This thesis concerns a longitudinal study of the practice of Live Peer Assessment on two University courses in Computer Science. By Live Peer Assessment I mean a practice of whole-class collective marking using electronic devices of student artefacts demonstrated in a class or lecture theatre with instantaneous aggregated results displayed on screen immediately after each grading decision. This is radically different from historical peer-assessment in universities which has primarily been asynchronous process of marking of students' work by small subsets of the cohort (e.g. 1 student artefact is marked by < 3 fellow students). Live Peer Assessment takes place in public, is marked by (as far as practically possible) the whole cohort, and results are instantaneous. This study observes this practice, first on a level 4 course in E-Media Design where students' main assignment is a multimedia CV (or resume) and secondly on a level 7 course in Multimedia Specification Design and Production where students produce a multimedia information artefact in both prototype and final versions. In both cases, students learned about these assignments from reviewing works done by previous students in Live Peer Evaluation events where they were asked to collectively publicly mark those works according to the same rubrics that the tutors would be using. In this level 4 course, this was used to help students get a better understanding of the marks criteria. In the level 7 course, this goal was also pursued, but was also used for the peer marking of students' own work. Among the major findings of this study are: • In the level 4 course student attainment in the final assessment improved on average by 13% over 4 iterations of the course, with very marked increase among students in the lower percentiles • The effectiveness of Live Peer Assessment in improving student work comes from o Raising the profile of the marking rubric o Establishing a repertoire of example work o Modelling the 'noticing' of salient features (of quality or defect) enabling students to self-monitor more effectively • In the major accepted measure of peer-assessment reliability (correlation between student awarded marks and tutor awarded marks) Live Peer Assessment is superior to traditional peer assessment. That is to say, students mark more like tutors when using Live Peer Assessment • In the second major measure (effect-size) which calculates if students are more strict or generous than tutors, (where the ideal would be no difference), Live Peer Assessment is broadly comparable with traditional peer assessment but this is susceptible to the conditions under which it takes place • The reason for the better greater alignment of student and tutor marks comes from the training sessions but also from the public nature of the marking where individuals can compare their marking practice with that of the rest of the class on a criterion by criterion basis • New measures proposed in this thesis to measure the health of peer assessment events comprise: Krippendorf's Alpha, Magin's Reciprocity Matrix, the median pairwise tutor student marks correlation, the Skewness and Kurtosis of the distribution of pairwise tutor student marking correlations • Recommendations for practice comprise that: o summative peer assessment should not take place under conditions of anonymity but that very light conditions of marking competence should be enforced on student markers (e.g. > 0.2 correlation between individual student marking and that of tutors) o That rubrics can be more suggestive and colloquial in the conditions of Live Peer Assessment because the marking criteria can be instantiated in specific examples of student attainment and therefore the criteria may be less legalistically drafted because a more holistic understanding of quality can be communicated.

Despite many Clinical Psychology training programmes utilizing reflective practice groups as part of clinical training, there remains little research examining the experiences of such groups from a trainee perspective. However, it remains the preferred method of developing reflective practice skills during training. This research used interviews and Interpretative Phenomenological Analysis to explore the experiences of attending reflective practice groups as part of doctoral Clinical Psychology training. A purposive sample of eight participants were recruited for a single, semi-structured interview. The interviews were audio-recoded, transcribed and analysed by the researcher. Five superordinate themes were constructed: 'the process: there were so many layers', 'the impact: an ongoing process', 'the facilitator: a presence who was not always present', 'commitment: I hated it, but I still went' and 'getting through it: finding ways to cope'. Nineteen corresponding subordinate themes were constructed from the data. The research findings illustrate the varied and complex experiences of the participants. Whilst the experience was often difficult, participants appeared committed to attending and sought out ways in which to navigate the experience. The results are conceptualised in terms of existing psychological theory and literature. A critique of the research and suggestions for future studies are offered, which include exploring the views of the facilitators of such groups and comparing how groups are utilized within different training institutions. Recommendations are made related to the development of future reflective practice groups, which include recommendations related to the style of facilitation and the frequency and size of the group.

This study is a first of its kind for New Zealand journalism education, following 20 students at two different schools throughout a year-long training programme. It used two methods to gain a deeper understanding: a discourse analysis of their news stories written at the beginning, in the middle and at the end of the year, and retrospective protocol analysis, to provide insight into their thinking processes, through their taped reflections. The research found that journalism education controlled by the New Zealand Journalists Training Organisation still resembles that of 20 years ago, despite increasing numbers of students learning journalism as part of degree programmes. Students are trained for the media industry through learning by doing. They receive basic instruction and then are expected to perfect their skills by practising their writing and to learn the conventions and routines of the media industry through socialisation and work experience. In the first half of the year, the students developed some skills in writing the traditional inverted-pyramid news stories. However, by the end of the year, their news writing showed technical signs of regression. Firstly, they were not writing in a succinct, clear fashion, emphasising news values. Secondly, they had been inadequately trained to write outside of the inverted-pyramid news story or to use popular “soft” lead sentences, so that their writing tended towards being promotional. Thirdly, journalism institutions strongly favour subediting by tutors and this detracted from the students gaining understanding of their own writing and being able to self-monitor and evaluate it. Lastly, they failed to show the critical thinking skills and independence necessary for a professional journalist so that they could research thoroughly, reflect deeply and write entertaining, informative and important news stories with flair. Their reflections confirmed these findings, suggesting some stress and disillusionment. The students could “declare” what they knew about writing a news story but could not put it into practice. They blamed their failure to write high quality news stories on the pressures of the course, the deadlines and high volumes of stories. The gaps in their journalism education were also revealed through what was not mentioned in their taped reflections: in particular, they failed to mention the importance of news values in making their stories more appealing. The major influence at first was the students’ tutors, followed by work experience and the “real world” of the media industry. The concentration on job skills and gaining a job coupled with a lack of knowledge and discussion provided the students with an incomplete understanding of the pressures of the media industry they were entering. The study recommends more debate about journalism education and more research, as well as a change away from “learning by doing” to a more critical, reflective approach.

The study aimed to investigate how continuing professional development (CPD) activities, through the development of a CPD educational framework, can assist Medical Radiation Science (MRS) practitioners to engage in reflective practice while entrenched in a protocol driven workplace culture. The study, with action research as the chosen methodology, and used both quantitative and qualitative methodology, was divided into two phases. The first phase of data collection aimed to inform the researcher of the needs of the MRS profession. The second phase of the study involved the design and development of an educational framework for CPD, based on current theories of learning and teaching using the framework and data collected from the first phase of the study, an online module was developed. The objectives of the module were to increase participants' knowledge in breast planning in radiation therapy by assisting participants to engage in reflective practice. The cyclical process of action research was used to pilot the module twice with two groups of volunteer radiation therapists. The online module was evaluated using Kirkpatrick's four level evaluation model (Kirkpatrick, 1998; Guskey, 2000). Based on Boud et al.'s reflection model (1985), all participants showed evidence of action, affective and perspective outcomes. They also demonstrated successful development of lifelong learning attributes, were empowered and their learning had a positive impact in their workplace. They began to assume a more proactive role and increased clinical responsibilities, engaging colleagues in collaborative reflections and adopting evidence-based approaches in advancing workplace practices. The study shows that it is possible to assist MRS practitioners to engage in reflective practice within a CPD educational framework online. The study also shows the importance of reflective practice, lifelong learning and transformative learning in CPD. Reflective practice liberates and empowers participants, lifelong learning equips them to continue learning and transformative learning facilitates perspective transformation. Thus, an effective educational framework is one that adopts a holistic approach towards CPD, by incorporating reflective practice, lifelong learning and transformative learning. The educational framework adopted in the present study may be extrapolated to CPD programs in other MRS disciplines and other healthcare professions.

Abstract Two preschool teachers served as participants in this instrumental case study with the purpose of: (1) identifying the emergence of new understandings and processes of joint, shared activity, (2) examining the ways in which the use of two diverse methods (electronic and audio journals) influenced and mediated critical reflective practice, and (3) examining the link between reflection and action. There were two major findings. First, the use of multiple methods to engage in reflection was found to be critical to encourage and support effective, rich reflection. Second, teachers changed the conceptualization of their professional relationships and of reflective practice. When their collaborative reflections were put into action, change in professional relationships and practices occurred. From these findings, two themes emerged. The first theme encompassed the relational and structural aspects of the reflective setting that influenced reflective practice. The second theme involved the use of multiple tools or methods that mediated their processes. Included in the discussion are the ways structural and relational features of the school setting (and research design) influenced teachers’ ability to engage in continual reflection leading toward new knowledge, skills and dispositions. The use of diverse tools was shown to contribute to the participants’ abilities to reflect deeply and critically. Implications for the practice of collaborative reflective practice in early childhood settings include the reorganization of the school context to insure time, space and methods that promote shared reflective experiences.

“There is no need to reinvent the wheel” – a cliché, often told when you want to come up with something new that in someway can be connected to something that already exist. This study shows the opposite – that inventions emanate from what is given. It can be a detail, a problem in a thing - a wheel - or a situation that catches the inventor’s attention. It is something that seeks a solution or something that generates an idea, a hint or a clue of something new and useful. The art of invention emerges from the ability and skill to broaden the seeing and put thinking, substance and tradition into motion. An old radio dial generates a new ergonomic steering wheel. The connection of memories between a chestnut, a cello and an early morning at a water pump creates three works of art. The epistemology of this study is based on a dialogue between voices from different times and traditions. Some voices are normative examples, drawn from a dialogue between Swedish inventors. The others are those of philosophers from the Age of Enlightenment, fetched from their original writings. Through that dialogue, perspectives and ideas of inventors and classical philosophers meet and are compared. A deeper understanding thus emerges that shows the essence of invention and in fact the essence of all creative work: i) Freedom – in thought and in action ii) Dialogue - to test and try new ideas and things in the ever changing circumstances. iii) Doubt - not taking established fact and assumptions for granted iv) Action – testing and breaking established praxis and rules. The study also illustrates the need for an alternative scientific form and expression concerning studies in the fields of invention, innovation and other practical work. Invention can not be captured or shaped by exact measurements, concepts, definitions or abstract models. It takes place in the borderland between fact and fiction, where technique, aesthetics and philosophy are one working entity. The strive for knowledge is endless and without limits and it is nurtured by wondering, searching and ambiguity. With inspiration from the dialogue seminar method used within KTH Advanced Programme in Reflective Practice – this study point out the actuality and vitality in using the classical philosophical writings, dialogue and analogical thinking as a scientific method within higher education.

“There is no need to reinvent the wheel” – a cliché, often told when you want to come up with something new that in someway can be connected to something that already exist. This study shows the opposite – that inventions emanate from what is given. It can be a detail, a problem in a thing - a wheel - or a situation that catches the inventor’s attention. It is something that seeks a solution or something that generates an idea, a hint or a clue of something new and useful. The art of invention emerges from the ability and skill to broaden the seeing and put thinking, substance and tradition into motion. An old radio dial generates a new ergonomic steering wheel. The connection of memories between a chestnut, a cello and an early morning at a water pump creates three works of art. The epistemology of this study is based on a dialogue between voices from different times and traditions. Some voices are normative examples, drawn from a dialogue between Swedish inventors. The others are those of philosophers from the Age of Enlightenment, fetched from their original writings. Through that dialogue, perspectives and ideas of inventors and classical philosophers meet and are compared. A deeper understanding thus emerges that shows the essence of invention and in fact the essence of all creative work: i) Freedom – in thought and in action ii) Dialogue - to test and try new ideas and things in the ever changing circumstances. iii) Doubt - not taking established fact and assumptions for granted iv) Action – testing and breaking established praxis and rules. The study also illustrates the need for an alternative scientific form and expression concerning studies in the fields of invention, innovation and other practical work. Invention can not be captured or shaped by exact measurements, concepts, definitions or abstract models. It takes place in the borderland between fact and fiction, where technique, aesthetics and philosophy are one working entity. The strive for knowledge is endless and without limits and it is nurtured by wondering, searching and ambiguity. With inspiration from the dialogue seminar method used within KTH Advanced Programme in Reflective Practice – this study point out the actuality and vitality in using the classical philosophical writings, dialogue and analogical thinking as a scientific method within higher education. / QC 20100826

This dissertation describes a qualitative case study that investigated novice teachers’ video-aided reflection on their own teaching. To date, most studies that have investigated novice teachers’ video-aided reflective practice have focused on examining novice teachers’ levels of reflective writing rather than the cognitive processes involved during their reflection. Few studies have probed how novice teachers schematize and theorize their newly acquired and/or existing knowledge during video-aided reflection. The purpose of this study was to explore novice teachers’ cognitive processes, particularly video-aided schematization and theorization (VAST), which is a set of cognitive processes that help novice teachers construct, restructure and reconstruct their professional knowledge and pedagogical thinking while reflecting on videos of their own teaching. The researcher measured novice teachers’ VAST by examining their schema construction and automation in terms of schema accretion, schema tuning and schema restructuring. The study attempted to answer the following questions: a) What is the focus of novice teachers’ video-aided reflection? and b) How do novice teachers connect the focus of their reflections to their prior knowledge and future actions? The findings indicate that video-aided reflection could help novice teachers (1) notice what was needed to improve in their teaching practice, (2) realize how various elements in teaching were interrelated, and (3) construct, restructure, or reconstruct their professional knowledge – in other words, develop their schemata about teaching and learning through VAST. With a more developed and mature schemata, novice teachers could be able to better understand the various elements involved in teaching and learning, and handle the situations they encounter in their teaching. This may be because people’s schemata can provide the link between concepts and patterns of what they do (Rumelhart, 1980). This research has provided a new way to look at novice teachers’ video-aided reflection: how the cognitive processes they experience during their reflection can help them develop the knowledge about teaching and learning, and how their cognitive development can help them grow toward becoming teaching experts. The research findings add to the knowledge base about the use of video technology in teachers’ self-reflection and professional development in teacher education.

This narrative inquiry explores therapeutic relationships in the practice of recreation therapy. Narratives were generated in Recreation Therapy’s self-reflective case review process at Sunnybrook Health Sciences Centre—a process developed to support team engagement in reflections on their therapeutic relationships. In total, three self-reflective case reviews were explored, and for each case review, four layers of analysis occurred. The first two layers used narrative analysis to restory reflections of the case review leader (layer one) and then reflections within the recreation therapy team (layer two). The third and fourth layers used analysis of narrative to explore theoretical ideas from person-centred care emerging inductively in the text (layer three), and then to restory the previous narratives using a relational theory lens (layer four). Exploration revealed the self-reflective case review process also strengthens therapeutic relationships within the recreation therapy team. In the recreation therapists’ narratives we hear relational notions of connection, disconnection, reconnection, mutuality, mutual empathy, authenticity, vulnerability, and support. This study engaged recreation therapists in an act of critical pedagogy as they engaged in critical self-reflection by exploring across layers of narrative that story their therapeutic relationships. The self-reflective case review process creates opportunity for the recreation therapy team to recognize, identify and name their experiences within therapeutic relationships, and to find their voices in the medical context of a hospital setting. When engaging in self-reflective processes, recreation therapy moves further away from treating individuals as objects, shifting practice toward connection and mutuality in therapeutic relationships.

This research proposes that design and visual thinking in combination with narrative theory contribute to enhance knowledge of innovation processes and support managers in their work. In particular, the focus is on the use of Storyboarding to support a better definition of a project’s brief. Innovation studies have shown that the initial phases of innovation processes (typically called the “front end of innovation”) are crucial for success. A proper definition of a brief, that occurs at the front of the front end, is therefore one of the most relevant events in innovation. This study investigates the early phases of innovation by developing and evaluating a new method for developing a brief. First, an explorative approach has been used in order to develop knowledge of challenges in the front end of innovation and how design thinking, visual thinking and narratives can bring new insights in teamwork. In this explorative search the use of case studies has been employed. Then, the explorative search has focused onthe use of Storyboarding as a tool for reflection, and in particular for igniting dynamics of framing and reframing of innovation problems. Finally, in order to create a deeper knowledge in the use of storyboarding three hypotheses has been evaluated, four experiments has been conducted with the involvement of more than 60 people defining innovation briefs. In these experiments, storyboarding (visual and narrative) has been used to support “thinking” that leads to the brief. In other words, storyboarding has been seen as a process to enable innovation teams to think differently or more precisely, rather than just a tool to represent or to communicate the brief. The experiments show that using storyboarding has effects that can support innovation management. First, storyboarding is useful if management wants to “stimulate” a reflection on meaning when developing a brief, i.e. when they want an innovation team to consider both utilitarian and emotional/symbolic factors in an innovation process. Second, Storyboarding brings a narrower focus, compared to traditional written briefs, within the “area of interest” brought up by management, which sometimes may be asked for when the organization is in search for reframing the direction of innovation. / Denna avhandling föreslår att design och visuellt tänkande i kombination med narrativ teori kan bidra till en bättre förståelse och ledning av innovationsprocesser. Framför allt med fokus på användningen av storyboarding för att stödja en bättre definition av ett projekts uppdragsbeskrivning, eller som det kallas en ”brief”. Tidigare innovationsforskning har visat att de inledande faserna av innovationsprocesser (vanligen kallad “the front end of innovation”) är av avgörande betydelse för att innovationer skall nå framgång. En ordentligt utformad ”brief”, formulerad tidigt, i de inledande faserna av innovationsprocessen är således en av de mest relevanta händelserna för framgångsrikt innovationsarbete. Denna forskning bidrar till kunskap i de tidiga faserna av innovationsprocessen genom att utveckla och utvärdera en ny metod för att utveckla en ”brief”, storyboarding. Först så har en explorativ metodik använts för att skapa förståelse för de tidiga faserna av innovation och hur metoder och teorier från design, visuellt tänkande och narrativ kan ge nya insikter i teamarbete. I denna explorativa del så har fallstudier använts som forskningsstrategi. Därefter så har mitt sökande efter förståelse fokuserats på användningen av storyboarding som ett verktyg för reflektion, och i synnerhet att formulera och omformulera inramningen av möjligheter för innovation. Slutligen, för att skapa en djupare förståelse av storyboarding, så har tre hypoteser utvärderats med hjälp av ett antal experiment med mer än 60 personers deltagande där team utvecklar en ”brief”. I dessa experiment så har Storyboarding använts för att stödja teamens “tänkande” för att utveckla en ”brief”. Med andra ord så har Storyboarding setts som en process för att möjliggöra för team att tänka annorlunda eller mer exakt, snarare än bara ett verktyg för att representera eller för att kommunicera en ”brief”. Experimenten visar att användningen av Storyboarding har ett antal effekter som kan stödja ledning av innovation. För det första kan vi se att Storyboarding kan vara användbart om man vill “stimulera” reflektion kopplat till innebörd (meaning) när man utvecklar en ”brief”, dvs. när man vill att ett team ska överväga både funktionella så väl som känslomässiga/symboliska faktorer i en innovationsprocess. För det andra så skapar storyboarding en ”smalare” definition, jämfört med traditionella skriftliga ”briefs”, inom det av ledningen valda fokusområde. Detta kan vara önskvärt när ledningen söker efter nya möjligheter för innovation.