Computer Architecture - Content Analysis- Reflective Journal
Alex10
Academicworkshop-reflectivereport.pptx
Reflective Writing
ALS Coordinators
Kent Institute Australia Pty. Ltd.
ABN 49 003 577 302 CRICOS Code: 00161E RTO Code: 90458 TEQSA Provider Number: PRV12051
Version 2 – 18th December 2015
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What is reflective writing?
Reflective writing is a method of reviewing your personal thoughts about topics.
For the final assessments, students are asked to reflect on what they have learned during the trimester and present this information as a reflective journal or report.
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Reflective writing is
More personal than traditional academic writing.
You can use personal pronouns (e.g. I, we, my) and you should provide your perceptions about the content.
Concerned with specific aspects that you found challenging, and how you overcame them.
Focused on comparing, contrasting and analysing an idea or process based on your own perspective
Still written in a formal structure. Use full sentences and complete paragraphs.
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Reflective writing is NOT
x Simply recounting what you learned or what happened and nothing else.
x Only summarising the topic or process with no analysis.
x Writing dishonestly about your experiences to impress the lecturer.
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What is a Self-Reflective report?
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A reflective report requires you to write about what you have learnt throughout the trimester.
The reflective report will require you to base your reflection on course content and information from external sources.
Reflective report process
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Description: Important topics and concepts taught on that particular week.
Analysis: interpretation of the topics covered in that particular week.
Outcome: what you have learned from the topics covered.
Reflective report structure
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Cover page
Introduction = the purpose and scope of the reflective report.
Background = information on and general experience of the unit (strengths, challenges, areas of improvement & relevance to future plans).
Week 1
Section 1: Content
Section 2: Analysis
Section 3: Outcome / Learning
Week 2
Section 1: Content
Section 2: Analysis
Section 3: Outcome / Learning
Week 3 – 11 (same structure as week 1 and 2)
Conclusion = summary of main points raised. Implications for your future.
Ryan Honner (RH) - [@Jeanine Groves] Should this slide be the Monash example?
Jeanine Groves (JG) - I thought we need some clarification on layout as many students will see report and think 'executive summary, table of contents, introduction, etc.
Reflective report questions to consider
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What subject knowledge did I learn each week? What insights have I gained each week?
What do I now know that I did not know the week before?
What skills did I learn as I worked through the unit each week?
What theory proved to be useful and why? Why not?
What theory from outside references can I bring in to support what I say I have learnt?
What aspects of the content did I find easy to understand? Hard to understand? Why?
What challenges arose about the topic area/s that I had not anticipated?
How did I tackle any problems that arose?
Was my problem solving effective? How could it have been more effective?
What strengths and weaknesses have I noticed about myself, and what can I do to address these weaknesses?
What skills do I now realise I need to improve?
What would I do better next time and with what anticipated results?
What conclusions can I draw from the whole learning experience?
How does the new experience fit with my previous experience?
How relevant is the content / concepts / theory to modern day workplace practices? My future career plans?
How will I use what I have learnt in the future, either as a (IT programmer) or in business?
Reflective report language style
Personal pronouns (I\they) and possessive adjectives (my\their) are acceptable.
Full sentences, not bullet points only, are needed.
Emotive language is acceptable so long as it is relevant and appropriate. Subjective language may be used.
Capitalisation and punctuation rules still apply.
Correct paragraphing and sentence structures (simple, compound, complex and complex-compound) are required.
Transitional (cohesive) devices are needed between sentences and paragraphs to make your ideas easy to follow.
Diagrams and charts can be used but need to be explained.
Referencing is still required for any ideas, examples or graphics used from other sources.
Font style, colour and size follow the same format as any other academic assessment.
Personal diary entries and written complaints are different to reflective assessments. Remember that someone will be reading and assessing your reflective writing so the common principles of writing for an academic audience apply. That is,
Abusive, discriminative, offensive, defamatory, highly personal, and texting (including emojis) language is not recommended.
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Reflective report sample
Thinking back to my high schooling I see myself as an excited, conscientious and avid learner motivated by understanding the unknown. I loved exploring the world using my imagination, literature and by getting my hands dirty. I loved questioning how things worked by interrogating and disturbing seemingly complex systems like water fountains, garage doors or anything with buttons. It is said that all children are born with curious minds. I believe curiosity is an innate aspect of childhood that drives the learning process. This theory of learning was actually pioneered by Jean Piaget (1954), who argued that knowledge is generated by experience and ideas interacting. Piaget suggested that learning occurs as we navigate and interact with our environment: “The universe is built up into an aggregate of permanent objects connected by causal relations. The self thus becomes aware of itself, at least in its practical action, and discovers itself as a cause among other causes and as an object subject to the same laws as other objects” (Piaget, 1954, p. 397). I too believe it is the interaction between a subject and its environment which is fundamental to the process of learning. However, in addition to this, I believe that learning deeply involves asking questions, testing ideas and finding answers. I argue that this process of interacting with and questioning our environment is what constitutes learning.
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Source: Monash University (2020)
| Description |
| Analysis |
| Outcome |
Sources for reflective reports (at least 5)
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Academic Books (prescribed course book, recommended readings, books on similar topics): useful resources for understanding definitions of theory, concepts, processes; diagrams and charts of theories and concepts, the inclusion of an index.
Online peer review articles (EBSCO, Pro Quest, Google Scholar): insight into specific topics, academic sound articles that have been reviewed and critiqued by academics in the field, accurate and reliable information and data, qualitative and quantitative data availability.
Government websites (ABS): update to statistics and information on topics from specific regions and states in the country, accurate data, transparent and reliable information, availability of information from many different industries.
Company websites: availability of information on the business' financials; inclusion of market and business objectives, vision and mission statements, and new and existing products and / or services; information about the company's organisational structure and senior management.
Journalistic articles: (newspaper and online publishers) articles on current topics, great source for case studies, relevant and resourceful, often provide many different perspectives on the same topic.
Need more support?
Academic Learning Support Coordinator
I can assist you with your reflective report and provide feedback on drafts.
Sydney Melbourne
Location: MZ.05 (library) Level 9 Library
Email: [email protected] [email protected]
Phone: (02) 9093 5171 (03) 8353 0871
Zoom: 619-467-4122 Zoom: 375-239-7677
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Reference List
Dwyer, J 2013, Communication for Business and the Professions: Strategies and Skills, 5th edn, Pearson, Sydney.
Learning Skills Group 2015, Harvard referencing, Macquarie University, viewed 4th December 2019, file:///C:/Users/JGroves/Downloads/harvard_referencing_s2_2015%20(2).pdf
The University of Technology, Sydney (UTS) 2019, Reflective Writing, UTS, viewed 8th May 2020, https://www.uts.edu.au/current-students/support/helps/self-help-resources/academic-writing/reflective-writing
The Learning & Career Hub 2019, 'Examples of Reflective Writing', The University of NSW, viewed 8th May 2020, https://student.unsw.edu.au/examples-reflective-writing#top
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kent.edu.au Kent Institute Australia Pty. Ltd. ABN 49 003 577 302 ● CRICOS Code: 00161E ● RTO Code: 90458 ● TEQSA Provider Number: PRV12051
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