Learning to Reflect Module Version 5.0: Hybrid Edition

 

"Learning to Reflect" is a module for the ANU TechLauncher program, where students reflect on what they have learned, by writing an application for a real job, as their last assessed task before graduating. This was developed in late 2018 and first run in semester 1, February 2019. It was designed for blended delivery, with the option of easy conversion to full online delivery. That option was needed for Semesters 1 & 2 in 2020, and Semester 1 2021 due to COVID-19. This version 5 is designed for hybrid delivery, with students in a physical classroom linked to those online, using the MidFlex Minimal Hybrid Format. Unfortunately COVID-19 again required a return to pure online delivery, but without any changes required to the material.

Two additional workshops were added from Version 4, at student request, bringing the total to four. The first three have exercises for a 2% mark each (not for the last when a major assignment is due). The optional student logbook has been dropped due to lack of use. The middle two workshops are half the length of the others with the first hour used for the new ANU Computing Showcase, featuring prominent ANU alumni, speaking about their careers.

Please note that the course notes only supply the structure for the module and the assessment. The detailed content for the workshops is provided by Tempe Archer, Careers Consultant at ANU Careers, and the students undertake exercises using the ANU Careers Toolkit.

A paper on the design and blended delivery of the module is available:

• 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. https://doi.org/10.1109/TALE48000.2019.9225921

Learning to Reflect Module Version 4.0 the 2021 Blended Edition

"Learning to Reflect" is a module for the ANU TechLauncher program, where students reflect on what they have learned, by writing an application for a real job, as their last assessed task before graduating. This was developed in late 2018 and first run in semester 1, from February 2019. This was designed for blended delivery, with the option of easy conversion to full online delivery. That option was needed for Semesters 1 and 2 in 2020 due to COVID-19. The 2021 version is intended to be run online, with a blended delivery option ready for a return to the classroom and is available under a CC-BY licence.

Two small workshop exercises have been added for a 2% mark each, in place of the quizzes and forums used previously. The first assignment has been dropped, to make the assessment less complex. An optional student logbook has been added, to aid student reflection and deter plagiarism. 

A paper on the design and blended delivery of the module is available:

• 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. https://doi.org/10.1109/TALE48000.2019.9225921

Learning to Reflect Module Version 3.0 the 2020 COVID-19 Pandemic Edition

"Learning to Reflect" is a module for the ANU TechLauncher program developed in late 2018 and first run in semester 1, from February 2019. This was designed for blended delivery, with the option of easy conversion to full online delivery. That option was needed for Semester 1, February 2020 due to COVID-19,. The two face to face workshops were replaced with Zoom video conferences. The online content and activities were unchanged.

The assessment was removed from two online quizzes and forums, leaving just two assignments to provide 20% of Techlauncher assessment. This was done in an attempt to reduce the burden on students, and staff, who were suddenly required to change from face-to-face to online learning. The students still had their tutors at Zoom video-conferences, to help them keep up with their studies.

About 90% of students still completed the quizzes, despite them not counting towards assessment. In contrast, about 90% of students did not post regularly to the online forums. The difference may be because the quizzes were quick and easy to complete, being multiple choice, whereas the forum posts required composing text. Also the quizzes returned instant feedback in the form of connect/incorrect and a numeric score, whereas there was no automated feedback in the forums. When the forums are assessed, there is feedback from students (which is also assessed). However, some form of tutor-bot might be useful to give instant feedback.

A paper on the design and blended delivery of the module is available:

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. https://doi.org/10.1109/TALE48000.2019.9225921

Blending Soft Skills for University Graduates

Wall mounted LCD screens
& desks on wheels at
ANU Marie Reay Teaching Centre

On 20 November I am speaking at the ANU TELFest technology-enhanced learning conference, on How to blend and flip a course for a flatpack classroom. This is for ANU staff, but I would be happy to speak on this elsewhere. In particular I will be in Sydney 28 to 29 October, and Perth on Wednesday 13 November, if anyone would like to provide a venue and an audience.

Learning to Reflect Module Version 2.0

I have updated my "Learning to Reflect" learning module for the ANU TechLauncher program this semester. The students are guided in how to prepare a job application. In the process they learn long term professional skills to identify their development needs, how they will acquire these and to reflect on what they have learned. The materials are available under a creative commons license for modification and reuse.

Introduction

The notes and videos contain content intended for instructors, as well as students, to be used in conjunction with online exercises, and face-to-face workshops. Students will be prompted by the Moodle Learning Management System, as to which parts to read, and when to read them.

1. Learn

In this first of two parts, you will investigate what you need to learn for your project, and long term for your career. In scope here, are both technical skills and also professional and teamwork skills. The aim is to prepare you to be a professional in your field, which includes the ability to take charge and responsibility for your future professional development.

2. Report and reflect

In this second 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 responses to selection criteria prepared in assignment 1.

Appendixes

• Assessment
• Workshop Format 
• Example Addressing Selection Criteria
• Instructor's Guide

Learning to Reflect Videos

Having revised the "Learning to Reflect" module notes for ANU TechLauncher students, it was time to revise the video. This is a time-consuming and exacting process, even for someone with training in video production.

Last semester I produced this by first making a slideshow presentation, which was also used live in the classroom. I prepared a script based on what was in the module notes, rearranged to match the sequence in the video. I then turned each slide into an image, and the script into synthetic speech. The slides and audio were then imported into a video editing package and timed to match the audio. The results were not perfect, but like Samuel Johnson's piano playing dog: "It's not done well; but you are surprised to find it done at all."  ;-)

This time I decided to try Content Samurai, after it was demonstrated at PitchEd NSW. This is a web based tool which takes a script, and searches for suitable video clips, or still images,  based on the key phrases. The service will then turn the script into synthetic speech timed to the video. This process works remarkably well. The Australian accented male voice provided is much better than those I have used previously. I did have to slow down the narration to 80% of full speed, and lower the volume of the background music to 5%.

After some experimentation I found I could set the system to add a new scene for each paragraph in the script. I could then hide the text, otherwise it would put it as a caption on screen. Also I could upload my slides in place of some of the auto suggested clips. This way my slides are interspersed with the suggested filler scenes.

Here is what the video looks like generated by automatically, with the defaults (video selected from keywords, scene transitions, animated text). This version was not usable:

I then changed the settings, to use only still images, and have one per paragraph, with no animation, or scene transitions:

One problem was that rendering was very slow (but video rendering is always slow). I found it could be faster by using still images, rather than video clips. The rendering took about six minutes for a six minute video. Also I created a plain black template for the slides, with no shaded pattern.

One option I would like is to reduce the bit-rate of the audio. For an educational video you need only low quality mono sound.

One tip is to set your slide maker (I use LibreOffice) for 16:9 format slides, to match a modern widescreen TV. Then generate the slides images at the resolution required. Full HD TV is 1,920x1,080. Content Samurai produced the lower resolution 1,280x720HD TV format typically used for broadcast TV, but down sampled my higher resolution slides very cleanly.

I could not find a way to prepare closed captions within Content Samurai, so I uploaded the video to YouTube, and then downloaded the VTT file it produced. I then uploaded this to the Moodle website, for the students.

Learning to Reflect Course Module Worked

This is the tenth of a series of posts, on how to provide students with help when preparing a reflective portfolio. A class of 78 graduate computing students completed the module, as part of ANU Techlauncher. The flipped, blended, peer assessed approach worked well, and produced outcomes comparable to conventional lectures with instructor assessed assignments. A copy of the updated course notes are available. I can also provide a Moodle backup file including all course materials, and quiz questions, to instructors.

ANU Marie Reay
Teaching Centre

In 2008 I decided to stop using lectures as part of university courses. I then spent 2009 to 2018 designing and delivering purely online courses. In February 2019 the Australian National University unveiled the Marie Reay Teaching Centre, a flexible teaching building. I was able to use the building to try out the approach of an online course supplemented with face to face workshops. This I suggest could be generally applied in higher education. I have submitted a paper on this to an international computer education conference.

Audio Slideshow for Job Application Reflection Module

This is the ninth of a series of posts , on how to provide students with help when preparing a reflective portfolio. This is an audio slideshow. The slides are based on the course notes and the audio is computer generated.

This is intended to be a demonstration of how to produce multi-media for education, quickly, and easily. The slides were produced using LibreOffice "Impress" (a free alternative to Microsoft Powerpoint). To generate slides suitable for HDTV, the presentation was exported as PNG images at 1280×720 pixels. These slides were copied into the KDEinLive digital video package, and adjusted to fit with the audio commentary. The video was rendered as 720p MPEG 4,  at 200 kbps, 24 frames per second, with 64 kbps audio.

The computer generated audio is monotonous, and the text based slides not very interesting. However, this is a good start before trying anything more ambitious. Also students are not undertaking study to be entertained, but to be educated.

ps: This is for students of  ANU Tech Launcher.

Audio Slideshow for Job Application Learning Module

This is the eighth of a series of posts , on how to provide students with help when preparing a reflective portfolio. This is specifically for students of  ANU Tech Launcher.

Mazen Al-Ismail

Previously I provided an audio podcast for part 1 "learn". However, research by Ismail (2018) suggests some students prefer audio with slides. So I have added slides to the audio. The student can still listen to the audio, without looking at the slides, which some prefer. This is easier to create and maintain than separate video and audio versions.

How to Blend and Flip a Course for a Flatpack Classroom

Next Friday, 15 March I will be speaking on "Blend, Flip, and Back to the Classroom". So I thought I should collect my thoughts on what to say. Here are some note, so far:

In 2008 I ended my last lecture for the year at ANU by announcing it would be my last lecture, ever. Having become disillusioned with the lecture format, I have been teaching online for the last ten years, with an award winning course offered by three institutions, in Australia and North America. During that time I looked at alternative classroom designs in Australia and around the world.

In February 2019 the Australian National University unveiled the Marie Reay Teaching Centre, a flexible teaching building. So this year I am going back to the classroom, to apply what I have learned, with a blend of online and classroom teaching in the new building. This is intended to be a model for how academics can easily convert conventional courses to new interactive ways of learning, and allow each student to choose the blend of online and classroom learning to suit their needs.

Overview of the Learning Module

I produced slides, and a video for the revised learning module, on how to provide students with help when preparing a reflective portfolio. This is for students of  ANU Tech Launcher, but intendeds to be able to be used more widely. The module has two parts, with the same format: read the notes, do an online quiz, participate in an on-line forum with peer assessment, then a face-to-face workshop, lastly do an assignment with peer feedback.

New Flexible Teaching Spaces at ANU

ANU Marie Reay Teaching Centre

The Marie Reay Teaching Centre opened at ANU 25 March, along with the Culture & events building opposite, both by Architects BVN. These buildings have flexible teaching spaces, but flexible in different ways. The culture and events building has a 500-seat auditorium, and a 200 seat flexible space. Both of these have tiered lecture theater style seating, but which retracts electrically, providing large flat floor spaces, with high ceilings.

In contrast, the Marie Reay Teaching Centre has only flat floor classrooms, for 30, 60, or 120 students. The flexibility here is provided by retractable walls, furniture on wheels, and electronic screens on multiple walls.

147 seat seminar room,
ANU Sciences Teaching Building

This approach of one building with lecture theaters, and one with flat floor classrooms, differs from attempts to combine the features of the two. As an example, the ANU Sciences Teaching Building has a 147 seat tiered seminar room. The room has wide tiers with fixed tables for groups of seven students. This is designed so students can watch a presentation at the front of the room, and then discuss it in a group, around their table. However, the tables take a lot of space and are fixed in place. Display screens on the tables block some of the view.

In contrast, the ANU Kambri complex has two buildings with specialized seating for specific pedagogy. The ANU Cultural Centre Building has high density tiered theater fixed seating for lectures. Opposite is the Marie Reay Teaching Centre with low density flat floor movable seating and tables for group work. This has the advantage that both format rooms can be used simultaneously. and offer a greater overall seating capacity, than would general purpose lecture/group rooms.

Wall mounted LCD screens
& desks on wheels at
ANU Marie Reay Teaching Centre

While the tables in the Marie Reay Teaching Centre are on wheels, one room (4.02) has five electronic screens on each side wall, spaced to allow each of five desks to have a screen (for a total of sixty students). This overcomes the problem of the desks becoming immovable, when computer screen are installed on them.

Screen of Wheels, in use at the
ANU Barry Drive classrooms,
for ANU TechLauncher group activity

Other rooms have two projection screens for presentations. I have suggested these be supplemented with screens on wheels, which can be positioned for group work, or to display what is on the main screens. Such screens on wheels have been used at the ANU Barry Drive classrooms for an ANU TechLauncher group activity.

Top Down Course Design

My approach to course design reflects the limited flexibility of the new buildings. Flexibility is provided, but not at the expense of efficiency.

The learning is designed top down: start with the learning objectives, or externally set requirements. These set, in broad terms, the knowledge and skills the student must have on completion of the course.  Often these objectives are not provided to the educational designer, or are so vague they are of little use, so they have to be found, or invented.

For the Reflective Learning module, I first tried adapting skills definitions from the Skills Framework for the Information Age:

"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."

 From the skill "Learning and Development" (ETMG), Level 6, SFIA, Version 7, 2017. As used in "Learning to Reflect" (Version 0.1), February 4, 2019.

SFIA is used by the Australian Computer Society for accreditation of Australian university degrees, and by some employers in defining jobs. It is useful to have course objectives aligned with SFIA, to make accreditation quicker, and so graduates can easily show employers they have required skills.

However, as I writing a module for use in an existing course, and that course was not aligned with SFIA, this approach did not work. In a later draft I replaced the SFIA objectives, with ones from the course definition:

"The module is aligned with two of the outcomes for the course:

3. 'learn any specific technical skills required by their topic, and apply them to project work.

4. apply and deepen skills in oral and written communication, and apply these in a project context.'

From Computing Project, Course COMP8715, ANU, 2019. URL https://programsandcourses.anu.edu.au/course/comp8715" as cited in "Introduction", of Learning to Reflect, Version 1, February 13, 2019.

Aligning Assessment with Leaning

My usual approach is to continue the top down development, by providing one major assessment task for each learning objective. However, in this case the final assessment task was already set by the existing course the module. So I have to set other assessment around this.

The main issue the module was intended to address was the difficulty Masters of Computing students had with the large assessment task at the end of semester. The obvious solution was to break this assignment into pieces delivered in sequence. However, the same assessment task is undertaken by students in multiple courses, all of whom are in the same tutorial group with the same tutor. Having different versions of the assignment for different students would be confusing for tutors and students.

Chunky Blended Learning

Designing learning takes time. I started designing the learning module in late 2018. At that time I was not sure if the new classrooms would be completed for first semester 2019. Even the week before semester started in February 2019, there was construction equipment around the building. However, this was quickly cleared away and the building opened on time, with the classroom equipped.

However, in late 2018 I could not be certain everything would be ready. So I used a conservative approach to blended course design, using what  Fleck (2012) refers to as "chunky" blended learning:

'The term "blended learning" usually refers to a mix of conventional face-to-face elements combined with on-line elements. However, this is at too general a level for in depth analysis, while the term "blend" perhaps suggests too homogeneous a mix: in practice the mix is more "lumpy", more a chunky fruit salad than a blended smoothie. At one extreme it is becoming routine for campus-based virtual learning environments (VLEs) to be used to provide additional notes and materials supporting conventional lectures.'

From Fleck (2012).

 The design is essentially a distance education course, with face-to-face workshops added. The learning management system (LMS), in this case Moodle (part of ANU's Wattle system) is used for providing students with course notes, videos, podcasts and other materials. The LMS is also used for routine announcements to the class, and individual communication with students. Small assessment tasks (quizzes and forum posts) are provided via Moodle's quiz and forum modules. Assignments are similarly done using the workshop module of Moodle.

As it was not clear what classroom would be available, the workshop design was kept general, and drawing on the preceding online activities.

1. Announcements: General announcements while students set up the room.
2. General Questions: 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.
3. Forum Questions: Discuss your answers to this week's forum questions.
4. Assignment Master Class: Bring along your draft assignment, ask for feedback from your group. Be prepared to put it up on the big screen for group feedback.
5. Wrap-up: Any concluding remarks by students and instructors.

The same  format is used for all workshops, so that staff and students can become familiar with it. This avoids limited class time being taken up with explanations of complex exercise formats.

Chunky Online Learning

As well as the blended and online learning being chunky, the online component is in large chunks. The student is provided with a package of material for two weeks. This has notes, suggested readings, a quiz, discussion questions, workshop, and assignments. While the student is expected to undertake the work in this order, exactly what they do when in the two weeks is left largely to the individual.

This contrasts with tightly scripted online learning modules which give the student a few paragraphs to read and perhaps a video, then an automatically marked question they have to answer before proceeding to the next item. Such packages require considerable design and testing if they are not to hold up and frustrate students. Also these tend to require a high speed reliable network connection to function. In contrast the chunky approach allows students to download material, and use it offline.

References

Fleck, J. (2012). Blended learning and learning communities: opportunities and challenges. Journal of Management Development, 31(4), 398-411. http://dx.doi.org.virtual.anu.edu.au/10.1108/02621711211219059 

Worthington, T. My Last Lecture, Net Traveller (Blog), August 20, 2008. URL https://blog.tomw.net.au/2008/08/my-last-lecture.html 

Worthington, T., "A Green computing professional education course online: Designing and delivering a course in ICT sustainability using Internet and eBooks," Computer Science & Education (ICCSE), 2012 7th International Conference on , vol., no., pp.263,266, 14-17 July 2012 URL: http://dx.doi.org/10.1109/ICCSE.2012.6295070 Preprint available at: http://hdl.handle.net/1885/9013 

Worthington, T. Learning to Teach in the New ANU Teaching Building, Higher Education Whisperer (Blog), February 11, 2019. URL https://blog.highereducationwhisperer.com/2019/02/learning-to-teach-in-new-anu-teaching.html 

Worthington, T. Helping Computing Students Prepare a Reflective Portfolio: Parts 1 to 7, Higher Education Whisperer (Blog), November 28, 2018 to February 13, 2019. URL https://blog.highereducationwhisperer.com/search/label/Reflective%20Portfolio%20Course

Shorter Learning Module for Teaching Students to a Write Job Application

This is the seventh of a series of posts , with a revised learning module, on how to provide students with help when preparing a reflective portfolio. This is specifically for students of  ANU Tech Launcher. 

Previously I provided three parts (1. Plan, 2. Learn, & 3. Report and reflect). However, that was far more work than a student could do in the available four hours study. So I have deleted part 1. Some of the content on learning has been moved to the next part "Learn", but the rest has been deleted. Also I have made all readings "suggested", not required. The SFIA learning objectives have been replaced with two from ANU Techlauncher (which the module is part of).

Also I have added a video with commentary to introduce the module, and audio podcasts for parts 1 & 2. The audio is text-to-speech, using Animaker's Australian English voice "Russell". I am not that good a speaker, and it would take a long of time to come up with a good narration. As it is, I can copy the notes to a text file. I then insert pauses at the ends of paragraphs, and replace abbreviations (such as "ANU", which would be pronounced as "Arrnoo"). I can simply edit the text and regenerate the audio, in a few minutes.

Table of contents

Introduction
1. Learn
2. Report and reflect

Appendixes

• Assessment
• Workshop Format
• Example Addressing Selection Criteria
• Instructor's Guide

Learning Module for Teaching Students to a Write Job Application

This is the sixth of a series of posts on how to provide students with help when preparing a reflective portfolio. This is specifically for students of  ANU Tech Launcher. Previously I looked at using the STAR approach for responding to selection criteria (Cockburn, Carver, Shirley, & Davies, p. 71, 2007). Since then I have prepared the web page cor the module, quiz and forum questions, assignment rubrics and notes. Appended are the table of contents and introduction, from the notes.

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

• Introduction
• 1. Plan the Learning Needed
• 2. Learn
• 3. Report and reflect
• Appendixes
  • Assessment
  • Workshop Format
  • Example CV
  • Example Addressing Selection Criteria
  • Instructor's Guide

Introduction

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.

References

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

Reference

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

STAR-L for Teaching Students to Write Job Applications

This is the fifth of a series of posts on how to provide students with help when preparing a reflective portfolio. This is specifically for students of  ANU Tech Launcher. Previously I looked at how to structure the learning. ANU's Student Experience and Career Development unit suggests using 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. ..."

From:  Cockburn, Carver, Shirley, and Davies (p. 71, 2007)

ANU provides samples of cover letters, selection criteria, and resumes for students.

 

Reference

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

Learning to Reflect

This is the fourth of a series of posts on how to provide students with help when preparing a reflective portfolio. This is specifically for students of  ANU Tech Launcher and the ANU Computer Science Internship. Previously I looked at how to structure the learning, use the student study time and assess a portfolio.

With this I propose to split the module up into three equal size sections, which would be delivered at equidistant points during a 12 week university course, near the beginning, mid-semester and the end.  There would be similar assessment and activities for each of the three segments, with the student revisiting, and revising their work each time. The idea of this regular structure is to make it simpler for instructors and students to understand. The sections are spread through the semester to aid learning, at the expense of an increase in complexity.

The assessment has small tasks (quizzes and discussion postings), to aid students with surface knowledge and assignments for the deeper learning. The assessment is all summative, in that it all counts towards the final result, to encourage students to study. Similarly, peer input to the assessment is used to aid study, with the instructor retaining the final decision on grades.

The grading scheme is designed to reduce the stress on students by being best two out of three for each assessment task. To encourage students to complete the small assessment tasks, they must to get at least 15/30 on these, or their overall grade is capped at 49/100. To prevent the small, relatively easy tasks inflating the final result, the student has to achieve at least 70/100 on the assignments, to get 70/100 or higher, overall.

Module title: Learning to Reflect

Overview

This module will enable students to develop competencies expected of working professionals to plan what skills and knowledge they need to develop, acquire those skills and reflect on what they have learned.

Learning Outcomes:

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

1. Determine the learning needed and possible sources, to grow individual skills for a project,  and career plans.
2. Identify appropriate accreditation and qualification paths. 
3. Manage the learning, evaluate outcomes 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.

For each forum students will be asked to answer a set question with a few sentences and then reply to another student. Students will then give ratings for the answer (0, 1, or 2). The tutor 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, students will mark three others using the rubric, and provide feedback. The instructor will review the student feedback, making any changes needed. They will then allocate 90% of the grade for the student's work and 10% for their feedback.

Overall mark calculation

Small tasks = best two quizzes + best two forums
Assignments = best two assignments
Mark = Small tasks + Assignments

If Small tasks is less than 15/100, the final grade is capped at 49%.

Grades of 70% and over, will be based on Assignments only.

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 the ANU Academic Skills & Learning Centre:  Reflective writing, reflective essays, learning journals. From ANU Career Hub: cover letters,  addressing selection criteria, and resumes.

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 the 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

ANU's 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.

How is a Reflective Portfolio Assessed?

This is the third of a series of posts on how to provide students with help when preparing a reflective portfolio. This is specifically for students of  ANU Tech Launcher and the ANU Computer Science Internship. Previously 

I looked at what students are expected to learn through a reflective portfolio. But how is it assessed?




The details of the Work Portfolio Package (WPP) are available on the ANU TechLauncher website. The WPP is in the form of an application for a real position, selected by the student. This can be for employment, study, or similar.

The student prepares a document of about 8 pages:

1. Cover letter (1 page)
2. Statement addressing the selection criteria (200-250 words per criterion)
3. CV (2 pages)
4. Supplementary material, such as examples of work (2 pages).

The marking criteria are:

1. evidence of decision-making
2. maturity of reflection
3. professional tone
4. evidence of life-long learning
5. acting on feedback
6. professional attitude

 These can be placed under the previously developed headings:

Learning:

• maturity of reflection
• evidence of life-long learning 

Communication: 

• professional tone
• professional attitude 

Management:

• evidence of decision-making
• acting on feedback

Some of these have proven difficult for the students to understand. As an example, the concept of "reflection" on learning is a difficult one (which I still struggle with, despite some training). Also "life-long learning" difficult for a young student, yet to start their career, to discuss.

In a Reflective Portfolio what do Students Learn?

ANU TechLauncher,
Team Formation Exercise

This is the second of a series of posts on how to provide students with help when preparing a reflective portfolio. This is specifically for students of  ANU Tech Launcher and the ANU Computer Science Internship.

For these courses over 12 weeks, the student is expected to undertake 120 hours of study. The reflective report makes up 20% of the assessment for Techlauncher and 15% of the Internship. So this is a significant 18 to 20 hours work. But what is the student learning in this time?

Learning Outcomes

Techlauncher is offered in five ANU project courses: COMP3500, COMP3550, COMP4500, COMP3820 and COMP8715. These have similar learning outcomes.

Learning outcomes for Software Engineering Project COMP3500: 

• Work as an effective member of a team to implement a software based solution that delivers measurable value to an industry or university client.
• Develop life-long learning through reflection, as demonstrated through continual reflection on the software development lifecycle and team work processes experienced throughout the year.
• Exhibit an awareness of
  • team formation strategies and stages leading to the development of high performing, self-managing teams;
  • sound meeting practice; and
  • how personality traits can impact upon team performance and how to use individual traits to achieve the most from team work.
• Make and defend sound engineering decisions.
• Communicate effectively, orally and in writing, with peers, supervisors and commercial clients/stakeholders.
• Creatively identify and implement a solution to a complex problem that exists within the domain of ICT.
• Participate effectively in project and artefact reviews with peers, supervisors and clients/stakeholders.
• Explain the role and importance of project management, configuration and risk management processes when undertaking a software development project. Demonstrate experience in undertaking the activities associated with these.
• Explain and understand the importance of the different stages of, and activities associated with each, the software development lifecycle (SDLC). Demonstrate experience in all stages of the SDLC.
• Explain the role and importance of standards in software development. Demonstrate experience in tailoring those standards approriately according to the project they are currently undertaking.
• Participate in a group presentation, including a demonstration, to an audience of peers, clients and supervisors.

Learning outcomes for COMP8715:

1. apply the student's knowledge and implementation skills in the computer science, and apply this to an advanced and specific project topic in that area.
2. deepen their knowledge of computing principles and practice through undertaking the project.
3. earn any specific technical skills required by their topic, and apply them to project work.
4. apply and deepen skills in oral and written communication, and apply these in a project context.
5.  learn relevant project-related skills, including project management, teamwork, ethics in research, knowledge of relevant research, evaluation and production of project artifacts.

The learning outcomes for the Computer Science Internship COMP8830 are also similar:

1. Demonstrate a personal commitment to ethical behaviour, competent practice, meeting legal and regulatory requirements, taking responsibility for their own work and acknowledging the work of others.
2. Demonstrate autonomy, adaptability, a commitment to safety and sustainability, appropriate engagement with relevant stakeholders, and an ability to identify, assess and manage risk.
3. Communicate effectively and work productively in a multi-disciplinary team, using initiative and sound judgement, to achieve defined workplace objectives.
4. Apply their knowledge and skills in computer science to explore and critically analyse a real-world problem; using creativity and innovation, identify and critically evaluate potential solutions to the problem; choose and implement a particular solution; and critically evaluate and analyse the outcomes and impact of this solution.
5. Demonstrate an understanding of lifelong learning processes, and clarification of their personal and professional goals, through critical reflection on their internship experience.

The common elements of these, relevant to the reflective exercise, I suggest, are:

1. Learning: reflection, clarification of goals
2. Communication: orally and in writing
3. Management: Team work and Client focus

Addressing of the first of these, as MacKrell, Mhaisuria and McDonald (2013) pointed out, some of the skills interns learn, and report via their portfolio, are in the area of Skill management,. The authors specifically cite a skill definition from the Skills Framework for the Information Age:

"The provision of learning and development processes (including learning management systems) in order to develop the professional, business and/or technical skills required by the organisation."

From:  "learning and development", Skills Framework for the Information Age, Version 7, 2017

Normally the detail of the skill definition would come from a level matching the degree program (usually Level 3 for Bachelors and Level 5 for Masters). However, in this case the student is learning to manage learning, which is a higher level skill, even though it is their own learning they are managing:

"Determines the learning and development programme and delivery mechanisms needed to grow staff skills in line with business needs. Identifies appropriate accreditation and qualification paths, applicable to individuals within the organisation. Evaluates learning outcomes. Manages the development and provision of all learning, taking account of the strategic aims of the employing organisation."

From:  "learning and development", ETMG Level 6, Skills Framework for the Information Age, Version 7, 2017

This could be adapted for an individual learning objective:

"Determine the learning needed and possible sources, to grow individual skills for the project,  and career plans. Identify appropriate accreditation and qualification paths. Manage the learning and evaluate outcomes."

Reference

MacKrell, D., Mhaisuria, M., & McDonald, C. (2013). The skills framework for the information age as a means for investigating work-integrated learning. In 24th Australasian Conference on Information Systems Melbourne, Australia.

Helping Computing Students Prepare a Reflective Portfolio: Part 1

ANU TechLauncher,
Team Formation Exercise

This is the first of a series of posts on how to provide students with help when preparing a reflective portfolio. It is based on my experience of having completed several such tasks as a student of education, and tutoring computing students who are required to prepare a portfolio.

Towards then end of their degree, computing students at the Australian National University may undertake a practical project, either as part of a team, or an individual internship. The last assessment task for the practical project is to reflect on your learning. Reflection is a useful aid to learning, and a valuable skill for a professional. However, my experience is that computing students have difficulty with this, and need help.

The TechLauncher group project requires a Work Portfolio Package and the Computer Science Internship an "individual reflective report". This reflection makes up a significant part of the overall assessment (group project 20%, interns 15%).

Computing students, and others in STEM disciplines, undertake courses on how to carry out analysis of problems, and present evidence. However, they are rarely asked to examine themselves as a subject. In addition students undertaking group projects, or a workplace internship, are working with others on a collectively set goal. It is difficult at the end of this collective work to switch to a solitary activity.

Possible ways to help the students would be:

1. Progressive: Rather than something required at the end of a course, break the portfolio preparation up into a series of exercises. In this way students can be provided with time to reflect, and benefit from formative feedback on their work. However, for the student  work progressively, there has to be an incentive for doing the exercises on time, by making this a condition of course completion, or each part of the assessment scheme, or both.

An example of what will not work is to ask the student to complete a reflective journal, but not provide feedback or assessment until the end of the course. As a student of education, I was asked to keep a journal, but like most of my fellow students I did not pay much attention until three years later, at the end of the program.

2. Collective: Students will benefit from peer feedback on their reflections. The student benefits as much from providing feedback, as receiving it. However, students will need assistance in how to provide feedback if this is something they have not had to do before.

3. Scholarly: Students will benefit from learning a little of why and how the reflective exercise is useful to them. While not attempting to turn every student into a teacher, it would be useful for them to learn a little of the theory behind the reflective exercise. As MacKrell, Mhaisuria and McDonald (2013) point out, some of the skills interns learn, and report via their portfolio, are in the area of Skill management, specifically "learning and development" (as defined in the Skills Framework for the Information Age). It would be useful to have this listed in the learning objectives for the course, and then to point out to students this is a skill formally recognized internationally by the computing profession.


4. Limited: The value of a reflective portfolio should not be overstated. Claiming the portfolio will be valuable career tool is not likely to be believed by the student, and will not motivate them. Students will have undertaken years of disposable assessment tasks which they complete, and then discard, before moving on to the next. The portfolio exercises can be structured so each builds on the last, but even so it is too much of a leap of faith to believe any of this will be of use after the end of the course.

MacKrell, Mhaisuria and McDonald (2013) researched the gaps between what a university teaches and what is required by industry. Perhaps identifying these gaps could be an explicit goal of the portfolio exercise for each student. Learning what they have yet to learn might be the most useful outcome of the exercise.

Reference

MacKrell, D., Mhaisuria, M., & McDonald, C. (2013). The skills framework for the information age as a means for investigating work-integrated learning. In 24th Australasian Conference on Information Systems Melbourne, Australia. URL https://www.researchgate.net/profile/Dale_Mackrell/publication/290060104_The_Skills_Framework_for_the_Information_age_as_a_means_for_investigating_work-integrated_learning/links/57ee018b08ae2df364034192/The-Skills-Framework-for-the-Information-age-as-a-means-for-investigating-work-integrated-learning