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Teaching Content Strategy in Technical Communication
Published in Tracy Bridgeford, Teaching Content Management in Technical and Professional Communication, 2020
The Reflection document is a critical part of our curriculum and a central component of our assignment scaffolding. The reasons to include a Reflection are many-fold, but here we will focus on just a few reasons as to why we include them in this course. First, we want students to become reflective practitioners once they leave our institution, continuing to engage in reflexive practice (Sano-Franchini, 2017) not only when reflection documents are assigned but also as part of ethical professional practice that leads to more effective and inclusive design. Too often, decisions are made, products are launched, and processes are created with seemingly little reflection on the values embedded in and reflected by specific products. It is important that students and content strategists learn to not only reflect on the work of the team but also their part in that work. Which leads us to a second reason: self-reflection can aid in self-improvement and in the ability for students to articulate their skill set and value. This latter part is of particular importance when working to support, encourage, and prepare a diverse student population for a workplace that has historically erased the expertise of non-Western communities. The goal of the Reflection document in an Experience Architecture/Professional Writing program that values and purposely includes non-Western knowledge practices is not only to help students complete projects but also to articulate the importance of students’ unique perspectives in their current and future workplaces.
Lessons Learned and Food for Thought
Published in Kevin Retz, The Professional Skills Handbook for Engineers and Technical Professionals, 2019
Reflection is a way for you to clear your mind and think clearly about events and the path forward, it is not a quick pace thought process. Reflection is taking the time to think about the day or events and step back so that you can ask the right questions and find calm solutions or answers. Reflection is not meditation, but a deliberate thought process used to help see through the confusion of the day. Self-reflection should become a weekly, if not daily, part of every individual’s routine. Besides, daily there are some milestones that should trigger a reflective session including: At the end of each major project or milestoneAfter giving or receiving a performance reviewAfter a major presentationAt the end of a class, go over the major learning eventsAfter a life changing or major event (death in the family, company merger, breakup).
How to Learn
Published in Quamrul H. Mazumder, Introduction to Engineering, 2018
Self-reflection can be compared to looking at yourself in a mirror and seeing through your image—consciously evaluating your strengths and weaknesses in a particular area of interest. It is the ability of individuals to learn more about themselves, their knowledge, behavior, purpose, and essence. For example, students can assess their learning by asking questions about what they already know and what they need to learn to become successful. This can be determined by taking sample examinations on a subject or topic so that strengths and weaknesses are identified. Study skills really aren’t the point. Learning is about one’s relationship with oneself and one’s ability to exert the effort, self-control, and critical self-assessment necessary to achieve the best possible results—and about overcoming risk aversion, failure, distractions, and sheer laziness in pursuit of REAL achievement. This is self-regulated learning.Linda NilsonCreating Self-Regulated Learners: Strategies to Strengthen Students Self-Awareness and Learning Skills, Preface, XXVII
Feeling Moodie: Insights from a Usability Evaluation to Improve the Design of mHealth Apps
Published in International Journal of Human–Computer Interaction, 2023
Gerry Chan, Alaa Alslaity, Richard Wilson, Rita Orji
Many users mentioned how Moodie was useful for reflecting on their moods and helping them to better manage and understand their feelings. For example, one user was skeptical about the usefulness of the mood-tracking feature at first but then said “I found out that it does help. When you are inputting your mood, you start reflecting on yourself deeply and if you’re sad or have any negative mood, you can then try to trace back to it, which sometimes leads to thinking that you’re not actually sad, maybe you just need to rethink and reorganize yourself that encourages positive mood change” [P40]. Studies show that engaging in self-reflection is an important exercise for self-improvement and developing a sense of agency (Kondrat, 1999). When one does not engage in reflective and self-care practices, it can have a negative impact on one’s health making it very difficult to deal with stressful situations particularly when one is recovering and healing from traumatic events (Ardelt & Grunwald, 2018). Thus, for designing self-mood tracking apps, we recommend inviting the user to set aside some time to reflect on past events reminding them about the moods and activities that triggered their feelings that led them to their current state. Help users recognize the possibilities and suggest practical strategies to cope with their sources of stress.
A qualitative analysis of the perceived determinants of success in elite esports athletes
Published in Journal of Sports Sciences, 2022
Dylan R Poulus, Tristan J Coulter, Michael G Trotter, Remco Polman
Lastly, elite esports athletes identified that they review their own game footage when seeking to improve. When reviewing their own footage, players are analysing (i) what mistakes they made and how to fix them, and (ii) understand how the enemy took advantage of their mistakes or strategies to prevent them and predict enemy movements in future. Reflecting on one’s own performance is a determinant of success in sport (Cleary & Zimmerman, 2001; Jonker et al., 2010). Reflection has been reported as the main self-regulatory skill that distinguishes between international and national level junior athletes (Jonker et al., 2010). As a self-regulatory skill, self-reflection has been identified as having four distinct types: mastery, previous performance, normative, and collaborative (Zimmerman, 2000). Elite esports athletes may engage in previous performance self-reflections (i.e., comparing their kills/death to previous performances), normative self-reflections (i.e., comparing themselves to the performance of others), and collaborative self-reflections (i.e., how well they fulfil a specific role in their team). The results of the present study support work by Trotter et al. (2021)and suggest that self-regulations skill are important in esports (Polman et al., 2018). Trotter et al. (2021)found that esports players in the top 10% of their chosen esport (as determined by in-game rank) reported higher levels of social support, self-regulation and psychological skill use. Furthermore, these results are similar to performance analysis research in traditional sports. Technology is being used in traditional sports to identify strategies that predict success and evaluate opponents (see Sarmento et al., 2014).
Decision making with conflicting information: influencing factors and best practice guidelines
Published in Theoretical Issues in Ergonomics Science, 2021
Meredith B. Carroll, Paige L. Sanchez
Although early research examining the success of decision bias training, or “debiasing training”, has had equivocal results, more recent research is promising. Morewedge et al. (2015) conducted two longitudinal experiments in which participants received debiasing training on multiple biases relevant to intelligence analysis (e.g., confirmation bias) and found that debiasing training significantly reduced decision biases, across different contexts, that persisted for two months. Poos, Bosch, and Janssen (2017) also found debiasing training which utilized interactive and text-based games to reduce confirmation bias and attribution error bias to be successful. However, earlier experiments, such as those designed to debias hindsight biases, have not been found successful (Sanna, Schwarz, and Stocker 2002). Train self-reflection skills. Training should also target self-reflection skills such as metacognition, or the “monitoring and control of thought” (Martinez 2006, p. 696). Metacognitive skills, which could prove helpful when making decisions marked by conflicting information, include the ability to select an appropriate judgment strategy based on the situation, as well as perform mental simulations, such as playing a potential solution through in one’s head to identify critical risks and relevant situational factors (Mosier and Fischer 2010). Metacognitive training can lead to “more thorough information search, more analytical cognition, and more coherent judgement strategies” (Mosier and Fischer 2010, p. 240), as well as stronger mental models in situations of uncertainty (Richter and Maier 2017).