Using reflective learning to improve the impact of short courses and workshops

Abstract

For a variety of reasons, short courses and workshops often have no impact on workplace practice and are, therefore, a waste of money. The notion of "impact" on work practice is introduced, and it provides a focus toward which all elements on a short course should contribute (including the administrative processes). This article discusses the distinction between teaching and learning and some variables about the quality of the learning process that should be taken into account: the approach the learner takes and the learner's stage of conception of the structure of knowledge. The support of good-quality learning is a principal attribute of good teaching, and the nature of good teaching is discussed on this basis. Teaching and learning in a short course can usefully be structured by a framework to improve the impact of short courses and workshops. This also provides a structure for reflective activities. This article briefly discusses the definition of reflection and considers how it might be implemented. Finally, as another tactic in the focusing on impact, the components of short courses are analyzed on the basis that every component needs to work toward the improvement of the impact of the course.