Semantic and metaphoric reflection

End of seminar evaluations often take the form of a series of Likert-scale statements or questions [happiness indices]. Starr-Glass (2005) remarks that this feedback often leave us with a curious vagueness about what seminar participants actually experienced and what we might do differently next time. He add (p. 196) "[i]n a metaphorical sense, we have examined specified topographical features of the course landscape, but have not engaged with the experiences of those who journeyed across the terrain …" The purpose of evaluation is to obtain information about the strengths and weaknesses of a seminar in order to learn from it and/or to make instructional and administrative decisions. The flaw of evaluative feedback is that we generally ask seminar participants about the objectives that we have defined and their reactions to our seminar design. Starr-Glass urges that we should rather, from a constructivist approach to learning, try to appreciate the unique constructions of participants of what the seminar meant. Based on the evaluation instrument of Starr-Glass, participants were given three short exercises to do at the end of the week-long seminar:

1. Semantic indicators—write down six to ten words that come to mind when you think back about this seminar (for example: informative, helpful, comprehensive, etc.)
2. Simple metaphors—it is often easier to express feelings indirectly, by comparing it to something else, for example: This seminar was like entering a dark forest, because I was cautious as to what I might find. Devote a few minutes to reflect on your feelings about this seminar; now write your own sentence, making use of like & because in it.
3. Extended metaphors—take the sentence that you wrote in #2 and expand it into a short story that talks about the seminar in a metaphoric (indirect) way/language. For example: It was like going into a dark forest. I was not sure where we were going. I came across unexpected and puzzling trees and plants. I was not sure what all of them were but they were interesting and exciting. Then I discovered that the forest was actually not as dark as I had imagined. I was able to enjoy the forest and eventually came out safe and changed at the other side. Now write your own story—be frank, be honest and be sincere, but please write legible.

The text represents an extract (p. 128) from Groenewald, T. & Le Roux, M. 2009. Semantic and metaphoric reflection on the training of decentralised staff responsible for supporting students in terms of work-integrated learning: a distance education university scenario. Asia‐Pacific Journal of Cooperative Education, (10)2, 121-140.