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BENV1043 Multimedia in Design Presentation Assignment 3: Critical Reflection Outline
Key Question for Reflection
What has Multimedia in Design Presentation provided to you in skills and knowledge that you could apply to your future and profession?
Suggested length: Approximately 1,500 words (This document is around 1,000 words.)
Criteria for Assessment
• Multimedia Subject Knowledge Including degree of completion of set requirements (described in ‘what to cover’ section below)’.
• Critical Thinking & Growth in Understanding
Evidence of critical reflection in relation to your own experiences as well as those of your peers. Evidence of the ability to integrate various perspectives, including scholarly theories, to your learning and application to your work.
• Coherence & Quality of Argument There is a logical flow of ideas. Conclusions are supported by evidence and argument.
• Communication Expression, intelligibility, spelling/grammar
The criteria are not equally weighted but rather give a holistic representation of the quality of your work. The most important thing is to show you have drawn lessons from the various topics discussed through the term, show how you have applied the principles as well as evaluated your own experience and learning achievements.
Critical Reflection: What to Cover
The following items indicate what is expected from your critical reflection assessment.
Please carefully read through this document. Your critical reflection does not have to be a formal essay. It can include diagrams, images or any other material you feel will communicate your message. I want you to cover all the points listed below. Having headings in your document makes it easier to read. You can use mine or your own. There is an overlap of my points below. Feel free to rephrase, merge them into combined categories, or change the order to best suit the way you want to tell your reflective story. The format is completely up to you. It should have a logical sequence that is easy to read and understand.
The key part of the critical reflection is to identify, analyse, evalyate and synthesise the most important experiences and factors in your learning. The describing and sense-making of these experiences in turn creates new understanding and learning. Part of the reflection process is identifying the challenges and achievements through your learning experience.
See the links in Moodle for more detail on reflective writing, sythesising ideas and levels of critical thinking.
There are 4 perspectives important to critical reflection – your own, your peers, teacher (or experts), literature/research publications. I’d like you to draw a variety. It is not compulsory to use literature, but it will give extra substance to your work.
BENV1043, T1, 2020 2
Areas to cover
1. Personal learning objectives
Refer to learning objectives of the course (course outline) and your own as they relate to your future profession. Give your context (degree) and what you knew at the start of the course of the subject.
2. Role in the group
Consider your role in the group in terms of how the presentation was produced. How did your input assist and influence others? How did the various roles work together? What were the lessons on the nature of roles and teamwork?
3. Analysis of the process
Rather than providing just a chronology of who did what when, identify segments of the course and of your project work that you felt were particularly important. Explain why they were important to you. Comment on segments that you felt were particularly important to someone else and suggest why they may have had that impact.
4. What was learned (technical skills, theoretical knowledge, personal growth)
In identifying what you learned, refer back to your learning objectives to see which ones you achieved and which experiences or insights surprised you. Discuss what you learned by creating multimedia. Do not just simply state things like, “I now know how create buttons and links”, but rather the implications beyond simply using Adobe Animate. For example, did you learn anything in a particularly compelling way about planning or composing a message? What did you learn about collaborative design? What did you learn from your peers?
5. How has this course developed / changed your understanding multimedia? How did multimedia learning theory play a part?
This is an extension of the ‘what was learned’ point above. What did you learn about multimedia through the various online discussions, video and animation evaluations. Give specific examples that were most meaningful to you. What did you draw on from multimedia learning theory? How you applied these principles to your own work.
6. Improvements you would make / things you would do differently
“The things we have to learn before we do them, we learn by doing them.” (Aristotle cited in Bynum, W & Porter, R 2005)
The point Aristotle makes is that the learning process allows you to gain the ability to do things more effectively in the future. Describe things that you did for the first time in this course that you intend to do again. In addition, discuss mistakes you made that you wish to avoid (and how you will avoid them) or things that you saw others do that you want to do in the future. What would you do differently if you were to recreate / extend your presentation? How would you make it better?
7. How can the knowledge / skills you gained be applied in the future (personal work and career) Think about your personal learning objectives and course learning outcomes. Address insights and abilities that you gained that you see as valuable in the future but were unexpected.
8. Self-assessment
You will probably do some self-assessment while discussing what you learned in various sections above.
Evaluate your achievements in the personal learning outcomes you described and those listed in the course outline. Discuss things that you learned that you did not expect to learn. What aspects of your learning were more successful, or less successful, because of the nature of the project?

BENV1043 Multimedia in Design Presentation – Critical Reflection Grading Rubric
Criteria
Excellent (HD)
Good (DN)
Reasonable (CR)
Acceptable (PS)
Unsatisfactory (FL)
Multimedia Subject Knowledge
Demonstrates extensive knowledge of multimedia and digital communication, covering all required areas.
Somewhere between levels on either side (between reasonable and excellent).
Addresses most of the required areas demonstrating an understanding of learning and multimedia.
Does not address all required areas or done so with a surface level approach.
Minimal of the required areas are addressed.
Critical Thinking & Growth in Understanding
Clear evidence of critical thinking (analysis, synthesis, and evaluation); Develops new insights; Provides reasoning to point of view; Makes strong connections to ideas and personal experiences. Demonstrates growth in learning.
Somewhere between levels on either side (between reasonable and excellent).
Some critical thinking evident (describes and evaluates); Makes some connections to ideas/experiences; More than just opinions – provides reasoning to point of view.
Identifies and describes without evaluation; Makes limited connections to ideas/experiences; Mostly opinions without reasoning.
Lacks critical thinking; Does not make any connections to ideas/experiences.
Coherence & Quality of Argument (structure & flow of ideas)
Highly coherent; Logical structure and flow of ideas; Goes beyond synthesis to create an independent point of view; Strong introduction; Conclusions are supported by evidence and argument.
Somewhere between levels on either side (between reasonable and excellent).
Mostly logical and consistent in flow of ideas; Makes connections between points but does not create an overall argument; Good introduction; Reasoned conclusion.
Some logic and flow of ideas; Lists points without building an argument; Lacking in introduction and/or conclusion;
No coherence; Misses the point.
Communication (expression, intelligibility, spelling/ grammar)
Very clear and well-articulated; Information is presented in an intelligible way making it easy to follow and understand; Good spelling and negligible grammatical errors.
Somewhere between levels on either side (between reasonable and excellent).
Mostly presents information in clear, intelligible sequence that reader can follow; Some spelling or grammar errors but still understandable.
Overall intelligible but with some aspects, including spelling and/or grammar errors, that make it difficult to follow/understand.
Information is unclear and difficult to follow; Extensive errors in spelling and grammar making it difficult to understand.