Taxonomy of Reflection: Week 1
Remembering: What did I do?
This week, I created a graphic organizer, summarizing my understanding of the elements of a literature review, and defined my topic for the literature review that I will produce in the IDT 8500 class. My work was completed and turned in prior to the deadline--but only by a few hours--due to a busy week of traveling and professional obligations.Understanding: What was important about it?
The graphic organizer forced me to think about the parts of the literature review in an orderly, systematic fashion. I had to synthesize information found in several different sources and concisely reproduce it in one diagram. This helps in the development of my personal cognitive Literature Review Schema, so that future production of literature reviews will be appropriate in scope and form.
When selecting my topic, I had to consider the many questions that have arisen throughout my studies in The University of Memphis IDT department and identify the one that I most want to learn about. In developing specific research questions, I considered what information would have to be understood in order for my proposed research to go forward. This methodical process is one of logic and abstract thinking, and vital in understanding the route from relative ignorance to deep knowledge of the topic.
Application: When did I do this before? Where could I use it again?
I've been required to create graphic organizers in other classes (in education, biomedical, and optometric settings) as a concept-solidifying and organizing technique. Occasionally, I have used such drawings in personal problem solving, particularly when considering large subjects that I cannot fully consider at once. Yet, I do not tend to prefer to use such graphic models when learning a concept, as I find the concept remains relatively blurry until I actually put it into practice. This is not a technique that I am likely to use in the future.
The process of topic selection, however, is merely a particular example of the first step in every high-order intellectual project. I have performed such definition and analysis of requisite questions on every personal, academic, and professional problem I have faced in my adult life. Thus, efficient and thorough problem analysis is of enormous applied importance.
Analysis: Do I see any patterns or relationships in what I did?
I felt that I approached both tasks with relative efficiency (brought on, perhaps, by the aforementioned time crunch). I read the assignments early in the week, and considered them throughout the next several days. When I found time to complete them, my path was identified and my outcomes were high-quality and efficient. I will have to take care not to allow this last-minute completion to become the norm, for I know how difficult it can make a class like this.
The selection of the topic, being the first step in the production of a literature review, was necessary for what is to come in this class. I anticipate it becoming a vital component of my future work. The graphic organizer, however, will likely languish in a folder on my computer. I don't feel that it helped solidify my understanding of the literature review, and I doubt I will reference it in the future.
Evaluation: How well did I do? What worked? What do I need to improve?
I am happy with my output this week. I do not feel I had to cut corners or submit substandard products with either the graphic organizer or topic selection assignments. My thought process in developing the topic and requisite research questions was streamlined and incisive. I need to avoid last-minute work in the future, using to my full advantage the assigned time each week.
Creation: What should I do next? What's my plan/design?
The majority of what is to come is outlined in the course. I have identified procrastination as my most pressing concern, so I must implement policies to prevent this in the future. Perhaps I will dedicate a certain amount of scheduled time each evening to course work.
Personal Reflections
My struggles with the demands on my time are well described above. The importance of the topic selection--specifically the knowledge that my topic in this course would define the direction of my future research--filled me with a certain amount of apprehension. I do not feel that I know the subject in which I wish to perform my research, or which would make the best project. There are many interesting topics I would like to explore.
These issues made these assignments, though minor in demand, somewhat frustrating. I settled on a topic that was informed by the course I took with Dr. Grant this Summer. He had reviewed the concept and signed off on it, which gave me some confidence that it has research merit.
It is probably obvious that I found the graphic organizer assignment of little use. I am aware enough of the prevailing research to know that I am in fact learning when I organize and produce such a document, whether I feel as though I am learning or not. Such activities have never lent themselves to me, however, so I found it frustrating. Adding to this frustration is the clunkiness and overall poor user interface of every graphic organizer software I have ever explored. Producing outlines in these programs is a process so artificial and non-intuitive that I feel as though more of my time is spent struggling with the interface than actually producing a useful diagram. Web-based tools merely amplify these problems, even on the fastest Internet connections, as every step is slower and buggier than on local software. The entire process made me wish I could simply take pen and paper, draw an outline, then scan and submit it. Compared to computer based tools, the venerable pen and paper seem so elegant, so efficient, so tactile, so right.
-----References
Pappas, P. (2010, January 5). The reflective student: A taxonomy of reflection (part 2). Retrieved from http://www.peterpappas.com/2010/01/reflective-student-taxonomy-reflection-.html
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