Critical Reflection

 Module Learning

UCS1001 has taught me many valuable skills over the past 13 weeks. At the start of this module, we were asked to pen down a descriptive reflection where one of the objectives was to state two specific goals we have for the module. My goals were to develop better public speaking skills, as well as to improve on my written english. This module not only helped me to accomplish these two objectives, but it also gave me the motivation I needed to continue working toward them. The Paul-Elder framework and the four-stage learning cycle on Kolb's experiential learning style theory are two significant critical thinking frameworks that have stayed with me since they were first introduced in class.

Over the course of the 13 weeks, I discovered how to research information to come up with more appropriate answers to problems with the Paul-Elder framework. One way I utilised this was when I was doing the summary reader response. I struggled with being fair when it came to my summary reader response, as I thought that only focusing on the advantages of my topic would make for a strong argument. This framework allowed me to take into account different perspectives, and to write my summary reader response without being as biased as before. I was able to assess the quality of my thoughts by using the intellectual standards and asking myself questions about accuracy, clarity, relevance and depth from the framework. I now unconsciously use the Paul-Elder framework and this has significantly changed the way I think and do my work.

Project Learning 

The formal presentation task caught me off guard when I first opened the assignment folder in Google Drive. Public speaking is one of my biggest fears, and I wasn't prepared to talk in front of the class. In polytechnic, I found it difficult to focus on my articulation, which would eventually lead to me stalling and stuttering on my words. After learning about Kolb’s experiential learning style theory, I decided to use it to reflect on my past experiences to improve on my formal presentation coming up. Kolb’s theory believes that memorisation and recollection is not equivalent to learning, nor does it shape our understanding. In polytechnic, instead of understanding my script, I would just memorise it the day before, and pray that I remember every single word. 

I discovered that by doing the report's research and writing the script, rather than simply memorising the information, I can actively recall the idea. This would allow me to practise abstract conceptualisation on the spot, where I could form new ideas based on past research and observations. This allowed me to better improve and refine my question and answer skills, as I was able to draw conclusions based on the experience I gained whilst researching on the topic. When it came to the day of the formal presentation, I forgot a full paragraph of my script. However, instead of stuttering and panicking, I used the knowledge I gained, and came up with a new script on the spot. 

Throughout all of this, I still could not have done it without my teammates. Teamwork is essential in this project and my team and I were able to utilise each of our strengths, to work towards the common goal of producing the best design solution. 

I am extremely satisfied with the module, as there were many key takeaways that I am currently applying in my life, like the framework I have mentioned before. I also had the chance of bonding with people that I had not approached prior to this module, allowing me to further improve and strengthen my bonds with classmates. I would like to thank Professor Brad Blackstone for making this module more interesting and engaging, and providing my team and I with his input and guidance.