Your CLARA profile tells you how you see yourself as a learner at this point in time. Learning is about how you respond to everything. It is about how you change the world and how you are changed by...

Your CLARA profile tells you how you see yourself as a learner at this point in time. Learning is about how you respond to everything. It is about how you change the world and how you are changed by it, because of who you are, what you intend, what you perceive and what you think, say and do.
The spider diagram shows how you go about learning: where your strengths are and where you might want to get stronger. Look at it thoughtfully. As you learn more about your profile, you will become more aware of yourself as a learner. The dimensions offer a new language for learning and, as you begin to use it, you are likely to gain interest in improving the dimensions you want to develop.
With reference to the definitions of learning power and what you know about yourself, look at your profile and consider these questions:


    What do you think about your profile?
    How well do you agree with it?
    How well does it describe your learning power as you know it?
    What experiences of learning have helped to shape it this way?
    How would you like your profile to be?
    How could you use your learning power strengths to improve your learning and performance?
    What might you learn about yourself from this?
    What might you do differently?



Reflect on how you learn in different situations. As your understanding of the dimensions increases, consider how well you use each of them and how you might strengthen them’.
interpreting-my-learning-power/
Assessment Task 3
1.    Access and complete the CLARA survey – date and save your ‘spider’ diagram.
2.    Attend the tutorial Week 4 commencing Monday 22 August and learn how other nursing students go about learning, i.e. the strategies that they use to improve learning performance. Sample student profiles will be made available for the discussion (copies are also uploaded into the Tutorial).
3.    Decide on some strategies to support your focus of learning improvement. The number will depend on your personal needs ‘detected’ by the CLARA survey.
4.    You will perform the CLARA survey again in October to report on insights into your learning and what you may do differently or you have noticed a change but need more time to use the strategy

5.    The headings below are designed to guide you through the assessment task and how to present the paper for grading.
 Writing the paper (1200 words)
When setting out your answers. No need to give the text in your paper just use the numbers 1, 2, 3 and 4.
1.    State how you could use your learning power strengths to improve your learning performance. For example, my ‘mindful agency’ is strong and this gives me the opportunity to recognise where I am at risk, or I recognise that I need to take more responsibility for my learning etc.
2.    List the strategies that you have chosen that will enable, maximise or strengthen your learning – the strategy may be to use the clinical placement, but as some of you may not be going on placement, the strategies can be attending university groups or any community work or groups that you attend. Examples of strategies are volunteer work, joining a group, look for opportunities on clinical to take responsibility

3.    Give reasons for these chosen strategies. An example might be to more readily understand another culture or become a better health professional.
(In October you will perform a second CLARA survey).
4.    Reflect on your strategies and critically discuss insights or changes that you have made/will make to the way you go about your learning performance. Some questions to reflect for your paper but they are examples only. Do not answer each question as they are purely there to trigger some reflective thinking.
•    What strategy worked well?

•    Did your strategy/ies give you more power over your approach to learning?
•    What skills or abilities were developed?

•    Were there consequences to yourself or others