Reflective Report and Learning Plan

Reflective Report and Learning Plan (45% total)

Due date: 11 pm 31st January 2018

Word length: Task 1 Final learning plan – no word limit

Task 2 Reflective report – 1500 to 1700 words excluding reference list

Assessment submission – through Turnitin

Assessment

3

: Reflective Report and Learning Plan (45% total)

Due date: 11 pm 31st January 2018

Word length: Task 1 Final learning plan – no word limit

Task 2 Reflective report – 1500 to 1700 words excluding reference list

Assessment submission – through Turnitin

Task 1. Final Learning Plan (20% out of 45%): No word limit

Update the personal learning plan developed in Assessment 1. This update will include:

· Additional barriers, strategies and resources that emerged during the session (written in a different colour).

· A fourth column that includes a review and reflection on the goals listed in Assessment 1 – updated at least once a week (written in a different colour).

· Changes based on feedback received in Assessment 1 (written in a different colour)

My updated Learning Plan Template – Assessment 3

Learning Goals
(Same goals listed in Assessment 1, unless asked to change them)

I would like to
…

Learning Barriers
(What has stopped me from achieving my goals?
Add in new ones)

List barriers

Strategies and Resources
(Actions to help you achieve your goals.
Add in new ones)

I did….

Review and Reflection

(What worked well? What did not work well? How did I overcome my barriers? What did I learn? What next?)

This strategy worked because….

I overcame my barriers by….

In future, I will……

Task 2. Reflective report (25% out of 45%)

Write a reflective report on your learning experiences in this unit with recommendations about your future learning in your discipline.

Ensure that you include at least 2 academic references from myReadings, cited correctly in either Harvard or APA 6th edition.

The report will include a title page after the cover sheet and will then have the following headings:

· Table of Contents

· Introduction

· Next headings selected to match your learning goals. Some examples are:

· Time management development

· Academic writing development

· Academic integrity knowledge and skills

· Growth Mindset Development

· Conclusion

· Recommendations

· References

· Appendix – Final learning plan

Putting task 1 and task 2 together

· Update learning plan as per Task 1.

· Write the reflective report (Task 2) inserting the learning plan in the Appendix.

· Combine the cover sheet, your reflective report, and learning plan into a single file and submit to TURNITIN.

EDU10010

Assessment 3 Marking criteria

CRITERIA

High Distinction (HD)

Distinction (D)

Credit (C)

Pass (P)

Fail (F)

Report

Concepts

8 points

Demonstrates an excellent understanding of unit content and how to apply them in your discipline.

Demonstrates a very good understanding of unit content and how to apply them in your discipline.

Shows a good understanding of unit content and how to apply them in your discipline.

Shows a developing understanding of unit content and how to apply them in your discipline.

Shows little or no understanding of unit content and how to apply them in your discipline.

Report

Reflection & Critique

10 points

All reflections clearly describe growth. Evidence of a very strong ability to self-assess and aligns with learning plan. Clear recommendations for the future.

Most of the reflections describe growth, and include goals. Evidence of a sound ability to self-assess and clearly aligns with learning plan. Very good recommendations for the future.

Some of the reflections describe growth, and include goals. Evidence of the ability to self-assess and mostly aligns with learning plan. Some recommendations for the future.

A few of the reflections describe growth, and include goals. Evidence of an adequate ability to self-assess with some alignment with learning plan, Very few recommendations for the future,

The reflections do not describe growth or include goals. Does not have the ability to self-assess with no alignment with learning plan. No recommendations for the future.

Report

Overall Presentation

3 points

The structure of the report is logical and flows smoothly. The writing is engaging with very well constructed sentences. There are no grammatical, punctuation, and spelling errors. Adheres to the word limit and formatting requirements.

The structure of the report is clear and flows well. The writing is mostly engaging with clearly constructed sentences. Occasional minor grammatical, punctuation, and spelling errors. Adheres to the word limit and formatting requirements.

The structure of the report is satisfactory and generally flows well. The writing lacks originality. Sentence partially well-constructed, Some grammatical, punctuation, and spelling errors. Adheres to the word limit and formatting requirements.

The structure of the report is passable, but confusing at times. Writing is not always connected with some poorly constructed sentences. There are frequent grammatical, punctuation, and spelling errors. May not adhere to the word limit, but adheres to most formatting requirements.

The report lacks a clear sense of direction with awkward sentence structures. There are a significant number of grammatical, punctuation, and spelling errors. May not adhere to the word limit or formatting requirements.

Report

Referencing

4 points

Uses the stipulated sources. Referencing is used correctly.

Uses the stipulated sources. Mainly accurate use of referencing.

Uses the stipulated sources. There are some errors in the referencing.

May not use all of the stipulated sources. Adequate use of referencing.

May not use all of the stipulated sources. Unsatisfactory use of referencing.

CRITERIA

High Distinction (HD)

Distinction (D)

Credit (C)

Pass (P)

Fail (F)

Learning Plan

Content

14 points

Excellent identification of relevant learning goals. Barriers, strategies, and resources are clearly aligned to the goals. There is strong evidence of modification of learning plan due to ongoing review.

Very good identification of relevant learning goals. Barriers, strategies, and resources are clearly aligned to the goals and are realistic. There is clear evidence of modification of learning plan due to ongoing review.

Good identification of relevant learning goals. Barriers, strategies, and resources are mostly aligned to the goals and are mostly realistic. There is some evidence of modification of learning plan due to ongoing review.

There is some identification of relevant learning goals. Some barriers, strategies, and resources are aligned to the goals and are realistic. There is limited evidence of modification of learning plan due to ongoing review.

There is little or no identification of relevant learning goals. Most barriers, strategies, and resources are not aligned to the goals and are not realistic. There is no evidence of modification of learning plan due to ongoing review.

Learning Plan

Presentation

6 points

Clearly written. There are no grammatical, punctuation, and spelling errors. Adheres to formatting requirements.

Clearly written. There are very few grammatical, punctuation, and spelling errors. Adheres to formatting requirements.

Writing is mostly clear. There are a few grammatical, punctuation, and spelling errors. Mostly adheres to formatting requirements.

Writing is not always clear. There are some grammatical, punctuation, and spelling errors. May not adhere to formatting requirements.

Writing is not clear. There are several grammatical, punctuation, and spelling errors. May not adhere to formatting requirements.

EDU10010

Assessment 1: Short Written Response (15% total)

Due date: 11 pm 26 November 2017

Word length: Learning plan – approximately 300 words as a guide only

Reflective paragraph – 200 words

Assessment submission – through Turnitin

Task 1 – Learning plan (5% out of 15%)

(Aims to facilitate a self-directed approach to learning)

Use the template below to write your personal learning plan. It will have three components:

1. Four personal learning goals that can be achieved by the end of the session for this unit (choose from the list provided).

2. Barriers to stop you achieving each goal.

3. Strategies and resources to support your learning goals. State how these are to be used.

Choose four (4) learning goals from the list below:

1. To navigate the university website effectively

2. To develop my time management skills

3. To develop my academic writing skills

4. To learn how to reference (in EITHER Harvard OR APA)

5. To learn how to practice academic integrity

6. To develop my learning approach (e.g. Growth Mindset)

7. To develop my paraphrasing skills

8. To develop critical reading and thinking skills

Please see your tutor if you wish to choose a learning goal that is not on this list.

My Learning Plan Template – Assessment 1 (approx. 300 words)

(See Study Guide Topic 2, Section 5 for further information.)

Four Learning Goals
(These should be practical, realistic, and align with the content of EDU10010)

I would like to…

Learning Barriers
(Barriers to stop achieving each goal)
Examples include language barriers, no Internet at home, and being a new student)

List barriers

Strategies and Resources
(Actions to help you achieve your goals)

I will….

Task 2 Reflective description of your Learning Plan (10% out of 15%)

(Aims to introduce the fundamental building blocks of writing – the paragraph.)

In a single paragraph (200 words) describe and reflect upon your learning. Use informal language and use the following questions to help guide your reflection.

· What skills do I need to improve upon?

· What short and medium term goals do I want to achieve?

· How can I achieve these goals?

· What can help and hinder me from achieving my goals?

Marking criteria

Grade

Description of Grade

Learning Plan (Task 1)

Paragraph (Task 2)

High Distinction (HD)

13-15%

Excellent identification of relevant learning goals. Strategies are clearly linked to learning goals and are very realistic. Barriers to learning are very appropriate.

Ideas are well considered and linked to unit content. The paragraph has a strong central focus and is well organised. Sentences are clear with the correct structure. There are no spelling or grammatical errors. It is within the word limit.

Distinction (D)

11.5-12.5%

Very good identification of relevant learning goals. Strategies and resources are clearly linked to goals and are realistic. Barriers to learning are appropriate.

Ideas are thoughtful and clear. The paragraph has a clear focus. Sentences are mostly clear with the correct structure. There are minor spelling or grammatical errors. It is within the word limit.

Credit (C)

10-11%

Good identification of relevant learning goals. Strategies and resources are linked to goals and are mostly realistic. Barriers to learning are mostly appropriate.

Ideas are straightforward and clear. The paragraph has a recognisable focus. Sentences are mostly clear, with some errors in structure. There are some spelling or grammatical errors. It is within the word limit.

Pass (P)

7.5-9.5%

There is some identification of relevant learning goals. Some of the strategies and resources are linked to goals and are realistic. Barriers to learning are limited.

Ideas demonstrate an adequate response to the topic. Sentence structures are not always clear and ideas lack connections. There are several spelling or grammatical errors. It may exceed or be below the word limit.

Fail (F)

<7.5% There is little or no identification of relevant learning goals. Strategies and resources are not linked to goals and are not realistic. Barriers to learning are missing or not appropriate. Ideas are elementary, may not be clear and do not connect with the topic. The sentences lack focus and connections. There are a high number of spelling or grammatical errors. It may exceed or be below the word limit.

Joe Smith Assessment 3: Reflective Report and Final Learning Plan

Joe Smith Assessment 3: Reflective Report and Final Learning Plan

Reflective Report of Learning Plan at *

Reflective Report for Sue Muloin

8 October, 2017

Joe Smith

Table of Contents
1. Introduction 1
2. Improve my English Speaking ability 1
3. Develop Academic Writing Skills 2
4. Time Management 2
5. To be able to navigate * websites and programs efficiently 3
6. Conclusion 4
7. Recommendations and Strategies for my Future Learning 4
References 5
Appendix: Final Learning Plan 6

Joe Smith Assessment 3: Reflective Report and Final Learning Plan
Joe Smith Assessment 3: Reflective Report and Final Learning Plan
Joe Smith Assessment 3: Reflective Report and Final Learning Plan

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Introduction

Preparing a learning plan and following it helps students succeed in their studies. A learning plan helps students to develop a mindset on learning needs and objectives. It can be used as a guide on learning needs and later to achieve goals of University life. There are four learning goals in this report which are to improve English speaking ability, to develop academic writing skills, time management and to be able to navigate * websites and programs efficiently. For each of this goals I have prepared to do list which are Goals, Strategies and Sources, Constraints and Enablers, and Reflections and outcomes. This report includes the academic skills required in my further studies for Accounting.

Improve my English Speaking ability

Being an international student with English not being the first language, it is too difficult to survive in Australia without English as Primary Language. Although back in our country we were taught everything in English but English Speaking was not relevant there. So in order to be part here I need to adopt myself to Improve English Speaking ability. According to Zeegers, P. (2011), International students are the ones who are isolated. The goals are to improve speaking is to make proper conversation in English and to be able to explain something in English, to be able to ask at least a question in my weekly EDU10010 tutorial, and use good grammar, vocabulary with proper pronunciation. To achieve this goals, the strategies that I have are read out passages out loud to clearly find words which I get confused in pronouncing. The best way of improving command in English Speaking is by reading broadsheet newspaper (Creme & Lea 2008). My strategies are to listen to weekly lectures and read handouts to get more help for speaking words, speak with the people with English as their first language, speak in front of mirror to gain more confidence while speaking, ask even more questions to lecturers, and avoid using my native language with friends when in classroom. The enablers to my goals are, English is the first language here in Australia so can get to practice English, from my previous studies I know many words for English Speaking. And constraints are, English not being first language, it may take time to get used to in English, most people here in Australia are fast speaker and use lots of slangs which is challenging to understand. The outcomes of this studies are my English accent sounds awkward, it will take time for me to be natural in English speaking, I learned that I have to be confident in Speaking first than learning words, as most of the time I get confused when I pronouncing any wrong word when speaking English so I should stop doing that at last I learned that I should not try to speak fast as I make mistakes there.

Develop Academic Writing Skills

Academic writing is new things to me as I have never done them before. Writing proper essay, reflecting, critical essay, are all new to me, so I have to learn each and everything in this first session of the University. My goals to develop academic writing skills are to complete all assignment at least two dates before the due date to allow time to see the similarity report and rewrite to make it even better, for which my strategy is to write reflection, essay, critical essay, report, correctly which I learned in EDU10010 class. The other goal is to use correct grammar and punctuation. My strategies are to read articles and other reading to get proper knowledge for writing, write reflection, journal stories or essays regularly about daily happening. When we are practicing to write we are also developing knowledge and quality of writing (Creme & Lea 2008). Other goals are to check my own writing and edit the mistakes there, if I have free time then writing blog can be good way to upgrade my writing. The enablers are that I have got teacher to guide me though good track, have got support from brother who have got university experience, there are many ongoing academic writing tutorials in university to boost up my writing. And the constraints are that I will not have enough time to do every of that things, as I have busy schedule of study, assignment and part time work, so I will have very less free time to write journals and essay for practice. The outcomes of this learning are that I found a trusted friend with whom I exchange my academic writing, so she could check mine and I check hers, it is necessary to attend workshops and class tutorials of EDU10010 to develop academic writing which I never missed, I should remember to follow the outlines like what, when why, how, when academic writing.

Time Management

Time management is very important factor. If we cannot manage time properly then all the learning plans will be useless. So this is in the first priority of all this learning plan is Time Management. The goals for it is to submit all assignments on time as assignment is the only thing that can pass us to next level of our studies in University level. Another goal is to make out time to learn speaking and writing which are part of my learning plan. The strategies for time management are prepare weekly schedule for studying, attending class, work, as recommended by EDU10010 class, update schedule when it need to be changed especially when any assignments do not seem to be completed on time and needs more time to complete, follow my prepared schedule very strictly, and prioritising tasks on its importance. The enabler is completing assignment is must to pass in a session so it will encourage and force me to follow it and study which is my main job. Constraints for time management are that Emergency situations may occur to disturb schedule, is never used too in follow schedule so can be difficult to follow, my work roster changes every week so have to prepare new schedule every week accordingly so is difficult. Procrastination made my assignments delay and had to take extension on most of the assignments, so I should stop procrastinating. I should try to complete all my assignments on time as I am still bad on time management. I should keep aside travelling, going out, parties, playing, if there is assignment due as assignment falls under my priority list than others. For smooth task management, administrator must know how to manage time and task (Allen, J. 2005).

To be able to navigate * websites and programs efficiently

My study here in *(*) is going to be for 3 years so it is very important to learn how to navigate * websites and programs efficiently. I have never accessed anything from websites and programs before, so it is new thing to me and can be challenging. The goals for navigating * websites are to be able to follow up every discussion, and access other different useful options in website which I have not used before. The strategies for this learning are to follow every announcements and lectures before going to weekly classrooms, spend more time in * website and blackboard, access myreadings tab to assist in doing assignment, and access * library to find references for assignments. The enabler are I have got good internet at home as well as in university, have got reliable laptop and online storage to be safe from data loss, and have previous experience of using Microsoft Office so I should not practice more. To learn anything, we should practice, study, take notes, or pay attention to get that thing in mind and to perfect it (Dweck, C. 2008). The constraints are that internet connection may not be available everywhere when going out, virus attack may occur and may delay in assignments, and have not used this type of online systems before. I found that I can contact lecturers by their contact details through contact tab in BB. We can access academic articles using * library. Following Blackboard discussions can help us into problem solving as most of the problems are discussed there. I learned to submit assignment online and access the feedbacks and grades from there.

Conclusion

Learning plan is very important succeeding in student’s life. It would be very difficult to learn everything without learning plans. The learning plan for me includes improving my English Speaking, develop academic writing skills, time management and to be able to navigate * websites and programs efficiently. So to succeed in this learning plan I need to follow the strategies and do everything as stated to achieve learning goals.

Recommendations and Strategies for my Future Learning

To get the better result in this University level I need to work on my weakness. I need to practice English Speaking skill by talking more with other, write more reflections and essays to improve my writing skill. I also need to continually check my Blackboard learning sites daily to ensure that I am up to date with unit material. Participating in the Discussion Board forums is something I need to do more of. And most of all I need to manage a proper time by creating schedules for it. Although I procrastinate a lot, but I need to stop doing it start doing all my

works and complete it on time.

References

Allen, J. 2005, ‘Taking Stock’, Time Management for Event Planners, vol. 1, pp. 4, viewed 28 May 2016, http://reader.eblib.com.au.ezproxy.*.edu.au/(S(llyi5t1hd4rjesqnk1qi1k3b))/Reader.aspx? p=469181&o=188&u=F6TJLDpbvXpI3yBTkxoXmQ%3d%3d&t=1464504124&h=C11E2C84269 11C33EF9E3EAA15AAAD3B830D2288&s=25495542&ut=606&pg=1&r=img&c=1&pat=n&cms=‐1&sd=1.

Creme, P. & Lea, M. 2008, ‘Learning Journals and Reflective Writing’. Writing at University, vol. 3, no. 13, pp. 197, viewed 28 May 2016, http://reader.eblib.com.au.ezproxy.*.edu.au/(S(mkk5ut0lo5vrb5oion535ljq))/Reader.aspx

?p=345134&o=188&u=F6TJLDpbvXpI3yBTkxoXmQ%3d%3d&t=1464497628&h=2956B5F00B

A0BE1EE2D0BADFB5C287E0CF6B3AEF&s=25490973&ut=606&pg=210&r=img&c=1&pat=n&cms=‐1&sd=1#

Creme, P. & Lea, M. 2008, ‘You and University Writing’. Writing at University, vol. 3, no. 1, pp. 4, viewed 28 May 2016, http://reader.eblib.com.au.ezproxy.*.edu.au/(S(mkk5ut0lo5vrb5oion535ljq))/Reader.aspx

?p=345134&o=188&u=F6TJLDpbvXpI3yBTkxoXmQ%3d%3d&t=1464497628&h=2956B5F00B
A0BE1EE2D0BADFB5C287E0CF6B3AEF&s=25490973&ut=606&pg=210&r=img&c=1&pat=n&cms=‐1&sd=1#

Dweck, C. 2008, ‘Scientific American Mind’, The Secret to Raising Smart Kids, vol. 18, no. 6, pp. 36‐43, viewed 28May 2016, http://web.b.ebscohost.com.ezproxy.*.edu.au/ehost/detail/detail?sid=747084e6‐426d44f9‐aee4‐

6d2fe09feab4%40sessionmgr120&vid=0&hid=106&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d

%3d#AN=28806457&db=pbh

Zeegers, P. 2011, ‘You and the University’, Essential skills for Science and Technology, vol. 1, no. 1, pp. 3‐11, viewed 29 May 2016, https://*.rl.talis.com/items/262D1048‐2D15‐DFF4‐

CB1C‐4143D4923859.html?referrer=%2Flists%2FF9436F54‐2B30‐11A1‐D9FB‐

75ED1EE81657.html%23item‐262D1048‐2D15‐DFF4‐CB1C‐4143D4923859.

Joe Smith Assessment 3: Reflective Report and Final Learning Plan

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Appendix: Final Learning Plan

My Learning Plan in Session 1

Learning Plan – Final

My learning plan for my 1st Session of study at *

Learning Goals

Learning Barriers

Strategies and Resources

Review and Reflection

To improve my English Speaking
ability

English in not my first language so it may take time to get used to it.
First time abroad and speaking with native English speaker.
Some people are very fast speaker which is very challenging to understand.

Read passages out loud to clearly find out in what words I mostly get confuse in pronouncing.
Listen to the lectures and read texts to get more help for speaking words.
Speaking with people with English as their 1st language.
Speaking in front of mirror to gain more confidence while speaking.
To ask more questions to lecturers.
Avoid using our own language when we are in classroom with friends of same country, instead speak English.

My English accent sounds awkward due to different language background. This makes me feel shy when I try to speak with native English speakers.
I learned that it will take more time to fully improve English speaking ability than I had expected. I need to practice speaking English every day.
I found that at early stage of learning word does not matter, I just need to be confident in English speaking.
I have learnt not to be confused using wrong pronunciation and grammar while speaking English.
I have learned not to speak in fast pace as I make most mistakes. As a result, I am feeling

more confident when speaking with English speakers.

To develop
Academic
Writing skills

Will nothave much time to practice due to busy schedule and less free time.

Read articles and other readings to get proper knowledge for it.
Write Reflection, Journal, Stories or Essays regularly.
Edit out writing and to check if there are any mistakes in my writings.
Writing a blog is another good way to develop Writing skills.
Learn to write reflection, essay, critical essay, report which I learned in the EDU10010 class.

I need to find a writing partner to exchange our writings and check them.
It is necessary to attend workshops and class tutorials of EDU10010 to develop Academic writing skills.
It is better to write journals daily about daily happenings.
I should remember and follow the outlines like what, why, when, how, when writing.
I should learn to be better in using Microsoft word and doing assignments there.

Time management

Emergency situations may occur to disturb schedule.
Have not got habit of following it so it may be difficult at the beginning.
My jobs roster changes every week so have to change study routine according every week.

Prepare weekly schedule for studying, attending class and job, as recommended by EDU10010 class.
Update schedule when it needs to be changed, especially when any assignments does not seem to be completed on time and needs more time to complete.
Follow my prepared schedule very strictly.

Time is most important factor and cannot be changed back, so I should utilize it properly. Preparing my weekly schedules helped me to learn how important it is to keep it updated.
Procrastination made my assignments to complete late, so I should not procrastinate and not keep my work for tomorrow.
Should complete my assignments on time as I had to take extensions because of poor time management. This mean reducing my work hours when I have assessments due.

Should prioritise tasks on its importance.

I should keep aside travelling, going out, parties, playing aside as these does not fall in the priority list and do assignments immediately.

To be able to
navigate
*
websites and programs
efficiently

Internet connection may not be available everywhere.
Have not used this type of systems before.
While accessing some websites virus got into the laptop which froze the laptop and delayed the assignment.

Follow every announcements and lectures before going to weekly classrooms.
Research the different things available online.
Spend more time in * website and blackboard.
Access myReadings tab to assist in doing assignment.
Access * Library and Mail.

I found that I can contact lecturers using their contact details are in Contact tab in BB.
I got the academic articles and other useful information for assignment from * library or myreadings.
It’s better not to google everything, as most of the useful information can be found by searching in the * search link.
I learned to use the quiz tab and the other practice sample quiz before doing online quiz.

I should follow up Blackboard Discussions, as solution to most of the questions are published there.
I learned how to get the exam dates and locations. In future, I will check my exam schedule as soon as I receive the email informing me that it is available.
I learned to submit assignments and view grades for them, which took long time for me to figure it out. Now, I will always submit my assessment early to allow time to review my Originality Report in Turnitin.

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Short Written Response

My Learning Plan – Assessment

Learning Goals (4)

Learning Barriers

Strategies and Resources

To navigate the university website effectively.

· Inadequacy of *Rewriting required standard and common IT infrastructure with university site methods.

· Irregular*do u mean regular internet drop-outs.

· Need time to keep up to date with all requirements and expectation prior to (uni name) website.

· Keep in touch with (uni name)site daily, especially with blackboard collaboration and familiar with site structure.

· Before attending class session do tutorials and follow-up the content of the lecture. (Unit outline, study guide, attending online lectures) * great strategy

· Do not wait to do university work till last time; it will be help to internet drop-outs. * needs rewriting

To develop my time management.

· Not prioritizing*British vs. American spelling use British, rather than American, spelling in Australian academic English task effectively.

· Put off task that I should focus on right now.

· Failing to keep a to- do list.

· Make action priority matrix upon which task is high yield and high priority and low value. Specially assignment deadlines. *It is a bit unclear how you re going to apply this matrix

· Use action plan this will help break large amount of work in to manageable steps.

· Set a weekly schedule planner to manage work. *study planner This will helps to track on top of things.

To develop critical reading and thinking skills.

· English is not my native language.

· Did not prepare for lectures before attempting class.

· Not trying out what I have learned previous week.

· Interact with (uni name) internationals team for international students and develop English speaking, thinking and reading skill.

· Getting familiar with (uni name)quick guide* List the quick guides that relates to critical thinking ,and go through weekly lectures and tutorials properly.

· Practice * How will you do this understanding and analysing learning’s which explained on EDU10010 Blooms Taxonomy learning methods.

To learn how to practice academic integrity.

· Unconsciousness about plagiarism.

· Misunderstanding of How *Use lower-case ‘h’ here to referencing sources.

· Closely paraphrasing sentences, paragraphs, ideas or themes without improper citation.

· Prepared * your strategies should be in future tense: prepare, engage a draft and discussed with my lecturer or (uni name) assignment support group.

· Engaged with (uni name)library and find information and methods about APA 6th edition or Harvard referencing style. * Referencing Strategies, A good strategy would be to complete the readings and activities in the study guide for this unit under Topic 4: Using Referencing in your writing. Also, to revise the week 4 lecture and tutorials

Short Written Response

PARAGRAPH

Learning goals which I discussed above give a clear idea on how to improve essential concepts and skills regarding my university studies. My primary objective mainly concerned on (uni name)website. To navigate effectively allocate sometime daily sessions and tutorials* This needs to be rewritten more clearly. give an immense help to myself familiar with the site structure. Next important one is time management. Make a weekly schedule planner and prioritise high yield and high priority tasks over low value task, it will allow me to foresee the entire task which will be required to complete. Well made plan always save my great deal of time. Critical thinking and reading skill across the learning areas can develop by analysing and evaluating models which review on Blooms cognitive process dimension. What I need to understand in here is; this is my first time studying an aboard as an international student. So I must aware and understand of the core values * To which goal does this relate? and expectations of the academic culture. Final goal is practice academic integrity. Referencing is one of the best ways to practice academic integrity when writing an assignment at university. Especially to express my understanding by showing that I have read and worked on the topic. After all moving to overseas is new beginning and new life, so keeping up is important. The four goals emphasize how to overcome learning barriers and influence myself to become a successful graduate. (222 words) Structured: your paragraph is structured well, with an appropriate topic sentence, followed by logically-ordered sentences and a clear concluding sentence.

Chapter 13: Learning journals and reflective writing

– Creme, P., Lea, M. 2008

How the language really works: The fundamentals of critical reading and effective writing

– Kurland, D. 2000

Online Resource

Chapter 1 : Thinking about learning

– Turner, K., Krenus, B., Ireland, L., Pointon, L. 2011

Chapter 5 : Basic academic writing skills

– Turner, Kathy; Krenus, Brenda; Ireland, Lynette; Pointon, Leigh 2011

Assessment

3

: Reflective Report and Learning Plan (45% total)

Due date: 11 pm 31st January 2018

Word length: Task 1 Final learning plan – no word limit

Task 2 Reflective report – 1500 to 1700 words excluding reference list

Assessment submission – through Turnitin

Task 1. Final Learning Plan (20% out of 45%): No word limit

Update the personal learning plan developed in Assessment 1. This update will include:

· Additional barriers, strategies and resources that emerged during the session (written in a different colour).

· A fourth column that includes a review and reflection on the goals listed in Assessment 1 – updated at least once a week (written in a different colour).

· Changes based on feedback received in Assessment 1 (written in a different colour)

My updated Learning Plan Template – Assessment 3

Learning Goals
(Same goals listed in Assessment 1, unless asked to change them)

I would like to
…

Learning Barriers
(What has stopped me from achieving my goals?
Add in new ones)

List barriers

Strategies and Resources
(Actions to help you achieve your goals.
Add in new ones)

I did….

Review and Reflection

(What worked well? What did not work well? How did I overcome my barriers? What did I learn? What next?)

This strategy worked because….

I overcame my barriers by….

In future, I will……

Task 2. Reflective report (25% out of 45%)

Write a reflective report on your learning experiences in this unit with recommendations about your future learning in your discipline.

Ensure that you include at least 2 academic references from myReadings, cited correctly in either Harvard or APA 6th edition.

The report will include a title page after the cover sheet and will then have the following headings:

· Table of Contents

· Introduction

· Next headings selected to match your learning goals. Some examples are:

· Time management development

· Academic writing development

· Academic integrity knowledge and skills

· Growth Mindset Development

· Conclusion

· Recommendations

· References

· Appendix – Final learning plan

Putting task 1 and task 2 together

· Update learning plan as per Task 1.

· Write the reflective report (Task 2) inserting the learning plan in the Appendix.

· Combine the cover sheet, your reflective report, and learning plan into a single file and submit to TURNITIN.

EDU10010

Assessment 3 Marking criteria

CRITERIA

High Distinction (HD)

Distinction (D)

Credit (C)

Pass (P)

Fail (F)

Report

Concepts

8 points

Demonstrates an excellent understanding of unit content and how to apply them in your discipline.

Demonstrates a very good understanding of unit content and how to apply them in your discipline.

Shows a good understanding of unit content and how to apply them in your discipline.

Shows a developing understanding of unit content and how to apply them in your discipline.

Shows little or no understanding of unit content and how to apply them in your discipline.

Report

Reflection & Critique

10 points

All reflections clearly describe growth. Evidence of a very strong ability to self-assess and aligns with learning plan. Clear recommendations for the future.

Most of the reflections describe growth, and include goals. Evidence of a sound ability to self-assess and clearly aligns with learning plan. Very good recommendations for the future.

Some of the reflections describe growth, and include goals. Evidence of the ability to self-assess and mostly aligns with learning plan. Some recommendations for the future.

A few of the reflections describe growth, and include goals. Evidence of an adequate ability to self-assess with some alignment with learning plan, Very few recommendations for the future,

The reflections do not describe growth or include goals. Does not have the ability to self-assess with no alignment with learning plan. No recommendations for the future.

Report

Overall Presentation

3 points

Report

Referencing

4 points

Uses the stipulated sources. Referencing is used correctly.

Uses the stipulated sources. Mainly accurate use of referencing.

Uses the stipulated sources. There are some errors in the referencing.

May not use all of the stipulated sources. Adequate use of referencing.

May not use all of the stipulated sources. Unsatisfactory use of referencing.

CRITERIA

High Distinction (HD)

Distinction (D)

Credit (C)

Pass (P)

Fail (F)

Learning Plan

Content

14 points

Learning Plan

Presentation

6 points

Clearly written. There are no grammatical, punctuation, and spelling errors. Adheres to formatting requirements.

Clearly written. There are very few grammatical, punctuation, and spelling errors. Adheres to formatting requirements.

Writing is mostly clear. There are a few grammatical, punctuation, and spelling errors. Mostly adheres to formatting requirements.

Writing is not always clear. There are some grammatical, punctuation, and spelling errors. May not adhere to formatting requirements.

Writing is not clear. There are several grammatical, punctuation, and spelling errors. May not adhere to formatting requirements.

AppendixA: My Learning Plan for Session 3

Learning Goals

Learning Barriers

Strategies & Resources

Review and Reflection

To become an effective Distance Education student by expanding my skills and confidence using the *institution name website.

Lack of experience with *institution name interface, Blackboard, Blackboard Collaborate and other online resources.

The time required to locate and familiarise myself with *institution name website.

Low self-efficacy from previous university failure.

Attend Week 1 lecture and tutorial to develop skills.

Use *institution name study guides, Lib guides, Navigator, Blackboard Collaborate on a weekly basis to familiarise myself with *institution name available tools.

Dedicate 2 hours per week to navigating my way through the *institution name website to increase familiarity.

Be prepared for the weekly lectures and tutorials, completing all homework prior to attending lectures and tutorials.

Regularly participate in the online discussion board and contribute to class discussions.

Commence using Turnitin this session and submit assessments a minimum of 2 days prior to the due date.

Using session planners to plan my units week by week to provide breakdown of workload.

I have received feedback throughout the session that has indicated that I will be able to successfully achieve this learning need. I have learnt how to successfully use Blackboard and Blackboard Collaborate.

I am more aware of the expectations and challenges set at a university level and how to best manage my future units.

I can readily access the *institution name website to attend lectures, tutorials, submit assessments, view grades and access information when necessary. This learning need that I identified at the beginning of this session, I have achieved.

I believe as I continue with my studies the skills I have learnt in this unit will support my future learning and underpin my future success at *institution name.

The constraints I identified at the beginning of the unit, such as my lack of experience with the *institution name interface, Blackboard and Blackboard collaborate and a strong feeling of low self-efficacy I no longer consider a constraint to my learning goals.

I have used my time management skills to allocate the necessary time to spend preparing for lectures and tutorials and I have found session planners to be an excellent tool for visualising workloads.

I have found that continually attending the weekly lectures and online tutorials has been of great benefit as it has provided me with strategies to become a self-regulated learner and to be accountable for my own learning.

Throughout this unit, I have been able to improve my feelings of low self-efficacy brought upon from previous study. I have been applying myself and investing the time and efforts to ensure my assessments have been to a high standard. This has been achieved by using the skills and strategies gained from this unit such as critical reading and thinking, referencing and academic writing. Consequently my marks have reflected this effort supporting the growth mindset theory that time and effort does yield results.

I have achieved my learning need and I will be able to apply skills such as time management, critical thinking and report writing skills in future units and in my current position.

After completing this unit, I feel confident that I will be a highly effective distance education student.

To improve my Academic writing skills

I have not studied at TAFE or University for a long period of time.

Inexperience with academic writing at a University standard.

Weaknesses in my ability to convert thoughts into text.

Review the weekly lecture and tutorial relating to Academic Writing skills.

Read and paraphrase all required information from weekly Study Guides, notes and readings.

Leave sufficient time to complete a draft assessment, submit it to Turnitin, and paraphrase the documents if necessary.

Break down assessments into smaller parts, create a plan of how to address the questions using mind maps.

Regularly review and reflect on assessments.

Improving my academic writing skills will continue to evolve and improve throughout the session and in turn throughout the remainder of my experience at *institution name.

By reviewing the weekly lectures and tutorials, my knowledge and understanding of how to write and structure topic sentences, create paragraphs, paraphrase information and use academic language have already improved as reflected in my marks and assessment feedback.

Feedback from Assessment 1 and Assessment 2 indicate that I have a good grasp of how to write to a University standard.

The use of mind maps has been helpful as it assists with gathering ideas and logically creating a flow or order for my assessments.

I have found managing my time effectively using Turnitin prior to deadlines is very helpful in submitting strong assessments.

The topic of Academic writing has been very rewarding for me as I struggle to write clear and concise topic sentences, but I now have skills such as using linking words that has greatly assisted with creating assessments with a clear structure and that flow logically.

I have come to realise that the most important park of writing assessment is to understand what the question is asking and how to best answer the questions using task words, content words and limiting words. This has directly benefitted me being able to achieve success in my learning need as I know what I am looking for and how to provide an appropriate answer to the question.

The hamburger analogy was a great tool to help me remember the structure of paragraphs. I find this will be valuable for when writing reports in the future.

I found the information on paraphrasing in the lecture and the *institution name quick guide really useful as I am new to the concept of paraphrasing. I am no longer fearful of plagiarising information and, with practice, I hope this skill will continue to improve.

Learning to summarise, paraphrase, evaluate and synthesise information has improved the way I construct reports. I always find it difficult to get my thoughts across on paper, but by taking notes, doing mind maps, creating clear topic sentences, thesis statements and paragraphs and linking it back with a conclusion has helped me to mentally and visually map out how to write logically. These skills also link back to Bloom’s Taxonomy of learning theory as these are higher order skills in learning.

Finally, critical reading and critical thinking have helped me to develop an inclusive approach not only to my studies, but to my life. I am now asking more questions and not taking anything at face value. When I am now presented with information, I am actively trying to comprehend, analyse, interpret and evaluate it so I can make informed choices in my life.

To develop a Growth Mindset

Overcoming low self-efficacy from previous failure at University.

I previously identified with some of the Fixed Mindset learning style and low self-efficacy.

The time, money and effort associated with University study which takes away from other commitments.

Refer to Dweck’s learning theory of Growth Mindset vs Fixed Mindset for positive reinforcement.

Review Lecture and Tutorial from Weeks 1 and 2 to develop my understanding of the different styles of learning.

Build high self-efficacy through success in assessments.

Reward myself mentally and emotionally for achieving set goals.

Embrace challenges by breaking down seemingly overwhelming tasks into smaller more manageable goals.

Set aside 1-2 hours per day to attend to University requirements.

Use session planners and time management Matrix to visualise daily, weekly goals, and session deadlines.

Review personal and professional goals regularly.

Throughout this unit I have been diligent with my studies, attendance, homework and readings trying to build deep learning and improve my self-efficacy through hard work and persistence.

I would argue that I have taken the necessary steps to shift my learning style from a fixed mindset to a growth mindset based on the facts that I have attended all the lectures and tutorials, made notes, asked questions, reflected on the information and set realistic goals for myself.

Despite the niggling self-doubt that continues, I strive to make my goals of earning a university degree a reality by applying myself and rewarding myself for small wins along the way.

I continue to try and manage my time effectively using a diary and session planners so I can maintain a healthy life/work balance.

I am very pleased that I elected to complete this unit at the beginning of my degree as I believe it has created a platform for my future success at university.

This learning need has proven to be the most difficult for me to achieve. Developing a Growth Mindset has been a far harder goal to achieve as it is not based on factual or concrete skills that can be studied or taught. This learning need is more of a mental and personal journey for me.

I really identified with the Fixed Mindset when I was learning about the different theories as I always wanted to obtain a degree, but in the fastest, easiest way possible. Now that I am a mature student, I recognise and relate to Dweck’s (2008) theory as my goals and priorities have changed and I have adopted a Growth Mindset.

I recognise the importance of setting goals and goal realisation and being accountable through SMART targets. I can apply this to my personal and professional life.

I found learning the theory of self-efficacy has directly helped me to achieve my learning need. I was basing my current abilities on previous failures which were detrimental to achieving success. However, being able to acknowledge my past experiences, control and understand my body’s responses, ask for feedback and watch and compare it with others, my self-efficacy has greatly improved with my feelings towards learning being very positive and I am eager to learn.

To learn to practice Academic Integrity

Lack of experience with referencing using APA 6th Edition.

Inexperience with University expectations.

Unawareness of what is considered Plagiarism, Cheating and Collusion and the severity of the issues at University level.

Attend week 4 online lecture and tutorial to develop knowledge and understanding of what is Academic Integrity.

Learn how to reference correctly (APA 6th Edition) for assessments 2, 3 and 4 of this course.

Thoroughly read and comprehend the *institution name Library guide APA Style guide.

Complete the referencing practice sessions in Week 4 Study Guide.

Be consistent and continually practice paraphrasing skills to all readings.

Identify when it is appropriate to use direct quotes in assessments or essays without over using direct quotes.

Refer to previous examples of the APA 6th Edition referencing style for help.

Submitting assessments to Turnitin prior to deadlines to help identify any issues or concerns with the content, allowing for sufficient time to go back and amend any problematic parts of the document.

Diligent note taking – using the Cornell Note taking system which will help with paraphrasing and putting ideas into your own words, thus avoiding plagiarism.

I have learnt a great deal about academic integrity. I came into this session with a lot of misconceptions about what academic integrity was and how it affected me.

By attending and reviewing the material from the lectures, the Lib guide, study guide and *institution name quick guides, these helped me to clarify and understand what it is to practice Academic Integrity and how to avoid plagiarism.

I may need to adapt my skills to learn the Harvard system of referencing in addition as this style is used more in the Business discipline.

I have learnt that Turnitin is not a tool used to identify plagiarism.

While my referencing skills are still developing, the tools available through *institution name and the Lib guide have been extremely helpful to use as a guide.

I will continue to submit documents prior to the deadline as I use this as a key strategy to help practice academic integrity and avoid plagiarism.

Prior to this unit my understanding of academic integrity was solely based on trying not to plagiarise others’ work. I felt nervous about submitting assessments for fear of being accused of plagiarising. I had no idea that you were required to paraphrase, and I was also surprised to learn that it is not appropriate to use a lot of direct quotes throughout assessments.

The only experience I had for submitting assessments was though TAFE and they do not use Turnitin, so I was not overly concerned about Academic Integrity. This unit has highlighted the importance of taking responsibility for your own actions and work to show a complete depth of your understanding and maturity to achieve your learning goals.

Using the Libguide has been so beneficial to use as a reference guide and to help with learning the APA 6th Edition style of referencing. However, I have chosen to study the business discipline and, as a result, I will need to learn the Harvard style of referencing in addition to APA.I am pleased that I have learnt APA as it will help me to adapt these skills and apply them when learning the Harvard style of referencing.

Turnitin has been very reassuring for me when submitting assignments. This has not only made me accountable for my time management, but has reinforced the skill of referencing correctly, both in text and in a reference list.

I am no longer fearful of referencing and with practice and persistence this is a learning need that I am sure will be easily adapted.

Page 6 of 6

My updated Learning Plan – Assessment 3

(See Study Guide Topic 2, Section 5 for further information.)

Learning Goals (4)

(Same goals listed in your first learning plan for Assessment 1, unless asked to change them)

I would like to…

Learning Barriers

(What has stopped me from achieving my goals?

Add in new ones)

List barriers

Strategies and Resources

(Actions undertaken to help me achieve my goals.

Add in new ones)

I did….

Review and Reflection

(What worked well? What did not work well? How did I overcome my barriers? What did I learn? What next?)

This strategy worked because….

I overcame my barriers by…. I learned…. In future, I will….