Design Thinking for Innovation - coursera 

 Assignment 

 Asim Sunar . 

 12/5/2017 

 Introducing the Reflection Activity 

 During a study abroad experience , students worked on a collaborative design project with international   peers . The purpose of this design project was to provide students with meaningful international   experiences . At three points in the project , students reflected on their experience working in a cross- cultural team . The purpose of these reflection activities was for students to look back on their   experiences , learn from them , and be prepared for future similar experiences . Three times throughout   the quarter , students were asked to reflect on their experience working on a project in a cross - cultural   team . In the first reflection , students reflected on their interests and goals within their field of study and   how those connected to the course . The purpose of this reflection was to set the stage for the course   and students ’ experiences in cross - cultural teams . In the second reflection , students reflected on how   they saw the project and the intercultural collaboration , and how these related to their learning . The   purpose of this reflection was for students to pause a few weeks into their work and see what they had   learned and make any necessary adjustments for the rest of the course . In the final reflection at the end   of the quarter , students reflected on their overall experience . The purpose of the final reflection was to   support students in looking back at their experience and thinking about what they had accomplished   and how it connected to their future . After each reflection assignment was submitted , the teaching   team read the individual reflections of each of the teams they were mentoring and provided feedback to   that team . The reflection assignment was graded on whether the student did the assignment and on the   depth of the reflection using levels of reflection by Thomas John and Chike Smith : Descriptive Writing ,   Descriptive Reflection , Dialogic Reflection , and Critical Reflection1 . Students were asked to write at the   last two levels ( and were given indicators for each level , so they could judge for themselves ) .   Additionally , the Red educator read all of the Red students ’ reflections because their reflections were a   component of their grade for the course . In terms of outcomes , there was potential for students to   better understand cross - cultural communication . After engaging in this reflection activity , students may   better understand working on a large - scale open - ended group project , and how the project benefitted   the client and society . 

 Recreating the Reflection Activity 

 Description 

 •   1 Introduce the reflection activities to the students at the start of the trip . 

 •   2 Read the reflections and provide each team with feedback . 

 •   3 Read the reflections of the students from your respective institution for grading . 

 In the words of the Educator : 

 Remind students to submit their reflections . Students often forget to submit their assignment for 

 various reasons . It helps to remind them of the due date . 

 Support students ’ cross cultural communication . The first week of the course is spent as a cross - cultural   seminar . This week sets the stage for the first reflection activity and provides students with important   information as they begin their cross - cultural team projects . 

 Ask students to report on the team dynamics . I 've frequently asked my students to give me feedback   on the team dynamics . But it ’s only because I 'm not there to observe that on a daily or even a weekly   basis . I get to see the end product as a presentation in class or a project implementation or a project 

 report , but it does n’t tell me how the team dynamics work or how well the members work . 

 What was the inspiration for the reflection activity ? I started implementing these reflection activities   because the Swedish part of the teaching team suggested these activities . They sounded like a great fit   for our goals for the students ’ experiences 


EMAIL: 
ID_NUM: 
NAME_STUDENT: Asim Sunar
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: Design Thinking for Innovation - coursera 

 Assignment 

 Asim Sunar . 

 12/5/2017 

 Introducing the Reflection Activity 

 During a study abroad experience , students worked on a collaborative design project with international   peers . The purpose of this design project was to provide students with meaningful international   experiences . At three points in the project , students reflected on their experience working in a cross- cultural team . The purpose of these reflection activities was for students to look back on their   experiences , learn from them , and be prepared for future similar experiences . Three times throughout   the quarter , students were asked to reflect on their experience working on a project in a cross - cultural   team . In the first reflection , students reflected on their interests and goals within their field of study and   how those connected to the course . The purpose of this reflection was to set the stage for the course   and students ’ experiences in cross - cultural teams . In the second reflection , students reflected on how   they saw the project and the intercultural collaboration , and how these related to their learning . The   purpose of this reflection was for students to pause a few weeks into their work and see what they had   learned and make any necessary adjustments for the rest of the course . In the final reflection at the end   of the quarter , students reflected on their overall experience . The purpose of the final reflection was to   support students in looking back at their experience and thinking about what they had accomplished   and how it connected to their future . After each reflection assignment was submitted , the teaching   team read the individual reflections of each of the teams they were mentoring and provided feedback to   that team . The reflection assignment was graded on whether the student did the assignment and on the   depth of the reflection using levels of reflection by Thomas John and Chike Smith : Descriptive Writing ,   Descriptive Reflection , Dialogic Reflection , and Critical Reflection1 . Students were asked to write at the   last two levels ( and were given indicators for each level , so they could judge for themselves ) .   Additionally , the Red educator read all of the Red students ’ reflections because their reflections were a   component of their grade for the course . In terms of outcomes , there was potential for students to   better understand cross - cultural communication . After engaging in this reflection activity , students may   better understand working on a large - scale open - ended group project , and how the project benefitted   the client and society . 

 Recreating the Reflection Activity 

 Description 

 •   1 Introduce the reflection activities to the students at the start of the trip . 

 •   2 Read the reflections and provide each team with feedback . 

 •   3 Read the reflections of the students from your respective institution for grading . 

 In the words of the Educator : 

 Remind students to submit their reflections . Students often forget to submit their assignment for 

 various reasons . It helps to remind them of the due date . 

 Support students ’ cross cultural communication . The first week of the course is spent as a cross - cultural   seminar . This week sets the stage for the first reflection activity and provides students with important   information as they begin their cross - cultural team projects . 

 Ask students to report on the team dynamics . I 've frequently asked my students to give me feedback   on the team dynamics . But it ’s only because I 'm not there to observe that on a daily or even a weekly   basis . I get to see the end product as a presentation in class or a project implementation or a project 

 report , but it does n’t tell me how the team dynamics work or how well the members work . 

 What was the inspiration for the reflection activity ? I started implementing these reflection activities   because the Swedish part of the teaching team suggested these activities . They sounded like a great fit   for our goals for the students ’ experiences
### Output: 