Learning to change: 4.5.5 Keeping a learning journal. A learning journal does not have to be anything fancy. It can be just a few sheets of paper or a small note book that you can carry around with you or you can use an electronic one. It can help you look forwards by developing your ideas and plans for new learning experiences, and backwards by reflecting on your thoughts, feelings and actions about new activities you have tried. Thinking in terms of Thompson’s six elements, you might write down: your thoughts about articles that you have readquestions you would like to raise with people who might have more information or experience than youyour observations of other people in action, so that you get new ideas for trying out particular techniques or different responses to people’s demands of younew ideas that you would like to test out in practice or discuss with people whose opinions you valuereflections on the results of trying out new things – did it work and why?
Were there problems and what might be the cause of them? Comment. Finding information in information technology and computing: 1.5.9 Plagiarism. Read the following article – Bloomfield, S. and Gumbel, A. (2006) ‘The teenage plagiarist 50 [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip51)] , Independent, 7 May, p. 24. The article is about a recent plagiarism case, which illustrates the consequences of being caught plagiarising. While you’re reading, think about the following questions and make a note of your answer. How does it feel to be a victim of plagiarism? Why is it important to be aware of, and avoid, plagiarism in your work? Answer This is what we thought: If you had worked really hard on something, wouldn’t you feel angry if someone else stole your work.
If you plagiarise, you are also limiting the development of your own learning. There can also be legal repercussions. As a student, submitting a plagiarised essay may not result in the loss of money, but it could result in you failing your course or being downgraded. Managing complexity: a systems approach – introduction: Learning outcomes. Learning, thinking and doing: 1.5 Making the most of your reflections. The value of the work you do on all the activities in this unit will be strengthened if you can keep track of it and follow the development of your own ideas as they build up. It helps to keep your notes in one place, together with other material which catches your interest for its relevance to the subject, such as newspaper cuttings, journal articles and reports, and so on.
The place where you keep them may be a box file, ring binder or anything else that suits your preference. Whatever you use, it provides a tangible reminder of the learning process you are engaged in. I shall refer to this collection as a ‘learning file’, and suggest that you use it to work on activities of all kinds throughout the unit. The completion and return of each of your assignments could also be used as an opportunity for self-review and planning, recorded in your learning file. The questions you ask yourself about the grade and the reasons for it are a necessary basis for self-review and action planning. The ‘why’ and ‘what’ of educational leadership and management: Next Steps.
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