Reflection-in-Action: Using Experience to Reconstruct Meaning in a Learning Environment

Deep learning requires the internalizing of knowing and understanding, which can be accomplished by reflecting on experience. Reflection sharpens the focus, deepens awareness and, when applied through different theoretical lenses, facilitates the reconstruction of meaning. This paper reports on how third year students majoring in information systems, used selected conceptual readings as theoretical lenses to explain, understand and reason about their individual experiences during the first stages of a systems development group project. It outlines the underpinning theories, and gives an account of the main themes and patterns recognized in the process. The paper concludes by echoing the importance of the ldquolived experiencerdquo of projects and provides evidence of the transcendence of students through the initial stages of skills development.