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e Originate Criticise Critique Judge Recommend Weigh Hien Minh Thi Tran and Farshid Anvari 4. The applications of Bloom and reflective concept in designing and delivering FIMS courses At a research‐intensive metropolitan Australian University, FIMS courses have been offered to professional staff since 2007. FIMS consisted of four three‐hour face‐to‐face interactive learning workshops, spanning over a nine‐week period which covered General Ledger, Purchase Requisitions, Financial Information Management Reports and Accounts Receivable modules. Participants were administration and finance staff, department and faculty managers, post‐graduate students and academics. 4.1 Reflective strategies To reflect‐on‐action (Schön, 1983) and reflect‐for‐action (Killion and Todnem, 1991), the author Tran kept a reflective journal in which she described her teaching and learning environments, analysed theories and techniques (such as constructive and cognitive load theory), summarised action‐research findings, noted her reflection and self‐evaluated her teaching methods. Reflection was her teaching strategy and the reflective journal was a tool for her reflection. To address the needs of a diverse group, participants provided expectation forms prior to the first hands‐on workshop. To engage participants in the course materials, Tran reflected upon their expectations and prior knowledge and incorporated these into the training program. A few days prior to each training workshop, participants emailed Tran one‐minute papers (Stowe, 2010), answering two questions: ‘what did you find useful in the last training workshop?’ and ‘what questions remain on your...
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- Spring '09