Facilitating Reflective Learning in Higher Education

"A book that puts new forms of relationship and dialogue at the core of teaching and learning. It is likely to give courage to those who are daring to reflect differently on their teaching and learning practice, and to those who recognise the limitations of technology as some 'panacea solution' to challenges of mass higher education." - Professor Susan Weil"A passionate and practical book...I would recommend highly to teachers, students, staff developers and anyone else with a concern for higher education." - Sarah MannThis book offers hope and the practical means for university and college teachers seeking a new experience of learning, for their students and themselves. The book deals with learning which is real, genuine, relevant to learners now and for the future which is significant for their lives. Such learning embraces their relationships, work and careers, community, society and their world. Anne Brockbank and Ian McGill provide direct support for teachers who wish to move from teaching toward facilitating learning, thereby transforming the relationship between teacher and learner and between learners. Information technology, whilst useful, is not a substitute for the learning advocated here; facilitation enables learners to use technology productively and complementarily as a part of the learning process. This book enables teachers to acquire an understanding of facilitation and to enhance their ability to facilitate rather than teach in the traditional way. The authors emphasize the centrality of engaging in reflective dialogue with both colleagues and students. They explore the significance of emotion and action as well as cognition in learning. In addition they examine how teachers can best create the conditions for reflective learning. This is a practical book for university and college teachers which will help them facilitate their students' reflective learning.

Table of Contents:
AcknowledgementsPart one: Learning and reflection Introduction Learning: Philosophies and models What is learning? - A review of learning theories The requirements for reflection Reflection and reflective practice Part two: Facilitating learning and reflective practice Academic practice and learning Developing reflective practice: The teacher using reflective dialogue Developing reflective practice: The student using reflective dialogue Becoming a facilitator:Facilitation as enabling reflective learning Facilitation in practice: Basic skills Facilitation in practice: Further skills Part three: Exemplars Action learning Academic supervision Mentoring Conclusion Bibliography Index

About the Author :
Anne Brockbank and Dr Ian McGill combine their passion for learning with their experience of working in higher education in teaching, research, and developmental roles. They contribute to innovatory programmes at City University, London, which incorporate reflective learning through facilitation. In addition, as leading practitioners, they design and support personal and organizational learning in universities and other public and private sector organizations.

Review :
"A book that puts new forms of relationship and dialogue at the core of teaching and learning. It is likely to give courange to those who are daring to reflect differently on their teaching and learning practice, and to those who recognise the limitations of technology as some 'panacea solution' to challenges of mass higher education." - Professor Susan Weil