Please find attached file for your reference in learning journal details I have mentioned everything
Learning journal 1. The learning journal will reflect on unit readings, concepts, definitions and personal and tutorial/online learnings. You need to complete a learning journal every week, commencing from Week 1 through to Week 4. The approximate word count for each journal is 250 words with the total of all four weeks of approximately 1000 words. You will submit all four journals in Week 5 through LMS. 2. Why a learning journal? 3. • To keep track of your learning experience 4. • To note down your thoughts, ideas and questions around your learning experience • To note down key concepts and definitions from the readings • To enter bibliographic details of the sources you have consulted (books, journal articles) • To help you identify your personal strengths, challenges and ways to overcome the challenges • To start seeing the complex relationships between theory and practice or your experience and what is reflected in the unit readings • To make sense of what you have read by identifying relevant examples and complex issues • To refine your ideas as you evolve as an active learner and scholar • To write about new knowledge or understandings gained • To provide a helpful tool to help you create a summary of key learnings from the unit which will be useful for your preparation for the major project and the exam What can you reflect on? • Your readings • Key concepts and definitions • Key relevant contemporary issues • Connections between what you have read and your personal experience and knowledge • Discussions in class and online A template for doing the weekly learning journal will be provided on LMS. Also, I will be attached four essential readings from that you guys need to do it along with that I will be going to attached examples and template too in that format only you have to do it. And must not exceed the word limit, each learning journal needs to be of only 250 words. Overall you need to do four journals of each essential readings. Slide 1 Writing Reflectively & Academic Integrity Sustainability Ecology and Communities Dr Rajeni Rajan Support for learning Support for Learning 1 Week 3 Examples of writing reflectively Academic Integrity and Referencing Feedback on Learning Journal Helpful questions for reflection Writing reflectively in your learning journal 3 Analysis and judgement of evidence in readings Critical thinking to complexities Connections between readings/concepts and events/situations New knowledge gained Clarifications needed Ideas for your major project Key Area 3: Credible evidence showing examples of concepts Critical thinking to complexities Extract from Folke et al., p. 4 The Millennium Ecosystem Assessment contributed to a current paradigm shift in the perspective of the human-nature relationship, from protecting the environment and conserving biodiversity to the challenge of stewardship of ecosystems and diversity and their services for human well-being. Reflecting on The Millennium Ecosystem Assessment The Millennium Ecosystem Assessment contributed to a new understanding of the relationship between humans and nature, for example, showing that ecosystem services directly or indirectly contributed to human wellbeing (Folke et al 2016). However, it is important to consider the definitions around ‘ ecosystem services’ across different contexts and their contribution towards human well-being. This would offer some insight into what constitutes ‘human well-being’. Discipline specific vocabulary? 4 Extract from Folke et al., p.6 But, having a closer look at these forest remnants, extending the scope from the ecological to the social-ecological, reveals that these patches are sacred sites where ancestors of the local groups, the Tandroy of the Androy region, have been buried… Reflecting on evidence In Madagascar, forest remnants have demonstrated their worth as saviours of endemic species like Lemurs as well as havens for bees that then fertilise nearby crops. These examples show the importance of social ecological systems particularly when the forests were also sacred sites for their preservation (Folke et al., 2016). It is apparent that strong cultural beliefs have been critical in maintaining these forest remnants, which may have been otherwise exploited by humans. This, therefore, calls for responsible stewardship, which I think stems from acknowledging that sustainable practices need to be ethical, while also considering the dynamics of living beings and the natural systems . Key Area 3: Credible evidence showing examples of concepts Critical thinking to complexities Discipline specific vocabulary? 5 Helpful questions for reflection During this week’s tute discussions/tasks, what was most engaging to you that you found yourself participating in? what did you find most helpful or encouraging from what your peer/tutor said/did? what surprised you most in relation to what your peer/tutor said/did? what did you find confusing/hard to understand (concept? issue? etc.), and how did you resolve this or seek ‘answers’? Adapted from Brookfield (1998) Key Area 4: Discussions/engagement with peers and tutors Learnings I made Discipline specific vocabulary? 6 Acknowledging sources: Examples from your readings Example 1 Berkes and Folke (1998) started to use social-ecological systems as an integrated perspective of humans in-nature, and related it to the, at that time, emerging concept of resilience (Holling 1973, Folke 2006, 2016). Berkes and Folke (1998:4) pointed out that in the social-ecological systems perspective “the delineation between social and natural systems is artificial and arbitrary.” Example 2 Bell and Morse(2005) judged the traditional and linear approach to sustainable development as one of the major impediments to sustainability. The various dimensions of sustainability need to be considered in an integrated approach as suggested by various authors (Meppem and Gill, 1998; Paehlke, 2001). 7 Referencing styles Referencing guides (Murdoch University Library) 8 To point out changes to the APA style : significant changes A brief overview of Chicago and APA 7th as author-date styles Feedback on Learning Journal before submission Questions This Photo by Unknown Author is licensed under CC BY-NC-ND Next week 9 PowerPoint Presentation Synthesising sources Dr Rajeni Rajan Support for learning Support for Learning Week 2 Preparing to synthesise Stages of reading Example synthesis Synthesising from unit readings Useful phrases for synthesising sources Stages of Reading 1 Stage Strategy Skimming/ scanning to get a general idea of the content Don’t read every word, or look at every detail. Instead look at Title, Date of publication, author(s); headings and sub- headings; introduction; abstract Select the most relevant sections • Read abstract/introduction/conclusion – key points • Read first and last sentences of paragraphs • Look at charts/ diagrams • Look for key words • Decide if some sections are more relevant to your topic Reading for deep understanding and detail Examining details paragraph by paragraph • What is the author’s position / view / message? • What are the main points / claims? • What are the recurring key words or phrases? • What theory is used in presenting ideas? Stages of Reading 2 Reading Stage Questions to ask What to select Early Stage What are the most relevant sources for my assignment topic? An entire source after skimming and scanning Middle Stage What do I need to read for this source? Relevant sections within the source Guided by headings and sub- headings Final Stage What specific information can I use from the source? Specific information or ideas from the source When you synthesise… When you synthesise… Combine sources Support your argument/ conclusions with more than one citation Show that you have read extensively Group similar ideas/argument from various sources together Preparing to synthesise/combine sources What’s the order? LOCATE COLLATE EVALUATE REVIEW ORGANISE TO WRITE Preparing to synthesise/combine sources Locate/find relevant sources. Skim read headings, abstract, introduction, findings & conclusion for a gist. Then read deeply. Collate relevant information by making notes as you read. Evaluate the information you read. Compare and contrast the information – where do they agree, where do they differ? Review your notes and reflect on what you have read in relation to your assignment task. Organise your notes, ideas into a preliminary structure and start writing. LOCATE COLLATE EVALUATE REVIEW ORGANISE Source: https://emedia.rmit.edu.au/learninglab/sites/default/files/Synthesising_2015_Accessible.pdf Example synthesis (1) Combining information from two sources: Folke et al. (2016) The social-ecological systems approach emphasizes that people, communities, economies, societies, cultures are embedded parts of the biosphere and shape it, from local to global scales…Social-ecological systems are complex adaptive systems, where agents often interact in unplanned and unpredictable ways. These interactions underlie the emergence of broader scale patterns that feed back on the system and influence the interactions of the agents (Levin et al. 2013). Kim (1999) A system is any group of interacting, interrelated, or interdependent parts that form a complex and unified whole that has a specific purpose. …natural and social systems can be far more difficult to understand than non-living systems because we never know for sure what their purpose or design is…Systems attempt to maintain stability through feedback. (2) Making notes from the two sources Folke et al. (2016) • Socio-ecological systems intertwined - complex systems • Parts of a whole are connected • Parts/agents interact with one another but not predictable • Interactions provide feed back on system influence interactions of agents Kim (1999) • A system is interrelated • The whole consists of parts that are interdependent • The whole is complex and unified • The whole has a specific purpose • Interdependency of parts is key in keeping the whole together • A part cannot function independently • Feedback essential for stability (3) Combining the two sources: Folke et al. (2016) and Kim (1999) Systems are complex due to their intertwined nature, consisting of interdependent parts or agents (Folke et al., 2016; Kim, 1999). For this reason, Folke et al. (2016) point out that socio-ecological systems cannot work in predictable ways. Similarly, Kim (1999) contends that the natural systems, as opposed to non-living systems, are not straightforward in the way they function. However, Folke et al. (2016) and Kim (1999) emphasise the role of feedback in maintaining complex systems. Hence, an interdisciplinary perspective as such is necessary when addressing sustainability issues. Useful phrases for synthesising sources To show agreements/similarities Smith ( 2015) argues that her data support Dorji’s (2006) view that... Al-Arshaf’s (2016) work on X is complemented by Achebe’s (2010) study of … Jones (2017) asserts that… Likewise, Lim (2018) holds the view that… To show disagreements/different perspectives While Smith (2015) focusses on the socio-economic aspect of X, Dorji (2006) pays particular attention to the socio-cultural influences in relation to X. Some researchers (e.g., Achebe, 2010; Al-Arshaf, 2016) have highlighted X as