Reframing the concept of reflection:

Consciousness, experiential learning and reflective learning practices.

In Reframing the Concept of Reflection, Richard Jodi explains that reflection is more than just reviewing or assessing one’s performance. He emphasizes that true reflection is a deeper, personal process that involves connecting our experiences with our awareness and understanding. Jodi challenges the traditional view of reflection as a simple, linear task and instead presents it as a complex and emotional learning process. By bringing in theories like Kolb’s experiential learning cycle and the role of consciousness, he offers a more complete picture of reflection—one that includes personal growth, self-awareness, and active engagement with learning.

This broader view of reflection connects well with course ideas from constructivist and experiential learning theories, particularly those of Dewey and Kolb, who stress the importance of learning through doing and personal relevance. In my teaching experience, I see how this kind of reflection can be encouraged through structured activities like guided discussions or reflective journaling after a project. Similarly, in the Army, we used After-Action Reviews (AARs) to break down what happened during a mission. These open discussions allowed everyone to reflect, share insights, and improve future performance. I believe this same reflective approach can be adapted to classrooms and team environments to make learning more meaningful and lasting.

Jordi, R. (2010). Reframing the concept of reflection: Consciousness, experiential learning and reflective learning practices.  Adult Education Quarterly, 6(2), 181-197. doi: http://doi.org/10.1177/0741713610380349

Instructional Design Based on Constructionism for Enhancing

Higher-Order Thinking Skills of Learners in an Online Learning Context

The main focus of Sueksa Benjakul’s article is on using constructionism as a foundation for designing online learning environments that support the development of higher-order thinking skills. The article argues that traditional online instruction often emphasizes rote memorization or surface-level engagement, which is not effective for promoting critical, creative, and analytical thinking. Drawing on Papert’s constructionist theory, Benjakul highlights the importance of active learning where students build knowledge through hands-on activities, collaboration, and real-world problem-solving. The instructional design model proposed includes key elements such as learner-centered tasks, digital tool integration, and reflection, all aimed at encouraging deeper cognitive processing and meaningful learning experiences.

This approach strongly connects to constructivist and experiential learning theories discussed in our course, particularly the idea that learners construct their own understanding through active engagement and reflection. In a teaching environment, these principles can be applied by designing projects that require students to explore real-world issues, create digital content, or collaborate in group problem-solving tasks. For example, in my online course for my Leadership certificate we used project-based learning where we used digital tools to research, design, and present a solution to an authentic problem from New Britain Youth Museum and Hungerford Nature Center. By shifting the focus from passive content delivery to active creation and exploration, students are more likely to develop the critical thinking and problem-solving skills needed for success beyond the classroom.

Instructional Design Based on Constructionism for Enhancing. (2020). Journal of Educators Online, 12.