Reflection is an exploration and an explanation of events–not just a description of them.
Genuinely reflective writing often involves 'revealing' anxieties, errors and weaknesses, as well as strengths and successes. This is fine (in fact it's often essential!), as long as you show some understanding of possible causes, and explain how you plan to improve.
It is normally necessary to select just the most significant parts of the event or idea on which you're reflecting. ... If you try to 'tell the whole story' you're likely to use up your words on description rather than interpretation.
It is often useful to 'reflect forward' to the future as well as 'reflecting back' on the past.
(Martin Hampton, Department for Curriculum and Quality Enhancement, University of Portsmouth)
Date: 29 May 2013 – 30 May 2013
Location/venue: Thistle Brighton, King's Road, Brighton, England, BN1 2GS
The Higher Education Academy's second annual learning and teaching Arts and Humanities conference, 'Storyville: Exploring narratives of learning and teaching' will take place on 29–30 May 2013 in Brighton.
"At the heart of the Arts and Humanities disciplines sit stories–stories which create and recreate worlds, distant and present, stories which inspire and engage, stories which grow imaginations and expand what is thinkable.
Stories are everywhere, and our second annual conference seeks to explore the intersections between narrative and learning and teaching..."
(Higher Education Academy, UK)
"Students in the Multimedia degree programme at Nottingham Trent University (NTU) are requested to keep online journals in the form of weblogs. They do so to document their evolving design practice and experimentation....
By maintaining the journals NTU Multimedia students engage in a naming process where they rehearse their creative identities into practice. Through doing so they script their individual narratives as they contribute to a shared discourse about the nature of their field. Through assimilating and reflecting upon new knowledge in this way, the students are able to participate in localised Communities of Practice that act as vehicles for naming, sharing and critiquing common practices. In doing so they become located within a broader network of symbolic exchange readied for forging new opportunities for collaboration and prepared for establishing individualised practices within a broader network of global interconnections."
(Julius Ayodeji and Simon Perkins, 2009)
 Dávid Jablonovský, Tom Nightingale and Kameljit Banwait
 Ayodeji, J. and S. Perkins (2009). Rehearsal as a Naming Process Central to the Development of Creative Identities. Designs on e–Learning International Online Conference. London, UK, University of the Arts London.