Reflecting on the Reflective Journal

When I started this journal, I wasn't sure how a metacognitive approach to tasks would help as I had never approached such a method before.

As I went through the weeks I did feel a strong 'bond' with the journal and feel as though it was documenting MY progress rather then the topics I was writing about. I think I was a bit cautious about writing this journal because it was such an invasive way of personal study. However, I do think that this journal has greatly benefited me and my future, even if it hasn't fully succeeded in improving mine and my group's work in Experimental 3D, it has taught me what to expect from teamwork and how to avoid disasters by knowing how to recover from them and sometimes predict them (group members not turning up etc.).

In the style of the rest of the journal I shall summarise my progress...

Good: Learnt valuable lessons in teamwork, time keeping and the importance of reflecting on experiences and refining on them to improve future ones.

Bad: Did not put as much effort as was possible, slightly feel as though other group members might have been more involved.


Overall the good points outweigh the bad ones, so all in all this journal was a success (learning-wise). But, if I were to undergo the task of making this journal again, I'd probably pay more attention to it as a valuable source of what to do and what not to do, instead of just a record of what happened because. In a nutshell: I don't think I did enough reflecting DURING the journal and only now do I realise what things could have been done better and more efficiently.

Week 10

What happened?
The group met for the workshop on time, but 2 of the members were absent.

This week we were to continue our work for the individual final assignment, but also review other group's works for the group 3D artefact assignment.

The review featured the criteria that was agreed by all the groups to use for the marking scheme for the 3D artefact. This was:

- Evidence of Research in creative process
- Innovative response to chosen word
- Evidence of experimental practice
- Demonstrate an interest in variations, time and dynamics

Thoughts, feelings, assumptions, beliefs, values, attitudes...
The feedback from another group was helpful. They believed that our work gave an effective response to our chosen word (ygen (Japanese): an awareness of the universe that triggers feelings too deep and mysterious for words) and also thought the shape generation used in our animation was well done.

The group that I reviewed had a very good piece of work that was more interesting than ours (in my opinion) and fit the criteria better.


Reasoning and thinking behind actions and practices...
I think that the other group used easier auto-generating 3D software to create their artefact, so they had more time to focus on transistions and dynamics to make their piece more immersive. I think ours could have 'scored' better if our group was more experienced with Blender.


Evaluation
Good: The group reviewing was a useful exercise, even if it is a bit late.

Bad: Other groups work turned out better then ours.


Reconstruction
Use experience of reviewing to help with making the final individual artefact more interesting.

Week 9

What happened?
The group met up after the easter break, to continue to keep minutes of group discussions in aide of getting the best results from our reflective journals.

There was no lecture this week, and in the workshop we were recommended to think about experimental practice individually and what it 'is'.

We did not do any group work, although we did sit in our group out of habit, and although it didn't matter, one member of the group didn't turn up.

Thoughts, feelings, assumptions, beliefs, values, attitudes...
Brainstorming about what experimental practice is will be a good task to make the final Assignment easier.

I think an experimental practice or piece of work is something that has little or no documentation on how to accomplish or finish it. It would be a fairly unknown practice that few people would know about or even create. I feel this will be a hard task to accomplish, and that any outcome of the final assignment will have similarities to preexisting work.

Reasoning and thinking behind actions and practices...
I think that even though I have a grasp of what can make an experimental piece of work, the hardest part of the final assignment will be thinking up a concept for the artifact.


Evaluation
Good: The group is still together even though it doesn't have to be.

Bad: Stuck on ideas for a final assignment.


Reconstruction
Don't forget what makes an experimental piece of work so to assure that any ideas thought up aren't a waste of time.

Week 8

What happened?
Our group met early for the workshop, so we could start work on finishing the 2nd Assignment as soon as possible.

Over the course of what would be lecture time, we showed off ideas to each other in Blender and each collaborated in a group piece.

One group member had worked on an entire piece over the last week and showed me at the weekend, but they needed a music track, to which I provided them with.

In the workshop we continued to do the group artefact for the 2nd assignment, however we soon realised that it was not suitable for handing in (it was far too short) so we decided to hand in the work the single group member created over the previous week.

Thoughts, feelings, assumptions, beliefs, values, attitudes...
I'm annoyed that the group didn't learn Blender like we agreed, however I am happy that a group member put in the work to help the group pass.

I am also displeased that we did not get a suitable artefact created in the workshop. It may have helped if we had practised as a group many times beforehand, to make the process of making a single artefact influenced by many people be quicker.


Reasoning and thinking behind actions and practices...
I think the group was not enthusiastic about completing this assignment well because they had just focused on completing the essay, so this task seems like it doesn't need much effort for it to be completed.


Evaluation
Good: The group had an artefact to hand in for the 2nd assignment.

Bad: The group did not do what it agreed to do, the group did not make a proper collaborative artefact.


Reconstruction
All members must get on with practising what the group needs to do before the deadline week. I need to make sure group members are doing their part in the group. It would also help members if each one knew what the others were doing and didn't show the group their work until the last minute.

Week 7

What happened?
Our group met for the lecture, where two of the members didn't turn up and one was late.

In the lecture we discussed and voted in our groups the criteria we would be assessed on in the second assignment. It also turned out we did not need to create our own criteria for the first assignment.

After we had had a long discussion as a class on what out criteria should be, it was apparent we would be marked on the process we used to get to a finished artifact.

Then in the workshop, one of the missing group members turned up and we got to work on figuring out how we would complete the 2nd Assignment: create a time-based 3D Artifact. We figured it would be best for everyone to learn the 3D program Blender over the week before the deadline and then we all create the artifact in the next meeting.


Thoughts, feelings, assumptions, beliefs, values, attitudes...

It is a slight relief that the essay will not be assessed on our criteria, and I feel it is also good news that the 2nd Assignment will instead be assessed on it. I think this will make work easier and produce a more interesting result from all of the groups.

I think the group will be a lot more pressured in this second assignment, with only one week to learn the tools and complete it as a group.

I am getting slightly annoyed at one of the members who has missed some of the lectures, and feel they aren't putting enough work into the group. However, my opinion may change by the deadline of this new assignment.

Reasoning and thinking behind actions and practices...
I think we are all able to complete Assignment 2. However we did get easily distracted in the workshop and may not focus on this assignment as much as the previous one.


Evaluation
Good: Making decisions as a group fairly effectively with little disagreement.

Bad: Group getting distracted, some may be taking too much time off.


Reconstruction
Focus more on the assignment and aim to help get the others more focused, too.

Week 6

What happened?
Our group met early so we could have extra time to work on our essay. Some of us huddled round one computer and continued to expand paragraphs, others went off to their own computers and did research.

Although we were spread out, with some doing different tasks, we each did our part for the essay and all "rotated" our jobs.

We then got news that our lecturer was not going to be in today to do the workshop (there wasn't a lecture), so the groups were instructed to create their own criteria for the 2nd Assignment. Our group was focused on the 1st Assignment so we did not focus on this next task much.

We continued to work on the essay till the end of the lesson.

Thoughts, feelings, assumptions, beliefs, values, attitudes...
I felt thinking up our own criteria for the 2nd Assignment, where we have to make a 3D artifact, was harder. I think this is because the spectrum that is on offer is so vast, creating points to be marked upon, are that much harder to pick.

Even though the group member that hadn't put in much work was late to the meeting, I felt he put in a decent amount of effort into working on the essay this time.


Reasoning and thinking behind actions and practices...
I think we are all happy with how the essay is coming to a close and are optimistic about its quality, however we got too focused on it and neglected other tasks.


Evaluation
Good: Working great, together as a group, wrapping up the essay well.

Bad: Group becoming too focused and neglecting other tasks.


Reconstruction
Take more time to step back and organize ourselves as a group.

Week 5

What happened?
Our group met in the lecture theatre, one of our members had a doctors appointment, 2 were delayed because of canceled trains and one didn't turn up to the lecture.

In the lecture, after our 2 delayed group members had turned up, we were asked to create our own criteria in our groups to be marked on for the first assignment. After we had completed this every group shared their few assessment points they had come up with.

Then in the workshop we were given a sheet listing all of the criteria that were given by the groups in the lecture, and in our groups we crossed off the points we didn't want to be in the criteria until we had six criteria left.

After this we continued to expand our essay as a group, each inputting our own comments as one person types up everything into a suitable essay format.

It should also be noted that the member that left the group has suddenly decided to be involved again.


Thoughts, feelings, assumptions, beliefs, values, attitudes...
It will certainly be interesting to see how us giving ourselves our own criteria to be marked on effects how we make the essay. I feel this will be a good skill to learn.

I hope that the member that left the group and is now back puts in suitable work for the group and doesn't drag us down or drift off again.


Reasoning and thinking behind actions and practices...
I think we are all happy with how we are working, and are optimistic about finishing the first assignment.


Evaluation
Good: We completed the tasks given to us effectively and properly.

Bad: The group member let back in may slow processes down.


Reconstruction
Speed up the process of writing the essay.