Notes: Learning to Reflect

Introduction

Note

This is version 0.1 of a design for a course. It is a draft not intended for use. See latest version. For more informaion, see "Learning Module for Teaching Students to a Write Job Application", Higher Education Whisperer, February 4, 2019. This material is by Tom Worthington, under a Creative Commons CC BY 4.0 license, except where sources are quoted.

Overview

This module will enable students to develop capabilities expected of working professionals to identify their development needs, how they will acquire these and to reflect on what they have learned.

Learning Outcomes

Upon completion of this module, students will be able to:

1. Determine their own learning needs and possible sources, to develop individual skills for a project and for their career development.

2. Identify appropriate accreditation and qualification paths. 

3. Manage the learning, and evaluate its effectiveness through through reflection.

Adapted from the skill "Learning and Development" (ETMG), Level 6, Skills Framework for the Information Age, Version 7, 2017.

Indicative Assessment

Three online quizzes, 10% (5% per quiz, with best two counted). Contributions to three discussion forums, 20% (10% per forum, with best two out of three counted). Three assignments, 70% (35% each, best two out of three counted). Peer feedback from students in the forums, and on assignments, will be taken into account in grading by the examiners.

For each quiz students will answer three to five questions, with multiple choice and short answers. The quizzes will be automatically marked by the system. Questions will be randomly selected from a question bank, with ordering of multiple choice answers randomized.

For each forum students will be asked to answer two or three set questions with a few sentences (the questions are listed in the notes at the end of each part). Students are then asked to reply to the post by another student. Students will then give ratings for the answer (0, 1, or 2). The Instructor will provide a mark for each student, taking into account the student ratings.

For each assignment students will be given a question and a marking rubric. After submitting their own answer, for the first two assignments, students will rate three others using the rubric, and provide feedback. The instructor will review the student feedback, making any changes needed. The examiner will then allocate 90% of the grade for the student's work and 10% for their feedback. For the last assignment students are not required to rate or provide feedback.

Overall mark calculation

Mark = best two quizzes + best two forums + best two assignments.

Course specific policies 

Late submission of assessment is not accepted.

Workload

Twenty hours of student learning time, consisting of participation in online forums and assessment activities. A one hour face-to-face workshop will be provided to assist with each assignment (three hours in total).

Prescribed Texts

An eBook is supplied with the course. In addition, from ANU Academic Skills:  Reflective writing, reflective essays, learning journals. From ANU Careers:, cover letters,  addressing selection criteria, resumes, and ANU Careers Guide (2018).

An expanded STAR-L approach is used: Situation, Task, Action, Result, and lessons Learnt. (Cockburn, Carver, Shirley, and Davies (p. 71, 2007). ANU also provides samples of cover letters, selection criteria, and resumes for students.

Course schedule

The course consists of three parts, one topic per part, with one quiz, forum, and assignment, for each:

1. Plan the learning needed. In this part the student investigates what they need to learn for their project, and for long term career plans. Assignment task is to produce a first draft of their CV, and learning goals.

2. Learn. The student learns about different ways of learning, and identifies appropriate accreditation and qualification paths for their future. Assignment task is to address a typical set of selection criteria.

3. Report and reflect. The student reflects on what they have learned. Assignment task is to prepare an application cover letter, and revise the other parts prepared previously.

Communication platform

The ANU Wattle system is used for communication. Students and instructor will use Moodle Learning Management system tools:

1. Dialogue for one-to-one communication.

2. Forum for group communication and discussion.

3. Quiz tool for quizzes.

4. Workshop for assignments.

1. Plan the Learning Needed

In this first of three parts, you will investigate what you need to learn for your project, and long term for your career. You will then produce a first draft of your CV, and a set of learning goals. The aim is to prepare you to be a professional in your field on graduation, which includes the ability to take responsibility for your future professional development.

Learning Goals

In a group project you are undertaking one or more roles as a team member. This requires technical and professional skills. What skills will you need, which you do not already have? Where will you obtain these skills?

Co-curricular Programs

2. Learn

In this second of three parts, you will address typical the selection criteria for a position. Also you will review progress on achieving your learning goals.

Responding to Selection Criteria

In the second assignment you are required to prepare a statement addressing the selection criteria for a typical position (you will then refine this in the final assignment).

The ANU Careers define selection criteria as "... the qualifications, skills, personal attributes and performance standards needed to perform the duties listed on the duty statement/position description." For computing positions the selection criteria are usually explicitly listed. The may be divided into categories, such as essential and desirable. Your response to selection criteria may duplicate information provided in the CV.

The Australian Public Service Commission (APSC) examples of selection criteria:

An example of using STAR to the first of these criteria (communication):

"Situation – role as Research Support Officer at Department of XYZ

Task – needed to ensure that managers were kept informed of policies and procedures

Action or approach – initiated monthly newsletter, which was emailed to each manager. Took responsibility for writing the main articles. This involved obtaining ideas and input from other stakeholders to ensure that the articles reflected managers’ needs (in terms of content and language)

Result – led to improved lines of communication between managers and the Research Support Unit. Feedback was consistently excellent. Received divisional achievement award for newsletter quality."

From "Fact sheet 5: Addressing selection criteria", Australian Public Service Commission, 2018.

The APSC did not use the expanded STAR-L. Adding Learning to this might give, for example:

"Learning - While experienced in the preparation of newsletter content, needed to learn the use of the department's WIZZO social media tool. This required not only learning technical aspects, but group online working."

As included in the WPP:
Communication skills, teamwork and interpersonal skills are the top three criteria assessed by Australian employers (as reported in the AAGE Employer Survey, p. 48, 2019).

ANU Careers categorize selection criteria into:

1. General questions - example: "Outline your relevant postgraduate qualifications". Provide more details, and highlight what is most relevant from your CV.
   

2. Behaviourally-based questions - example: "'Proven teamwork/leadership skills". Use an example from your experience to answer this question.
   

As discussed previously, ANU Careers use the STAR approach for responding to selection criteria. Cockburn, Carver, Shirley, and Davies (p. 71, 2007), discuss an expanded STAR-L approach used at Queensland University of Technology (QUT): Situation, Task, Action, Result, and lessons Learnt.

1. "Situation - The situation is the context in which the experience occurred. ...
2. Task - The task is what was actually required of you in the situation. ...
3. Action - Action refers to the steps that you personally took in response to the task. ...
4. Result - Result refers to the outcome of your actions. How did your actions contribute to the completion of the task? How did your actions affect the final outcome of the situation? ...
5. Learnt - Learnt refers to the things you have learned from the experience. Highlight any skills or abilities that you have developed or improved as a result of the experience. ..."

Now Read

1. Selection criteria, ANU Careers, 2018
2. "Learning Activities and Environments", pp. 200 & 201, "How people learn II: Learners, contexts, and cultures", p. 201, National Academies of Sciences, Engineering, and Medicine, 2018.
   

Questions

1. Describe an example from you own experience in terms of STAR-L:  Situation, Task, Action, Result, and lessons Learnt.

2. Report progress on achieving the learning goals you set previously. What have you started? What is going well? What has proved to not be appropriate and why? What categories of learning (self-directed/required, and informal/formal learning) did you attempt?
   

Assignment

References

3. Report and reflect

In this third and last part, you will reflect on what you  have learned. The assignment task is to select a real position to prepare an application cover letter for, and revise the other parts prepared previously.

The cover letter introduces the applicant (you), explains why you want the position,  and your most relevant qualifications, skills and experience. The cover letter should be prepared last, but placed first, before the CV.

Reflective writing

Unlike the group work carried out for your project, the an application cover letter, responses to selection criteria and a CV are individual. This work needs to be reflective, it is about how you can fit the role being applied for, and how you have faced challenges and learned from them. Baruah, Ward and Jackson (2017), found that a final assessment in the form of an individual reflective essay was useful for students having undertaken a teamwork project. However, students of this course previously found reflective writing too abstract, so the task was changed to an application for a position, incorporating reflection.

Three reflective questions for any position are:

1. "Can you do the job?
2. Do you want to do the job?
3. Do you fit into the culture?"

Now Read

1. Reflective writing, ANU Careers, 2018

2. Cover letters, Structure, Style and practicalities, ANU Careers, 2018

Quiz

Please complete online Quiz 3 now.

Questions

Assignment

References

Baruah, B., Ward, T., & Jackson, N. (2017, July). Is reflective writing an effective peer assessment tool for students in Higher Education?. In Information Technology Based Higher Education and Training (ITHET), 2017 16th International Conference on (pp. 1-6). IEEE. URL https://doi.org/10.1109/ITHET.2017.8067802

Appendixes

 

Assessment

Quizzes

Students answer three to five questions, with multiple choice and short answers. The quizzes are automatically marked by the system. Questions are randomly selected from a question bank, with ordering of multiple choice answers randomized.

Forums

Students are be asked to answer two or three set questions with a few sentences and then reply to another student (the questions are listed in the notes at the end of each part). Students then give ratings for the answer (0, 1, or 2). The instructor will provide a mark for each student, taking into account the student ratings.

Grading

Numerical Mark	Standard
2	Greater than expectation: Work of good quality, displaying an understanding of the subject matter and a grasp of relevant skills that is above average: all questions answered and at least one reply to another student's posting on each topic.
1	At expectation: Work of satisfactory quality, which displays an adequate understanding of most of the subject matter and a sufficient grasp of relevant skills: most questions were answered, and at least one reply to another student's posting on each topic.
0	Limited contribution: Work which is incomplete or displays an inadequate understanding of the subject matter or an inadequate grasp of relevant skills. Few or no postings to the forums, or postings with content which not acceptable. In particular material which is not correctly referenced, or cited.

Assignments

The student prepares a Work Portfolio Package (WPP) in three stages. The WPP is an application for a position, built primarily around the student's recent learning experience. For the first two assignments a details of a position to apply for will be provided. For the final assignment the student will find a position to apply for, and revised their work from the previous two assignments to suit this. Before each assignment there is a set of notes, readings, a quiz, a forum, and a workshop to prepare the student.

Assignments

Assignment 1: Prepare a CV

The CV and statement of learning goals are to be submitted as one PDF file. Replace your name, contact details, and any other identifying information in the submission with asterisks. After submitting this you will be allocated the assignments of three other students to review. 90% of your mark will be for the assignment submitted, and 10% for the quality of the reviews.

Feedback

Assignment 2: Address Selection Criteria

The student learns about different ways of learning, and identifies appropriate accreditation and qualification paths for their future. Assignment task is to address a typical set of selection criteria.

Task: Prepare a statement addressing the supplied selection criteria (typically 200-250 words per criterion).

1. Experience with project tools, such as github, bitbucket, cloudstor, Slack, Discord, Mattermost, coveralls, Chef, trello, zenhub, pivotal and jira.
2. Experience programming in SLYN-HO (Some Language You Never Heard Of).
   
3. Good interpersonal and liaison skills, including the initiative, drive and flexibility to achieve results and describe a time when you were faced with a task or problem.
4. How did you go about understanding and defining the task or problem?
5. What skills and techniques did you use to identify and analyse appropriate sources of data?
6. How did you use this data, including underlying issues, to identify appropriate solutions.
7. Capable of self-managing and directing your energy and effort productively and efficiently.
8. Ability to work effectively both independently and in a small team, without direct supervision.

Task: Select a real position to apply for. Prepare a cover letter (1-page), you can reuse content from the first two assignments for this. Revise the statement addressing the selection criteria (typically 200-250 words per criterion), and add 2-pages of Supplementary material (work product).

Marking Rubric

All three assignments use a marking rubric, with a seven point scale. There are four criteria corresponding to parts of the WPP: CV, Selection Criteria, Covering Letter, and Supporting Evidence, plus six professional approach criteria, applicable to all.

Marking Rubric

Overall Impression	Low	mid-point					High
Covering Letter: One page - look for contact details and qualifications; is it addressed and signed appropriately; have they said who they are and what they are applying for (job title, and where and when it was advertised); do they indicate they can do the job and will be a good fit for the company; are they showing passion for the job; are they proactive about getting to interview.	Weak	☹	-1	0	+1	☺	Strong
CV: Two pages - look for their name and contact details; qualifications; professional memberships (eg. ACS, EA); skills and attributes; awards and certifications; relevant work experience; other work experience (including volunteering); referees	Weak	☹ï¸	-1	0	+1	☺ï¸	Strong
Selection Criteria: Look for the use of a model for addressing selection criteria. eg. Situation/Action/Outcome (SAO) or Situation/Task/Actions/Results (STAR). That is, what have they written to demonstrate their ability to meet the criterion. Look for effective use of transferrable skills to address criterion.	Ignored	☹ï¸	-1	0	+1	☺ï¸	Strong Coverage
Supporting Evidence: This is material that will not normally be included in a job application. However, it will help students prepare for questions that may come up during interview. We're not looking for code etc. here. Instead, we are looking for evidence of outcomes and results.	None	☹ï¸	-1	0	+1	☺ï¸	Appropriate
Professional Approach
PA1 Evidence of decision-making: Selection criteria will usually include something around analytical skills and problem solving (which require effective decision making). Has the student addressed such criteria with evidence. Have they demonstrated an ability to learn from failure. Select N/A if there are no applicable selection criteria.	No evidence	☹ï¸	-1	0	+1	☺	clear evidence
PA2 Maturity of reflection: Demonstrated learning from mistakes or failure. Not blaming others. Describing what they learned not what they did. Transferring lessons from one situation to another	Not reflective	☹ï¸	-1	0	+1	☺ï¸	Transformational
PA3 Professional tone: Professional language, no emails like "smartass@gmail.com", appropriate addressing (no, "Hi there ...") and signature blocks (no 'Thanks, ...) on covering letter, respectful but clear.	Not acceptable	☹ï¸	-1	0	+1	☺ï¸	Professional
PA4 Evidence of life-long learning: It is unlikely that students will have the direct experience necessary to cover all selection criteria. So, look for demonstrated ability and interest in learning new things (perhaps based on transferable skills) - thus indicating a positive approach to life-long learning	No evidence	☹ï¸	-1	0	+1	☺ï¸	Clear evidence
PA5 Acting on feedback: Look for selection criteria related to how people respond to others. Look for examples of how students have responded to feedback.	Not clear	☹ï¸	-1	0	+1	☺ï¸	Clear
PA6 Professional attitude: This may be covered in selection criteria but is more likely to be addressed in the covering letter.	Negative	☹ï¸	-1	0	+1	☺ï¸	Positive

Submission method

One PDF file is to be submitted for each assignment. The submission are to be anonymous, with the student's name, and any other identifiers replaced with asterisks. For the first two assignments students will be allocated three assignments to provide ratings and peer comments on. The final grade will be decided by the instructor, with 90% allocated for the work and 10% for the feedback. The last assignment does not require peer comments.

Workshop Format

A fifty minute workshop will be held for each of the three topics.

Please note this is not a lecture, it is a hands-on, face-to-face, on campus activity. Read the notes, and readings for topic, complete the quiz, post your answers to the forum, and start work on the assignment, before attending.

Bring along your answers to the forum questions, and your draft for the next assignment. Students sit in groups of four to six. First discuss a topic as a group then select a representative to relate findings (or ask questions) of the whole room.

Be prepared to express your view of the quality of the work of your fellow students. This is a less formal assessment than the numerical scale used for the forums, or the marking rubric for the assignments. There are no marks awarded for the workshops.

Part 1, Announcements (10 minutes)

General announcements while students set up the room.

Part 2, General Questions (10 minutes)

Students can ask for clarification on administrative, content and assessment questions. Groups first discuss the question and if they are not  sure of the answer it can be put to the whole room.

Part 3, Forum Questions  (10 minutes)

Discuss your answers to this week's forum questions.

Part 4, Assignment Master Class (10 minutes)

Bring along your draft assignment, ask for feedback from your group. Be prepared to put it up on the big screen for group feedback.

Part 5, Wrap-up (10 Minutes)

Any concluding remarks by students and instructors.

Note: WiFi and electronic display screens will usually be available. However, students should bring an off-line copy of their answers to the discussion forums, and draft assignment, as a backup.

Reference

Sadler, D. R. (2013) 'Opening up feedback: Teaching learners to see'. In Merry, S., Price, M., Carless, D., & Taras, M. (Eds.) Reconceptualising Feedback in Higher Education: developing dialogue with students. (Ch. 5, 54-63). London: Routledge. URL http://www.innovativeconservatoire.com/wp-content/uploads/2013/12/Sadler-%E2%80%93-Opening-up-feedback-Teaching-learners-to-see-%E2%80%93-Publication-2013.pdf

Example CV

Your name and contact details, along with any other identifying information should be replaced with asterisks:

---

****** ********
** ******* Rd
******** ACT 2611
Tel: *** *** ***
Email: ****@********

Objective

Driven and energetic, I am seeking to start my career in investment banking by using my strong communication and problem solving skills, and further developing my leadership skills in a graduate position with a leading multinational software developer.

Education

2010 – 2013	M.Comp., Australian National University. Distinction average, Expected completion 2014
2008 – 2009	B. Comp., Tsinghua University, Beijing, China. Distinction average.

Communication

• Developed strong oral communication skills through my role as Community Volunteer with Oxfam Australia, presenting Oxfam at community groups and schools, tailoring my language to different audiences.
• Extended my interpersonal skills through my retail experience and active involvement at networking events at the Technology Services Institute of Australasia (TSIA).
• Further developed written communication skills in my work as a junior programmer with Smith & Partners.

• Strong team player, illustrated by my involvement with the Uni-Norths Rugby Canberra Owls, placing first in the local Rugby Sevens Tournament in 2011.
• Further enhanced my team work skills through part-time sales roles at David Jones and WeFreeze ice-cream parlor, and group work at university.

• Sought out and organised a study program in Beijing, China: I managed language difficulties.
• Liaised with ANU and University of Tsinghua staff; organised finances and found accommodation; made travel arrangements; and engaged with extracurricular activities.
• Proposed additions and alterations to a physical activity program for school aged kids in my role as volunteer Coach Assistant with Bluearth Foundation. Suggestions were included in the program and I received positive feedback from participants and activity leader.

• Led, motivated and supported twenty adolescents as a Rugby League coach for under 14s at Weston Creek Rugby Club.

Research and analysis

• Prepared oral presentations and written documents in my role as junior programmer at Smith and Partners required strong research and analysis skills. Used electronic legal databases.

Internship Experience

2012 –

Volunteer Coach Assistant with Bluearth Foundation Discussed team strategy, attended team meetings

Achievements

2013	ANU Research School of Computer Science Merit Award

Memberships

2009 –

Technology Services Institute of Australasia (TSIA)

Referees

Tel: *** *** *** Email: ****@********
Tel: *** *** *** Email: ****@*******

---

This example CV was adapted from "Sample resume (graduate)", ANU Careers, 2018.

Example Addressing Selection Criteria

Example addressing the selection criterion: " written communication skills":

From "Fact sheet 5: Addressing selection criteria", Australian Public Service Commission, 2018. URL https://www.apsc.gov.au/fact-sheet-5-addressing-selection-criteria

Instructor's Guide

This learning module is designed for on-line learning supported by a instructor, with supplementary face-to-face workshops (blended learning). It uses a conventional Distance Education (DE) design and educational philosophy (Worthington, 2012).

Background

The ANU TechLauncher program has been well received by students, professional bodies, and organizations the students work with. However, some students have had difficulty completing the last assessment item for the course: the Work Portfolio Package (WPP). To address these difficulties small tasks are provided through the semester to build these student's skills and confidence. The final WPP produced is the same, but developed in stages.

The Learning Management System is used to deliver most of the structured leaning. This is supplemented by a series of face-to-face hands on workshops.

The learning is broken into three units, each with flipped classroom learning. The student will study material online individually, then complete an online quiz, and post to a discussion forum. The students then can take part in the face-to-face workshop. After the workshop they will complete a short assignment. Each unit builds on the previous, exploring an aspect of the WPP, until in the last assignment the students complete the WPP.

To help keep students on task, there is progressive assessment in the units. To aid reflective learning, students will provide peer feedback on forums, and assignments. An instructor provides advice to the students. However, final grading of the student is undertaken by the examiner for the course.