It's week 11. 

Thank you to everyone who submitted a 1-page plan, and before I say anything more - if you haven't got around to it, that dropbox will stay available until Monday 22nd, so please use it. We genuinely want everyone to achieve their potential in the final assessment, but if you don't use the opportunities to get feedback from us, we can't give you advice on improving your work. I'm looking forward to looking at what has been submitted and I'm aiming to get feedback to each of you individually by Friday or failing that after the weekend. I'll send an announcement to say the feedback is ready, and you'll find it in the same place where you submitted. I hope this formative assessment has been helpful in focussing on this part of the final assessment and also lets you have a practice run at submitting to the Moodle dropbox. If you didn't make it to the webinar last week, do watch it over and try the marking exercise yourself. If you are unsure of anything, do use the assessment drop-in on Thursdays to ask anything - there are no stupid questions. 

The other piece of house-keeping I wanted to mention is the feedback Padlet - I'd really appreciate any feedback you have on the module so far. You'll find the link at the top of the Moodle page and it is totally anonymous. Please be clear about your feedback and I'd welcome any suggestions for improvements. 

So, what I really wanted to talk about today is reflection. You'll notice that the final, summative submission is called a Final Reflective Report. So what does the reflection bit of that title mean? Well it doesn't mean navel gazing nor does it mean a random stream of consciousness of whatever thoughts pass through your mind. A reflection in this context is something that is usually quite structured - with a beginning, middle and end. So for example, if you are producing something for part 1 of the assessment - the map of your learning, say something about how you learned during your group task how to turn a Powerpoint presentation into a video - you could briefly describe the situation, your group had slides but you all decided that you wanted the viewer to have a really streamlined experience where the didn't need to download files, so it would look better as a video. However, you were feeling a bit out of your depth because you had no experience of video production, but one of your group shared their screen and showed you how to export a Powerpoint into a video file and it looked really easy. They went ahead and did it because that was quicker, but on reflection it probably would have been better if you'd tried to do it yourself as you've now forgotten which bit of Powerpoint you go to to do this, but you think that you could probably  to find it again, or even look it up, and now at least you know it's possible and that gives you more confidence. In the future you plan to do this for your learners and the next thing you'd like to learn is how to embed that video into a webpage. Indeed, you then link this in part 1 of your assessment into part 3, your action plan where you add an intention to learn more about video formats and how you can embed them into your teaching materials. Now that might be a bit of a tortuous example, but hopefully it gives you the idea of what reflection can look like. We ask for reflection in nearly all the modules through out the BOE and it is good to get into the habit, and it comes from a very strong research background of being a reflective practioner. There are some subjects and professions where reflection is baked into becoming a practioner - health is one for example, teaching is another. These are both areas where we experience our practice as evolving, developing and always learning - so there are always incidents - good and bad - which give us opportunities to reflect, learn and improve. So returning to my little example, you may have perceived the structure behind it. Models of reflection