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Ultimately, you should be considering the real difference the course is making to your thinking and behaviour.

Warning

Learning is much more than the regurgitation of memorised facts and words.It is the ability to do something better than one might have done it before the learning. Thus it is about thinking and behaviour or, as Schatzki (2001)i puts it "doing and sayings".

 

What does a good learning journal look like?

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  • Many people don't use the structure recommended by Daudelin, despite it being good one. This is the one most significant changes that most people could make when trying to improve their learning journals. 
  • When using theory in their journals, most people use it to label things; e.g., Mary is an effective follower. Very few (if any) people are using theory to either explain what is happening, or predict what might happen. This is closely tied to the structure of people's journals (i.e, not substantively addressing a real issue). My assumption is that this is partly because people aren't drawing on particular theory to address a particular problem; instead they are drawing on the 'theory of the week'. I really encourage you to use Daudeline's approach, select theory that supports that issue (and that won't necessarily be theory of the week), and finally, use theory for more than just labeling.
  • Finally, many people write a 'stream of conscious', rather than reflecting upon the week's learning and writing up that reflection.

As you become more proficient in reflection and writing a learning journal, you might move away from Daudelin's method.

Peer feedback on journals
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feedback
feedback

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You must use your University of Auckland email address (aucklanduni.ac.nz) when signing it to Canvas In. That is how the system will know you belong to this class.
Note

You should strive to meet the outline of what this course is about. The brief outline is:

"Explore and reflect on the realities of management theory and practice through critically examining management challenges, from small entrepreneurial firms to large corporations."

Note

 

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Important notes on the learning journals
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requirements
requirements

  • For many in the class, this is the first time they will have had to undertake a reflective writing. As a result, some people will approach this assignment with some trepidation. For those people, the article by Daudelin (1996) will provide assistance. As you progress, you should find writing journals increasingly easy and natural. As a result, your later journals may be considerably longer than your earlier ones. Because of this, there is no upper word limit for your weekly journal entries. Indeed, you may, if you like, do more than one entry per week.
  • By the due date, one journal entry each week must be of at least the minimum word length. You may not do three 100 word journal entries in a week and hope for it to be treated like one 300-word journal entry.
  • For your weekly journal entries, and for the summative journal, using the first person (e.g., I, me, etc.) is acceptable.
  • The quality of your writing matters. For instance, your weekly learning journals will be on public display, and like much of the Internet will be available long after this course is over.
  • Although your weekly learning journal is not directly assessed, it can affect your grade for this course.

     

    Warning
    • Each instance of being late or missing a weekly journal entry will result in a 10-percent penalty being applied to your summative learning journal.
    • Each instance of being late or failing to give meaningful feedback will result in a 5-percent penalty being applied to your summative learning journal.
    • Failing to correctly cite/reference material in your journal can incur a 10-percent penalty being applied to your summative learning journal. You should correctly cite your weekly learning journal using an APA formatted references.
  • If it looks like you have 'blown off' doing the weekly learning journals it is impossible to get a passing grade for the summative learning journals.
  • In this context, meaningful feedback means that the recipient can unambiguously use it to improve their work within the guidelines provided (in the opinion of the recipient, other classmates, or the teaching staff). If you feel unhappy about the quality of the feedback you receive from your peers, let the teaching staff know.

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