Notes: Learning to Reflect
Note
This is version 5.0 of a design for a learning module. See latest version. For more information, see "Learning Module for Teaching Students to a Write Job Application". This material is by Tom Worthington, 19 August 2021, under a Creative Commons CC BY license, with quoted sources. Students of the ANU TechLauncher program (which includes the courses COMP3500, COMP3550, COMP3710, COMP4500, and COMP8715), should refer to the version provided by the university. Blended delivery option added for possible return to campus after COVID-19. Small workshop exercises added for 2% each in place of quizzes and forums. Assignment 1 dropped. Optional student log added. A presentation about the design of this module, are also available:
Introduction
Overview
The WPP module is designed to help 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. You should discuss and plan your approach with your tutor, and with your peers. Where appropriate, we also encourage you to discuss your portfolio with your client.
Learning Outcomes
The module focuses on the third evaluation theme of TechLauncher:
“Reflecting and showcasing your learning in the course”
And the last two learning outcomes:
4. “Communication. Effective transmission of decisions and solutions using appropriate media to professional and lay audiences.
5. Reflection. Demonstrate and reflect on leadership and creativity as an individual and within a multi-disciplinary team.”
From: TechLauncher Course Outline, ANU, 19 Jul 2019, URL: https://cs.anu.edu.au/TechLauncher/current_students/course_outline/#learning-outcomes
Indicative Assessment
This learning module covers up 20% of your Techlauncher grade: 2% for each of the first three workshop exercises during the semester, and 14% for the Work Portfolio Package (WPP) assignment at the end.
The TurnItIn text matching
tool can be used to help check the work submitted is
original. Students can run their work through the Turnitin
Practice Site, which provides more detail of the service.
Course specific policies
Late submission of assessment is not accepted and your grade for any assessment not submitted on time will be zero.
Workload
Workshop, each of one hour, are offered. Workshops are available via the Internet in a video conference, as well as a face to face classroom. Each workshop is preceded by a presentation by an industry expert. The content of the presentation and workshop will be assessed in a workshop exercise, for each of the first three workshops.
Prescribed Texts
This eBook is supplied, in addition to materials from ANU Careers (2020).
Schedule
The activities break down into four parts, with one workshop per topic:
Reflect on Who You Are and What Career You Want
Explore the Jobs and Other Career Prospects Open to You
Prepare a Resume and Cover Letter
Answer Selection Criteria and Provide Supporting Evidence
Communication platform
Students and instructors will use the Moodle Learning Management system, Zoom video conference system, and other tools in the ANU Wattle platform:
Forum, for announcements from the instructor.
Dialogue for one-to-one communication with the instructor.
Wiki, for each student to keep an individual logbook of their work.
Workshop for the first workshop exercises.
Zoom for online real-time workshops.
- TurnitIn to help check work is original.
Rationale
Changes
For Semester 2, 2021, the number of workshops has been expanded from two to four, in response to positive student feedback. The content of the notes has been split into four corresponding chapters. The topics are designed to match those of the ANU Careers desktop, with students encouraged to undertake the relevant tasks there. One small assessed task has been added, so there is one for each of the three workshops. There is no assessment for the final workshop, as the WPP is then due.
Worthington, T. (2019, December). Blend and Flip for Teaching Communication Skills to Final Year International Computer Science Students. In 2019 IEEE International Conference on Engineering, Technology and Education (TALE) (pp. 1-5). IEEE. URL https://doi.org/10.1109/TALE48000.2019.9225921
1. Reflect on Who You Are and What Career You Want
Introduction
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? How will you practice them, and how to your measure and communicate your degree of success in applying them?
Co-curricular Programs
Part of being a professional is assessing if you have the skills needed for a job, and going about gaining skills needed. This is commonly called Lifelong learning. Development relevant to maintaining and expanding skills in a specific job or discipline is Professional Development.
The European Commission (EC) defines Lifelong learning as:
"... all general education, vocational education and training, non-formal learning and informal learning undertaken throughout life, resulting in an improvement in knowledge, skills and competences or participation in society within a personal, civic, cultural, social and/or employment-related perspective, including the provision of counselling and guidance services."
From Annex III - Glossary of terms, p. 324, Erasmus+ Programme Guide, European Commission, 2019.
The Australian Computer Society (ACS), uses a narrower range of topics for its Continuing Professional Development (CPD) program.
"CPD hours should be balanced and tailored to your career path, taking into consideration competencies to date and future interests.
Some examples include:
- Formal study – completing subjects from ACS education programs, university, TAFE and other providers
- Learning activities – undertaking structured training, short courses
- ICT forums – attending ACS Branch Forums, Special Interest Groups, industry conferences
- Self-directed learning – reading industry journals or blogs, reviewing online resources
- Contribute to the ICT profession – volunteering with ACS working groups and Branch Executive Committees, presenting conference papers, academic research."
As well as formal coursework, universities offer a range of co-curricular activities for students.
co-curricular [adjective, North American]:
- (of an activity at a school or college) pursued in addition to the normal course of study."
Some co-curricular activities offered through ANU Student Experience are:
Universities offer programs for students to gain skills as entrepreneurs. ANU sponsors First Wednesday Connect, and InnovationACT.
Universities also offer free online courses. The ANU offers courses through the edX Consortium.
STAR-L Approach to Learning
ANU Careers suggests using the STAR approach for responding to selection criteria in their ANU Careers Guide (ANU, 2020). 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.
- "... The situation is the context in which the experience occurred. ...
- The task is what was actually required of you in the situation. ...
- Action refers to the steps that you personally took in response to the task. ...
- 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? ...
- 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. ..."
From: Cockburn, Carver, Shirley, and Davies (p. 71, 2007)
Suggested Readings
- Steps to deciding on your career, ANU Careers Guide, Page 5
- Selection criteria, ANU Careers Guide, Page 30
Suggested Activity
Explore Careers Core Capability "1. Understanding Yourself" on the Dashboard in the ANU Careers Toolkit.
Workshop and Task
Please plan to take part in Workshop 1: Know Yourself to Build Your Future Career and be ready to complete Task 1: Build Your Future Career.References
2. Explore the Jobs and Other Career Prospects Open to You
Introduction
Learning Goals
Where to find a job and what opportunities there will be in the near future.
Searching for Positions Available
Tasks
- researching, consulting, analysing and evaluating system program needs
- identifying technology limitations and deficiencies in existing systems and associated processes, procedures and methods
- testing, debugging, diagnosing and correcting errors and faults in an applications programming language within established testing protocols, guidelines and quality standards to ensure programs and applications perform to specification
- writing and maintaining program code to meet system requirements, system designs and technical specifications in accordance with quality accredited standards
- writing, updating and maintaining technical program, end user documentation and operational procedures
- providing advice, guidance and expertise in developing proposals and strategies for software design activities such as financial evaluation and costings for recommending software purchases and upgrades
Job Titles
- Analyst Programmer (or Programmer Analyst)
- Developer Programmer
- Software Engineer, Architect, or Designer
- Software Tester
Analyst Programmer (or Programmer Analyst)
Analyses user needs, produces requirements documentation and system plans, and encodes, tests, debugs, maintains and documents programs and applications.
Developer Programmer (Applications Developer, ICT Developer, or ICT Programmer)
Interprets specifications, technical designs and flow charts, builds, maintains and modifies the code for software applications, constructs technical specifications from a business functional model, and tests and writes technical documentation.
Specialisations: Communications Programmer (Systems), Database Developer, Database Programmer (Systems), Network Programmer, Software Developer, Software Programmer
Software Engineer, Architect, or Designer
Designs, develops, modifies, documents, tests, implements, installs and supports software applications and systems.
Specialisations: Computer Applications Engineer, Database Designer, Systems Architect
Software Tester
Specifies, develops and writes test plans and test scripts, produces test cases, carries out regression testing, and uses automated test software applications to test the behaviour, functionality and integrity of computer software, and documents the results of tests in defect reports and related documentation."
Self-directed Learning
- Keeping up to date on industry news and events by reading relevant publications ...
- Taking an online course outside of the workplace to expand relevant knowledge base ...
- Receiving mentoring by a more experienced colleague to learn a job-required skill ...
formal environment
- Participating in annual employment-wide training to adhere to human resources policies at work..."
Suggested Readings
- "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.
Suggested Activity
Explore Careers Core Capability "2. Understanding the Labor Market" on the Dashboard in the ANU Careers Toolkit.
Workshop and Task
Please prepare for Workshop 2: Understanding the Labour Market and be ready to complete Task 2: The Labour Market.References
3. Prepare a Resume and Cover Letter
Introduction
In this third of four parts, you will prepare for the Work Portfolio Package (WPP) assignment, an application for employment, promotion, internship, scholarship, award or other career enhancing activity.
Reflective writing
Unlike the group work carried out for your project, the 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 also useful for students having undertaken a teamwork project. However, students engaged in this WPP activity 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:
- "Can you do the job?
- Do you want to do the job?
- Do you fit into the culture?"
- "Recount – what happened?
- React – how did you feel about what happened?
- Analyse – why it happened, or why you reacted as you did?
- Improve – what did you learn from what happened? what will you change to improve things?"
In preparing your cover letter you may choose to highlight something you have learned during your studies. This may not be something planned, or part of the formal curriculum.
Cajander, Daniels, Peters and McDermott (2014) describe four Levels of Reflection:
- Descriptive Writing: The student simply describes experience without significant attempts at analysis. Although essentially non-reflective, it can nevertheless serve as a foundation for later, more complex activity.
- Descriptive Reflection: The student attempts to provide reasons for their learning experiences based upon quasi-reflective personal judgements.
- Dialogic Reflection: The student enters into a personal discourse to explore possible reasons for observed outcomes.
- Critical Reflection: In this context, critical reflection was taken to be demonstrated by the elaboration of reasons for personal learning decisions and experiences which takes into account a mature understanding of the psychological and pedagogical factors affecting the learning process.
In your WPP you are expected to exhibit Critical Reflection.
Components of a Job Application
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. The cover letter provides
a summary of claims to the position.
The cover letter should be followed by your statement addressing the selection criteria. This is followed by the curriculum vitae (CV), also called a resume. The CV is an overview of a person's experience and qualifications . See "Resumes", from ANU Careers Guide (ANU, Page 26, 2020), for more details.
Supplementary material can be placed at the end of the application as evidence of work described in the application. This could be diagrams, samples of code, schematics of a prototype, user testing procedures, or other work. It is important that the work presented was created by you, not just a team you worked in.
Suggested Activity
Explore Careers Core Capability "3. Find and Secure Work" on the Dashboard in the ANU Careers Toolkit.
Workshop and Task
Please prepare for Workshop 3 and be ready to complete Task 3.Suggested Reading
- Reflective writing, ANU Careers
- Cover letters, ANU Careers Guide, Page 29, 2020
Resumes, ANU Careers Guide, Page 26, 2020
References
ANU Careers, ANU Careers Guide, Australian National University (2020). URL https://www.anu.edu.au/files/resource/ANU Careers Guide -Final for print -PDF for website_0.pdf
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
4. Answer Selection Criteria and Provide Supporting Evidence
Introduction
In this fourth and last part, you will reflect on what you have learned in Techlauncher, as part of completing the Work Portfolio Package (WPP): an application for employment, promotion, internship, scholarship, award or other career enhancing activity.
Responding to Selection Criteria
In the assignment you are required to prepare a statement addressing the selection criteria for a real job.
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" (ANU, p. 30, 2020). 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:
- "demonstrated capacity to communicate effectively
- good organisational and administrative skills
- proven ability to work as part of a team
- well developed customer service skills
- proven ability to manage projects."
An example of using STAR to the first of these criteria (communication):
As included in the WPP:"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 "Applying for an APS job: cracking the code", 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 Wizard social media tool. This required not only learning technical aspects, but group online working."
"As Research Support Officer at the XYZ Bank, I needed to ensure that managers were kept informed of policies and procedures. To do this, I initiated a monthly newsletter, which was emailed to each manager. I took responsibility for writing the main articles in each publication. This involved obtaining ideas and input from other stakeholders to ensure that the articles reflected the needs of managers, both in terms of content and language. I received consistently excellent feedback in relation to the newsletter from these internal stakeholders and my own manager. I received a divisional achievement award for the quality of the newsletter. Importantly, this initiative resulted in improved lines of communication between managers and the Research Support Unit."
From "Applying for an APS job: cracking the code", Australian Public Service Commission, 2018.
Suggested Activity
Explore Careers Core Capability "4. Create and Maintain Work" on the Dashboard in the ANU Careers Toolkit.
Workshop and Task
Please prepare for Workshop 4. There is no assessment task associated with this last workshop. Instead working on completing your Work Portfolio Package (WPP).Suggested Reading
- Selection Criteria, ANU Careers Guide, Page 30, 2020
References
ANU Careers, ANU Careers Guide, Australian National University (2020). URL https://www.anu.edu.au/files/resource/ANU Careers Guide -Final for print -PDF for website_0.pdf
Appendixes
Assessment
Assessment for the Learning to Reflect component of Techlauncher consists of the small tasks, one for each of the first three workshops (2% x 3), plus one assignment, the Work Portfolio Package (WPP, 14%). This makes up a total of 20% of your final grade for TechLauncher.
Three Small Workshop Tasks
Submission
Answer a question related to the workshop (write about 100 words) and submit this via Wattle. You can check your work yourself with the Turnitin text-matching software before submission. Do not include your name, or any other identification, as submissions will be peer reviewed. The deadline for submission is 11;59 pm Canberra time, on the day of the workshop. Late submissions will not be accepted. If you do not submit by the deadline, your grade will be zero for the submission and you will not be able to participate in the review activity. 1% is allocated for a satisfactory submission, using the supplied rubric.
Review
The day after submission, you will be invited to provide feedback on the submissions of three or four other students. Read each submission, rate the work using the provided rubric, and write one brief comment for each (25 words). Do not include your name, or any other identification. Try to make positive comments, rather than just negative. Offer suggestions for improvement. Where there are numerous errors (such as in grammar), just point out the first, don't correct them all. The deadline for reviews is 11;59 pm Canberra time, two days after the workshop. Late submissions will not be accepted. If you do not submit by the deadline, your grade will be zero for the review.This feedback will be taken into account by the examiner, along with the instructor's input, in determining a mark for the submission using the provided rubric (1% for submission and 1% for review).
Workshop questions:- Build Your Future Career: What is your career ambition?
- The Labour Market: What job will you apply for and why?
- Preparing a Job Application: What skills do you have and need?
| Mark | Standard |
|---|---|
| 1 | At expectation: Work of satisfactory quality, which displays an adequate understanding and a sufficient grasp of relevant skills. |
| 0 | Limited or no contribution: Work which is incomplete or displays an inadequate understanding of the subject matter or an inadequate grasp of relevant skills. |
One Assignment, the WPP
The student prepares a Work Portfolio Package (WPP). The WPP is an application for a position, built primarily around the student's recent learning experience. The team at ANU Careers provide workshops to assist and general advice on writing a job application. Ask your tutor for further advice and assistance with preparing the content of your assignment.
Marking Rubric for the WPP
The assignment uses a marking rubric with ten criteria on 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 (Evidence of decision-making, Maturity of reflection, Professional tone, Evidence of life-long learning, Acting on feedback, and Professional attitude). All criteria are equally weighted and the scale is linear, with 0 for Low and full marks for for High.
| 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 | ☹️ | -1 | 0 | +1 | ☺️ | 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 | ☹️ | -1 | 0 | +1 | ☺️ | 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 | ☹️ | -1 | 0 | +1 | ☺️ | 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 | ☹️ | -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 | ☹️ | -1 | 0 | +1 | ☺️ | 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 | ☹️ | -1 | 0 | +1 | ☺️ | 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 | ☹️ | -1 | 0 | +1 | ☺️ | 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 | ☹️ | -1 | 0 | +1 | ☺️ | Clear |
| PA6 Professional attitude: This may be covered in selection criteria but is more likely to be addressed in the covering letter. | Negative | ☹️ | -1 | 0 | +1 | ☺️ | Positive |
Rubric based on "Work Portfolio Package: Marking criteria, ANU Techlauncher, 2020.
Workshop Format
A workshop will be held for each of the two topics. The workshop may be in a classroom face to face or online via video conference.
Please note this is not a lecture,
it is an activity which students are expected to actively participate in. Read the notes, and readings for topic before attending.
Be prepared to express your views. There are no marks awarded for the workshops, however there is a task for 2% of your final grade, due shortly after each workshop. If you do not take part in the workshop, you may have difficulty completing this task.
Example Addressing Selection Criteria
Example addressing the selection criterion: " written communication skills":
"As Research Support Officer at the XYZ Bank, I needed to ensure that managers were kept informed of policies and procedures. To do this, I initiated a monthly newsletter, which was emailed to each manager. I took responsibility for writing the main articles in each publication. This involved obtaining ideas and input from other stakeholders to ensure that the articles reflected the needs of managers, both in terms of content and language. I received consistently excellent feedback in relation to the newsletter from these internal stakeholders and my own manager. I received a divisional achievement award for the quality of the newsletter. Importantly, this initiative resulted in improved lines of communication between managers and the Research Support Unit."
From "Applying for an APS job: cracking the code", Australian Public Service Commission, 2018. Australian Public Service Commission, 2018. URL https://www.apsc.gov.au/fact-sheet-5-addressing-selection-criteria
Instructor's Guide
This module is designed as part of a project course, to be delivered via blended or on-line learning. It is made up of asynchronous online components supported by an instructor. This is supplemented by real-time workshops in hybrid mode, with students able to take part in a face to face classroom, or remotely by video conference. The approach
is based on distance education techniques supplemented with flipped classroom techniques as described in Worthington (2012 and 2019).
Background
The Australian National University 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). This module has been developed in response, to build the student's skills and confidence. It was first offered for students in the COMP8715 Computing Project course, first semester 2019. It was then revised for delivery to all TechLauncher students in Second semester, 2019. The module was then modified slightly in February 2020, adding the option of online workshops, due to the COVID-19 Pandemic closing classrooms. For July 2021, the number of workshops has been expanded from two to four and students have the option to attend in the classroom (pandemic permitting), or via videoconferencing.
The module is divided into four parts, delivered at intervals throughout the semester. The final task is unchanged from previous years: to create a portfolio,
but with a scaffolded approach to education.
The Australian National University's Wattle Learning Management System is used to deliver most of the structured learning. This is supplemented by of face-to-face or online workshops via Zoom video-conference.
The learning is broken into four parts, each with flipped classroom learning. The student studies material online individually, then takes part in a real time workshop. Shortly after the first three workshops, the student completes an assessed task to aid learning. After the last workshop, the student submits their portfolio.
When designed in 2018, the workshops were intended to be delivered in a face to face classroom on campus. However, it was envisaged the classroom components could be replaced by a video conference if students were unable to get to campus due to an international crisis.
This option was activated in February 2020, due to the COVID-19 pandemic emergency. By july 2021, with some students are on campus, and some remote, a hybrid approach was applied, using the video conference to linking the classroom to those remote. If the campus is not available, the learning can continue online with no change to content or assessment.
Teaching Roles
This learning module is intended to be provided as part of a course. Students have a Tutor for the course, who they should approach first for assistance. In addition, an instructor oversees the delivery of this module, posting information
to the class. Students can contact them if they have difficulty accessing materials. One or more facilitators run the workshops.
Some of the tutors may also carry out instructor functions, assist with facilitation of workshops. In any case, the tutors only recommend grades to the examiner of the course, who makes the final decision, for each student.
Dark Cockpit Approach to Online Instruction
The Instructor issues all students with regular bulletins via the Learning Management System (Wattle). The students are then left to undertake the work. The instructor may issue “nudges” occasionally to all, or individual, students, where there appears to be a problem. Apart from this, the Instructor and tutors do not take part in discussion. This dark cockpit philosophy (Jambon, Girard, & At-Ameur, p.43, 2001), reduces the distraction of constant messages from staff, only intervening where needed, and placing the onus on students to come to grips with the topic, individually and collectively.
Formative Feedback and Summative Assessment
To help keep students working, there is formative feedback, accompanied by summative assessment. In the 2019 versions of the module, there were quizzes and forums with marks awarded. The quizzes and forums were provided again in 2020 but without marks. The quizzes and forums have been replaced for 2021 with two peer assessed graded tasks.
To aid reflective learning, students provide peer feedback on a short written task after each workshop. These have simple binary grading (0 or 1) for the submission and quality of student feedback.
Steps to Prepare and Run the Module
Before the Module Starts
Before the date for commencement, the instructor should check for any updates or corrections needed to the e-book of notes and the web page.
The instructor should ensure the photo, name, and link to a biography of the teaching staff is displayed on the web page.
The notes contain hypertext links which need to be checked. The Internet Archive is a good place to look for online documents no longer available at their original location.
The notes, assignments and activities are available to the students from the start and are not hidden. The instructor needs to check the dates each activity and issue reminders before each activity.
When the Module Starts
The instructor should post a welcome message to the Announcements Forum, to introduce themselves, outline the module (particularly the assessment).
Here is an example welcome message:
Welcome to Learning to Reflect
Welcome to Learning to Reflect, I am your instructor for this module, Tom Worthington. You can contact me via the Dialogue tool in Wattle.
You will find materials on the course web page. There is an e-book with a chapter for each of the topics, a description of the assignment, and activities. For each topic, you need to read the notes.
Assessment
Proposed assessment is ... for a task after each of ... workshops (... in total) and the Work Portfolio Package due at the end of the semester (...%).
All assessment is to be submitted on time, apart from special consideration for illness or other causes. Any comments on the assessment are welcome."
First Topic
For the first topic, the Instructor will need to remind students that they need to read the notes at attend the workshop. Students not used to blended learning can tend to forget to do the work, this even applies to experienced adult learners.
Posting Reminder
Here is an example posting reminder message:
Answers to Task 1 Due WednesdayThis is a reminder that Task 1 is due this Wednesday.
Each Topic
For each topic, the instructor needs to provide a group summary and feedback at the end, plus any additional individual feedback. The feedback is accompanied by marks, so the students pay attention to it. Lastly, remind the students of what is in the next topic.
Feedback Templates
Here are some feedback sentences to use:
You answered the question but did not provide feedback to other students. ...
You do not appear to have made any contributions ... Do you need some assistance?
You do not appear to have attempted .... Do you need some assistance?
The system indicates that you are a student in this module. There are tasks which all students are asked to complete. These forums are designed to help with your study. Please let me know if I can be of assistance. You can contact me via the system, by e-mail, telephone, or book a time to visit my office.
As mentioned previously, you do not appear to have made any contributions .... I have asked the Course Convenor to contact you to see if there is a problem with your enrollment in this course.
Your posting about ___ (___ PM) appears to use text copied from ___ but without being marked as a quote. The ANU Academic Skills and Learning Centre has online documents and courses to assist with this. Keep in mind that failure to cite sources can result in disciplinary action under the ANU Code of Practice for Student Academic Integrity.
General Feedback
Here is an example of a feedback message:
General Feedback
Your mark for the topic is now available in the grade-book and a link to individual feedback.
The average mark was ... "At expectation". ... students made limited, or no, contribution and so their mark was zero. These marks do count towards your final grade.
Also, remember when you use words, or an idea, from someone else you are required to cite that source. This was covered in the Professional Communications courses which most students have done (further assistance is available from the ANU Academic Skills & Learning Centre).
For Topic 2 ...
You might like to attend ...."
Assignment
References
Jambon, F., Girard, P., & Aït-Ameur, Y. (2001, May). Interactive System Safety and Usability enforced with the development process. In IFIP International Conference on Engineering for Human-Computer Interaction (pp. 39-55). Springer, Berlin, Heidelberg. URL https://link.springer.com/content/pdf/10.1007%2F3-540-45348-2_8.pdf#page=5
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