Reflection Based Learning: A Critical Analysis Of Self (essay).

Reflection Based Learning

Reflection analysis helps in gaining knowledge regarding learning in designing tools (Brown & Wyatt, 2010). It has been found that reflection analysis can be put into practice for resolving problems and reducing dependency on the part of an individual. A complete transformation of ideas and knowledge can be conducted with the help of reflection and it can well be utilized for future purposes (Martin, 2009). This study is going to discuss about the blog development as well as design tools that will help in dealing with difficulties that a person comes across while writing blogs.

It is to be noted that this reflection learning has been conducted in relation to blogs and design tools. In this analysis, there has been an attempt to at first share the experience related to blog entries and design tool (Dorst, 2011). The second week was concerned with primary concepts and with the beginning of third week, models as well as theories in regards to design tools and blogs has been incorporated. I began to increase my knowledge on the steps that are involved while undertaking DT and these include convergent thinking, logical flow and divergent thinking, triple loop learning, action-based research and many more (Cross, 2011). In the second week of my analysis, I was unable to assimilate concepts related to DT and it only in the third week that I got sufficient understood about DT. My tutor had guided me with feedbacks. Alongside I was able to receive some ideas or input from my team members via sharing. Both my mentor and class mates have helped me to clear my concepts regarding DT.

The procedures regarding problem solving was conducted in the fourth week. Mind mapping was focussed on the workshop which in fact brought clouds of confusion (Kimbell, 2011). The concept of DT becomes quite difficult in case a person is unable to practice it. My learning experience has given a clear indication that my group mates have got enough scope for conducting the sketching as well as brainstorming processes. Being the task organizer, I had to often hold group discussions and also need to find out relevant solutions to the problems. As I have got a clear knowledge about the topic so, it was easier for me to get into the root cause of the problem.

I began to learn about brainstorming as well as journey mapping in DT during the fifth week (Lindberg, Meinel & Wagner, 2011). From class discussion I have been successful in getting thorough knowledge regarding the topic and this activity has allowed me to get proper insight. I got enough opportunity to deal with customer and it was really a good experience. I was able to understand that there are almost three levels found in the journey maps. It was basically emphasised on innovation and I am quite pre-occupied with innovation so I got more involved into it. I think that I have succeeded in strengthening my theoretical knowledge concerning journey mapping.

In the sixth week, our team got to clear about the concept related to value chains. I got my concepts clear regarding theory and it only due to conducting a close analysis of stakeholders (Johansson?Sköldberg, Woodilla & Çetinkaya, 2013). We were briefed regarding the idea that mind mapping is applied to value chains. Value chains are directly linked to creativity as well as innovation and I showed significant inclination towards creativity. I got enough opportunities to learn from activities even alter facing hurdles while making connections.

Critical Analysis of Self

The seventh week was focussed on learning with the help of ethical considerations as well as data sources in DT (Woodbury, 2010). A number concepts related to data analysis was included in this topic which made it a bit intriguing. The workshop gave detailed information regarding both secondary and primary methods of data collection. I had faced problems while analysing the concept of ethics in regards to research and application of DT. I was unclear and could not understand reason due to which anyone could conduct fraudulent activity in conducting a research. This doubt of mine got clarified only after my friends showed me an ethical or consent form of participant that needs to be submitted at the University. I have got enough information regarding the proper way to approach to any research study. Data collection methods have been discussed in this study. In the blog, we had to give details regarding thought and feeling of earning in the workshop. This workshop has enabled me to develop my knowledge base regarding beginning a research work. The topics on model development for 2D and 3D and also regarding prototypes were cleared in the eight week (Liedtka & Ogilvie, 2011). I found this class to be engaging as I got to know about prototyping. In order to learn the application of feasible models, different kinds of techniques of prototyping were taught in the workshop. The workshop was really useful as it gave insight into varied skills like wireframing, storyboard and sketching and lot more (Tonkinwise, 2011).  Learning Launch was discussed on the ninth week. We were exposed to businesses cases that assisted us to increase our knowledge depth. During the workshop the learning module was able to provide adequate insight to apply it in learning context. Reflection on blogs as well as the workshop had given a scope to incorporate feedback so as to apply these tools in the near future. So, I can say that blog reflection along with week based learning has enriched the process of my skill development.

I have been able to enrich my knowledge depth by practical and theoretical learning that was conducted in the workshop. Self-assessment often becomes a difficult task. I have tried to undertake self-analysis by resorting on my blog activity. In order to analyse myself, I have conducted SWOT analysis. Module that is provided for design tool contains critical concepts that are adopted currently. The workshop held classes that were completely based on different tool which has helped in clearing some vital concepts. The self-analysis is conducted from both professional and personal perspective that was given by current developments. My optimistic and energetic nature has helped me to achieve success in academics. However, I find difficulty in communicating with others and I am a bit short-tempered In fact sometimes I often lose concentration. In order to complete this study I have formed a WhatsApp group so that I abale to effectively hold conversation with team mates and take their assistance in terms of feelings and feedback. However, my limited communication skills have always found it difficult to assimilate learning. I was quiet hesitated in asking doubts from my professors but my professor was helpful enough to guide me. My limited interaction has not allowed my professor to get proper insight into my learning areas. I faced problem while sketching the connecting points of DT. As I was unable to develop my concepts in relation to the problem statement so, I felt like strengthening my learning skills. I found that my inability to communicate adequate tools properly to communicate information regarding tools that slowed down the process of brainstorming of my team mates (Wylant, 2008). I face challenges in time management skills as I am continuously unable to meet deadlines. I am often not able to meet deadlines and face tremendous stress in meeting time limits. I began to lose on my productivity due to lack of concentration and I also found that I could not focus on a single idea. With the progression of weekly learning I began to face problems prating to clearing some concepts and I tried to shift from one concept to the other. It ultimately resulted in creating obstruction in my learning process. One of the major challenges that I have faced in terms of my behaviour is short temperament. My temperament acted as another hindrance to my skill development procedure. In fact team conflicts have occurred due to my short-temperament and I had faced lot of problems due to it.

While analysing my professional skill, I found that I am quite proficient in management as well as leadership (Boud, Keogh & Walker, 2013). My managerial skills have assisted me to organise meeting with my team mate and ask them to provide their own input. I have learned about organising from the different assignment that I had to undertake simultaneously during workshop days. While undertaking personal task I often had to carry out various tasks within a stipulated time. My team members were able to approach to a problem and find its solution only due to my leadership qualities. I got immense success by giving suitable solution to the problems with the help of DT (Moon, 2013). I found DT to be quite interesting which encouraged me to develop some complex problems related to an industry which will surely open new avenues for a fruitful career. I wish to undertake further research on it so as to achieve expertise in this niche. After joining the workshop classes, I think that number classes should be increased. It can be said that DT is not meant for fulfilling your career goals but it can only help one to further proceed towards higher studies for completing research works (Coulson & Harvey, 2013).

After conducting the SWOT analysis I have understood that one of my major threats is my limited practice skills. I am in the urgent need for applying and practising DT tools. I have to spend sufficient amount of time in understanding the way to apply different DT tools and this can be taken as my opportunity (Carroll, 2010). I have already eared about the way to design learning launch, mind maps and even journey mapping. I reality liked the concept of DT and will use in the future in my research project to arrive at a solution. Amongst all DT, the most interesting DT to me was mind mapping and storyboard. I feel that in my future DT application I will be using either of the two as I have got a good grasp of both. Gaps remain in my inability to work in group activities and my short temperament. I want to deal with these two weaknesses for increasing my proficiency.

In the process of analysing wide arena of learning, inner strength as well as weaknesses is revealed. While analysing learning experience, I found that my strengths include work in a team, designing well defined plan and ability to transform learning into application (Hays & Gay, 2011). Action plan is meant to work on my weaker are as that acted as a stumbling blocks in my DT learning. The problem that I faced is difficulties in undertaking the nodes based on the problem statement I decided to talk directly with my professor. The other way out for this problem is searching for books or online sources so as to get a thorough knowledge regarding the By resorting to continuous practice I am sure that I will be able to learn to sketch varied type of DT including journey mapping, storyboard and mind map (Seligman, 2011). I think that I need at least three months to overcome my weaknesses. For improving communication skills, I can read books form library on verbal communication. I will hardly take six month to increase communication proficiency.  I wish to take feedback from my friends for understanding whether I have improved my communicative power or not. I think that I need to work on my concentration power and in order to achieve it I need to meditate (Lunenburg, 2011).

In order to enhance my time management skill I will work in accordance to time bound framework. It is extremely important to be able to manage time in professional and personal field. Hence, I need to overcome this difficulty faced by me. I will aim to practice rigorously at home to manage time and be able to complete work within deadlines. University is an ideal platform for learning and growing. I will make maximum use of this opportunity to learn and be able to manage deadlines. For increasing my concentration power, I will need only one month. If I regularly practice mediation then I will not take much time to increase my patience level. I will get admitted in the mediation classes that are in my locality. The other weakness that is posing challenge on my skill development process is my short temperament. I think that mediation can be applicable here because meditation helps in keeping a control on my temperament (Dweck & Master, 2008). If I am able to keep control on my temper then I will be able to work with my team members in a better way. Another major threat which is meant for slowing down my learning process is problem related to ineffective drawing of DT sketches. This incapability is not letting me to become proficient in this domain. In order to deal with this problem I have to put effort in practice. It can be said that practice is the only way to improve my sketching skills (Wentzel & Miele, 2009). In order to attain long term goals to become an expert in DT, I will divide and break it into smaller goals which I will aim to attain in the long-term. While longer term goal includes becoming an expert, shorter term goals will include developing competency in drawing and designing DT such as mind map and storyboard, developing time management skills and so on. I will take six months for improving this skill. If I gain success in developing my sketching skill as I am sure that this course will bring fruitful result for me. It will allow me to gain success in my research work. So, I hope that for worrying in my weaknesses I will take six months and I am sure that I will be able to meet my professional as well as personal goals.

Conclusion

In the process of self-analysis, different weaknesses as well as strengths have been demonstrated. It is quite essential to overcome challenges that are encountered in learning. The action plan that is designed for six months will help in dealing with the challenges and hence become capable enough to learn the application of design tools.

References

Boud, D., Keogh, R., & Walker, D. (2013). Reflection: Turning experience into learning. Routledge. Retrieved on 1^st October 2018, from https://craftingjustice.files.wordpress.com/2017/04/david-boud-rosemary-keogh-david-walker-reflection_-turning-experience-into-learning-routledge-1985-pp-1-165.pdf

Brown, T., & Wyatt, J. (2010). Design thinking for social innovation. Development Outreach, 12(1), 29-43. Retrieved on 25^th September 2018, from https://elibrary.worldbank.org/doi/abs/10.1596/1020-797X_12_1_29?journalCode=deor

Carroll, M. (2010). Levels of reflection: On learning reflection. Psychotherapy in Australia, 16(2), 24.  Retrieved on 14^th September 2018, from https://search.informit.com.au/documentSummary;dn=727680093884978;res=IELHEA

Coulson, D., & Harvey, M. (2013). Scaffolding student reflection for experience-based learning: A framework. Teaching in Higher Education, 18(4), 401-413. Retrieved on 16^th September 2018, from https://srhe.tandfonline.com/doi/abs/10.1080/13562517.2012.752726

Cross, N. (2011). Design thinking: Understanding how designers think and work. Berg.  Retrieved on 29^th September 2018, from  https://books.google.co.in/books?hl=en&lr=&id=F4SUVT1XCCwC&oi=fnd&pg=PT5&dq=design+thinking&ots=7PUBD_Qs2p&sig=hk6F3GfGhV7J6W1aWKPkqWKdj3E#v=onepage&q=design%20thinking&f=false

Dorst, K. (2011). The core of ‘design thinking’and its application. Design studies, 32(6), 521-532. Retrieved on 27^th September 2018, from https://www.sciencedirect.com/science/article/pii/S0142694X11000603

Dweck, C. S., & Master, A. (2008). Self-theories motivate self-regulated learning. Motivation and self-regulated learning: Theory, research, and applications, 31-51.  Retrieved on 9^th September 2018, from https://books.google.co.in/books?hl=en&lr=&id=8VCLdg2DmoQC&oi=fnd&pg=PA31&dq=self+improvement+motivation&ots=jYD7a3dJGX&sig=GCoe1El50RkfE_cdy7Y69OBhQCM#v=onepage&q=self%20improvement%20motivation&f=false

Hays, R., & Gay, S. (2011). Reflection or ‘pre?reflection’: what are we actually measuring in reflective practice?. medical education, 45(2), 116-118.  Retrieved on 10^th September 2018, from https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2923.2010.03813.x

Johansson?Sköldberg, U., Woodilla, J., & Çetinkaya, M. (2013). Design thinking: past, present and possible futures. Creativity and innovation management, 22(2), 121-146. Retrieved on 25^th September 2018, from https://onlinelibrary.wiley.com/doi/full/10.1111/caim.12023

Kimbell, L. (2011). Rethinking design thinking: Part I. Design and Culture, 3(3), 285-306.   Retrieved on 30^th September 2018, from https://caa.tandfonline.com/doi/abs/10.2752/175470811X13071166525216

Liedtka, J., & Ogilvie, T. (2011). Designing for growth: A design thinking tool kit for managers. Columbia University Press.  Retrieved on 28^th September 2018, from https://books.google.co.in/books?hl=en&lr=&id=sR42AAAAQBAJ&oi=fnd&pg=PR7&dq=design+thinking&ots=fRqWmllsEA&sig=iceAGaDNH6-yc3qKVEWIzxjvvj4#v=onepage&q=design%20thinking&f=false

Lindberg, T., Meinel, C., & Wagner, R. (2011). Design thinking: A fruitful concept for it development?. In Design thinking (pp. 3-18). Springer, Berlin, Heidelberg.  Retrieved on 21^st September 2018, from https://link.springer.com/chapter/10.1007/978-3-642-13757-0_1

Lunenburg, F. C. (2011). Self-efficacy in the workplace: Implications for motivation and performance. International journal of management, business, and administration, 14(1), 1-6.  Retrieved on 19^th September 2018, from  https://nationalforum.com/Electronic%20Journal%20Volumes/Lunenburg,%20Fred%20C.%20Self-Efficacy%20in%20the%20Workplace%20IJMBA%20V14%20N1%202011.pdf

Martin, R. L. (2009). The design of business: Why design thinking is the next competitive advantage. Harvard Business Press. Retrieved on 20^th September 2018, from https://books.google.co.in/books?hl=en&lr=&id=CvpAgm8dQQkC&oi=fnd&pg=PR1&dq=design+thinking&ots=U-vM4f2ouT&sig=F7oRaHv-MZjs7jbdiIsQ0DhmaNw#v=onepage&q=design%20thinking&f=false

Moon, J. A. (2013). Reflection in learning and professional development: Theory and practice. Routledge.  Retrieved on 15^th September 2018, from https://craftingjustice.files.wordpress.com/2017/04/david-boud-rosemary-keogh-david-walker-reflection_-turning-experience-into-learning-routledge-1985-pp-1-165.pdf

Seligman, M. (2011). What you can change... and what you can't: the complete guide to successful self-improvement. Hachette UK.  Retrieved on 7^th September 2018, from https://books.google.co.in/books?hl=en&lr=&id=FwN9DAAAQBAJ&oi=fnd&pg=PT10&dq=self+improvement+motivation&ots=-XFrucWcqG&sig=hR99Rqmq-ey0Fz5hD_8qGKP-6xo#v=onepage&q=self%20improvement%20motivation&f=false

Tonkinwise, C. (2011). A taste for practices: Unrepressing style in design thinking. Design Studies, 32(6), 533-545. Retrieved on 30^th September 2018, from https://www.sciencedirect.com/science/article/pii/S0142694X1100055X

Wentzel, K. R., & Miele, D. B. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In Handbook of motivation at school (pp. 185-210). Routledge.  Retrieved on 23^rd September 2018, from https://www.taylorfrancis.com/books/e/9781135592929/chapters/10.4324%2F9780203879498-15

Woodbury, R. (2010). Elements of parametric design.  Retrieved on 25^th September 2018, from https://cw.routledge.com/textbooks/9780415779876/

Wylant, B. (2008). Design thinking and the experience of innovation. Design Issues, 24(2), 3-14. Retrieved on 28^th September 2018, from https://www.mitpressjournals.org/doi/abs/10.1162/desi.2008.24.2.3?journalCode=desi