Jenny is a Visiting Fellow in CEMP and has worked in educational development since 1998, and before that worked in the Health Service and in most sectors of education, and latterly higher education.
The focus of her interest is the process of human learning and she has explored this in a number of books which are listed below.
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, the uses of story in higher education, oral storytelling and academic assertiveness etc (usually around the subject of her books). In terms of her own practices, Jenny dabbles with short story writing and poetry. She works as an oral storyteller in a variety of settings.
Jenny is currently undertaking a project on reflective practice for coaches for The FA (The Football Association), developing materials and running a course for football coach educators who work directly with coaches.
Jenny has a National Teaching Fellowship from the Higher Education Academy.
These handouts / papers are designed for use by individuals away from workshop situations. They broadly consiste of the materials I would use in a workshop but with commentary, help and explanation added. They are free to download or use as handouts. No permission is required.
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.
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.
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.
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.
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.
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.
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.
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.‘I’ll tell you a story’. Why do we prick up our ears?
Moon, J and England, P (1994) The development of a highly structured workshop in health promotion, J.Inst Health Education 32, 2 p41.
Moon, J (1994) A survey of postgraduate courses in health education / promotion: a report on their current state, Health Education Journal 53. 100 - 106.
Moon, J (1994) A Simple Guide to Stress at Work. 23 page booklet published by Health Promotion Wales, Cardiff
Moon, J (1995) The description of levels in higher education: a discussion paper to support development of level descriptors for higher education in Wales. Cardiff, Wales Access Unit (unpublished)
Moon, J (1995) Quality assurance in a Welsh credit framework and case studies in quality assurance for credit, Cardiff, Wales Access Unit, Cardiff
*Moon, J (1995) A Handbook on the Development of Foundation Courses in Health Promotion. London Health Education Authority and other UK Health Education/Promotion Agencies. (176 pages).
Moon, J (1995) A Guide to the Development of Foundation Courses in Health Promotion Health Education Authority and other UK Health Education/Promotion Agencies Cardiff, Health Promotion Wales (19 pages)
Moon, J (1995) Credit in higher education: the implications for staff development. Sheffield UCoSDA Briefing Paper 26, December
Moon, J (1995) The Description of levels in higher education. Sheffield, UCoSDA Briefing Paper 27, December.
Moon, J (1995) Learning outcomes for modules in higher education. Sheffield, UCoSDA Briefing Paper 28, December.
Moon, J (1996) Generic Level Descriptors (with Guidelines for their use) and Guidelines for Writing Learning Outcomes for Modules included in Welsh Higher Education Credit Framework Handbook (HECIW, Cardiff)
Moon, J and Reynolds (1996) Educational credit: the key to reality for lifelong learning - TEXT Spring Conference in Copenhagan TEXT University of Derby.
Moon, J (1996) Generic level descriptors and their place in the standards debate. ‘In Focus’ Autumn, HEQC
Moon, J (1998) Cheating and plagiarism UCoSDA Briefing Paper 57
Moon, J (1999) Learning Journals: their uses across the disciplines, Paper presented at Writing Development in HE Conference, Leicester - published in ‘Partnerships across the Curriculum’, ed Graal and R Clark, 2000
Moon, J and Lloyd, A (1996 – 9) Three editions of ‘ITALIC’- Ideas in Teaching, Assessment and Learning in Cardiff - University of Wales Cardiff as part of the Learning Support Project (1500 printed - average 40 pages)
Moon, J (1999) THES Teaching Page article (How To) ‘Reflect on the Inner I’ (October 15th) London, THES
Moon, J (1999) THES Teaching Page article (How to) ‘Stop Students from Cheating’ (September 3rd) London, THES
*Moon, J (1999) Describing higher education – some conflicts and conclusions, chapter in Benchmarking and Threshold Standards in Higher Education H. Smith, M. Armstrong and S. Brown (eds) SEDA Series Kogan Page
*Moon, J (1999) ‘Reflection in Learning and Professional Development’, London, Routledge Falmer. (220 pages)
*1999 ‘Learning Journals: a handbook for academics, students and professional developers’, London, Routledge Falmer, London (144 pages)
Moon, J (2000) THES Teaching Page article (How to) ‘Make sure free lunches pay’ – on effective short courses (April 28th) London, THES
Moon, J (2000) ‘Agony Aunt’ (on issues of cheating and plagiarism) (Dec. 8th) London, THES
Moon, J (2000) ‘Blurring the lines’ (on multidisciplinary programmes) (Dec 8th) London, THES
Moon, J (2000) ‘Assessing reflective or experiential learning,’ in the Report of the Proceedings of SEEC Conference Crediting Key Skills (4 – 5th Sept, UEL, London)
Moon, J (2000) Book review of Brockbank and McGill, 1998 – Higher Education 39, 489 - 496
Moon, J (2000) Book review – Pilthers 1998 – British Journal of Educational Psychology
Moon, J (2001) Comparison of QAA Qualification Descriptors and the SEEC Credit Level Descriptors, SEEC News 20, August.
Moon, J (2001) Reflection in higher education learning – working paper commissioned by Norman Jackson for Personal Development Planning area of the LTSN website (www.ltsn.ac.uk/genericcentre/projects/pdp) . Separately - on the same site is an abbreviated version ‘A Guide for Busy Academics’ No 4 Learning through reflection
*Moon, J (2001) ‘Short Courses and Workshops - improving the impact of learning, training and professional development’, London Routledge Falmer, London (186 pages)
*Gosling, D and Moon, J (2001) ‘How to Write Learning Outcomes and Assessment Criteria’ (with David Gosling), SEEC, London (48 pages); second edition in preparation – this has sold very widely – in the UK and abroad
2002 ‘How to Use Level Descriptors’, London, SEEC (30 pages)
Watton, P, Collings, J and Moon, J (2002) ‘Independent Work Experience, an evolving picture’ Birmingham SEDA paper 114
Moon, J (2002), The academic rationale for reflection on and learning from work experience in P. Watton, J Collings and J Moon, Independent Work Experience: an evolving picture, Birmingham, SEDA Paper114
Moon, J (2002) Issues in the Introduction of Reflective Writing to Students – Recording Achievement e-mail journal - www.recordingachievement.org.uk (members section).
*Moon, J (2002) ‘A Handbook of Programme and Module Development’ London, Routledge Falmer, London (197 pages)
*Moon, J (2002) ‘A Handbook of Programme and Module Development’ Routledge Falmer, London (an A4 modification of the above book – but fully photocopiable and with handouts included).
Moon, J (2003) paper commissioned by Generic Centre of LTSN on ‘Employability and Reflection’, published on the website of LTSN (Employability)
Moon, J (2003): contributed three sections to Encyclopaedia of Adult Education on three topics including– workshops, reflective learning (international editorial board). I do not have the reference
*Moon, J (2004) Using reflective learning to improve the impact of short courses and workshops, Journal of.Continuing Education in the Health Professions 24 (1) pp5 – 11 (commissioned article)
* Moon, J (2005) Progression in higher education: a study of learning as represented in level descriptors’ in ‘Enhancing Teaching in Higher Education’ Edited by Hartley, Woods and Pill, Routledge Falmer
Papers for ESCalate – Higher Education Academy Subject Centre for Education – commissioned to write two paper on student writing for the Bulletin
*Moon, J (2004) A Handbook of Reflective and Experiential Learning. London, Routledge
*Moon, J (2005) We Seek it Here – a new perspective on the elusive activity of critical thinking – a theoretical and practical approach Bristol, ESCalate – HEA Subject Centre for Education (43 pages book – commissioned by ESCalate) www.ESCalate.ac.uk and available as paper publication
Moon, J (2007) ‘Getting the measure of reflection: considering matters of definition and depth’, J Radiotherapy in Practice 6, 1 – 10
Moon, J with Fowler, J (2008) There is a story to be told. A framework for the conception of story in higher education and professional development’. Nurse Education Today 28 (2) pp232 - 9
*Moon, J (2008) Critical Thinking: an exploration of theory and practice, London, Routledge
*Moon, J (2009) Achieving Success through Academic Assertiveness: real life strategies for today’s students, London / New York,Routledge
Moon, J (Summer 2008) ‘Learner-centredness’ and the class of 130’ – ESCalate Newsletter, Summer, 2008
*Moon, J (2008/9) Making groups work: improving group work through use of principles of academic assertiveness in higher education and professional development - book(let) 40 pages, Bristol, ESCalate (HE Academy subject centre for education)
2009 ‘ Experiential and Reflective Learning’, in C Heaney, B Oakley and S Rea, Exploring Sport and Fitness, pp 66 – 75 Abingdon, OUP
2009 ‘Make Groups Work’: improving group work for media students, through the principles of academic assertiveness. Published by Centre for Excellence in Media Practice, Bournemouth Media School (Bournemouth University) – 40 page booklet or available as download
2009 ‘The use of graduated scenarios to facilitate the learning of complex and difficult-to-describe concepts in higher education’, Art and Design in Higher Education 8 (1) (published this month).
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.
A short story
A short story