Reflective Learning Journal
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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 13/02/2019, Version 1
| inaccurate information. |
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| Structure (20 marks) |
The summary is not well organised, does not flow logically and is difficult to follow. |
The summary shows some organisation but some parts may not flow logically and are difficult to follow. |
The summary shows organisation and is easy to follow, but occasionally still lacks flow. |
The summary shows coherent and logical organisation and most points are easy to follow. |
The summary shows coherent and logical organisation and has clear, well structured points. |
| Style (10 mark) |
The article is not referenced. Reporting verbs and connecting words are not used. |
The article is referenced but contains errors or does not follow Harvard referencing style. Limited reporting verbs and connecting words are used. |
The article is referenced in Harvard referencing style but may contain some minor errors. Some reporting verbs and connecting words are used. |
The article is referenced in Harvard referencing style with few errors. Reporting verbs and connecting words are used well to create flow. |
The article is accurately referenced in Harvard referencing style. Reporting verbs and connecting words are used very well to create flow and cohesion. |
Assessment 2: Reflective Learning Journal (A and B)
| Due date: | Week 7 and Week 9 |
| Group/individual: | Individual |
| Word count / Time provided: |
400-500 words |
| Weighting: | 10% each reflective journal (total 20%) |
| Unit Learning Outcomes: | ULO-1, ULO-2, ULO-3 |
In this assignment (Reflective Learning Journal) you are required to think deeply and write about
your learning experience and the topic (s) content you have learned over the past weeks.
You are required to write two reflective journal entries one about your learning experience and the
topic (s) you learned in (Week 6 and Week 7) that is Reflective Journal (A) and it is due on Sunday of
Week 7, and one about your learning experience and the topic (s) you learned in (Week 8 and Week
9) that is Reflective Journal (B) and it is due on Sunday of Week 9.
It is recommended to visit the SLS page for more information about this type of assessment via this
link https://apic.instructure.com/courses/39/pages/reflective-learning-journal
In writing you reflective learning journal, you will need to follow the following strategy to write your
journal entry:
DIEP (Describe, Interpret, Evaluate, Plan) Strategy. Source: (RMIT University–adapted from Boud, D
1985, Reflection: Turning Experience into Learning)
https://emedia.rmit.edu.au/learninglab/content/writing-academic-reflection-0
See attached file for explanation of each criterion in DIEP
Mainly you need to select one of the main topics discussed in week 6 and week 7 and write your
reflection on the selected topic.
Page | 4
Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 13/02/2019, Version 1
You required to write 400-500 words to describe your learning experience.
You can use the following questions to guide your writing entry:
• What did I read for this topic, apart from the notes? (Include information and references
from a range of sources)
• What was the most interesting thing I read for this topic – why was that?
• What material didn’t I find interesting – why was that?
• What did I previously think was true, but now know to be wrong?
• What did we not cover that I expected we should?
• What have I changed my mind about as a result of this topic?
• What is one thing I learned in this topic that I may be able to use in future?
• What am I still unsure about? What would I like to learn more about?
• What issues(s) interested me and would I like to study in more detail?
• What are my ideas for action, based on this topic?
You can use the following example as reference:
Adapted from RMIT University: https://emedia.rmit.edu.au/learninglab/content/sample-reflection-0
| This week’s recommended reading on resource management and planning presented the idea of collect requirements through questioning to clarify the client needs and to establish the project’s work breakdown structure (WBS) (Smith 2019). The article gave a real-life example of this concept whereby groups of five people were asked to build a tower from straws. The facilitator said it would be judged in terms of strength, eight, and how aesthetically pleasing it was. Each group did the task cooperatively and finished it in the prescribed time. However, the facilitator pointed out that all groups built the tower without much attention to project management techniques in terms of asking clients for clarification for planning, resources allocation and so on. No group had asked a single question about the purpose, constraints, resources or stakeholder needs. The group displayed what is commonly described as ‘groupthink’ (Ahmed & Lee 2015; Jones 2016). This example illustrated to me a critical aspect of project management. |
The insight Describe |
| Understanding the importance of clarification is key to my understanding of project management. It strengthens my use of PM tools and techniques. Asking and clarifying questions about different types of resources in a project (work, equipment, materials) allows project managers to identify what resources are needed for project effectiveness (PMI 2017).When we want to designate who or what is accountable for accomplishing tasks in our project schedule I can use PM tools to assign tasks and responsibilities. All this is possible only if requirements are clarified through questions. |
Interpret |
| A major benefit of understanding the critical role of questioning in project management is that it might give me more confidence about asking questions. It changes my view of questioning government authorities. In my job as a project manager in the reserve bank in Phnom Penh I traditionally would not feel able to question my superiors in these projects. I would try to establish the requirements and resources in some other way. I thought I could avoid asking questions by transferring lessons learned from one situation to another. I could do this by using a framework as a predictive aid to resourcing (Crawford & Pollack 2014). But now I feel I am required by my position to determine the dimensions and resources of a project. Knowing the role of questioning to achieve objective clarity for a specific purpose is |
Evaluate |
Page | 5
Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 13/02/2019, Version 1
| very valuable for me to give me confidence in my position as a project manager in government projects. |
|
| I believe this new understanding will be useful throughout my degree and in my future professional and private life. In my degree studies, I will endeavour to clarify the critical aspects of project planning by using a questioning technique that allows for understanding objective dimensions, and also any subjective aspects. In my practice as a project manager in Cambodia I will use questioning to clarify the project goals and objectives with all stakeholders. In my life I will question my own assumptions about what is expected of me before I jump in (and build any more towers). |
Plan |
Marking Criteria and Rubric: The assessment will be marked out of 100 and will be weighted 10%
of the total unit mark
| Marking Criteria | Not satisfactory (0-49%) of the criterion mark) |
Satisfactory (50-64%) of the criterion mark |
Good (65-74%) of the criterion mark |
Very Good (75-84%) of the criterion mark |
Excellent (85-100%) of the criterion mark |
| Description of the topic and learning experience (20 marks) |
Description of the topic or learning experience is unclear, vague and/or not relevant to the unit content. |
Description of the topic or learning experience is basic, general and/or somewhat relevant the unit content. |
Description of the topic or learning experience is clear and relevant to the unit content but may be general. |
Description of the topic or learning experience is clear and focused. |
Description of the topic or learning experience is clear and focused on the specific aspects that challenge and/or interest the student. |
| Reflection on the topic and learning experience (30 marks) |
Minimal reflection is evident. Few connections are made with key unit concepts. Reflection is limited to description of general opinions and behaviours without reflection on underlying assumptions, habits or values. |
Limited reflection is evident. Some connections are made with key unit concepts. Contains description of opinions and behaviours with some reflection on underlying assumptions, habits or values. |
Reflection demonstrates some degree of critical thinking in discussing key unit concepts. Explanations, inferences and/or examples may be somewhat vague or underdeveloped. Reflection demonstrates some connection between student’s personal assumptions, habits or values and unit concept(s). |
Reflection demonstrates critical thinking in applying, analysing and/or evaluating key unit concepts. Clear connections are made through explanations, inferences, and/or examples. Reflection demonstrates relevant connection(s) between student’s personal assumptions, habits or values and unit concept(s). |
Reflection demonstrates a high degree of critical thinking in applying, analysing and evaluating key unit concepts. Insightful and relevant connections made through contextual explanations, inferences and examples. Reflection demonstrates strong connections between student’s personal assumptions, habits, or values and unit concept(s) in light of other perspectives. |
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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 13/02/2019, Version 1
| Connections to readings/research (20 marks) |
Does not include any reference to readings or research to inform reflection. |
Refers to a limited amount of readings or research to inform reflection. Sources may not be highly relevant, current or scholarly. |
Refers to relevant readings or research in a descriptive fashion to inform reflection. Sources may not be current or scholarly. |
Integrates relevant, scholarly readings and research to support and inform reflection and demonstrate understanding of the topic or learning experience. |
Integrates relevant, scholarly readings and research to support and inform reflection and demonstrate deep understanding of the topic or learning experience. Describes specific insights or extensions of reflection gained from reading and research. |
| Structure (15 marks) |
The reflection is not well organised, does not flow logically and is difficult to follow. The structure does not adapt DIEP format. |
The reflection shows some organisation, but some parts may not flow logically and are difficult to follow. Only one criterion of DIEP format adapted in the structure. |
The reflection shows organisation and is easy to follow, but occasionally still lacks flow. Only two criteria of DIEP format adapted in the structure. |
The reflection shows coherent and logical organisation and most points are easy to follow. Up to three criteria of DIEP format adapted in the structure. |
The reflection shows coherent and logical organisation and has clear, well structured points. DIEP format adapted in the structure. |
| Writing style (15 marks) |
Writing lacks clarity and coherence. There are many errors in spelling, grammar and punctuation. Sources are not reference according to Harvard referencing style. |
Writing is generally clear with some lapses in coherence. There are some errors in spelling, grammar and punctuation. Sources are referenced but contains errors or does not follow Harvard referencing style. |
Writing is clear and coherent. There are some errors in spelling, grammar and punctuation. Sources are referenced in Harvard referencing style but may contain some minor errors. |
Writing shows good clarity and cohesion. There are few errors in spelling, grammar and punctuation. Sources are referenced in Harvard referencing style with few errors. |
Writing shows excellent clarity and cohesion. There are no or very few errors in spelling, grammar and punctuation. Sources are accurately referenced in Harvard referencing style. |
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