17 Learning through reflection with Meraki

I recently came across Meraki, this first open Pressbook published by the University of Leeds. It was also the first time I encountered the word meraki. At that time, I was caught up with marking and other commitments, so I set it aside. As I began to wrap up my prioritised tasks, Meraki came back to mind. I made a promise to myself: I must read it.

As I began reading, it felt like embarking on a journey through what I myself am experiencing and have experienced. Each chapter echoed moments I have lived through, thoughts I have had, and questions I continue to explore. Just like other journeys in learning, it naturally led me to reflect—not just on what I was reading, but on what I was thinking and feeling along the way.

So here it is, my reflection on this journey with Meraki:

AI Meraki Podcast

This is such a refreshing feature, something I haven’t come across in other books or articles.  It not only captures the essence of this book vividly but also builds anticipation for what’s to come. I find myself completely immersed in the conversation but at the same time, it sparks ideas how I enhance my own handouts genAI-ly, like embedding each module section with a podcast-style introduction!

Living in the uncomfort zone or towards a creativity manifesto

What an inspiring poem in Chapter 1. It feels like a map, not just any map, but one that charts an exciting journey I’m about to embark on with Meraki. It has more than a creative element; it sets the tone for the entire book. In fact, it felt so much like a Table of Content that I had to double check, and honestly, it worked even better!

Towards free-range learning

Chapter 2 feels like it’s reading my mind—it perfectly describes what I’ve been doing, even right now. For instance, this year I’ve been offering unpaid internships to students, carefully structured as flexible, meaningful learning experiences tailored to everyone. I remain actively involved in supervising them because I genuinely care about the value they gain from the experience. I’m just about to launch this initiative, and reading Chapter 2 was like seeing my own thoughts reflected at me.

I completely agree with the idea that offering too many choices without proper guidance can be overwhelming—even dangerous—for students. It’s like setting off fireworks: they can be beautiful and inspiring, but without the right precautions, they can also be hazardous. We need to ignite potential, not cause an explosion.

We all made mistakes

I wish I had read Chapter 3 much earlier in my career—both in industry and academia. But as this chapter gently reminds us, it’s never too late to realise that making mistakes is not only acceptable, but also an essential part of growth. And perhaps, on a day when I forget that truth, I can return to this chapter for reassurance.

There’s something deeply consoling about it—not just from the perspective of a learner, but also as an educator. As I continued reading, I found myself imagining the advice I give to my tutees as a personal tutor. Yet at the same time, I saw myself in their place—someone who has stumbled, who needed the very comfort and understanding I try to offer others.

Say goodbye to grades and hello to conversations

For me, meaningful interaction with students is essential. In large classes, however, this can be quite limited. I’ve found that my project students tend to learn the most when we’ve built a strong, collaborative partnership—though this often takes time, as each student brings their own personality, and we all have our own circumstances to navigate. That partnership is nurtured through regular weekly meetings, open discussions, and the sharing of experiences. These moments of connection form the foundation of our working relationship and, ultimately, their learning journey.

While the issue of assessment raised in Chapter 4 is undeniably complex, I believe that conversation—genuine, ongoing dialogue—is at the heart of effective teaching and learning.

Back to the large classes, I make a conscious effort to connect with students no matter how large the cohort is. Whether it’s a quick “hello” in the corridor or a small chat whilst waiting at a traffic light in the middle of Leeds, these small gestures matter. They remind students that they are seen, that they belong, and that we’re in this learning journey together. That we are human like them and not merely an assessor!

“I don’t like it, what is it?”

To be honest, I consider myself an experimenter—especially when it comes to technology. That doesn’t mean I’ve collected a drawer full of mobile phones! Rather, I’m always eager to explore new learning technologies. That said, I still enjoy flipping through the pages of a physical book from now and then. For me, being multimodal is key.

We have five senses—arguably more—and we should make the most of them in how we learn and teach. As Chapter 5 suggests, genAI is a tool that extends and enhances our senses in creative, forward-thinking ways. So why ignore it?

If someone were to say to me, “I don’t like it—what even is it?” I’d simply reply, “You never try, you never know!”

Leadership in the Age of AI and potential implications for education

As I reflect on my experience working with colleagues, I begin to see that in my institution, there are leaders by titles, but there are also leaders because of their quality! They are not just academics but colleagues from the professional services. Chapter 6 follows this trend and very aptly invites my well-respected colleague Patricia Quinn to give her useful insight on digital literacy.

Rethinking volume, variety and value of assessment in the era of GenAI

Chapter 7 really hits home—most of us don’t enjoy reading pages and pages of reports. For me, it’s the final year project reports that come to mind. They’re lengthy, yes, but compared to other forms of assessment, I find them amongst the most enjoyable to mark.

I believe students also take pride in presenting their final project work—though perhaps not always in the form of writing extensive reports. In my discipline, I hope we can rethink the volume of assessment and instead place greater emphasis on variety. Offering students different ways to demonstrate their learning could make the process more engaging for them—and more meaningful for us as educators.

Digital portfolios as flying containers with open windows

I must admit that the content in Chapter 8 through the author’s earlier version really made me pause and reflect on the true purpose of reflection itself. It challenged me to reconsider how I approached reflective practice, not just for my students, but for myself as an educator.

As a result of engaging with this chapter, I gave the reflection activities in my modules a serious and much-needed overhaul. It pushed me to move beyond surface-level exercises and instead create opportunities for deeper, more meaningful reflection. In doing so, I’ve also become a more intentional and effective reflective practitioner.

Can machines respond to students’ feedback needs?

Chapter 9 deeply resonates with my belief that genAI can form a powerful tripartite relationship between educators, students, and technology. I visualise this relationship as three interlocking gears—each distinct, yet working in harmony to drive us forward into a future filled with uncertainty and opportunity.

For these gears to turn smoothly, synchronisation is essential. That synchrony comes from mutual understanding: human-to-human, and human-to-machine. When all three elements align, the potential for innovation, learning, and growth becomes truly transformative.

Educator appears perplexed with student’s statement in assignment that GenAI was used to support their learning

Chapter 10 really struck a chord with me. I recently had an experience that closely mirrors its message: I received an email from a reviewer who criticised my use of genAI to create images in a piece of work—even though the images weren’t the focus of the research but for decorative purpose, and I had clearly acknowledged the use of genAI in the introduction.

At first, I was shocked. It felt like a personal blow, despite my efforts to be transparent and responsible. But I took a step back, reflected, and managed to regain my confidence…

Unhealthy GenAI narratives in higher education: Shortcuts, cheating and policing

…following my reflection on Chapter 10 and with  Chapter 11, I felt more reassured. It reminded me that if I’m using these tools ethically and with integrity, there’s no reason to fear judgment from others. Responsible use of GenAI should be encouraged—not discouraged—especially when it’s openly acknowledged and thoughtfully integrated.

Collective action and collaboration: What is in it for us?

After reaching Chapter 12 and listening to Dr Vasiliki Kioupi’s sharing of her thoughts, I realise that the community life is so rightly depicted by the photo appearing throughout this book showing a basket of tomatoes having different levels of ripeness. This reminds us that we are a diverse community of learners and educators of many differences. We are still in the same basket, taking our turns to ripen, and through learning from each other, we achieve our goals, whatever they are!

Overcoming the fear of sharing

At last, I’ve reached Chapter 13—a fitting conclusion that beautifully encapsulates why I’ve been sharing my reflections throughout my journey of reading this book. It reaffirms a belief I hold dearly, sharing is golden. Collaborative learning is far more powerful than learning in isolation. When we co-reflect and thus, we share, we don’t just express—we ignite. Like a spark lighting a candle, sharing can illuminate the path for others, turning individual insight into collective growth.

Epilogue

What a journey I have with Meraki, emboldening, insightful and personally involving. After this journey, I have no fear for embracing my imperfection and appreciating my thirst for new experience as I venture into the world of GenAI. I have no hesitation in expanding my creativity and attempting the impossibilities which once felt unattainable. As I continue with this journey, I will remind myself of the importance to connect with the others, sharing experiences, learning from them and offering them my support where possible. I’ve started to co-reflect with colleagues and students, but after reading this book, I’m even more motivated to deepen those conversations. Most importantly, I will give myself the time and space to reflect, just as what I am doing now.

To all the contributors of the Meraki book, thank you for pouring your passion, thoughtfulness, and Meraki-ness into this work. Your generosity has sparked reflection, connection, and inspiration.

How to cite this chapter: Chong, B. 2025. Learning through reflection with Meraki. In Nerantzi, C. 2025 Meraki. Towards transformative learning in higher education. Leeds Open Pressbook. DOI: https://doi.org/10.63560/mepu74290