Inquiring how a lecturer keeps learning about their teaching:a personal case history on reflective imagination

In order to reverse the use of lecture-based teaching, it is argued that personal reflection can be used as part of the quality assurance process. This paper proposes one response to personal reflection - reflective imagination, which is summarised as an action plan with six activities. It combines two conceptual issues raised in the US, the need to think creatively about learning and the reflective mindset, and one issue raised in the UK, cultivating the entrepreneurial imagination. Reflective imagination is linked to wider social science research, the place of self and reflexivity in scholarship. Finally, a personal history case study is presented which records a visit to Harvard Business School. The visit implements the six activities associated with reflective imagination. This is a method paper exploring reflective imagination.

Digitally manipulating memory:effects of doctored videos and imagination in distorting beliefs and memories

In prior research on false autobiographical beliefs and memories, subjects have been asked to imagine fictional events and have been exposed to false evidence that indicates that the fictional events occurred. But what are the relative contributions of imagination and false evidence toward false belief and memory construction? In the present study, subjects observed and copied various simple actions; then they viewed doctored videos that suggested that they had performed extra actions and they imagined performing some of those and some other actions. Subjects returned 2 weeks later for a memory test. False evidence or imagination alone was often sufficient to cause belief and memory distortions; in combination, they appeared to have additive or even superadditive effects. The results bear on the mechanisms underlying false beliefs and memories, and we propose legal and clinical applications of these findings. © 2009 The Psychonomic Society, Inc.