Journal 1: Our Map is Changing: Reflection of tools/methods/frameworks (Week 3-5)
Each week you will have the opportunity to work with and learn from your classmates to work on this assessment.
You will participate in groups in 10-minute reflective discussions which explores one of the tools, methods, or frameworks introduced through the course learning activities.
To create an engaging, reflective discussion be prepared to ask and respond to 1-2 questions. You may use the Yunus CentreDeveloping the Art of Asking Critical Questions Guideand/orthese example questions to develop your discussion:
oWhichtoolareyouinterestedin?
oWhatisthepurposeofthetool/method/frameworkforenterprises/organisations
trying to bring about change?
oHowhasarealenterprise/organisationapplied(orhowcouldtheyapply)thistoolto address a people, place or planet issue/challenge?
oWhatarethestrengthsandlimitationsofthetool/methodinrelationtoaddressingthe challenge/issue?
oWhydoesthistool/method/frameworkinterestyou?
oHowcouldyouusethislearning/conceptforyourfutureprofessionalinterests?
Assessment 1: Reflective Journal 1 Template (max 450 words) Our Map is Changing (Week 3-5): Reflective Discussions Complete this table Your name & student number Your partner’s name & student number Which week is the focus for this reflection? Which tool, framework, method is the focus for this reflection? Part 1: Explain the tool, framework, or method and how organisations have used it to have a positive impact on people, place or planet. Part 2: Reflect on how the discussion with your partner and/or other people’s viewpoints (course resources) influenced or changed your thinking about this tool, method, or framework. How has your understanding of the topic deepened? Part 3: How could this deeper learning apply to your future? References Business of Changing the World Assessment 1 Journal 1 Template Reflective thinking and writing guide BOCTW T2 REFLECTIVE THINKING + WRITING GUIDE 3038IBA The Business of Changing the World The Yunus Centre, Griffith Business School This guide has been inspired/adapted from Frohman & Lupton (2020) Critical Thinking for Nursing, Health and Social Care What is Reflective Thinking? When you are asked to demonstrate your reflective thinking (through discussions or in writing) you are being asked to show your thinking processes about an event that has influenced your thinking. In other words, reflective thinking occurs over stages: • Describing something that happened or something that you: • observed • experienced • learned about (heard, read); and • your response to the event, idea, or learning • Analysing the event and your response by: • using critical thinking questions to develop a deeper understanding of the event • using reflective questions to understand your response to the event • comparing the learnings to other people’s ideas and/or theories • Evaluating the event/ideas by: • using critical thinking questions to figure the significance, the value, the implications • Reflecting on the experience by: • thinking about how this learning influences your opinions, future plans, ideas about the topic. Communicating our thoughts and how we arrived at opinions/new ideas is the foundation of profound learning. Reflective thinking allows us to gain understandings and develop our analytical and evaluative thinking processes. These are the same processes we use to create Critical Thinking Questions. (Refer to the Developing the Art of Asking Critical Questions Guide for more information on the differences between describing, analysing and evaluating). Why do we need to practise reflective thinking in writing? • To learn something new and check our assumptions! • To develop a better understanding of how we think and how others’ think • To expand our own ways of thinking – it’s too easy to fall into a habit of thinking in one way • To become more creative and innovative • To help us organise new ideas that are still forming (and so • metimes in a fragmented state) • To challenge old ways of thinking and learn from our experiences! • To help us understand how our values or assumptions might be influencing our thinking or expressed opinions • To integrate learnings or themes from different sources (e.g. literature, peers, personal observations) 2 How do I logically discuss my questions? Putting complex theories or ideas into logical and coherent speech/writing is hard work. Part of developing a deeper understanding of ideas is actually done when you can explain things clearly to somebody else. The process of putting ideas into words and getting feedback from a listener/reader solidifies your learning. When the challenges/theories that you are focussing on are complex, it can be useful to have a framework to help you organise your thoughts. You can use the 4Rs or Gibbs Reflective Cycle which you may have used in other courses or you can follow the prompts below. Imagine you are listening to a classmate who is talking about the Week 1 course material. in a class discussion. The student is thinking aloud about a reflection they will write. 3 Example Report: Example Response: Stage 1: Describe This stage provides the who, what, where and when information. Report on the idea, the facts, the evidence, the known factors and your response/reactions/feelings Stage 2: Analyse This stage explores the processes and reasons related to the ideas, the events and concepts. It compares this event/idea to other ideas and/or knowledge, identifying gaps. Stage 3: Evaluate This stage takes a deeper jump into the idea by focussing on questions such as “so what does this mean?” “Why is this important?” “What if it were different?” Stage 4: Reflect This final stage links the thought process back to your own learning, assumptions, future action plans. How do we apply reflective thinking to creating effective online discussions? Each week you will have opportunities to reflect on concepts and frameworks during online discussions. Having this opportunity to review the course content and explore challenges, questions, and new ideas is a great way to deepen your understanding. Here are some tips to help guide your reflective thinking and discussions: • Read the required articles and listen to the podcast/video. • Make notes about what you understand, what confuses you, what challenges your previous ideas about the topic • Be aware or note moments when you agree, disagree, feel confused, or feel a spark of curiosity about an idea that is mentioned in the workshop activities • Add your thoughts to the online discussions – this is an informal space to brainstorm ideas • Read other classmates’ posts and contribute your thoughts • For your reflective assessment, you can use a variety of models to structure your responses. Start the deeper thinking process, by asking questions and finding real- world examples to support your ideas. 5 How do you put all of this into writing a reflective response? When you are asked to write a reflective response courses may instruct you to use the 4Rs or Gibbs Reflective Cycle and they may have specific writing requirements. You can use the template below to help you develop a logical, coherent response. Remember, the teaching team is assessing how well you demonstrate: • understanding of a tool or framework and its application to enterprises/organisations responding to real world challenges • critical engagement with the course content and application to enterprises/organisations responding to challenges • professional presentation: well- presented, well-organised with attention to writing, flow and referencing After each module (journey) you will write a 300-word reflection. An effective reflection will be structured around these thinking stages. (You can use the question prompts to help you organise your ideas and sentences). Describe the concept and your response • What is the purpose of the tool/method/framework for enterprises/organisations trying to bring about change? • Why does this tool/method/framework interest you? Analyse the concept • How has a real enterprise/organisation applied (or how could they apply) this tool to address a people, place or planet issue/challenge? • How did different factors cause/influence your response? • What types of questions/challenges arose for you? • How does this compare to other people’s ideas (* you can add a reference to make the link to another source of information) Evaluate the concept and your response • What are the strengths and limitations of the tool/method in relation to addressing the challenge/ issue? • How does this idea/event add value or create challenges? • How could it be different? (gaps that could be filled) Reflect on your learning • What did you know and what do you know now? • How could you use this learning/concept for your future business/professional interests? 6 Look at the example response below which transforms the spoken comments from the example above to a critical academic reflection. The annotated comments explain how a writer can use the question prompts to create a logical and coherent structure. Student Writing Annotated comment (1) The article Agenda 2030 for Sustainable Development introduces a framework that promotes collaborations between different sectors and nations to address global challenges. (2) SDG17 advocates for links between “governance, economy and finance, individual and collective actions, and science and technology” (Line Carpentier & Braun, 2020, p.16). (3) To achieve the SDGs, diverse global actors need to strengthen complex relationships. (4) Although the SDGs provide an opportunity to focus on global needs, I am not convinced, especially during the COVID-19 crisis, that sovereign states and business enterprises are fully committed. (5) For example, global supply chain bottlenecks for personal protection equipment demonstrate the urgency for greater collaboration as called for by SDG17 (ADB, 2020). (6)The lack of global unity in responding to the COVID-19 health and economic crises could be explained by the rise of the nation state. (7)For example, Make America Great Again and Brexit project a sense that countries must compete against each other to survive, rebuild their economies, and outperform each other in the recovery process. (8)While the SDGs require nations to adopt a global perspective, to work together to address the challenges, some countries are more focused on individual national perspectives. (9)Pulling together to address challenges is more important than ever. (10) Covid-19 is a hard lesson, but one we cannot ignore. (11) Now, national interests and boundaries are less important than collaboration. (12) If we can energise world leaders (in business, technology and government) to strengthen relationships and trust, we would be better equipped to address Covid-19 challenges and work towards achieving the SDGs. (13)We would be able to share resources more equitably, develop health and economic strategies more efficiently, and promote greater unity. (14) Thinking about the SDGs and the COVID-19 response is a wakeup call. (15)The SDG framework is a guide for creating relationships that work towards change and COVID-19 is showing us where to make changes. (16) For me, this means thinking about the big picture: joining enterprises that value global connections and represent my values of belonging to the global community, not just one nation. Sentences 1-3 describe the framework and report on the facts. Sentence 4 describes a response to the idea. Sentence 5 provides depth to the response with an example. Sentence 6 analyses the concept. Sentence 7 provides a comparative example. Sentence 8 poses critical thinking ideas which demonstrate engagement with course