Evaluation & Reflection of PPDI Module - Desklib

This report reflects on the PPDI module and covers topics like reflective practice, work-based learning, Kolb's Learning Cycle, and more. It discusses the significance of reflective practice and work-based learning and how they can be used to improve professional education.

Evaluation & Reflection
Student’s Name:
Student’s ID:

1
Task 1 – Reflective Reports
Overview of the Portfolio
Task 1a – Reflection of One Week Event
Introduction
Task 1a will reflect the event of one particular week. It will provide the reflection of the
event that has taken place in that specific week. It will also highlight on the significance of the
event on me. It will analyze the reflective model which will be used by me, and evaluate the
implementation of the reflective model on the event of that week. Moreover, it will also present
the effectiveness of learning through reflection.
Main Context
I have learned in Week 1 about introducing two modules, EVRE and PPDI. The EVRE
module has helped me understand the concepts of learning by reflection and also reflective
models which could be helpful in reflecting on my learning. The PPDI module has helped me to
realize the future of the learning contract and made me ready for preparing a report for the better
and professional project. I have also learned about the importance of reflective practice and
work-based learning. Reflective practice is the skill to reflect the actions of an individual so that
the individual could involve in the method of constant learning (Metzner et al., 2018). It refers to
paying attention to different values and theories on the information of daily actions by reviewing
the reflective practice. This has led to the growth of different insights.
Reflective practice is that learning method which is used to teach professionals from
different disciplines, with the objective of increasing skills to interact and take balanced
decisions. The primary purpose of reflective practice is to highlight the fact that only experience
is not needed for learning, and experience on the basis of conscious experiences is essential for
reflective practice (Carter et al., 2016). The reflective practice could be a vital tool in the context
of professional education on the basis of training, where the individuals have to study from one’s
personal, professional experiences instead of formal learning (Mette et al., 2015). It can be a
significant source for developing and improving of own professional education. It is also a vital
method for bringing the theory and the practice together, as reflection is able to help an

2
individual to observe and label different types of thinking and approach in within the perspective
of one’s work (Dlouhá and Burandt, 2015).
Reflective practice helps an individual to not only look back on one's past acts and events
but also helps to consciously look at one's feelings, experiences, activities, and reactions, and
utilizing that information to enhance the base of one's knowledge and achieve a higher level of
understanding (Dimitrova and Ilieva, 2016). The reflective practice has been defined as an
unstructured or semi-structured method which directs the learning, and a self-regulatory system
is generally utilized in professions related to health and teaching, through implementation to
every business (Healey, Flint and Harrington, 2016). Some professional organizations are
identifying the significance of reflective and needs experts to formulate reflective portfolios
which have to be approved for the assurance of annual quality.
I have also gained knowledge about work-based learning. Work-based learning (WBL) is
an educational learning process where real-life experiences related to works are provided to the
students, which they could implement for their educational and technical skills and also improve
their employability (Li et al., 2018). It is a combination of academic courses which incorporate
the courses of schools or universities with the workplace in order to make a different learning
model. WBL consciously combines theory with reflective practice and recognizes the connection
between explicit and implicit forms of understanding (Brunnquell and Brunstein, 2018).
Most of the programs of WBL are based on university courses, which aims at winning
the situation, where both the requirement of the learners and needs of the industry for trained and
qualified workforces are met (Kleinheksel, 2014). The programs of WBL are aimed to connect
the gap between the learning and the performance. The policies of WBL offers awareness
towards the career, opportunities for career assessment, and activities related to career planning
(HASEGAWA, UCHIDA and MIYAMOTO, 2017). It also helps the students to achieve skills
like positive attitudes towards work and other job capabilities.
WBL includes a variety of arrangements such as internships, job placement and informal
education on the employment. The primary motivator of WBL is the need for effective strategies
for securing the learning process which fulfills the requirements of the workplace (Körkkö,
Kyrö-Ämmälä and Turunen, 2016). The duration of the experience of WBL might vary from a
few hours to many years. It is usually associated with a particular subject which is taught in

3
schools or universities. The projects of WBL might be paid or unpaid. The principal persons
associated with WBL are the students, business advisors, teacher, coordinator, school
administrator, and parents (Brunstein and King, 2018)
I have also come to know about the Project ICD and Learning Contract in this week,
along with the method to recognize an appropriate strategy for a charity known as Kushal in
order to crowdfund an app. The Learning Contract has established the expectations which I have
to fulfill while working on the Project ICD, which is on the basis of crowdfunding for making a
proper plan for the Kushal crowdfunding app. The objective of this project is to raise funds of
£15, 000 for creating an app, with the help of the crowdfunding platform known as Chuffed.org
(Nisztuk and Myszkowski, 2018). I have gained information that the aim of the crowdfunding
platform is to educate the young pregnant mothers of rural areas of India regarding the morbidity
of the child during the birth of the child as well as the processes to decrease them. The Learning
Contract is a contract between my professor and me which has been fixed on the task which I
have to achieve for fulfilling the learning expectations for the PPDI module.
The Kolb's Learning Cycle has been used as a reflective model by me. The Kolb's
Learning Cycle is based on two levels; a four-phase learning cycle and four different learning
processes. The theory of Kolb has a holistic perception that consists of experience, insight,
thought, and behavior (Iwakata et al., 2015). The learning cycle has four phases; concrete
experience, reflective observation, abstract conceptualization, and active experimentation.
The first phase is concrete experience, where I was able to meet new knowledge, or it
could be called as re-analysis of the current experience. Then it was followed by a second phase,
reflective observation, where I was able to reflect my knowledge on the basis of my personal
experience. After the reflective observation comes to the abstract conceptualization, where I was
able to create new concepts on the basis of my reflection, or it might be called as changes in the
present abstract concepts. The last phase is the phase of active experimentation where I was able
to implement my thoughts according to my surroundings to observe if there are any changes in
the next stage of my experience.
The Kolb's Learning Cycle has been utilized by me is to reflect on the Project ICD
which is on the basis of a crowdfunding event. It has been done by reflecting on the experiences
while taking the responsibility of the project, opinion, and evaluation of skills, which I have

4
learned from the experience and practices which I have gained. By means of reflecting with the
help of Kolb's Learning Cycle, the skills which I have to develop would be recognized for
meeting the learning outcomes of this task, are Planning, Time Management, Negotiation,
Communication, and Teamwork.
Proper planning is the principal contributor for making a successful project. Sufficient time have
to be spent on planning the activities of the project that has to be completed in time (Aluko,
2014). This would increase the success of the project and decrease the risk associated with the
project.
Time Management is an essential skill for the management of time assigned for each task
for completing the learning outcomes, which has been outlined for the project of crowdfunding.
Giving correct time to the correct task will build productivity and sufficient time management is
essential for meeting the deadline of the project of crowdfunding (Prevatt and Yelland, 2015).
Negotiation is also a significant skill to reduce the risk of achieving the targets of the
phases of the project. Negotiation skills could resolve conflict and other concerns which might
arise during the project (Ballou and Springer, 2015).
Communication skills are vital while working in a team which makes sure that there is
open communication between the project members. All the members would feel encouraged if
their views are considered (Seale et al., 2015). This would motivate flexibility and innovation
and make a successful project.
The success of the project depends on effective teamwork, which would work together to
reach the project phase and achieve the set targets. Effective collaboration helps to realize the
competencies of an individual which further increase the level of productivity among the group
(Herrington, Parker and Boase-Jelinek, 2014).
According to me, Kolb's Learning Cycle is an appropriate reflective model. When I have
progressed through this cycle, I was able to perceive active learning. I have the option of
accessing any phase of the cycle but in a logical sequence.

5
Conclusion
I had considered Week 1 as the Task 1a which had reflected the event of that week. Week
1 was about introducing two modules, EVRE and PPDI. Then it has discussed about the
reflective practice and work-based learning. I had also come to know about the Project ICD and
Learning Contract in this week, along with the method to recognize an appropriate strategy for a
charity known as Kushal in order to crowdfund an app. It had taken Kolb’s Learning Cycle as the
reflective model and applied the reflective model on the event of Week 1.
Task 1b – Reflective Final Summative Report
Introduction
Task 1b is all about presenting my knowledge and experience gained by learning the
PPDI module. This Task is the summation of all the ten weeks learned during the PPDI module.
It will also reflect about the reflective models and theories which will be used by me for the
project.
Main Context
Week 1 – In this week, the stimulation activity has begun from forming a group. I have
gained knowledge about introducing two modules, EVRE and PPDI. Reflective practice is a
learning method which is used to teach professionals from different disciplines, with the
objective of increasing skills to interact and take balanced decisions.
The stimulation method of Work-based learning (WBL) permits the students to increase
and practice their capabilities and knowledge which are needed for real-life experiences related
to workplaces. I have also come to know about the Project ICD and Learning Contract in this
week, along with the method to recognize an appropriate strategy for a charity known as Kushal
in order to crowdfund an app.
The reflective model which has been utilized by me is Kolb's Learning Cycle. The Kolb's
Learning Cycle has been utilized by me to reflect on the Project ICD on the basis of a
crowdfunding event. The skills which I have to develop with the help of Kolb’s Learning Cycle
for meeting the learning outcomes of this task, are Planning, Time Management, Negotiation,
Communication, and Teamwork.

6
Week 2 – I have come to know in Week 2 that the simulation activity needs the members
of the group to select various roles and assign them different tasks. The simulation processes are
utilized to permit the students to assume their role as a project member and learn from the
activities during the simulation activity. The simulation activity helps to realize the experimental
experience of the environment of working life, which is acquired by understanding the PPDI
module. I have also learned about reframing and object of reframing along with the mirror task
of self- assessment test known as EQ Test. EQ Test reflects the capability of an individual to
sympathize with others for recognizing, analyzing, managing and expressing personal emotions.
The results of table test were also discussed in this week.
Week 3 – In Week 3, I have gained information about the phases of planning for
finishing the task agreed by the group members with fixed goals. The group has seen the video
on shooting the USA. A disc test was done in the mirror task and all the activities studied in the
workshop was discussed. A timetable was formed for the blackboard activities which was agreed
by every group members. The work was assigned to every subgroup (Olson et al., 2018).
Annette was given the task to finish the Gantt chart and Time Table as well as to finish
crowdfunding research. Nicholas was also given the task of crowdfunding research. Mario was
given the task of crowdfunding tools and platforms research. I was also given the task of
crowdfunding tools and platforms research. Bonneta was also given the task of crowdfunding
tools and platforms research (Civitillo et al., 2018). Keresha was given the task of the
implementation plan for crowdfunding. Charmaine was also the task of making an
implementation plan for crowdfunding.
Our group discussed about Learning Contract with our professor Jabir. The Learning
Contract is a contract between my professor and me which has been fixed on the task which I
have to achieve for fulfilling the learning expectations for the PPDI module. The aim of the
crowdfunding platform is to educate the young pregnant mothers of rural areas of India regarding
the morbidity of the child during the birth of the child as well as the processes to decrease them.
Week 4 – In Week 4, I have learned that our group is expected to submit our Learning
Contract for approval so that we could begin our report. The Learning Contract has established
the expectations which I have to fulfill while working on the Project ICD, which is on the basis
of crowdfunding for making a proper plan for the Kushal crowdfunding app. I have gained

7
knowledge about conducting the self-assessment test, along with Belbin’s Team Role Test,
which gave me the information about the personalities of my group members.
I have also gained knowledge regarding The Learning Organization as well as Group
Development Model and Tuckman's Team and its implementation. The tools of crowdfunding
research were discussed with the subgroup. The SWOT analysis of the members of the group
was also conducted (Gallagher et al., 2017). The Gantt's chart and Timetable were finished in
this week. Tuckman’s Team Theory has helped me to understand that as the maturity and skill of
my group develops, relations are formed, and the leader changes the style of leadership. The
Theory of Tuckman's Team has four phases, forming, storming, norming and performing.
Forming – I have learned that my group has to meet and evaluate their issues and
opportunities, and then decides their objectives and starts to handle their tasks.
Storming – The second phase is team development which has helped me know that the
issues have to sort out by my team and begins to trust each member of the group.
Norming – In this phase, I come to know that all members of my group have to take
charge and have to work for achieving the targets of the group.
Performing – In the performing phase, I have gained information my team has to take
the most critical decisions regarding the project.
Week 5 – In this week, I came to know that my group meeting has to include research on
the feedback of our professor and analyze the progress of the work for setting a goal. All have to
make sure that all is working at the assigned objectives (Han et al., 2018). I also gained
knowledge about resolving conflicts by utilizing tools like Thomas and Kilmann’s Conflict
Resolution Model. I also evaluated the implementation of Convey Model, Gallup Strength Test
and Belbin’s Team Role in the activities of my group. The Gallup Strength Test has helped me to
recognize my individual strengths. I have come to know about the tools, platforms, and funds
which would have helped us in the project of crowdfunding. Self-assessment tools were utilized
in the conflict test.
Week 6 – I have learned that in Week 6, there would a group meeting of my group to
confirm the proof of the portfolio related to the Learning Contract. The Learning Contract has

8
established the expectations which I have to fulfill while working on the Project ICD, which is
on the basis of crowdfunding for making a proper plan for the Kushal crowdfunding app
(Williams, 2015). The objective of this project is to raise funds of £15, 000 for creating an app,
with the help of the crowdfunding platform known as Chuffed.org.
The crowdfunding platform wants to inform the young pregnant mothers of India
regarding the morbidity of the child during the birth of the child as well as the processes to
decrease them (Baumer et al., 2014). The Learning Contract is a contract between my professor
and me which has been fixed on the task which I have to achieve for fulfilling the learning
expectations for the PPDI module. A group of 7 members has already been made, where each
member have to complete the assigned task, and I as the member of the group have to complete
the task of crowdfunding tools and platforms research (Blair and Valdez Noel, 2014).
Week 7 – In Week 7, I have gained information regarding the reflection theories and
models. I also come to know about in-depth learning and reflection. My group had practiced the
findings collected for the Project ICD of crowdfunding. The Project ICD of crowdfunding event
has implemented an internal placement, which had given the opportunity to analyze the
operations of the businesses, and the approaches and skills needed by the employers (Lin et al.,
2014).
Week 8 – In Week 8, I have to rehearse the presentation along with the group so that I
could give feedback on areas needed to improve further for the final performance. The process of
Action Learning has been utilized by me for the crowdfunding events (Toom, Husu and
Patrikainen, 2015). This has allowed me to find the mistakes and do the corrections for
improving the areas where I have done the mistakes.
Week 9 & Week 10 – In this week I have learned that the simulation process of
crowdfunding would continue up to week 10, and lasts for seven days in order to convey the
final presentation. The crowdfunding process is utilized for raising fund to create an app (van
Lierop et al., 2018). It agrees to capture different kinds of support from various audiences for the
charity event known as Kushal. The crowdfunding process permits the donation of funds for the
contribution of the charity event, even if the goal is not achieved utilizing Chuffed.org.

9
Conclusion
Task 1b had summarized all the ten weeks of the PPDI module. The PPDI module has
helped me to realize the future of the learning contract and made me ready for preparing the
report for ICD Project of crowdfunding event. The objective of this project is to raise funds of
£15, 000 for creating an app. Crowdfunding wants to educate the young pregnant mothers of
India regarding the morbidity of the child during the birth of the child as well as the processes to
minimize them.
Task 2- Career and Personal Development Plan
Entry 2a – Personal Analysis
STRENGTHS OPPORTUNITIES
1. Includer
2. Positivity
3. Intellection
4. Input
5. Communication
I could utilize my communication skills for
improving my group communication skills.
ASPIRATIONS RESULTS
I have the aspiration to utilize my
creativity, make connections with
different peoples and try new things.
My achievement will be measured with the
help of Transdisciplinary Approach.
Strengths
Includer – My includer strength shows that I am a very accepting people and wants to
involve peoples and make them realize that they are part of a team. It also shows that I have the
highest capability to create personal influences with peoples on the margins.
Positivity – My positivity theme of strength highlights that I am always generous with
appreciation, smile and find and bring positivity in the circumstances. Some of them call me
lighthearted, generous, confident and passionate, to that point where these features become

10
contagious to other peoples. I have the capability to lighten the mood of others and also in the
groups. I have the ability to change negativity to positivity.
Intellection – My intellection strength shows that I like to think and love intellectual
activities. The mental activities might be related to several topics (Kovanović et al., 2018).
Encouraging concepts keeps me concentrated and productive. My intellection also shows that I
am generative and help other peoples with in-depth learnings and knowledge, and praise for best
information which might be well-planned and directly implemented.
Input – My strength theme of Input shows that I am an intrusive and curious person, and
always search for new and exciting facts. I appear to be as a person wanting to realize
everything, and always ask questions to encourage them to learn more. It also signifies that I
have the ability not only to gather knowledge but also store them and then utilize them when it is
needed.
Communication – I have the strength of interaction shows that I have the capability of
expressing myself and it could in any forms like verbally, written or musically. It shows that I
always want to express myself in any way and is not afraid of creating innovative and unique
methods.
Opportunities
I could utilize my communication skills for improving my group communication skills.
Group communication skills will help me to communicate clearly with my group members when
my group is not able to complete their tasks so that my group could find solutions before the
situations go out of hand and the methods within the group breakdowns. Group communication
will help me to maintain effectiveness in different locations and conditions. My group
communication skills might build trust among the group members and makes such a workplace
environment where my group members could work properly and improve their performance.
Aspirations
I have the ambition to utilize my creativity, make connections with different peoples and
try new things. I always try to try different things, and for that, I have to be focused my energy
on my work.

11

12
Results
My achievement will be measured with the help of Transdisciplinary Approach. The
Transdisciplinary Approach which will help me to learn from my experiences which could be
relevant for my real life work experiences. It is an essential part of development as it helps to
collect the abstract concepts from various situations (Jiang, Sporte and Luppescu, 2015). It will
also help me to look beyond the right solutions towards a more realistic approach which connects
different perceptions, knowledge, and solutions. This kind of attitude is supported by creative
thinking and searches for innovative strategies (Rowley, Fook and Glazzard, 2018).
Entry 2b – Setting SMART Goals
What do I want
to learn?
What do I have
to do?
What support
and resources
will I need?
How will I
measure my
success?
Target date for
review of
results.
I want to raise
£4,500 for the
crowdfunding
project.
I have to do the
promotion the
message and
send an
invitation to the
donators.
I will need the
links of
Chuffed.org
from the
Facebook
friends of all
seven members
of my group as
well as their
family.
I will measure
the success if the
donators accept
the invitation
and come for the
crowdfunding
event.
27th DEC 2018
I want to raise
£2,500 for a
project of the
crowdfunding.
I have sent an
invitation to the
family members
of my group and
also my friends
for the
promotion of the
I will need the
contact list of
emails of all my
7 group
members and
also their family
members
I will measure
the success if the
family members
of my group and
my friends
accept the
invitation and
27th DEC 2018

13
event. come for the
crowdfunding
event.
I want to raise
£8,000 for the
crowdfunding
event.
I have to send
the invitation to
the celebrities
and high-profile
persons those
who are
similarly
interested in the
event.
I will have to
utilize the
messages on
Twitter.
I will measure
the success if the
celebrities and
high-profile
persons accept
the invitation
and come for the
crowdfunding
event.
27th DEC 2018
Entry 2c – Personal Objectives
Short-term Goals (next four months)
 Have to maximize my swiftness and accuracy
 Have to complete my projects in time
 Have to manage time in a better way
 Have to learn new skills
 Have to work on my communication skills
 Have to maintain the right attitude
 Have to identify and appreciate the works of others
 Have to keep away from negativity
 Have to stay away from stressful circumstances.
 Have to avoid conflicts
Medium Term Goals (next 2-3 years)
 Have to secure a summer internship which will to more comfortable for me to achieve
my career targets
 Have to find out the track of my career I would like to pursue after my college
 Have to gain real-life work experiences after completing my college education
 Have to make the plan to study in a foreign country

14
Long Term Goals (following 3 to 5 Years)
 Have to pursue higher education
 Have to open my own business
 Become the industry leader in my field with more productivity, retention, and
recruitment
 Have to increase the investment of my company on time, capital and resources.
 Have to purchase my own house

15
References
Aluko, R., 2014. From evaluation to reflection-on-action: Lessons learnt from the impact of a
distance education programme. South African Journal of Higher Education, 28(5), pp.1497-
1512.
Ballou, D. and Springer, M.G., 2015. Using student test scores to measure teacher performance:
Some problems in the design and implementation of evaluation systems. Educational
Researcher, 44(2), pp.77-86.
Baumer, E.P., Khovanskaya, V., Matthews, M., Reynolds, L., Schwanda Sosik, V. and Gay, G.,
2014, June. Reviewing reflection: on the use of reflection in interactive system design.
In Proceedings of the 2014 conference on Designing interactive systems (pp. 93-102). ACM.
Blair, E. and Valdez Noel, K., 2014. Improving higher education practice through student
evaluation systems: is the student voice being heard?. Assessment & Evaluation in Higher
Education, 39(7), pp.879-894.
Brunnquell, C. and Brunstein, J., 2018. Sustainability in Management Education: Contributions
from Critical Reflection and Transformative Learning. Metropolitan Universities, 29(3), pp.25-
42.
Brunstein, J. and King, J., 2018. Organizing reflection to address collective dilemmas: Engaging
students and professors with sustainable development in higher education. Journal of Cleaner
Production, 203, pp.153-163.
Carter, E.W., Asmus, J., Moss, C.K., Biggs, E.E., Bolt, D.M., Born, T.L., Brock, M.E., Cattey,
G.N., Chen, R., Cooney, M. and Fesperman, E., 2016. Randomized evaluation of peer support
arrangements to support the inclusion of high school students with severe
disabilities. Exceptional Children, 82(2), pp.209-233.
Civitillo, S., Juang, L.P., Badra, M. and Schachner, M.K., 2018. The interplay between culturally
responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case
study. Teaching and Teacher Education, 77, pp.341-351.

16
Dimitrova, V. and Ilieva, S., 2016. Evaluation–a reflection of knowledge or a set of
coincidences. Scripta Scientifica Salutis Publicae, 2, pp.27-31.
Dlouhá, J. and Burandt, S., 2015. Design and evaluation of learning processes in an international
sustainability oriented study programme. In search of a new educational quality and assessment
method. Journal of Cleaner Production, 106, pp.247-258.
Gallagher, L., Lawler, D., Brady, V., OBoyle, C., Deasy, A. and Muldoon, K., 2017. An
evaluation of the appropriateness and effectiveness of structured reflection for midwifery
students in Ireland. Nurse education in practice, 22, pp.7-14.
Han, N.S., Li, H.K., Sin, L.C. and Sin, K.P., 2018. The evaluation of students’ written reflection
on the learning of general chemistry lab experiment. MOJES: Malaysian Online Journal of
Educational Sciences, 2(4), pp.45-52.
HASEGAWA, K., UCHIDA, K. and MIYAMOTO, Y., 2017. Evaluation of Reflection Error
Using Ultrasonic Telemetry System. The Journal of the Marine Acoustics Society of
Japan, 44(1), pp.1-12.
Healey, M., Flint, A. and Harrington, K., 2016. Students as partners: Reflections on a conceptual
model. Teaching & Learning Inquiry, 4(2), pp.1-13.
Herrington, J., Parker, J. and Boase-Jelinek, D., 2014. Connected authentic learning: Reflection
and intentional learning. Australian Journal of Education, 58(1), pp.23-35.
Iwakata, S., Makino, S., Noguchi, K., Hirota, T. and Itoh, K., 2015, November. Analytical
evaluation of reflection characteristics of metal plate loading FSR with diagonal incident wave.
In Antennas and Propagation (ISAP), 2015 International Symposium (pp. 1-4). IEEE.
Jiang, J.Y., Sporte, S.E. and Luppescu, S., 2015. Teacher perspectives on evaluation reform:
Chicago’s REACH students. Educational Researcher, 44(2), pp.105-116.
Kleinheksel, A.J., 2014. Transformative learning through virtual patient simulations: predicting
critical student reflections. Clinical Simulation in Nursing, 10(6), pp.e301-e308.
Körkkö, M., Kyrö-Ämmälä, O. and Turunen, T., 2016. Professional development through
reflection in teacher education. Teaching and Teacher Education, 55, pp.198-206.

17
Kovanović, V., Joksimović, S., Mirriahi, N., Blaine, E., Gašević, D., Siemens, G. and Dawson,
S., 2018, March. Understand students' self-reflections through learning analytics. In Proceedings
of the 8th International Conference on Learning Analytics and Knowledge (pp. 389-398). ACM.
Li, Y., Li, D., Luo, H., Chen, F., Wang, X. and Gong, R., 2018. Co-Evaluation of Reflection
Loss and Surface Wave Attenuation for Magnetic Absorbing Material. IEEE Transactions on
Antennas and Propagation, 66(11), pp.6057-6060.
Lin, Y.T., Wen, M.L., Jou, M. and Wu, D.W., 2014. A cloud-based learning environment for
developing student reflection abilities. Computers in Human Behavior, 32, pp.244-252.
Mette, I.M., Range, B.G., Anderson, J., Hvidston, D.J. and Nieuwenhuizen, L., 2015. Teachers'
Perceptions of Teacher Supervision and Evaluation: A Reflection of School Improvement
Practices in the Age of Reform. Education Leadership Review, 16(1), pp.16-30.
Metzner, S., Ramesh, R., Mueller, A.M. and Hausotte, T., 2018, June. Evaluation of reflection
properties of sheet bulk metal formed parts by pixel wise analysis of camera images provided for
triangulation measurement. In Sensors and Measuring Systems; 19th ITG/GMA-Symposium (pp.
1-4). VDE.
Nisztuk, M. and Myszkowski, P.B., 2018. Usability of contemporary tools for the computational
design of architectural objects: Review, features evaluation and reflection. International Journal
of Architectural Computing, 16(1), pp.58-84.
Olson, A., Reiland, S., Davies, S. and Koehler, A.R., 2018. Learning about the experience of
living with chronic conditions: A framework analysis of nursing students’ reflections on their
conversations with older adults. Gerontology & geriatrics education, 39(3), pp.295-315.
Prevatt, F. and Yelland, S., 2015. An empirical evaluation of ADHD coaching in college
students. Journal of attention disorders, 19(8), pp.666-677.
Rowley, C., Fook, J. and Glazzard, J., 2018. Adopting a student-led pedagogic approach within
higher education: the reflections of an early career academic. Reflective Practice, 19(1), pp.35-
45.

18
Seale, J., Gibson, S., Haynes, J. and Potter, A., 2015. Power and resistance: Reflections on the
rhetoric and reality of using participatory methods to promote student voice and engagement in
higher education. Journal of further and Higher Education, 39(4), pp.534-552.
Toom, A., Husu, J. and Patrikainen, S., 2015. Student teachers’ patterns of reflection in the
context of teaching practice. European Journal of Teacher Education, 38(3), pp.320-340.
van Lierop, M., de Jonge, L., Metsemakers, J. and Dolmans, D., 2018. Peer group reflection on
student ratings stimulates clinical teachers to generate plans to improve their teaching. Medical
teacher, 40(3), pp.302-309.
Williams, S.M., 2015. The future of principal preparation and principal evaluation: Reflections
of the current policy context for school leaders. Journal of Research on Leadership
Education, 10(3), pp.222-225.

19
Appendices