CONCLUSIONS

During this sections the research questions, provided in sections 4.6, will be answered. These answers are based on the conclusion of state of the art, system analysis,

stakeholder interviews, questionnaires and brainstorms and most importantly on the evaluations. First the sub research questions will be answered, these answers will help to formulate the answer on the main research question.

The first sub question is not focussing on the instrument, but on where reflection in higher education can be improved:

sRQ1: What kind of improvements can be done in (and where the instrument can be integrated in the current curriculum of) Creative Technology towards reflection

processes?

The improvements which can be done in Creative Technology towards a reflection process are in professional development and about orientation, and in particular to the minor space. This answer is based on the findings in section 4.4, where students were pointing out they are missing reflecting about orientation. For this research the implementation of reflecting about the orientation about the minor space has been chosen. Because professional development is currently be restructured according to an expert interview in section 2.2.2. Therefore, the instrument should be integrated in the orientation space, to improve the reflection in Creative Technology.

The important improvement which has been done is to reduce the amount of reflection tiredness. This is accomplished by letting the students make a reflection report during the reflection itself and not making a reflection report by themselves after an experience or situation. Students were pointing out in section 7.3 that they enjoyed using the instrument and that the instrument was representative for their reflection. Also they became more confident about their choice, because students were considering new viewpoints about their situation also this result can be found in section 7.3. To conclude, this is showing that students are less tired of reflection and that the instrument is helping them to orientate, which results in becoming more confident.

Hence, a reflection instrument during the orientation about a minor choice is an improvement in Creative Technology, towards a better reflection process. To reduce the amount of reflection tiredness and becoming more confident about your choice. Therefore it should integrated in the orientation phase about a minor choice.

The second is focussing on how the instrument can add value:

sRQ2: Where can a reflection instrument add value to the study progress, for reaching the final learning outcomes of Creative Technology related to critical reflection?

A reflection instrument can add value to help students start reflecting about their orientation about their minor choice. An important final learning outcome of Creative Technology is critical reflection, because reflection tiredness students are not reflecting well enough, therefore should it be reimplemented. The implementation is done with the use of the line reflection in the minor orientation. A line reflection can help students to make future plans (section 4.5). This way students will become more aware, more confident and are considering different viewpoints about their choice, these are the finding from section 7.5. Also by generating a reflection report will help with making the first step to start orientation, this first step could help student to overcome the first step of reflection, which is to start reflecting (section 7.3.1). Hence, to reach a final learning outcome so students can conduct a better critical reflection, is let them make a line reflection with the use of the instrument, to generate a reflection report which will help with to start reflecting.

The final sub research question is for implementation of a smart instrument. If effects can be measured this will give opportunities for the instrument, it may help give feedback, input or output:

sRQ3: How can the effects of a reflection process be measured?

If a student has done a well reflection is always shown with the use of a reflection report, this is the most effective way to measure a reflection process of a student. This has been pointed out in several interviews. The reflection instrument is helping to generate a reflection report during the reflection, so the report (which includes the effects of the reflection) is shown after the reflection process. Generating a reflection report at the end of the process, will show directly the effects of the reflection what the student has done. And therefore is measuring a reflection report possible, this could be done with the use the rubric NARRA. NARRA is checking if the report has all the elements of a critical reflection. Thus, with the use of a reflection report which is showing the effects after reflection, is helping to make it possible to measure if the reflection was effective.

To finish with the main research question:

RQ: How can an interactive reflection instrument contribute to improve insights in ones qualities and viewpoints, as part of their professional development during their study?

Making the line reflection method, about orientation during the minor choice of students, interactive will contribute in development of the professional development. Reflection in higher education is always about the professional development of a student.

What skills does a student have, which has been learned through the study, which are useful for a future career. First will be explained how the instrument is contributing so students are getting insights in their qualities and other viewpoints. And next how this will contribute to improve the professional development of the students during their study. To finish with an interesting finding how maybe the instrument could partly replace the reflection.

So first, the instrument helps students to become more aware about different qualities they have or need to have if they want to be in a certain situation. The line reflection of the instrument is about defining the qualities of your future situation or the qualities you currently have. To become more confident and make a decisions what you want to do. The instrument is making this possible by asking reflective questions about a certain situation. Students were pointing out that during the use of the instrument they have considered different viewpoints, which they have never thought of (section 7.3.1). These effects is helping with defining the qualities about a situation or experience and helping to give new insights, which is useful if student want to orientate about their minor choice. Because during this choice they have to consider different options what they want to learn and become.

Therefore next, this will help with the professional development of a student. This development is that students become more aware about what they want to do in their future career. Student need to become more aware of their qualities and different viewpoints. The instrument does this by asking reflective questions depending on the certain situation of the student. Which will help the student to reflect about these qualities and viewpoints, this results in that students are becoming more confident about their choice after the use of the instrument. Therefore, it could be concluded that the instrument can help reflecting about the professional development, to help with reflecting what the students want to reflect about.

To finish, the instrument is showing to be used effectively when students need to reflect on their own, or with other words to be their own reflection partner. Because the instrument is constantly asking reflective questions about their situation the situation or experience the student is constantly thinking about the qualities and viewpoints. The research is pointing out that student felt free to give all the answers they want to the system. Therefore, the instrument could help with the first step to reflect with is partly replacing the role of the reflection partner. So, the instrument brings a contribution to professional development, improve in new insights in qualities and viewpoints by generating reflective questions, about their minor orientation. This could help to partly replace the role of the reflection partner, which is helping to let students start reflecting.