This session illustrates legacy learning through the examination of a final year module on Asia for which small groups of students had to produce a documentary video and individual self-reflection paper. Although the putative goal of the endeavour was envisioned as the realisation of the documentary itself, the self reflection exercise by students suggests that the underlying learning value of the exercise may in fact rest in the self-realisation of the learner.
Legacy learning refers to the act of creating an archive or artefact for the benefit of posterity; collating, collecting and creating a virtual or tangible article for successive cohorts to utilise as a learning resource. It is also a tangible product that students may use to demonstrate their skills to prospective employers; something to take away with them from the process of learning. At the heart of the concept are two key factors: collaboration and the process of self-reflection. While group work can offer an excellent opportunity for developing collaborative and communication skills, it needs to be integrated into the broader process of learning. In order to achieve this end, it is important for assessors to review the progress of students and to comment on their process of production – rather than simply on the end product – and still more significant for the students to become cognisant of their own experiences of engagement throughout the process.