3 Project (research)
Blog and Learning Reflections
This is an INDIVIDUAL assessment that consists of three components:
- Blog detailing your weekly activities and learning (multi-media)
- Reflective report, which details your learning journey and explicitly cross-references the blog (written)
Blogs are a useful tool for yourself to keep track of activities you have carried out, as well as to nurture your writing and reflection skills. When published, blogs can also become powerful communication tools that enable you to share your experiences and learning with your stakeholders and the wider community. This assessment enables you to practice your practical blogging skills.
For this assessment, you are required to regularly record your weekly activities in the form of a blog. Blog entries need to be time stamped and demonstrate regular engagement with the Moodle blogging tool THROUGHOUT the term. Students who do not engage with the regular blogging activity and attempt to retrospectively write up their thoughts in one go at the end of term will lose out on important marks.
You should make sure your blog entries are reflective in nature, rather than merely describing the activities you have carried out – a template will be provided in Moodle to help you with this and on-campus students will be encouraged to use some of the class time to record their reflections. The fact that you are recording your activities and learning on a weekly basis helps you develop your group report (assessment 2), as well as the reflective report (assessment 3).
You are strongly encouraged to add photographs, images, videos or other supporting material that may help you reflect. There is no prescribed maximum of entries or words per entry as experience showed that many students find this a useful learning exercise that they want to utilise to its full potential. However, the absolute minimum is 8 time-stamped entries spread across the term. It is best to write at least one entry per week and each entry should be no shorter than 150 words.
The blog component of assessment 3 is part of the assessment requirements and markers will check it for completeness, suitability as a communication tool, and reference material for your reflective report. However, please note that you will not receive detailed written feedback about the blog content.
While the blog is built throughout the term, the reflective report is to be developed towards the end of the term, as it requires you to present a critical self-analysis and reflection of your learning as a result of experiencing Design Thinking activity within this unit. The self-analysis and reflection must consider your personal development, as well as the development of your knowledge of Design Thinking topics. As a conclusion, students are to develop an action plan of key events and activities that they can undertake over the next 6 months to acquire any knowledge, skills and behaviours identified as requiring development.
The reflective report should be submitted as a Word document with a length of 2,500 words (+/- 10%), excluding preliminaries, tables, figures and references. Your reflective report must make reference to appropriate academic literature and theory in a critical way. Moreover, the report MUST explicitly reference appropriate evidence in your blog using a clear cross-reference system. The reflective report must make use of at least 10 high-quality references (APA style).
Assessment Due Date
Week 12 Friday (5 Oct 2018) 11:45 am AEST
Return Date to Students
Results and feedback will be available in Moodle on certification date.
- Demonstrate regular use of the weekly blog by providing clear cross-referencing between report and at least 8 time-stamped meaningful blog entries THROUGHOUT the term (20%)
- Demonstration of candid and critical self-analysis, including reflection on knowledge AND personal development directly linked to examples of own behaviour to identify personal strengths and weaknesses (30%)
- Ability to devise an action plan, supported by literature, that addresses key development needs and identifies specific activities and appropriate timeframes for implementation (20%)
- Demonstrate a breadth and quality of research by using a minimum of 10 high-quality sources (10%)
- Correct use of the APA referencing system (10%)
- Contribution to the group in assessment 2 as evaluated by yourself and your group members (Self- and Peer-Assessment) (10%)
See Moodle for more detailed assessment rubric. Late submission and academic misconduct penalties apply as per the university regulations.
As Masters students you are required to engage in research as per the Australia Quality Framework (AQF) guidelines. Two specific requirements need to be considered. Students need to demonstrate “a body of knowledge that includes the understanding of recent developments in a discipline and/or area of professional practice, and demonstrate “knowledge of research principles and methods applicable to a field of work and/or learning”.
Each unit in the Postgraduate course has a number of required weekly readings in terms of academic texts, journals and business publications that represent the appropriate body of knowledge and recent developments referred to by the AQF. In order to demonstrate the ability to engage in appropriate research, students should read and utilise these texts and journals and publications, and as Masters students, indicate a willingness to research beyond this minimum standard through additional texts, journals and studies that demonstrate an ability to engage in independent research.
Students should insure that they understand the specific research that is required for each assessment piece and recognise that if they meet this minimum requirement, you will receive the minimum grade for demonstrated research.
Your attention is drawn to the University’s stated position on plagiarism. THE WORK OF OTHERS, WHICH IS INCLUDED IN THE ASSIGNMENT MUST BE ATTRIBUTED TO ITS SOURCE (a full list of references must be submitted as part of the assessment).
Regular use of the Moodle blog tool (time-stamped); Word document (reflective report); SPA questionnaire to be filled in online by the given deadline
Learning Outcomes Assessed
- Develop ideas for new designs and innovations in social, service, commercial and digital contexts using design thinking
- Discuss and apply design methodology for prototyping your ideas
- Incubate solutions for your innovation ideas for social, service, commercial and digital contexts
- Work collaboratively in groups to design an example of your innovation for social, service, digital and commercial contexts.
- Cognitive, technical and creative skills
- Ethical and Professional Responsibility