statistical information at face value. I see more value now than I did at the beginning of the lecture for our assignment. The group discussion was very lively today. I think the subject challenged some of our assumptions about backing up our ideas/opinions/arguments with ‘facts’ and ‘statistics’. I enjoyed this lecture and I think that the questions suggested in the video for interrogating statistics, which Dr. O’Connor summarised, will be very useful, not just for this programme, but throughout life. I for one will certainly be more skeptical when I next hear statistics being used in debates. I’ll certainly think twice before being taken in by adverts (e.g. for toothpaste/beauty products etc.) where ‘statistics’ are used as a marketing ploy!