Jibon Low   25 May 2017 

 Reflection- Mindmapping 

 Challenge   As an academic in the tertiary education , it is often challenging to get students to share their ideas ,   thoughts and comments especially during tutorials , seminars and workshops- my first challenge . This   situation is very common especially in my working institution of higher learning with majority of Asian   students who are more reserved and quiet . Often times I will be answering the questions posted for   tutorials in the classes defeating the learning objective and outcome of the activity . Rarely students   will volunteer to share their thoughts and even if they would , their answers are merely regurgitation   of notes with no proper linkages to real - life examples- my second challenge . The third challenge that   I face is to encourage timid students to share while balancing the domination of some outspoken   students in group discussions . This makes me wonder how I can actually do something to help the   students so that they have the right structure to think effectively and share their thoughts efficiently .        Selection   In one occasion I was introduced to a technique called Issue Trees , which is similar ( or rather the same )   with Mindmapping . I thought the tool is fantastic as it guides thoughts in a systematic way , is inclusive   creating sense of self - significance and participation , and above all it does not ignore outliers as shared   by the video of Week 3 on Mindmapping- the perfect tool which can help solve my three main   challenges .   I have chosen Mindmapping as the tool to guide my students to identify patterns and insights of the   ideas from the group to suggest solutions to business cases given in the tutorials . The tool encourages   all students to participate and have their ideas discussed even though how silly their ideas can be ,   reminding us all that most of the best - selling products today came from silly ideas . This encourages   greatly students who are timid and with low self - esteem to participate while balancing the over- contribution of well - spoken students who normally dominate the group discussions with the proper   steps of Mindmapping to be shared in the application below .       Application   Using Mindmapping in the tutorials have been fun as students are participating well and have   complimented that the tool has helped them think structurally and most importantly after the session   they have concrete solutions drawn . Unlike in the past where they have wasted time on conventional   brainstorming where most of them did not contribute and finally produced no effective outcomes .   So how did we go about applying Mindmapping in my tutorials ? Students are given a brief business   case and questions like ( 1 ) Identify the problem statement and ( 2 ) Offer recommendations to the   company were given . The students will be put into groups of 5 - 6 , given coloured Post - It notes and   markers , and will start the stages as shown below-   Stage A- Students will be given 5 - 10 minutes to think individually of ideas and write them in a word or   two on the Post - It notes and stick them on the board randomly . 

 Stage B- Students will be given 15 - 20 minutes to discuss as a group how to cluster the randomly ideas   generated in Stage A and then label / name the clusters they have . Not forgetting that outliers too will   have a place under the label of ‘ Others ’ . 

 Stage C- Students will be given 3 - 5 minutes to drawn the connections between and among the labelled   clusters to respond to the questions given e.g. Recommendations for the company . 

 Stage D- Each group will be given 5 minutes to do Storytelling where the group will share their flow of   thoughts and recommendations to the company in the business case . 

 With the four stages done , students are able to take - home some concrete recommendations and see   their time well spent with Mindmapping .        Insight and Approach   My students and I have been amazed by the quality of answers produced from the Mindmapping   exercise . The students ’ thoughts have been structurally guided and they see logical connections within   the clusters of ideas they have generated and could relate to the real - life examples . I am happy that   finally the students could be encouraged to participate in tutorials with pride and sense of   belongingness as they , especially the timid ones realised that they could be contributing to the group ’s   responses . Those who are more vocal found themselves listening to the rest of the group and this is   really encouraging . They have learnt that all should be given equal opportunity to share and to be   heard . This approach will be continued to be practiced by myself on more groups of students and   those whom have gone through this tool have said that they will be applying it with their study groups   and also clubs and societies . I am happy and proud of Design Thinking especially the four main tools-   visualisation , storytelling , mindmapping and learning launch as I admire the impacts on my students 

 and also myself . I am always mindful that if the students are given the right thinking tools they will   share them in their workplaces in the near future and the world will have the best practices in thinking . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: Jibon Low
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: Jibon Low   25 May 2017 

 Reflection- Mindmapping 

 Challenge   As an academic in the tertiary education , it is often challenging to get students to share their ideas ,   thoughts and comments especially during tutorials , seminars and workshops- my first challenge . This   situation is very common especially in my working institution of higher learning with majority of Asian   students who are more reserved and quiet . Often times I will be answering the questions posted for   tutorials in the classes defeating the learning objective and outcome of the activity . Rarely students   will volunteer to share their thoughts and even if they would , their answers are merely regurgitation   of notes with no proper linkages to real - life examples- my second challenge . The third challenge that   I face is to encourage timid students to share while balancing the domination of some outspoken   students in group discussions . This makes me wonder how I can actually do something to help the   students so that they have the right structure to think effectively and share their thoughts efficiently .        Selection   In one occasion I was introduced to a technique called Issue Trees , which is similar ( or rather the same )   with Mindmapping . I thought the tool is fantastic as it guides thoughts in a systematic way , is inclusive   creating sense of self - significance and participation , and above all it does not ignore outliers as shared   by the video of Week 3 on Mindmapping- the perfect tool which can help solve my three main   challenges .   I have chosen Mindmapping as the tool to guide my students to identify patterns and insights of the   ideas from the group to suggest solutions to business cases given in the tutorials . The tool encourages   all students to participate and have their ideas discussed even though how silly their ideas can be ,   reminding us all that most of the best - selling products today came from silly ideas . This encourages   greatly students who are timid and with low self - esteem to participate while balancing the over- contribution of well - spoken students who normally dominate the group discussions with the proper   steps of Mindmapping to be shared in the application below .       Application   Using Mindmapping in the tutorials have been fun as students are participating well and have   complimented that the tool has helped them think structurally and most importantly after the session   they have concrete solutions drawn . Unlike in the past where they have wasted time on conventional   brainstorming where most of them did not contribute and finally produced no effective outcomes .   So how did we go about applying Mindmapping in my tutorials ? Students are given a brief business   case and questions like ( 1 ) Identify the problem statement and ( 2 ) Offer recommendations to the   company were given . The students will be put into groups of 5 - 6 , given coloured Post - It notes and   markers , and will start the stages as shown below-   Stage A- Students will be given 5 - 10 minutes to think individually of ideas and write them in a word or   two on the Post - It notes and stick them on the board randomly . 

 Stage B- Students will be given 15 - 20 minutes to discuss as a group how to cluster the randomly ideas   generated in Stage A and then label / name the clusters they have . Not forgetting that outliers too will   have a place under the label of ‘ Others ’ . 

 Stage C- Students will be given 3 - 5 minutes to drawn the connections between and among the labelled   clusters to respond to the questions given e.g. Recommendations for the company . 

 Stage D- Each group will be given 5 minutes to do Storytelling where the group will share their flow of   thoughts and recommendations to the company in the business case . 

 With the four stages done , students are able to take - home some concrete recommendations and see   their time well spent with Mindmapping .        Insight and Approach   My students and I have been amazed by the quality of answers produced from the Mindmapping   exercise . The students ’ thoughts have been structurally guided and they see logical connections within   the clusters of ideas they have generated and could relate to the real - life examples . I am happy that   finally the students could be encouraged to participate in tutorials with pride and sense of   belongingness as they , especially the timid ones realised that they could be contributing to the group ’s   responses . Those who are more vocal found themselves listening to the rest of the group and this is   really encouraging . They have learnt that all should be given equal opportunity to share and to be   heard . This approach will be continued to be practiced by myself on more groups of students and   those whom have gone through this tool have said that they will be applying it with their study groups   and also clubs and societies . I am happy and proud of Design Thinking especially the four main tools-   visualisation , storytelling , mindmapping and learning launch as I admire the impacts on my students 

 and also myself . I am always mindful that if the students are given the right thinking tools they will   share them in their workplaces in the near future and the world will have the best practices in thinking .
### Output: 