Email: jenny@cemp.ac.uk
Telephone: +44 (0)1202 966678
Jenny has worked in educational development since 1998, and before that worked in the Health Service and in most sectors of education, though latterly higher education.
The focus of her interest is the process of human learning and she has explored this in a number of books (Reflection in Learning and Professional Development, 1999), Learning Journals (1999 - now a second edition 2006), Improving the Impact of Learning in Short Courses and Workshops (2001) and A Handbook of Reflective and Experiential Learning (2004), Critical Thinking an exploration of theory and practice (2008), Achieving Success through Academic Assertiveness (2009). Her most recent book is The Uses of Story in higher education and professional development (2010).
There is also a publication on Oral Storytelling for students in Media subjects (2010), and for all students.
Jenny runs workshops in many universities in the UK and abroad on reflective learning, the use of learning journals, critical thinking and on learning outcomes in programme development. In terms of her own practices, Jenny dabbles with short story writing and poetry and works as a storyteller in a variety of settings.
Jenny has won a prestigious national award in recognition of her outstanding contribution to learning and teaching, she is one of only 50 recipients of a £10,000 National Teaching Fellowship from the Higher Education Academy. The scheme recognises and rewards excellence amongst teachers and learning support staff in higher education in England and Northern Ireland.
Learning to think and act critically lies behind many aspects of student life, from directly academic situations, to fears of processes like mathematics, to the management of living with others in student residences and shared houses.
Further Information:
Academic Assertiveness Course Manual
Academic Assertiveness and Groups - Any Discipline
Academic Assertiveness Groups - Media
Making groups work
Three booklets of self-instructional material for students are available to download below. Though aimed at students, they may be helpful for staff who are working with students on the issues of academic honesty (as opposed to misconduct) and plagiarism.
Further Information:
Academic Honesty Plagiarism & Cheating for PG Students
Academic Honesty Plagiarism & Cheating for Level 1 Students
Academic Honesty Plagiarism & Cheating for Level 2 Students
Critical thinking is at the heart of higher education - woven into level descriptors and in the mission statements of institutions. It is of particular importance in media education programmes that seek to encourage the critical and reflective abilities of their students.
Further Information:
Resources for Critical Thinking
A new perspective on the elusive activity of critical thinking
Theory and practical aspects of the routine, creative and structured uses of learning journals is explored in two editions of a book. The first (1999), has been substantially revised and expanded by three chapters in ‘Learning Journals: a handbook for reflective practice and professional development’ (Routledge Falmer). The resources section from this second edition is available below.
Further Information:
Resources for Use with Reflection or Learning Journals
The two booklets have been the basis for many workshops delivered by Jenny in the UK and abroad (in association with the Bologna process) and they 'stand alone' as informative material. The examples of learning outcomes and assessment criteria are provided to extend the value of these materials. Materials may be reproduced and circulated as a basis for institutional work on the developments of outcomes-based education.
Further Information:
Example Learning Outcomes & Assessment Criteria
Linking Levels Learning Outcomes & Assessment Criteria
Critical analysis of a creative product is the culmination of many media practice first degrees. Many students create a media artefact and then have to reflect on various aspects of its production and completion but some struggle to move beyond description.
The production analysis is the culmination of many media practice first degrees. Students create a media product and then have to reflect on various aspects of its production and completion. This project is based on the observation that the quality of students’ reflection within the production analysis is often poor - and that teaching staff often do not know how to advise students on raising the quality of their reflective writing. In order to incorporate improvements, a new format for the production analysis is proposed together with supporting exercises on reflective learning.
Further Information:
Download The Production Analysis booklet
The idea behind this research has always been to make sense of the various interpretations of the term ‘reflective learning’ in order to make it useful and applicable in a pedagogical role.
Jenny has been researching reflective learning since the late 1990’s. The research takes the form of running workshops, learning from them and reading and writing. The idea has always been to make sense of the various interpretations of the term reflective learning in order to make it useful and applicable in a pedagogical role – either as a process for study or as a topic in its own right. The work therefore goes from theory to practice. The books have many practical suggestions of ways of working with students, and in particular of helping them to start with reflective learning and to deepen it. The books are published by Routledge Falmer (1999) ‘Reflection in Learning and Professional Development’ and (2004) ‘A Handbook of Reflective and Experiential Learning’. The work on reflective learning is closely related to that on learning journals.
Further Information:
Defining and Improving the Quality of Reflective Learning
Resources for Reflective Learning
Resources for Use with Reflection or Learning Journals
Jenny Moon is interested in collecting together a wide range of ideas about the use of story in higher education, including the use of oral story telling as a means of supporting the presentation skills of new teachers.
The idea of story has lain behind most of the previous projects and a chapter on it was included in the Learning Journals book (2006). Jenny is interested in collecting together a variety of ideas about the use of story in higher education, including the use of oral story telling as a means of supporting the presentation skills of new teachers. She plans to start writing down her ideas when the book on Academic Assertiveness is completed. She has an article accepted in a nursing journal on this topic (with John Fowlder) and runs workshops on the use of story and oral storytelling.
Further Information:
Oral storytelling booklet for Media students
Oral storytelling booklet for all disciplines
(both include videos)
Go to full list of publications in Bournemouth University Research Online (BURO)
A little learning goes a long time...
This children’s story was runner up at a writing competition at Bournemouth University in May 2009 (1000word limit)
The Adventures of a Most Busy and Mysterious Creature
This is a short play-reading based on a local legend in Lympstone, Devon. The background is given in the text of the play. The play has been read in a number of community settings.
Salt Cod and the Atlantic Crossing: an important aspect of Exe Estuary life for several centuries
This is the text of a talk that was developed from research when I was in Newfoundland on a bursary from Bournemouth University in 2008. The talk has been given to a number of local groups.
Whinover Cottage
A short story
First Person
A short story
