Friday, January 29, 2021

Hackerthons for Learning

These are the notes for the third of four webinars on "Engaging students in the online environment", Wednesday, 3 February at 11 am AEDT Sydney time (Tuesday, 2nd, 5 pm MST in Edmonton). Please register now for the webinar and send your suggestions.

Hackerthons for Learning

Hackathons came from the computer industry, where teams competed over a few days to collaborate intensively on a project. These have now expanded into other fields. Can we use this format to keep students engaged, solving real world problems? I will talk about his experience with hackerthons involving students and military personnel. Be ready to contribute your ideas.

Next up: I-ACE Hackathon


The India Australia Circular Economy Hackathon 
(I-ACE), runs online from 9 to 10 February. It is hosted by the Australian Government's Commonwealth Scientific and Industrial Research Organisation (CSIRO) and the Government of India’s Atal Innovation Mission (AIM). Teams of students and startups compete for $52,000 in prizes. I have volunteered to mentors teams, due to my interest in computers to improve supply chains and reducing e-waste.

Navy Warfare Innovation Workshop 2020


Event canvas from NWIW 2020
by Paul Telling
My last hackerthon was the Navy Warfare Innovation Workshop 2020 (NWIW), in December 202, where I am facilitated one of the teams. Participants had to form teams, select a challenge to work on and then work on a solution. Each day there were presentations from experts, help with techniques and tools. A panel of experts then judged the final presentations. A visual summary of the projects was produced by Paul Telling. My team came up with TIDE: Treat Identification Detection and Effects for dealing with swarms of RAS (Robotic Autonomous Systems).

The real value of such competitions is not to produce a product (or win a prize), but to have the participants learn new skills and meet people they can later work with on projects. 

Tools for Hackerthons

Remo Conference
Remo Conference

Hackerthons traditionally took over a building at a university or school, with lecture halls used for presentations and class rooms for teams to work in. In 2020 this all moved online due to COVID-19. Zoom was the popular video conferencing choice for presentations and Slack for teams to work together. The Virtual Hackathon on Fighting Pandemics by the Australian National University Humanitarian Innovation Society (ANU HISoc), with the Clinton Global Initiative University and IBM, made the unusual choice of using Remo Conference, a video conferencing tools which looks like a conference room floor plan. While the tool looks promising, more work is needed.

Logistics of Hackerthons


The Australian Computer Society ran two 
Hackerthons, in 2020, using Slack, Zoom, and the usual collaboration tools. What makes these effective is that they recruit a team of volunteers to be actively involved with participants. These events had many hundreds of participants and the second around 80 mentors. These are large scale undertakings requiring careful planning. The Shockproof hackerthon on Secure Supply Chains for the Australian and NZ Defence Forces was unusual as it was aimed at defence force personnel, but open to anyone. 

Hackerthons for Education

ANU TechLauncher,Team Formation Exercise, 2018
Hackerthons are run by educational and research organisations, professional bodies and companies for promotional purposes.  This is a good way to get positive publicity. However, I suggest the same format could also be used for education. The hackerthon essentially takes the group project format used in schools and universities (such as ANU TechLauncher), and compresses it from weeks, to a few days. The competitive element makes it more exciting for students. The short duration helps get by-in from expert helpers.





Thursday, January 28, 2021

Movable Webinar Backgound



A mattress overlay provided a good temporary backdrop for video conferencing. However this was cumbersome to set up, so I now have a freestanding woven rattan screen. This is 1700 mm high with four folding panels each 400 wide (making 1600 mm total). 


The screen is light and easy to move, being able to be folded and put in a corner when not needed. The one I chose is woven rattan in natural finish. These are available with fewer or more panels, but four seems about right.

Assessing for understanding: Person, Process, Product

Naoko Masuda, Alberta University of Arts , will speak on "Assessing for understanding: Person, Process, Product", February 1, 1 pm Alberta time). This is part of Manisha Khetarpal's Maskwacis Cultural College Microlearning Series (also I am speaking each week on "Engaging Students Online" in the series).

Assessing for understanding: Person, Process, Product

Assessment in the visual arts and design is complex and often over-focused on a final product that may or may not represent understanding and learning. By assessing the design process, personal reflection, as well as the product, assessment becomes more holistic and meaningful for students and teachers.

Bio 

 Naoko is a practicing graphic designer, faculty member, and Associate Chair in the School of Communication Design at the Alberta University of Arts where she teaches graphic design, information design, and typography. Curiosity about how practitioners learn to become educators in the post-secondary art and design context lead her to study curriculum and assessment at the University of Lethbridge, where she is currently working on her graduate thesis. Her interests include curriculum design, practitioner-educator identity, and student engagement. 

 Cost: Free.

Use Cases for Learning Metadata

Greetings from a meeting of the IEEE Standard for Learning Metadata meeting (P2881) being held online. The current standard defines a data model to keep track of e-learning content Including the learning style it is for. This week's call (I am using a smartphone for the audio and WebEx for the visuals), was on use cases.

The group has a formal meeting every other week, with an agenda, minutes and voting. This week  it is less formal with presentations. This is part of the process of the participants getting used to each other as well as their approach to the topic. This is important in standards work where a global disparate group has to agree on something. 

Some example of a use case I suggested were:

The importance of defining levels in education. One is the 
Australian Qualifications Framework (AQF) with ten levels,  with 10 the highest (a doctorate). 

Another use case which might be useful is micro-credentials, mentioned in the Blockchain Challenges for Australia report from the Australian Computer Society (ACS, p.22, 2019). There may be many more micro-credentials defined made up of components, with different institutions involved, than conventional qualifications. This could require the automated handling of these, for example to check if a student has the prerequisites for further study, or they are qualified to do a job. 

One I am working on now is the tools needed for assessment. I want to have students maintain an electronic logbook which records when they make an entry with a tamper-proof timestamp.

Professor Rory McGreal, who taught me open educational resources (OER) at Athabasca University, has proposed the use of blockchain for their dissemination. It would be useful to be able to automatically assemble a set of resources using search parameters.

The Australian government maintains a database of 1,300 recognized vocational qualifications, the 16,000 units of competency they are assembled from and who provides them. 

An item of metadata which might be more controversial is the quality of a unit of education. Universities obsessively monitor their rankings, on the assumption this influences enrollment.  


Wednesday, January 27, 2021

Supervisors Can Better Support the Well-being of Higher Degree Students

Ryan, Baik and Larcombe (2021) surveyed 595 Australian master's and doctoral research students, about how their high rates of psychological distress could be addressed. The authors concluded students would be "likely to benefit from a whole-of-university approach to supporting their wellbeing, and from an academic research culture that values the wellbeing of all its members". However, I suggest what would be more useful are actions which individual supervisors can do. Recommending actions which they can;'t do may just have the effect of increasing the distress of supervisors and students.

Actions which supervisors can carry out on their own, without authorization or funding from their institution can help the students and the superior. Supervisors can encourage their students to obtain qualification which will fit them for a job outside academia and research. They can train students in staff supervision skills and apply them themselves, to avoid overwork.

In some cases potential supervisors should recommend to a student they not undertake a research degree, or at least not yet. Instead a combination of graduate coursework and vocational education would be a better career path.

Reference


Tracii Ryan, Chi Baik & Wendy Larcombe (2021) How can universities better support the mental wellbeing of higher degree research students? A study of students’ suggestions, Higher Education Research & Development, DOI: 10.1080/07294360.2021.1874886

Sunday, January 24, 2021

Show-Your-Work to Discourage Students Cheating Online


These are the notes for the second of four webinars on
"Engaging students in the online environment", Wednesday, 27 January at 11 am AEDT Sydney time (Tuesday, 26th, 5 pm MST in Edmonton). Please register now for the webinar and send your suggestions.

Show-Your-Work to Discourage Students Cheating Online


These are the notes to accompany the Powerpoint/PDF presentation:

How do we keep students engaged with their major assessment tasks all the way through a course? I propose to have students record their notes and work for assignments, both to keep them engaged and make cheating harder. Be ready to contribute your ideas and experience of having students show their work.

Professionals working in academia, research, industry and government document their work. This is to protect their own intellectual property and that of their employers and clients. It is also a way to record what has been done, so they, or others can build on the work. It is a way to plan what might be done next, as well as what has been done. For students this is also a good way to learn, by reviewing what they have learned, and planning what they need to learn next. 

As with working professionals, students can use their logbook to provide evidence that their work is there own. It is much easier to defend a charge of plagiarism if you have a timestamped record of everything you did for a project, from the time it was conceived.

Records Keep Professionals Accountable

Title page, Lieutenant James Cook,
 
Journal of the Proceedings of
His Majesty's Bark Endeavour
in a Voyage Round the World
1768-1771. 
UK National Maritime Museum, CC BY-NC 3.0

Lieutenant James Cook wrote a detailed 354 page logbook as a "... trusted and coherently authored account with which to convince his backers in London" (E√≥in Phillips, History and Philosophy of Science, University of Cambridge).









 

Traditional records are on paper. As a public servant, I was trained in how to make these harder to tamper with. Official files were kept in secure storage, administered by specialist staff who recorded who had which file out, when. Pages were required to be numbered and destroying a record without authorization was (and is) a crime. Professionals can use use this paper trail to protect the public interest, and themselves, by making it clear, who did what when. The advent of electronic documents has made it harder for the record keeper, as electron ic documents can be easily altered or deleted. However, it has also made it harder for the fraudster, as it can be hard to track down every copy and every log of changes.


Student Logbook For Work Notes

Web Social Science, Ackland, 2013
'I found Robert Ackland's "Web Social Science: Concepts, Data and Tools for Social Scientists in the Digital Age" (SAGE Publications, 2013), on the new books stand at the ANU Library. This is very relevant  ... Ackland discusses how a "community" develops  "common beliefs, norms and shared understandings. ...' From Web Social Science: Concepts, Data and Tools for Social Scientists in the Digital Age, Posted by Tom Worthington on 19 January 2014, 9:31 PM
As an international online graduate student from 2013 to 2016, I kept a private electronic journal. In addition, I created one for each course. These were stored on the university's electronic portfolio system. By the end of three years study, each journal had about one hundred postings (1,200 postings in total, made up of about 100,000 words). This was useful to keep notes for later use in assessed work. I would jot notes as topics came up and was careful to include a full reference to the source, so I could use these later. 

Student Logbook for Reflection

Vancouver from 17th floor, UBC Walter Gage Student Residence, 2014.

"
It is four days before I start as an on-line student ... So I am checking I have access to the course materials. So far everything looks very familiar...  The one worry is a group "presentation". I am worried about how I am going to work in a group on-line internationally (there appear to be no other Australian students). Also there are some syncronous (real-time) activities, which I will be unlikley to attend due to the time differece. These are listed under assesment as not complusory, but in that case why are they listed?" From 
Starting as a Student at University, Posted by Tom Worthington on 07 January 2014, 4:17 PM
Another use for the journals was to make notes about my reaction to the course. Being a student, and particularly an online student can be a lonely, frustrating experience. Through the journals I in effect had a conversation with myself about what I was doing and why I was doing it. 

Student Logbook as Evidence of Having Done the Work

"I  have not had a reply from the tutor about my selected paper, but another student replied saying it looked okay. The instructions said to post to the forum in preference to emailing the tutor, so I guess this is okay (otherwise the tutor would have said). So far I have 450 words, but these seem to be more about me than the paper. ;-)
Attached files ... Assignment1...doc - [22.5KB]" From: Assignment 1: First Attempt, Posted by Tom Worthington on 29 January 2014, 12:05 AM

Another reason to keep a journal was as a defense against plagiarism. At any time anyone, however senior, can be accused of using someone else's work without acknowledgment. If an examiner asked "where did this come from?", I had a day by day, draft by draft, timestamped audit trail of my work on the topic, back to when I started. This not only included the what, but the why. As an international student this was particularly important, as the norms could be different, and even down to the page size.

What Technology to Use for an Electronic Student Logbook?


"It appears to me that students can "game" assignment deadlines by creating incomplete Journal entries before the assignment deadline, then editing them after the deadline, since the Journal entry time stamps don't update after editing..." From: Journal entry time stamps - not updated when edited...?, by Robert Lyon, Mahara Forums, 30 September 2014: https://mahara.org/interaction/forum/topic.php?id=6470&offset=0&limit=10


The best tech to use is whatever you already have. I have been fortunate as a post-graduate student, in that the three institutions where I studied, all used the same electronic portfolio (Mahara), teamed with the same Learning Management System (Moodle). This made it very easy for me to create Journals in Mahara and keep them secure.

One problem, was that Mahara did not record when a student updated a journal entry, so they could game the system by creating a empty entry, then updating it later. This was later fixed, with each journal entry displayed showing both a "Posted on" and "Last updated" timestamp. I tried this out on Mahara and it seems to work. But is anyone using this?

However, if students are not using Mahara, or another journalist system already, then asking them to do this is a burden. This is also a burden for the teacher who has to learn to use just another product.. Also Mahara is much more than the student needs for a simple logbook. 

Writing prompts


Dr Alisa James,
SUNY Brockport


  1. "Write a paragraph about a ... goal you would like to reach. Explain why you want to reach that goal.
  2. Write a paragraph about what you did today that helped you to be successful in today's activities.
  3. Write a paragraph about your ... behavior for the day. What things might you do to demonstrate more sporting behavior in the future?
  4. What was the hardest thing for you to do today? Why was it hard?
  5. Write a paragraph that includes the cues of striking that we learned today. What will you do outside of school to practice these cues?
  6. Write a paragraph that includes the main aspects one should consider when developing a fitness program. Hint: Remember the FIT principle
  7. Write a paragraph that describes activities that you can do in your community that promote cardiovascular endurance .
  8. Write a paragraph that explains the difference between verbal and nonverbal communication. Why is it important to use both in cooperative activities? Be sure to give specific examples of both verbal and nonverbal communication." From p.43, James, Alisa, "Journaling as an Assessment Option" (2005). Kinesiology, Sport Studies and Physical Education Faculty Publications. 78. (numbering added) https://digitalcommons.brockport.edu/pes_facpub/78
There has been much written about the use of reflective e-portfolios for assessment. I have been trained to write, teach and assess reflectively. However this is something the average STEM student and teacher finds very difficult. James (2005) sets out how to guide physical educations students through preparing an assessed journal. 

Writing prompts are more important for an e-journal used with an online course, than for the face to face classes James (2005) discusses. As the student will be mostly studying asynchronously, the teacher is not there to be saying "put a copy of that in your journal now". This has to be explicitly stated in course materials, ideally as part of a assessed task, so the student has an incentive. This can also be a good point. I suggest to mark a point in the course, an approach of synchronization of asynchronous learning (Worthington, 2013)

James' prompts are ordered from more to less reflective. The first four are about the individual student goals, success, behavior, difficulties. The next three are about future plans of the student to learn skills. The last is a more traditional study question about the course material. These questions are not that different to ones which might be asked as study aids in any course. One of my frustrations as a student was that my answers to such questions were never looked at by anyone, let alone count towards assessment. In theory they help with learning, but in practice, like any student, I would tend to focus on what got looked at and especially marked. The e-journal gets around this problem by having answers go somewhere, perhaps be looked at and help me at least pass the course.

Logbook Entries can be Visual

Tom Worthington taking part in Lego Serious Play session at the Australian National University, 20 October 2017 http://blog.highereducationwhisperer.com/2017/10/lego-play-for-higher-education-academy.html
My teaching philosophy, expressed in Lego, 2017

Logbook entries need not be just text, there can be diagrams, photographs, and with an electronic journal, video.  Dr Stephen Dann, has adapted the Lego Serious Play technique for reflection workshops. In 2017 Dr Dann ran a workshop for ANU staff working on their reflective e-portfolio for the Higher Education Academy Fellowship. In 2018 he ran a similar exercise for ANU Techlauncher students to consider their role in a group project. In each case the student is asked to make something with building blocks representing the topic and then talk about it. By talking about it, the students are encouraged to talk about themselves. They are also encouraged to take a photograph of their work. 

Moodle Wiki for a Student Logbook



The Mahara Journal looked promising, especially as it is usually installed alongside Moodle. However, this would still be an additional tool students and staff would have to become familiar with. An alternative which looks promising is the Moodle Wiki. This can be set up so each student gets their own. I have created a logbook template which can be provided in the Wiki.

My template has a paragraph of explanatory text, then sections for the student to fill in. The student could create extra pages if they have a lot of content. But I expect one page will do for a typical student. They just click on "edit" the heading for a week, and put in some content. 

The fill in the blanks sentences are adapted from 
James (p.43, 2005). The topics for each week are from the Australian National University's Techlauncher program (Awasthy, Flint, and Sankaranarayana, 2017). Questions for the Work Portfolio (Weeks 4 and 8) were suggested by Tempe ArcherANU Careers. The idea here is to provide a prompt for the student each week to start writing and avoid presenting then with a confronting blank page. The students are asked to write about the activity set for that week and a specific aspect of it.

Jacques, Ouahabi and Lequeu (2020) refer to the use of logbooks in Google Drive for French first year first year engineering students learning online,  but unfortunately give no more details. Kumar, Silva and Prelath, R. (2020) mention not having a project logbook as a problem for studio based learning in a Malaysian course, but again provide no more details. 

Reference

Awasthy, R., Flint, S., & Sankaranarayana, R. (2017, April). Lifting the constraints—Closing the skills gap with authentic student projects. In 2017 IEEE Global Engineering Education Conference (EDUCON) (pp. 955-960). IEEE. URL https://doi.org/10.1109/EDUCON.2017.7942964

James, Alisa, "Journaling as an Assessment Option" (2005). Kinesiology, Sport Studies and Physical Education Faculty Publications. 78.
https://digitalcommons.brockport.edu/pes_facpub/78

Jacques, S., Ouahabi, A., & Lequeu, T. (2020). Remote Knowledge Acquisition and Assessment During the COVID-19 Pandemic. International Journal of Engineering Pedagogy (iJEP)10. URL https://www.thierry-lequeu.fr/data/JACQUES-04.pdf

Kumar, J. A., Silva, P. A., & Prelath, R. (2020). Implementing studio-based learning for design education: a study on the perception and challenges of Malaysian undergraduates. International Journal of Technology and Design Education, 1-21. URL https://link.springer.com/content/pdf/10.1007/s10798-020-09566-1.pdf


Blockchain to Stop Academic Plagiarism


Professor Rory McGreal,
Athabasca University

Professor Rory McGreal, who taught me open educational resources (OER) at Athabasca University, has proposed the use of blockchain for their dissemination. While most OER are free and authors are happy to see their work widely, they still want to be acknowledged for their work. 

The Creative Commons licenses, commonly used for open materials, all have a "by attribution" requirement: "... the original creator (and any other nominated parties) must be credited and the source linked to". However, this is only a legal and moral requirement, the technology doesn't enforce it. Professor McGreal proposes to go a step further and use a blockchain to securely record who first created the work, and all the changes made and by whom. 

While technically feasible, using block chain would throw up some challenges. As an example, nothing can ever be deleted from the blockchain, so if there was something which was incorrect, or harmful, or illegal, it would be there in perpetuity.

The idea of using blockchain in academia might have other uses. Recently I have been considering how students could record their progress with assessed work, such as assignments. One problem is to find an easy way for students to record what they did, but not be able to falsify the record. I have been looking at using some form of electronic logbook stored on the educational institution's system, so the student can't tamper with it. An alternative would be a blockchain.

Reference

McGreal, Rory. (January 20, 2021) How blockchain could help the world meet the UN’s global goals in higher The Conversation. URL https://theconversation.com/how-blockchain-could-help-the-world-meet-the-uns-global-goals-in-higher-education-152885


The video presentation contains images that were used under a Creative Commons License. Click here to see the full list of images and attributions:

https://link.attribute.to/cc/1841924

Saturday, January 23, 2021

Blockchain to Stop Academic Plagiarism

Professor Rory McGreal, who taught me open educational resources (OER) at Athabasca University, has proposed the use of blockchain for their dissemination. While most OER are free and authors are happy to see their work widely, they still want to be acknowledged for their work. 

The Creative Commons licenses, commonly used for open materials, all have a "by attribution" requirement: "... the original creator (and any other nominated parties) must be credited and the source linked to". However, this is only a legal and moral requirement, the technology doesn't enforce it. Professor McGreal proposes to go a step further and use a blockchain to securely record who first created the work, and all the changes made and by whom. 

While technically feasible, using block chain would throw up some challenges. As an example, nothing can ever be deleted from the blockchain, so if there was something which was incorrect, or harmful, or illegal, it would be there in perpetuity.

The idea of using blockchain in academia might have other uses. Recently I have been considering how students could record their progress with assessed work, such as assignments. One problem is to find an easy way for students to record what they did, but not be able to falsify the record. I have been looking at using some form of electronic logbook stored on the educational institution's system, so the student can't tamper with it. An alternative would be a blockchain.

Reference

McGreal, Rory. (January 20, 2021) How blockchain could help the world meet the UN’s global goals in higher The Conversation. URL https://theconversation.com/how-blockchain-could-help-the-world-meet-the-uns-global-goals-in-higher-education-152885

Friday, January 22, 2021

More Flexible Australian Visas Needed to Attract International Students

I suggest Alan Tudge, the new Australian education minister, needs to lobby his cabinet colleagues for more flexible visas for international students. Some accommodation has been made for students stuck overseas and studying online due to COVID-19. However, this should be extended and made permanent, to compete with countries such as Canada. Also the Australian universities and the government need to get together on a long term strategy which integrates online learning, rather than hoping it is something which will go away: it won't. As well as having to compete with developed nations such as Canada offering flexible packages of online and on campus study with the right to work, our universities will increasingly need to compete with elements of China's Belt and Road Education Plan.

Thursday, January 21, 2021

Moodle Wiki for a Student Logbook

I have been looking at which online tools could be used for students to create a logbook to Show-Your-Work. The Mahara Journal looked promising, especially as it is usually installed alongside Moodle. However, this would still be an additional tool students and staff would have to become familiar with. An alternative which looks promising is the Moodle Wiki. This can be set up so each student gets their own. I have created a logbook template which can be provided in the Wiki.

My template has a paragraph of explanatory text, then sections for the student to fill in. The student could create extra pages if they have a lot of content. But I expect one page will do for a typical student. They just click on "edit" the heading for a week, and put in some content. 

The fill in the blanks sentences are adapted from 
James (p.43, 2005). The topics for each week are from the Australian National University's Techlauncher program (Awasthy, Flint, and Sankaranarayana, 2017). Questions for the Work Portfolio (Weeks 4 and 8) were suggested by Tempe Archer, ANU Careers. The idea here is to provide a prompt for the student each week to start writing and avoid presenting then with a confronting blank page. The students are asked to write about the activity set for that week and a specific aspect of it.

Jacques, Ouahabi and Lequeu (2020) refer to the use of logbooks in Google Drive for French first year first year engineering students learning online,  but unfortunately give no more details. Kumar, Silva and Prelath, R. (2020) mention not having a project logbook as a problem for studio based learning in a Malaysian course, but again provide no more details. 

Reference

Awasthy, R., Flint, S., & Sankaranarayana, R. (2017, April). Lifting the constraints—Closing the skills gap with authentic student projects. In 2017 IEEE Global Engineering Education Conference (EDUCON) (pp. 955-960). IEEE. URL https://doi.org/10.1109/EDUCON.2017.7942964

James, Alisa, "Journaling as an Assessment Option" (2005). Kinesiology, Sport Studies and Physical Education Faculty Publications. 78.
https://digitalcommons.brockport.edu/pes_facpub/78

Jacques, S., Ouahabi, A., & Lequeu, T. (2020). Remote Knowledge Acquisition and Assessment During the COVID-19 Pandemic. International Journal of Engineering Pedagogy (iJEP)10. URL https://www.thierry-lequeu.fr/data/JACQUES-04.pdf

Kumar, J. A., Silva, P. A., & Prelath, R. (2020). Implementing studio-based learning for design education: a study on the perception and challenges of Malaysian undergraduates. International Journal of Technology and Design Education, 1-21. URL https://link.springer.com/content/pdf/10.1007/s10798-020-09566-1.pdf
Chicago

Logbook

You can use this logbook to keep notes, plans, and drafts of your work. This logbook is not assessed and is not visible to other students. However, it can be used as supporting evidence that the work you submitted for assessment was your own. All entries are logged and timestamped by the system, so the examiner will be able to see when you made notes and prepared drafts of your work.

Logbook

Your Name:

Student ID:

Week 1: Team Formation

Date:

Entry: The project is to ___ . My role is to ___.  

Week 2: Orientation

Date:

Entry: To successfully undertake my role I will need to learn to ___ . To do that I plan to ___.

Week 3: First Audit

Date:

Entry: The team managed to ___. To help with that I ___.

Week 4: First WPP Workshop

Date:

Entry: The key points from the WPP workshop were ___. The job I am considering is __ . So I will need to work on my ___ .

Week 5

Date:

Entry: One of the areas I need to work on with the teamwork is my ___ behavior. To address this I intend to ___ .

Week 6: Second Audit

Date:

Entry: The hardest part of the audit was ___ . This is because ___ .

Week 7

Date:

Entry: One of the skills I need to work on is ___ . To improve, outside the course I will ___ .

Week 8: Second Work Portfolio Workshop

Date:

Entry: Here is my unpacking of a job advertisement for the WPP workshop: ___

Week 9: Project Showcase Video

Date:

Entry: The main aspects to developing the video were to ___. My role was ___ . I found this ___.  

Week 10: Third Audit

Date

Entry: I was able to help the team with the audit by ___ . This could be useful in my career ___ . 

Week 11

Date:

Entry: The team uses different forms of communication for different purposes. This includes ___ to ___ and ___ to ___. It could be improved by ___ .

Week 12 Showcase and Work Portfolio

Date:

Entry: My WPP needs more ___ .