In My Heart

https://stars.library.ucf.edu/diversefamilies/1143/thumbnail.jp

Tiger\u27s Fall

https://stars.library.ucf.edu/diversefamilies/2556/thumbnail.jp

Conceptualizing reflection in experience-based workplace learning

This paper seeks to understand key dimensions of reflection in experience-based workplace learning for research being collaboratively undertaken by scholars in Dutch and US research institutions. We systematically explore and compare Tara Fenwick’s analysis of five perspectives on cognition to distinguish among constructivist, psychoanalytic, situative, critical-cultural, and enactivist perspectives on reflection. Our aim is to examine how to conceptualize reflection so that one or more perspectives can complement our understanding of learning through experience at work. We position reflection not only from a practical but also from a theoretical perspective that moves beyond the individual focus of the constructivist perspective. Fenwick’s five perspectives are described in terms of whether and how reflection is utilized, key activities in the process of reflection, relative focus on the individual and/or the context, triggers for reflection, role of power and positionality, role of emotions, and reflection outcomes. We conclude that adding other lenses to the dominant constructivist perspective helps expand our understanding of reflection as well as identify and attend to other tools, people, and factors in the work situation that influence reflection processes and learning outcomes. The paper closes with a discussion of promising new approaches that have emerged since Fenwick’s analysis. KEYWORDS: Experience-based, workplace learning, reflection, conceptualization, perspective

Participation

"Participation in art has become a prevalent and contested phenomenon since the 1990's. Artists have increasingly sought to create situations and events that invite spectators to become active participants, in dialogue both with their context and with each other. This reader charts a historical lineage and theoretical framework for this tendency, presented through the writings of artists, curators and philosophers from the late 1950's to the present" -- p. [4] of cover

Seniors | Class of \u2712

PLEASE NOTE: Where applicable, the audio has been removed from this file due to copyrighted material. The garments shown here represent the Senior Class of \u2712. The garments were created in response to the following design challenges: Concepts in Color Collection: design a collection based on an individual concept with a focus on color and texture. Senior Thesis Collection: create a collection that reflects the essence and philosophies of your personal vision

Five Design Challenges

PLEASE NOTE: Where applicable, the audio has been removed from this file due to copyrighted material. The garments shown here represent the Classes of \u2713, \u2712 and \u2711 . The garments were created in response to the following five design challenges: Sophomores, Class of \u2713: Re-Innovative Design: explore the properties of recycled materials other than fabric while creating a wearable piece. Print Design Project create a garment that makes optimal use of printed fabric designed by a RISD Textiles student. Juniors, Class of \u2712: Knitwear Design: explore the properties of knits and design cut-and-sew and machine-knit garments. Tailoring Project: interpret traditional tailoring techniques to create a look with a jacket. Seniors, Class of \u2711: Cocktail Collection: design a collection of contemporary cocktail apparel in collaboration with the current RISD Museum exhibition Cocktail Culture: Ritual and Invention in American Fashion, 1920-1980