Winter 2016
Conrad and Hedin, 1981
Eliot, T. S. (1943) The Four Quarters
• Reflection: looking back over individual
experiences, an introspective activity conducted
within one's own personal context to reveal
one's self to oneself.
• Critical Reflection: opening up this reflection to
include socio-political aspects and a questioning
of one's own values and assumptions in the
wider context.
• Determining the desired outcomes: Learning
goals and objectives,
• Designing reflection strategies so as to achieve
those outcomes,
• Integrating assessment into the reflection
process.
Example
Academic
enhancement
Experiential
Learning
Industry
knowledge
Personal
growth
Categories of
Learning
(critical
thinking in all)
Bloom’s
Classification
Examples of Learning-Related
Behaviors
Knowledge
Identify, define, order
Comprehension
Explain, restate
Application
Apply, solve, choose
Analysis
Analyze, compare, contrast
Synthesis
Synthesize, develop, propose
Evaluation
Evaluate, assess, judge, critique
• Determining the desired outcomes: Learning
goals and objectives,
• Designing reflection strategies so as to achieve
those outcomes,
• Integrating assessment into the reflection
process.
Learning Goal Learning Objectives
To develop
understanding of
retail markets
and retail
operations in
China
1. To identify key characteristics of retail markets in
China, i.e., fragmented, multi-tiers, unbalanced…
(Example)
4. To analyze similarities and differences in retail
operations between international and local retailers in
China.
2. To explain the structure of the retail channels in
China.
3. To apply the 4 P’s in analyzing local marketing
strategies.
5. To synthesize opportunities and challenges for retail
operations in China.
6. To evaluate competitive retail strategies in China.
• Determining the desired outcomes: Learning
goals and objectives,
• Designing reflection strategies so as to achieve
those outcomes,
• Integrating assessment into the reflection
process.
• “When do we reflect?” (at what points during the
experience or project)
• “Why do we reflect?” (toward what learning
objectives)
• “Where do we reflect?” (in what settings, geographic
or virtual)
• “Who reflect?” (learners along or together, with who)
• A reflection mechanism answers the question:” How do
we reflect?” (with what guidance, in what structure)
• Develop a series of “guiding prompts” for each of the learning
objectives.
Learning
Objectives
1. To identify key
characteristics of
retail markets in
China.
Associated Guiding Prompts
2. To explain the
structure of the
retail channels in
China.
To explain the structure with
examples/observations from my study tour.
Describe the observations so that someone
not in my class would understand it.
Identify several characteristics related to my
study tour that I now understand better as a
result of reflection on the experience.
Learning Objectives
Associated Guiding Prompts
3. To apply the 4 P’s in
analyzing local
marketing strategies.
How do these 4 P’s apply to this study tour
experience? (when did I observe them? Or note their
absence? How did, or could, I or someone else use
the concepts?)
4. To analyze similarities
and differences in retail
operations between
international and local
retailers in China.
4.1 Compare and contrast my initial understanding
of the similarities and differences and my
experience of them: In what specific ways are my
understanding and the experience the same and in
what specific ways are they different?
4.2 What are possible reasons for the
difference(s)(E.g., bias, assumptions, lack of
information on my part or on the part of
literature…)
Learning Objectives
Associated Guiding Prompts
5. To synthesize
opportunities and
challenges for retail
operations in China.
How do I now understand the opportunities and
challenges differently than before? In other words,
what do I now see in the opportunities and challenges
that I had not seen before?
6. To evaluate
competitive retail
strategies in China.
6.1 How, specifically, might I explain the competitive
retail strategies differently, to express my enhanced
understanding?
6.2 Based on this enhanced understanding, how,
specifically, might retailers in China need to act
differently in the future? AND what are the associated
benefits and challenges?
• Determining the desired outcomes: Learning
goals and objectives,
• Designing reflection strategies so as to achieve
those outcomes,
• Integrating assessment into the reflection
process.
Ash, S. L., & Clayton, P. H. (2009). Generating, deepening, and documenting
learning: The power of critical reflection in applied learning. Journal of
Applied Learning in Higher Education, 1(1), 25-48.
Next Week:
• Apr. 12, 2016: Individual meeting with the Prof.
• Refers to the project description in the
course outline for details.
• To promote regular(daily) critical reflection throughout the trip
and document our experiential learning experiences, I offer a
bonus opportunity for you to earn up to 10% (out of the course
grade, of course!)
• Write a blog post of approximately 200 words for a given
day’s experience, submit the blog post with a picture within 24
hours of the experience.
• Each blog post will be worth up to 2 marks based on quality.
Each student will be eligible for contributing up to 5 pieces
(2x5=10 marks)
• The blog post should be sent via email to Shane MacInnis
[email protected] and [email protected] Selected
blog piece will be posted at the TRSM website while we are on
the trip.
• A sign-up sheet will be used to keep a record of which student
will do which day.
• Each student may sign-up for up to 5 days.
• Here are some student blog examples:
1) Stefany Nieto on RGIC trip to India
2) Maria Poonawala, who spent the day as CEO of IKEA Canada
• Blogs may be re-written into news stories after the trip to
showcase the exciting opportunities TRSM students are in
involved in. For example:
http://trsmblog.ryerson.ca/index.php/2015/10/trsm-studentstravel-to-cuba-for-inside-view-of-tourism-industry-in-transition/