Enhancing Knowledge Management in Design Education Through Systematic Reflection Practice

Abstract

The significant role of reflection in sustaining the quality of learning and teaching (L&T) activities at high levels has been widely acknowledged in literature. Reflection has been identified as a key factor underpinning both successful learning by students and successful continuing professional development by their teaching staff in higher education. This study focuses on aspects associated with the individual reflection practice of teaching staff. It is proposed and maintained that the establishment of systematic reflection practice has a central role in enhancing knowledge management in design education. To this end, the consistency and coherence, in which key perspectives of reflection are considered and evidenced by teaching staff, need to be both ensured and sustained. Reflection Space is introduced as an approach to support the establishment of systematic 1 , evidenced 2 , and traceable reflection practice. It is a means of representing the nature, or perspectives, of reflection required on L&T and it has been applied and evaluated to a number of L&T contexts. An application of Reflection Space is demonstrated through a case study that dealt with the development of a Design Studio module delivered to Year 2 Product Design students. Evaluation of the application has shown that use of Reflection Space during the reflection phase of L&T activities can ensure that key reflective perspectives of L&T have been considered and evidenced. As a result, actions for the enhancement and/or improvement of the deployed L&T activities can be determined in a systematic, evidenced, and traceable manner.

Reflection in Learning

“…"Reflection on the actions, thoughts and feelings that have arisen in a learning event can often provide an insight into learners' personal foundation of experience, into themselves, and into their ability to learn from this particular situation" (Boud & Walker, 1990, p. 63). This study shows that reflection gives students an opportunity to personalize their learning and provide more contextualized information about their projects (Agouridas & Race, 2007). In reflection, students were required to share the process of how they completed their assignments, through which the implicit knowledge became explicit.…”

“…Winitzky (1992) viewed reflection as a process to retrieve, apply, and analyze knowledge, and to relate that knowledge to larger issues. Agouridas and Race (2007) also agreed that we can step back and reflect on the process of assignments and think of their broader meanings. Larsen, London, and Emke (2016) argued that reflection is not just for social purpose, it can also be used to "influence students' learning from experience, increase their awareness of their thoughts and actions, and increase their perceived recall of experiences" (p. 285).…”

“…It reveals the important features and relations which are neglected in abstract and explicit knowledge. Agouridas and Race (2007) said that reflection is a process of personalizing and understanding the contents, process, and the rationales for what we have learned. Through reflection, we relate our personal experience to a wider perspective, which helps us to see the bigger picture.…”

Teaching Scenario-Based Planning for Sustainable Landscape Development: An Evaluation of Learning Effects in the Cagliari Studio Workshop

“…To effectively exploit the potentials of workshop pedagogy, and to achieve and sustain high educational quality, evaluations-and iterative learning from their findings-are an essential instrument [21]. However, formal evaluations, institutionalized in many educational programs, often do not shed light on the rather implicit issues of conceptual understanding and planning skills.…”

Documentation in Progress: Challenges With Representing Design Process Online

“…Reflecting on the design process is commonly seen as critical for design students to gain design-thinking skills [1][2][3] and is often encouraged through documentation. With documentation, designers can capture not only what they create but also their rationale behind design decisions that ultimately impact their final product.…”