Reference no: EM133546302 , Length: word count:2000
Assessment Task
This is an individual assessment. On weekly basis, during week 2 toll, you will add entries to your journal and explain key concepts and ideas that you have learnt or experienced. The weekly journal entries should include a minimum 200 words, written in an academic format with citotions.
Tips on Reflective journals
A reflective journal entry encourages you to think about your personal reaction to what you learnt in a course. It should be written in first person. (Ex: This week, I have learned....)
How to Write Reflectively.
Always use first person in the writing.
Use the three "Ws to write reflectively. The three "W"s are What, So What and What next.
Step 1: What
Recall what you learnt in the week and write it down.
Step 2: So What
Reflect and interpret your learning experience. What is most important / interesting / relevant / useful aspect of the topic/s? How can it be explained? How is it similar to/different from others?
Step 3: What next
Conclude what you can learn from this and how can it be applied in the future such as your learning, work, or career.
Learning Journal
Last week's lecture presented the idea that science is the most powerful form of evidence [1] . My position as a student studying both physics and law makes this an important issue for me [2] and one I was thinking about while watching the 'The New Inventors' television program last Tuesday
[3] . The two 'inventors' (an odd name considering that, as Smith (2002) says, nobody thinks of things in a vacuum) were accompanied by their marketing people. The conversations were quite contrived, but also funny and enlightening. I realised that the marketing people used a certain form of evidence to persuade the viewers (us?) of the value of the inventions RI . To them, this value was determined solely by whether something could be bought or sold-in other words, whether something was 'marketable'. In contrast, the inventors seemed quite shy and reluctant to use anything more than technical language, almost as if this was the only evidence required - as if no further explanation was needed.
This difference forced me to reflect on the aims of this course-how communication skills are not generic but differ according to time and place. Like in the 'Research Methodology' textbook discussed in the first lecture, these communication skills are the result of a form of triangulation.