Example Reflection Visualization 

 Challenge & Selection     The tool I understand and used was the tool of Visualization , or Visual Thinking , to accomplish a   mutual comprehension of an issue space among a different gathering of partners before endeavoring   to recognize and characterize potential answers for the issue . I use this approach depends on the case   of most educational institutions use online learning environments to support their courses . This   evolution enables easy distribution of course material , remote participation and collaboration and   increased interactivity between geographically dispersed teachers and students .   I have used the technique of using a figures , images and videos visualization of a problem domain with   a set of questions or prompts for discussion to allow a diverse group of gathering partners to learn   from each other in the process of defining the scope , boundaries , key elements , and relationships   between elements to consider when identifying pain points and opportunities for improvements or   solutions .     Application     I start the cycle by creating a graphic interface of the problem area . To build up the graphic interface , I   will draw from any current material accessible to comprehend the climate . The existing material might   be operational or procedural archives , preparing materials , advertising materials or other examining   reports . On the off chance that materials are not accessible , at that point I lead casual meetings with a   portion of the accomplices who fill in as my central matters of contact on the activity .     Referring to some global articles I read , I borrow a few concepts from them such as the concept “   Visualization literacy ” which was mentioned in “ Observations and Reflections on Visualization Literacy   in Elementary School ” article written by F. Chevalier , N. Henry Riche , B. Alper , C. Plaisant , J. Boy , and N.   Elmqvist . Who generally defined the visualization literacy as the ability and skill to read and interpret   visually represented data and to extract information from data visualizations . The graphic interface I   used was mainly the figures or in other side it could also be a game which has a simple graphics , using   simple shapes and icons available in Visio or on the Internet .      For the activity , I will divide the partners into groups of 5 - 6 participants each representing a different   class or area of interest .   Each group receives a poster - size copy of the figure graphic that they can write   on directly or use sticky notes to make comments . I give them some questions to answer related to the   class material , such as : 1 ) What they can see and what is missing from the graphic ?   2 ) What would you   change about the figure graphic to make it easier and more creative ?   I give them roughly 15 - 20 minutes   to talk about the inquiries and increase the figure graphic . At that point I have each gathering report out   on their responses to those suggested questions while highlighting the imprint ups on their banner . As   each gathering reports out , I record shared characteristics in the experiences of each gathering , and   afterward extra bits of knowledge that originate from the gathering conversation on an extra duplicate   of the graphic .   After the class meeting , I make a view that joins the mutual and new bits of knowledge   from the gathering conversation , and afterward make a reexamined graphic that consolidates their   criticism and proposed changes that they consented to as a gathering . 

 Insight & Approach     What I have learned from conducting this exercise with several groups is that while the graphic is   important for reinforcing their understanding of the class material or the problem they are working to   solve , the more valuable aspect of the activity is the shared insights and shared learning that occurs   while they are working to define their problem space . The graphic gives the group of classmates a way   to discuss and   allows them to share their perspectives and develop insights into potential root causes   of their problems or points of view .   They can quickly identify where they are in the graphic or I they   are missing something and can more quickly gain new insights about relationships between key   entities instead of taking time to identify them . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Example Reflection Visualization 

 Challenge & Selection     The tool I understand and used was the tool of Visualization , or Visual Thinking , to accomplish a   mutual comprehension of an issue space among a different gathering of partners before endeavoring   to recognize and characterize potential answers for the issue . I use this approach depends on the case   of most educational institutions use online learning environments to support their courses . This   evolution enables easy distribution of course material , remote participation and collaboration and   increased interactivity between geographically dispersed teachers and students .   I have used the technique of using a figures , images and videos visualization of a problem domain with   a set of questions or prompts for discussion to allow a diverse group of gathering partners to learn   from each other in the process of defining the scope , boundaries , key elements , and relationships   between elements to consider when identifying pain points and opportunities for improvements or   solutions .     Application     I start the cycle by creating a graphic interface of the problem area . To build up the graphic interface , I   will draw from any current material accessible to comprehend the climate . The existing material might   be operational or procedural archives , preparing materials , advertising materials or other examining   reports . On the off chance that materials are not accessible , at that point I lead casual meetings with a   portion of the accomplices who fill in as my central matters of contact on the activity .     Referring to some global articles I read , I borrow a few concepts from them such as the concept “   Visualization literacy ” which was mentioned in “ Observations and Reflections on Visualization Literacy   in Elementary School ” article written by F. Chevalier , N. Henry Riche , B. Alper , C. Plaisant , J. Boy , and N.   Elmqvist . Who generally defined the visualization literacy as the ability and skill to read and interpret   visually represented data and to extract information from data visualizations . The graphic interface I   used was mainly the figures or in other side it could also be a game which has a simple graphics , using   simple shapes and icons available in Visio or on the Internet .      For the activity , I will divide the partners into groups of 5 - 6 participants each representing a different   class or area of interest .   Each group receives a poster - size copy of the figure graphic that they can write   on directly or use sticky notes to make comments . I give them some questions to answer related to the   class material , such as : 1 ) What they can see and what is missing from the graphic ?   2 ) What would you   change about the figure graphic to make it easier and more creative ?   I give them roughly 15 - 20 minutes   to talk about the inquiries and increase the figure graphic . At that point I have each gathering report out   on their responses to those suggested questions while highlighting the imprint ups on their banner . As   each gathering reports out , I record shared characteristics in the experiences of each gathering , and   afterward extra bits of knowledge that originate from the gathering conversation on an extra duplicate   of the graphic .   After the class meeting , I make a view that joins the mutual and new bits of knowledge   from the gathering conversation , and afterward make a reexamined graphic that consolidates their   criticism and proposed changes that they consented to as a gathering . 

 Insight & Approach     What I have learned from conducting this exercise with several groups is that while the graphic is   important for reinforcing their understanding of the class material or the problem they are working to   solve , the more valuable aspect of the activity is the shared insights and shared learning that occurs   while they are working to define their problem space . The graphic gives the group of classmates a way   to discuss and   allows them to share their perspectives and develop insights into potential root causes   of their problems or points of view .   They can quickly identify where they are in the graphic or I they   are missing something and can more quickly gain new insights about relationships between key   entities instead of taking time to identify them .
### Output: 