Learning could be considered as a continuous process and one needs to focus on learning from their past experiences. I focus on enhancing my knowledge and skills from past experiences. This essay mainly focuses on the connection between successful achievement and the development of knowledge and innovation at the university level. In the context of self-evaluation, a number of skills deemed vital for the success of universities also have been addressed here. Driscoll’s model has been mainly used in this essay to describe the weeks.
In the first week, I learnt to prioritize research tasks, guide and write essays. I didn’t understand the way to write an essay until I experienced this module because I had no idea about the subject word. I have learned about the essay format in this module. In the future, it would definitely motivate me to compose an article and a task more effectively and coherently. I had no idea what the research operation would be. I learned this through this module. I’ve heard a referral. But after the module, I got to know about the reference to Harvard in this module by the ability to reach authenticity and clarity. This would definitely assist me with the acknowledgement of original works for writing a more formal task (Allina et al. 2018, pp. 78).
I learnt the importance of listening and digital literacy in Week 2. In week 2. I had no clear understanding before this module of how digitally to generate and change the text. But after the second week of study, I have a good understanding. This module introduces “One Drive” to collect and store information. In future, it will help me to sequentially store essential materials. I have learned using software like Microsoft Excel, PowerPoint and Outlook in this module. These skills enable me to be appropriate, up-to-date and trustworthy and they are the most important thing for academic performance. Excellence in Adobe Illustrator and brilliance in Excel are also to be regarded because, regardless of the quality of the training, this becomes an essential prerequisite in the university life of today (Vinichenko et al. 2019, pp. 462).
In week 3 we have learned about several reflective models. As per the view of Seechaliao (2017, pp. 204), reflective thinking is an intentional, persistent and thoughtful examination of the assumption that supports this belief and of further conclusions. The ability to objectively analyse a certain situation from multiple perspectives is the most valuable reflective ability in this module. Arguments and evaluations in different thinking schools have allowed the student to overcome numerous barriers to perception. Through the reflective loop of Kolb, this crucial viewpoint is presented to Gibbs’ reflection model and Driscoll’s model. For instance, I use the reflection method of Driscoll in this essay to first answer an occurrence or circumstance (What?). Then, the meaning (So What?) is clarified and finally, it also outlines the planned action plan (Now what?)
The fundamental skills I learned during week 4 include public speaking, lectures. In the context of the university’s existence, I used the “detailed reading style.” I have learnt two main skills reading techniques, skimming and scanning. “Skimming” helped me read the contents quickly and get an overview. ‘Scanning’ primarily reads quickly to assess any observations (Ismoilov, 2020, pp. 12). I understand the capacity of the public to interact through speech, focusing on certain factors and other methods. I have learned to introduce myself during my eye contact with the audience during this module. Continuous practice in my lectures allows me to improve my listening skills (Demchenko et al. 2018, pp. 110). It was helpful because the reading part of the text was considerably simple after hearing class lectures. These skills will be useful in future, as almost every training will be needed. In order to present myself more conveniently in the future, I should concentrate on the freight issue.
In week five, I heard about resources assessment. I only presented books as study material before adding this module. So, my assessment skills were even lower than they are now. Through this module, I learned the importance of considering the authenticity of the source material, checking the author, checking information and verifying information, etc. (Harris and de Bruin, 2017, pp. 48). I would also like to focus on research skills as future courses of the university are more research-driven. To this end, several papers should be improved, along with techniques for writing data collection. For example, I have used the conventional method for collecting knowledge in previous courses like this one. In future courses, simple google or some other search does not help so the advanced analysis method should be developed to prepare me for future courses. The search method must be developed. In order to obtain the specific details in the correct sequence, Google scholars and other significant and well know websites and the search engine should be used. In order for a university to be effective, new knowledge like these needs to be achieved in addition, to skills related to data collection, data processing and interpretation. I should be more attentive to the credibility of the data collection sources (Matraeva et al. 202, pp. 14). The details must be reviewed from multiple sources to ensure the reliability of the study. All of these are questions of skills that need to be answered in preparation for future courses in university life.
On a final note, I could certainly state that the entire learning experience was great and I had attained valuable knowledge and skills from this module. The learning experience from this module is going to be very beneficial for me in the coming future. This essay covers various methods and competencies of learning which are developed in this module. The extent to which improvements are made, as well as past qualifications, that are enhanced. The needs for future course management are also addressed using different techniques and methods.
Allina, B., 2018. The development of STEAM educational policy to promote student creativity and social empowerment. Arts Education Policy Review, 119(2), pp.77-87.
Demchenko, T.S., Vinichenko, M.V., Demchenko, M.V., Ilina, I.Y., Buley, N.V. and Duplij, E.V., 2018. Students’ Satisfaction with Interactive Forms of Training with Elements of Gamification. International Journal of Engineering and Technology (UAE), 7(4.38), pp.109-111.
Harris, A. and de Bruin, L., 2017. STEAM Education: Fostering creativity in and beyond secondary schools. Australian art education, 38(1), pp.54-75.
Ismoilov, T., 2020. Cognitive-Psychological Diagram of processes Of Scientific And Technical Creativity Of Students. Архив Научных Публикаций JSPI. 8(4), pp. 12-14
Matraeva, A.D., Rybakova, M.V., Vinichenko, M.V., Oseev, A.A. and Ljapunova, N.V., 2020. Development of creativity of students in higher educational institutions: Assessment of students and experts. Universal Journal of Educational Research, 8(1), pp.8-16.
Seechaliao, T., 2017. Instructional strategies to support creativity and innovation in education. Journal of Education and Learning, 6(4), pp.201-208.
Vinichenko, M.V., Ridho, T.K., Karacsony, P., Li, N.P. and Narrainen, G.S., 2019. The Feasibility and Expediency of Gamification Activities in Higher Education. International Journal of Education and Practice, 7(4), pp.459-468.Order Now