Facilitating Reflective Learning in Higher Education (Society for Research into Higher Education) [Hardcover]

"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

This book offers hope and the practical means for university and college teachers seeking a new experience of learning, for their students and themselves. The text 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. The two authors of this book provide direct support for teachers who wish to move 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 as a complementary 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. Additionally, the text examines how teachers can best create the conditions for reflective learning.

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.