Reflections on Learning Journey 澳洲essay代写
Theopportunity to reflect upon the learning journeycomprises:
·informedreflection of learning experiences about entrepreneurship andinnovation,
·theoreticallyreferenced appraisal of specific gains from the learning process,and
·aconcluding position statement signaling future aspirations for entrepreneurship,innovation, and business ventures.
Writean essay (950 to 1000 words) that critically reflects (not describes) yourlearning experience through the term. Whatyou agree with what you not agree
Consider influences on personal choice, changes in perception, and a shift(if any) concerning professional aspirations.
Signal whether the learningexperiences have shaped a change in your appreciation of entrepreneurship,innovation, and new ventures
Whatdid you learn
Theassessment criteria for reflections on learning journey comprise:
1.Criticalreflection based on the use of a personal development framework, as part of thelearning journey [10 marks]
2.Self-analysisand insight into new understanding or knowledge development [10marks]
3.Useof theory to guide professional insight and engagement [5 marks]
4.Theextent to which learning during the term relates to career or professionalaspirations [5 marks]
Gibbs’reflective cycle:• Challengesassumptions• Compelsexploration of different or new ideas and approaches to
doing &thinking• Promotesself-improvement (by identifying talents and gaps in
capability and actingwhere needed• Linkspractice with theory (by combining doing or observing with
thinking and theapplication of knowledge)
Usespecific and relevant detail, give a concise description of your
experience(i.e. what you are reflecting on).
NB: This part is not analytical, it isdescriptive, it describes an
Explain what you are reflecting onto your reader. Perhaps include
background information, such as what it isyou’re reflecting on and
tell the reader who was involved. It’s important toremember to keep
the information provided relevant and to-the-point. Don’twaffle on
about details that aren’t required – if you do this, you’re justusing up
valuable words that you’ll get minimal marksfor.
Answerany of the following questions that you think are relevant to
•Howdid you feel and what did you think prior to the experience?
•Howdid you feel and what did you think during theexperience?
•Howdid you react during the experience?
•Howdid you feel and what did you think after the experience?
NB:This part is not analytical, it is descriptive, it describespersonal
feelings and thoughts and actions (reactions)
Discuss yourfeelings and thoughts about the experience. Consider
questions such as: Howdid you feel at the time? What did you think
at the time? What did you thinkabout the incident afterwards? You
can discuss your emotions honestly, butmake sure to remember at
all times that this is an academic piece of writing,so avoid ‘chatty’
Answerany of the following questions that you think are relevant to
•Whatwent well during the experience (whatworked)?
•Whatwent badly during the experience (what didn’t work)?
•Howdid the experience end?
• Wasthe experience complete (was there a resolution) or
NB:This part is not analytical, it makes positive and/or negative
judgementsabout an experience.
If a lot of different things happened during theexperience, focus on
one or two, try to choose the things that are mostimportant, most
relevant or most representative of the experience
For yourevaluation, discuss how well you think things went. Perhaps
think about: Howdid you react to the situation, and how did other
people react? What was goodand what was bad about the
experience? If you are writing about a difficultincident, did you feel
that the situation was resolved afterwards? Why/whynot? This
section is a good place to include the theory and the work ofother
authors – remember it is important to include references inreflective
Doany of the following that you think is relevant:
•Reconsiderthe things that went badly and write why you think they
went badly (causes ofaction).
•Reconsiderthe things that went badly and write what you think this
lead to(consequences of action).
•Thinkabout what could have been done to have avoided these
•Reconsiderthe things that went well and write why you think they
went well (causes ofaction).
•Reconsiderthe things that went well and write what you think this
lead to (consequencesof action).
•Thinkabout how this positive action could have been further
•Thinkabout your contribution to the experience and say how useful
it was and whyit was useful (did a previous experience help you?
Can you compare it to aprevious experience?).
•Ifyou were unable to contribute to the experience say why.
•Thinkabout other people present during the experience and try to
assess whethertheir reactions were similar or different to yours.
Tryto say why they were the same or different.
NB: This part is analytical, itdoes not describe, it tries to explain the
causes and consequences of thingsthat happened, it asks questions
like why? so what? and what if?
In youranalysis, consider what might have helped or hindered the
event. You alsohave the opportunity here to compare your
experience with the literature youhave read. This section is very
important, particularly for higher levelwriting. Many students receive
poor marks for reflective assignments for notbringing the theory and
Reconsiderthe experience and answer any of the following questions
that you think arerelevant
•Whatshould or could I have done differently?
•Whatstopped me from doing this?
•Whatdid I learn about myself during the experience (positive
•Whatdid I learn about my current knowledge or level of practice
•Didthe experience achieve any of my learning goals or meet any
of my requiredcompetencies?
NB:This part sums up what you learnt from the experience try to be
specificabout what you learnt or realized about yourself, give specific
details(avoid making general statements like “I didn’t have the
In your conclusion, it is important to acknowledge: whether youcould
have done anything else; what you have learned from the
experience;consider whether you could you have responded in a
different way. If you aretalking about a positive experience…discuss
whether you would do the sameagain to ensure a positive outcome.
Also consider if there is anything youcould change to improve things
even further. If the incident wasnegative…tell your reader how you
could have avoided it happening and how youcould make sure
it doesn’t happenagain.
Answer any of the following questions that you think are relevantto
•Whatdo I need to do to be better prepared to face this
•Evenif the experience was positive and I did well, in which areas
•Whatare the priority areas that need to be developed?
•Whatspecific steps do I need to take in order to achievethese
NB:This part is not analytical, it states actions designed to improve
knowledge,ability, experience. Include the justification for and value
of actions inthe action plan (i.e. why you plan to do something). Be
specific about whatyou plan to do(e.g. state specific training you
may need to undergo, books orpolicy guidelines you will need to
read, resources or proficiencies you mayneed)
Action plans sum up anything you need to know and do to improve
fornext time. Perhaps you feel that you need to learn about
something or attendsome training. Could you ask your tutor or
placement supervisor for someadvice? What can you do which
means you will be better equipped to cope witha similar event?
Structurethe essay (assignment)
Include an introduction and conclusion, yourassignment needs to
have the following structure
•stateswhat the experience was, where it took place and how long
•statethat Gibbs’ model is being used (no diagram can be included
immediately afterthe introduction or in the Appendix)
The essay’s conclusion must not be arepetition of the Conclusion in
stage 5 of Gibb’s model.
Instead, it couldbriefly address any of the following questions:
•Howvaluable was the reflective tool in identifying your capabilities
and workingfurther to improve your practice orknowledge?
•Howeasy was the model Gibbs’ applied?
•Howmuch value do you attribute to criticalreflection?
Usethe table above as a general guide.
Adjust the word count to incorporate anintroduction and conclusion
as part of your essay.
NB: Unlike reports,essays do not include subheadings.
Userecent studies (research), policy documents (from relevant
bodies), or theory(from academic sources) to support your
You might usereferences to:
•Showwhy something is done in a certain way (e.g. by
referring to a policyguideline)
•Explainwhat brought about certain feelings or reactions (e.g.
by quoting atheory)
•Explainwhat went well or what went badly (e.g. a policy
guideline, a piece ofresearch or a theory could be used to
explain why a certain action had apositive or a negative
•Discusswhat could have been done differently (e.g. policy,
research or theory couldbe used to support your reflection
that doing things differently could havehad a better outcome)
•Justifywhy you plan to do something (e.g. a research paper
might be used to show thevalue of developing a skill or of