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20/06/2020 Laureate International Universities https://laureate-au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_88644_1&content_id=_9057581_1&mode=reset 1/5 MODULE 1MODULE 1 Introduction to re�ective learning and re�ective writing “Life can only be understood backwards; but it must be lived forwards” - Søren Kierkegaard Introduction: Your assessments are re�ective in nature and, so, in this part of module 1, we look at the importance of re�ection for learning and how to write re�ectively. In your career, you will have thousands of experiences, particularly in teams, which you can learn from. How can you use each experience you have to help inform and improve the next? How can you continue to learn, improve, enhance your reputation and progress in your career? It will not be by having experiences, putting them “in a drawer” and simply moving on to the next. Re�ection is a powerful learning activity if done correctly. Here, we seek to provide you some tools and ideas to assist you with good re�ection. David Kolb is a well-known American educational theorist born in 1939. He wrote an exceptional book (Experiential learning: experience as the source of learning and development), which we o�er here as a recommended (and highly encouraged) optional resource. Kolb is interested in adult, experiential learning theory and developed a learning styles inventory based on a learning model including four elements as shown below: 20/06/2020 Laureate International Universities https://laureate-au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_88644_1&content_id=_9057581_1&mode=reset 2/5 As you can see above, According to Kolb (1984), adults undertake a “spiral” of learning that can start at any of the four elements, but typically at a concrete experience – such as those the things that happen to you are work or University. But, unless you re�ect, you cannot move around the learning cycle! Thus, re�ection is integral to avoid getting “stuck” in experiences and experimentation, which might be a slow (and painful!) way to learn. Of course, we need to “do” things to learn as well – but without re�ection and thinking, it is di�cult to learn e�ectively and e�ciently. This marks the beginning of your journey of re�ection and self-awareness aimed at increasing your employability and career success. It is time for you to go through the learning resources and undertake the learning activities. They are fun. Enjoy! Reference: Kolb, David A. (1984). Experiential learning: experience as the source of learning and development (2nd ed.). Upper Saddle River, NJ: Pearson Education. Essential Resources: 20/06/2020 Laureate International Universities https://laureate-au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_88644_1&content_id=_9057581_1&mode=reset 3/5 Given, B.K. (2002). Teaching to the Brain’s Natural Learning Systems. USA: Association for Supervision and Curriculum Development. Retrieved from https://ebookcentral-proquest- com.ezproxy.laureate.net.au/lib/think/reader.action? ppg=1&docID=3002034&tm=1513208169096 To start our understanding of the importance of re�ective learning, please read Chapter 6 “The Re�ective Learning System” (pages 105- 127). BrunelASK. (2015, August 11). Critical Re�ection [Video �le]. Retrieved from https://www.youtube.com/watch? v=zu8-KJBFQJM Watch this short video on critical re�ection and think about how it might be relevant to your �rst assessment. Which strategies mentioned could you use in completing the assessment tasks? University of South Australia. (2017, February 20). Study Help: Re�ective Writing [Video �le]. Retrieved from https://www.youtube.com/watch?v=Rj80Q_6xykg This video provides an excellent overview of re�ective writing – essential for your assessment tasks. Pretorius, L. (2017, May 10). Writing Re�ective Assignments. [Video �le]. Retrieved from https://www.youtube.com/watch?v=0mLC_ueum9I This video goes into a little more depth about how to complete a re�ective writing assignment – perfect for succeeding in your assessment tasks for this subject. Learning Activity: https://ebookcentral-proquest-com.ezproxy.laureate.net.au/lib/think/reader.action?ppg=1&docID=3002034&tm=1513208169096 https://www.youtube.com/watch?v=zu8-KJBFQJM https://www.youtube.com/watch?v=Rj80Q_6xykg https://www.youtube.com/watch?v=0mLC_ueum9I 20/06/2020 Laureate International Universities https://laureate-au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_88644_1&content_id=_9057581_1&mode=reset 4/5 Learning Activity 1.1: Introductions Your �rst activity for this module is to introduce yourself on the discussion forum- Learning Activity 1.1: Introductions. As part of your introduction, make sure you include: Your name and course of study. What would you like to achieve with your course? Browse through your peers’ posts and leave a welcome comment on at least one. Go back to your post on the following days to read your welcome comments and be part of the community! This activity is due by 11:55 pm AEST/AEDT Sunday of module 1.1 (week 1). To participate in the Discussion Forum, click here to scroll to the bottom of this page then click on the "Module 1 - Discussion Forum" link. Learning Activity 1.2: Re�ective learning and writing in practice Now that you are familiar with the assessment tasks and the importance of re�ective learning and critical re�ective writing, think about instances where you would need to apply these skills in your professional future. How could re�ective learning and writing help you apply for a job? In a job interview? Setting out professional goals and assessing them? How are these skills valuable for any organisation? Importantly, please now also get in the habit of commenting on the posts of your colleagues. This interaction is respectful (someone is “listening”!), fun and a great way for us to all learn together. Go to the discussion forum for this activity in Blackboard and share your re�ection with your peers and learning facilitator. 20/06/2020 Laureate International Universities https://laureate-au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_88644_1&content_id=_9057581_1&mode=reset 5/5 This activity is due by 11:55 pm AEST/AEDT Sunday of module 1.1 (week 1). To participate in the Discussion Forum, click here to scroll to the bottom of this page then click on the "Module 1 - Discussion Forum" link. Learning Activity 1.3: Self-check learning activity Below are a series of statements based on the learning resources in module 1.1. Let’s see what you remember! If the statement is correct, you can add it to the trophy. If it is incorrect – chuck it in the bin! You can attempt this activity as many times as you like. 20/06/2020 Laureate International Universities https://laureate-au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_88644_1&content_id=_9057582_1&mode=reset 1/3 MODULE 2MODULE 2 Emotional Intelligence Introduction: “In a very real sense we have two minds, one that thinks and one that feels” - Daniel Jay Goleman There is a direct link between the way people feel and how they perform at work. Research has shown that emotions in�uence our decisions, behaviour and performance. This in�uence can be both conscious (that is, we are aware of it) and non-conscious (that is, we are not aware of it). Research has shown that we are typically not conscious of the in�uence emotion is having on our decisions, behaviour and performance about 85% of the time. Finally, the science has also shown us that emotions can in�uence us in these areas in both productive and unproductive ways. Can you match the corresponding e�ects to negative and positive emotions correctly? Click here to try In this module, we focus on emotional intelligence and continue to re�ect on our own capabilities and the di�erent ways we can enhance and https://laureate-au.blackboard.com/bbcswebdav/xid-17509840_1 20/06/2020 Laureate International Universities https://laureate-au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_88644_1&content_id=_9057582_1&mode=reset 2/3 strengthen them as part of our professional development. Every business person knows someone who is highly intelligent and highly skilled but failed as a leader… and they also know someone with only solid (not outstanding) intellectual and technical skills, who is revered as a leader. The di�erence between the two is highly likely to be emotional intelligence! Indeed, Daniel Goleman (1998) believes that IQ and technical skills are important, but emotional intelligence is the sine qua non of leadership. For those with rusty Latin - sine qua non means “ya gotta have it”! Fortunately, emotional intelligence can be developed and we aim to help you in that endeavour here. Reference: Goleman, D. (1998) What makes a Leader? Harvard Business Review, 76(6): 93-102. This Module will cover: The key elements of emotional intelligence Ways to measure emotional intelligence Understand your own emotional intelligence and how to develop it The impact of emotional intelligence on team performance This Module will help you achieve the following outcomes: a) Explain the importance of self-awareness and emotional intelligence, and analyse its impact on professional competencies. b) Integrate strategies to e�ectively interact with others in a diverse professional context. Assessment Progression: Assessment task 1 is due at the end of this module (week 4). 20/06/2020 Laureate International Universities https://laureate-au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_88644_1&content_id=_9057582_1&mode=reset 3/3 To complete this task: STEP 1: Review the Assessment 1 Brief STEP 2: Complete the emotional intelligence quiz listed in the essential resources in this module STEP 3: Write and submit your assessment Please contact your learning facilitator if you have any questions. Class Expectation: Students are expected to have worked through the learning material for this module before attending the class – this enables informed discussion and full participation in learning activities. Participate in all scheduled Collaborate or face-to-face classes. This time is intended to be used by students and their learning facilitator to work through activities and engage in discussion about the weekly content.