One of the issues arising was how much the student would have to read, and do, in preparation for the actual assignment. The idea is that the exercises are integrated to preparing the assignments. The full notes for "Learning to Reflect" (Version 0.1) are available. Here is the introduction:
Table of contents
OverviewThis 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 OutcomesUpon completion of this module, students will be able to:
- Determine their own
learning needs and possible sources, to develop individual skills for a project and for their career development.
appropriate accreditation and qualification paths.
- Manage the learning, and evaluate its effectiveness through through reflection.
Indicative AssessmentThree 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 calculationMark = best two quizzes + best two forums + best two assignments.
Course specific policiesLate submission of assessment is not accepted.
Prescribed TextsAn 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 scheduleThe course consists of three parts, one topic per part, with one quiz, forum, and assignment, for each:
- 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
- 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.
- 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
Communication platformThe ANU Wattle system is used for communication. Students and instructor will use Moodle Learning Management system tools:
for one-to-one communication.
for group communication and discussion.
tool for quizzes.
- Workshop for assignments.
ANU Careers Guide: A practical guide to planning your career and maximising your employability, Version 7, ANU Careers (2018). URL http://www.anu.edu.au/files/resource/DSA173813%20Careers%20Guide%20v7%20WEB.pdf
Tina Cockburn; Tracey Carver; Melinda Shirley; Iyla
Davies, Using E-Portfolio to Enable Equity Students toReflect on and Document Their Skill Development, 15
Waikato L. Rev. 64 (2007) URL https://heinonline.org/HOL/P?h=hein.journals/waik15&i=68