Commented Examples of Student Reflections

Introduction and Learning Goals: Example 1

In my last self-evaluation I applied for an internship in Australia. I made a first version of my
portfolio and CV and send it to him. He liked it and invited me to do a videoconference. He
told me that there were a lot of applicants for the internship so it could take up to a week
before he could let me know something. I received e-mail with the message that it took a little
bit longer and after that, there was a radio silence. I mailed him several times, but with no
reply. After a few weeks I heard from a fellow student that he was invited to come, so I
concluded that I did not make it.
By now it was almost September and it would be too short to find another internship in such
a short time. So I decided to first do my individual bachelor project and try to do an internship
for the next semester. At that moment a fellow student had contact with X about a project
that could be an internship. It was an internship for two people, so I read the documentation
and it looked like an internship that fitted my profile and competency development. After that
we had some meetings with X and Y, who is also involved in the project, about the project,
looked at their workspace in Maastricht and visited the protospace in Delft.
It was very useful to see what the protospace was and how it looked like. You get a good
view on what you are working for, but it really did not live up to my expectations. It was just a
room with two big projection screens attached to the back wall. The cameras from 1.2 were
still installed on the ceiling, but the sensor floor wasnt. I was just like a meeting room at the
TU/e. Protospace Maaslab
Protospace
The protospace is an augmented design studio for collaborative design and engineering in
real-time especially for architects. So everything the players do in the room is being directly
implemented in the design and costs. The will speed up the process of communicating the
designers ideas to the urban planners, managers and project developers. When one of the
players would like to see whether some alteration could be done within the budget it is
calculated in real-time so most of the option can be looked trough very easily. To do this a
multimodal interaction is needed to put it all together.
Currently the project is in phase 3, which means as much as getting the technology together
and show that it works. The protospace is located in the iWEB building that is currently built
in front of the architecture faculty at the TUDelft.
Learning Goals
My personal goals for the internship are:
Learn MAX/MSPs basic structure and built simple programs
Learn how to read out sensors in MAX/MSP and do something visual with it
Learn Virtools basics and built a simple demonstrator
Learn how to set up an interaction style and make strength/weakness diagram or
something of it
Get to know how it feels when working for a real company
Make a finished looking model instead of some tape and cardboard

Comments: this is an example of a very weak Introduction and Learning Goals section.
Especially the Introduction and Protospace parts are too diary-like, a description of events in
mostly a chronological order. It is not clear why all this information is provided: there is no link
at all with the students contribution to the internship project.
The students internship goals in the Learning Goals part are too specific for an Introduction
section. The link with the students competency development is lacking, too: why does the

student want to learn all this and how does it contribute to his competency development?
What we expect here are learning goals at a somewhat more abstract level and a reflection
on why the student has set these particular learning goals, so the link with his competency
development experiences / conclusions from the previous semester. The translation from
these more abstract goals into SMART goals, then, should be put in the Competency Area
textboxes concerned, or in a separate, hyperlinked document as learning evidence.

Introduction and Learning Goals: Example 2

"This semester I arrived at TU/e Industrial Design as an exchange student from Melbourne
Australia. Within my first week of classes I learned of the competency system and how I was
to use it to direct my learning processes throughout the semester. Early on I was instructed
to identify my strengths and weaknesses through a series of diagrams, and to identify my
SWOT and SMART goals, and from these chose what I would focus on for the semester.
I opted to focus on a combination of areas where I was lacking (integrating technology and
user focus and perspective) and my strengths (ideas and concepts). For each of these areas
I set a SMART competency goal for this semester. In this way I could both improve the
scope of my knowledge base but also build upon my strengths as a designer."

Comments: this is an example of a good Introduction and Learning Goals section. The
student explains how he has arrived at his competency goals (SWOT analysis) and he
provides an argumentation for his focus on three specific competency areas. He has also
included a hyperlink to learning evidence in the right place and for a good reason. The
introduction is also brief, to the point.

Use of Learning Evidence: Example 1

Ideas and Concepts
"The first task in the assignment was to get acquainted with creativity to become alert on
creativity. I made a recipe what is needed for creativity in my opinion. After that I made two
posters: one to stress what is creativity and the other to explain what creativity is not. I asked
myself the question: what is creativity for me? I formulated two research questions where I
wanted to work on during this assignment. And finally I delivered a report and a presentation
to show my findings."
Comments: this paragraph demonstrates the wrong use of hyperlinks to learning evidence.
There is an overkill of evidence: there is at least one hyperlink in every sentence. Moreover,
the evidence is irrelevant. It serves no purpose at all because the student only gives a
chronological account of the things done in the assignment. There are no statements on
insight or competency development that need to be supported by learning evidence. So in this
case all the evidence could / should have been left out. The final sentence demonstrates
another misuse of learning evidence: a link to a complete report. If you want to support a
reflection or statement with something in a report, make clear why you refer to the report and
indicate on which page(s) the evidence can be found. Otherwise you turn your evidence into a
puzzle for your assessor.

Use of Learning Evidence / Structuring: Example 2

1.2. Idea Selection and Communication
In this sub competency I will only pay attention to the idea communication, since our idea
selection procedure is narrowly interconnected with the sub competency Concept Development.
During the brainstorm sessions in the early stage of our project work, we didnt select an idea to
develop as a concept: our whole project was one trail of shaping and moulding.
During our project we had to deal with a unique fact: we needed to communicate our ideas to a
blind client. So we had to use means of communication in such way that our client wouldnt feel
inconvenient and could understand the story as well as the audience that was not visually
disabled. We didnt use any visual material to communicate our ideas: we made our story clear by
tactile (movie) and auditory models. The presentations were mainly focused on touching and trying
of the ideas: only then our client was able to create an image of our ideas. During the final
presentation we were obliged to use some visual background information to be able to explain the
complicated electronics, maths and programming we used in our concept. We chose to project the
schematic drawings on the wall behind us, because we had to explain our complex concept to
persons with no technical background at all. By these various means of communication we aimed
at getting useful feedback from all the spectators, which was very valuable for our process of
concept development.
I realize that you always need to think in advance about your audience, and about what and how to
communicate. I also learned that you can use three-dimensional models or scenarios in a very
early phase of the design process to communicate your ideas to others. For example: we had our
first interim eight days after the kick off and we presented fully working technical models of our
ideas. In previous projects we only used technical models as a means of communication in the end
phase of our process. So the fact that we had to deal with a very unique and specific audience had
the advantage that I used new media for idea communication.

Comments on learning evidence: the student uses relevant learning evidence, put in the
right position. The learning evidence supports the statements made about Idea
Communication. Good in this example is also the reflection on what the student has actually
learned from this experience: the use of technical models in an early stage of the design
process (and not only in the final stage). The reflection as a whole, though, might be a bit
more to the point. This student should also move a bit away from this very personal account
towards reflection on a more abstract level.
Comments on structuring: in the first paragraph the student makes clear to the reader that
this section is only on Idea Communication and why; and where to find the reflection on Idea
Selection.

Reflective Skills: Example

Idea Generation
Although my project coach told us that I could still organize a brainstorm session with my
fellow students, in this individual project there was no team working on the same thing with
the same vision. Therefore brainstorm sessions with a team were not an option to me. I
could do a brainstorm with my target group for example, but I decided to do the idea
generation process all by myself. I really wanted the ideas and concepts to be mine in this
project. I gathered my knowledge gained in the research phase and with my vision in the
back of my mind I took a pack of paper and a pencil and started thinking and sketching to
generate least six unique, good ideas. All ideas that werent good enough were thrown away
instantly. At the end I decided to throw away another concept, because I was not satisfied
with it. I ended up with five concepts. Click to learn about my ideas (in Dutch, because
descriptions were meant for target group). I was happy with the results, but I learned that it is
very hard to think up that many ideas of a high quality on your own. I should look up some

methods to do that.
Comments: this is an example of a weak reflection, both in terms of content and reflective
skills. This student uses too many vague words and writes sentences that are sometimes
hard to understand or have no meaning at all (I gathered my knowledge gained in the
research phase and with my vision in the back of my mind at least six unique, good ideas:
what knowledge, what vision, what is a unique and good idea? And another example: I was
happy with the results: what results and why happy?). So his writing skills are not up to the
basic level yet, even though this concerns a B1.2 student. Overall, the reflection is too much
diary-like, a chronological account of actions (what), and too little a reflection on process
(how and why) and achievements (results). In addition, the student only provides one link to
learning evidence: a set of ideas. Support of reflection by argumentation is also lacking: the
student does not make explicitly why he threw away particular ideas and why he kept others,
for example.
Content-wise, so in terms of competency development, this reflection is also quite weak,
again even for a B1.2 student. The student mixes up idea and concept, for example, and
lacks the ability to self-direct his learning: he knows in advance that brainstorming is a
technique for a group setting but does not look for an idea generation technique to be used in
an individual setting.

Reflection on insight: Example 1

Socio-cultural awareness
Using durable energy within design / sustainability responsibility for designers
Ecofys bv. is a consultancy agency that is specialized in energy savings and renewable
energy. During the internship I gained concrete knowledge about the different types of
renewable energy (Renewable Energy), and their different applications. I got the insight that it
is on the one hand necessary to switch from grey energy to renewable energy (due to
environmental impact, and that the fossil fuels simply will be finished), but that on the other
hand the investment is too big with regard to the recovery of the purchase costs. Grey energy
is simply by far the cheapest.
Within the individual project I already felt responsible to take sustainability into account while
designing. During the internship this was only amplified, since representatives of the utility
company Nuon also assured me that the domestic energy consumption will raise for sure in
the upcoming years. Looking at politics and my own experience I really am becoming aware
that it is of vital importance that renewable energy applications are going to be implemented
into society.
As a designer I can help with that: I can contribute to a sustainable future using renewable
energy resources and taking environmental impact into account (that means environmental
impact of a product from production to usage and from usage to decline). Although I do know
that it is not always possible to accomplish this, I do see and feel the responsibility to take
sustainability issues into account while designing - as a factor that cannot be neglected.
st

Comments: the 1 paragraph is an example of a good reflection on insight, with an adequate

nd
rd
argumentation and relevant learning evidence. Unfortunately the 2 and 3 paragraph are
not to the point: too many words only to express that this student wants to be a designer who
takes sustainability into account. This really weakens the reflection as a whole (so all 3
paragraphs together). Moreover, a more suitable place for such a statement would be 'Growth
as a Designer'.

Reflection on insight / Use of Argumentation: Example 2

Ideas and Concepts is one area of design where I especially enjoy myself. This semester I
chose it as one of the competency areas I would try to focus on, although I felt I was already
relatively strong in it, as I had done a great deal of concept work in previous years. I chose to
focus on it because I believe that as a designer, ideas are currency, and the more skills I can
accumulate in conceptual skills the better.
1. Idea generation: Throughout all competencies, it was my goal to try and acquire as much
as I could from the resources I had while on exchange here. Within this knowledge area of
idea generation, I find that inspiration comes from random and unexpected places. Here
however, my project members were very organized, and together we fashioned some
techniques to encourage creative ideas. The use of various brainstorming techniques,
including genetic design and intensive group sessions were implemented, and I found these
to be very useful methods with which to keep creative juices flowing in a group environment.
2. Idea Selection and Communication: In communicating ideas, I was also able to expand
my skills base. In the beginning of the semester, I was mainly suited to communicating ideas I
had through sketches. My sketching abilities were fairly strong to begin with, but I felt I could
explore other means by which to communicate ideas. The opportunity presented itself at both
our interim and final presentation, where certain ideas were of such a complexity that they
could not be appropriately communicated through merely sketching, as they involved
complicated movements or modes of interaction. In this way I looked into illustrating scenarios
and movements through various programs which I had some (though not much) experience
with- namely illustrator and Solidworks. With these I was able to produce some scenario
demonstrations and animations.
3.Concept Development: Within this competency, I found out that, by the standards here
sometimes I am lacking in depth within my ideas, as far as fleshing out details. I went through
quite a lot of concept development work within both my group project, and also within an
assignment, Principles of Intelligent systems. For the assignment, I formulated a concept
based on the criteria of conceptualising an Intelligent product or system. While I executed this
relatively well, my concept could have done with more specification in the execution of the
programming and the hardware. Similarly in my Howlers project, as a group we finalized a
concept for our product down to the finer points of its interactivity, etc, however there were
quite a lot of things we didnt specify- in the feedback for both the assignment and the project,
it was indicated that I should go into more depth detailing the specifics of things such as
technological requirements and product behaviours, so this is something I can strive to
develop from now on.
Comments: this reflection is a good example of how to provide argumentations and how to
demonstrate your insight. In the paragraph on Idea Generation, for example, the student
mentions the specific techniques and concludes in what context these techniques are
appropriate. In the paragraph on Communicating Ideas, the student connects his initial level
to the development of this competency within the semester. He also relates the use of
particular skills to a specific context. In this way he makes explicit what he has achieved as
well as the suitability of or need for particular skills in a particular situation. In the paragraph
on Concept Development the student gives an honest reflection on his level, indicating the
reasons for his lack of depth. In this paragraph he also demonstrates his ability to reflect on
feedback in a constructive way: how to use feedback for further development.

Integrating Competencies / Structuring: Example

We had two brainstorms in one the first weeks of our project. After the brainstorms we extrapolated
our ideas and generated new ideas by trying, exploring, playing and practicing. We gained new
ideas and explored possibilities just by playing with different technologies (like phidgets) and by

imagining the daily life of a blind person. We integrated the competencies Integrating Technology
and User Focus and Perspective into the idea generation phase of our design process, as
described in the relevant competencies.

Comments: The reflection above is part of a paragraph in which the student makes a link
between assignment work, the project and working as a designer. The student demonstrates
her understanding of how particular competencies were developed in and related to a specific
phase of the design process. It is also made clear to the reader where to find reflections on
the development of the competencies concerned (structuring).

"Summary for this Semester": Example

Summary for this Semester
I explored various methods of initiating ideas, and performed a great deal of concept
generation and development throughout the semester. I developed my abilities and found
enjoyable ways to brainstorm and discuss concepts with my group members, and implicated
these within my own mini-projects. I have plenty of room for improvement though in
developing, refining, and appraising my concepts- I think a good starting point for this would
be to study some literature and to go through the concept appraisal stage with my clients if
possible.
Comments: the student concludes what he has achieved and on what level. He also makes a
link with further development and includes ways how to deal with this.

Learning from Negative Experience / Use of Learning Evidence for Metacompetency: Example 1
Multidisciplinary teamwork
This period I was the group leader. Although last period I was no group leader, that process
was a learning experience for me. No decisions were taken whatsoever, time was spent
discussing, and strong personalities hindered group process and progress.
This team also proved to be rather difficult: strong personalities, people who thought they
were constantly right. The book, Creating effective teams, states a strong personality leader
can hinder group process. I know, from observation, strong team members can do the same.
The group composition led to a lot of discussion. At first I tended to go into the discussion
myself. However, I realised that if no one would regulate these discussions, the team would
miserably fail and do the exact same as previous period. I can be very fierce during
discussions, too. So, I more often stayed on the side, trying to make the discussions be of
use, using common sense.
The book gave the advice to, in these situations, simply make the leader, me, take the
decision. However, I feel you need to give group members the chance to express
themselves, even if you know in advance they will start a useless discussion (There are,
obviously, also useful discussions. However in our discussions the almost aggressive tone
usually made a decision far away). When and if the discussion has to be stopped is always
difficult to say. Anyhow, the process of solving problems and simply agreeing takes a lot of
time this way. I dont really see a way to change this.
In the last two weeks, as the tasks were divided among groups of two or individuals, it went
better. I was the liaison, making sure everything still fitted more or less together. However,
letting everyone work individually is not a solution to group problems. The discussion part of
group processes is difficult. I think a good way to learn is experience.

To get somewhere, I sometimes forced or asked the team to make decisions. Last period,
not making decisions was a big problem. Not to make the same mistakes, I acted this way. It
worked well, the other team members did not have any problems with it, and good decisions
were being taken.
What I also did, as a group leader, was providing structure: coach meeting with agenda on
Monday, progress meetings on Wednesday. I put up a decision list, because in my
experience it is often unclear what a team decided. Furthermore, to exploit sudden ideas,
an idea list everyone could use to draw or write on.
The structure worked, in the beginning. However, as the project became more and more
complex, I lost oversight. It is my job to keep the oversight. I spent too much time doing other
work. Anything would have been better: schedules, text, drawings, anything to show where
the team was.
Better oversight would have lead to better-balanced deliverables, even a clearer
presentation. I realise now that this is much more important than I had thought at first,
especially in difficult teams. Another small point: my task was never defined. What do the
team members expect from me? This is just simple, but if they dont know why I am leader,
they may expect me to do things I am not planning on doing. This could even be of help
when motivating the team. Uncertainty is un-motivating.
When a group really becomes a team, cooperation becomes easier, and the team leader is
more on the background. The team for the assignment Wisdom in people was excellent,
because we simply fitted together. In this context it may be interesting to look at how to
build a team. Our teams are selected, but what if we could select it ourselves?
In the future I will spend more time on keeping in mind the targets, tasks and structure. Only
if a group is really a team, the leader could go more to the background. As long as this is not
the case, the team needs to be led. Looking at how to build teams may be interesting, if we
get to choose team members next year for example.
Comments: content-wise the reflection above is a good example of how to reflect on and
provide learning evidence for a meta-competency. And the reflection is a nice example, too,
of how to acquire and use theoretical knowledge to develop e particular competency. The
student also reflects well on his learning moments / experiences as a team leader and how
this affected the group process; this includes learning from negative experiences and
providing self-criticism. On the whole, though, this reflection is quite long.
The introductory paragraph is also a nice example of learning from a negative experience
gained in the previous semester. The student would have make a stronger case, though, if he
had used this experience to set learning goals for this semester. These goals might have
included, for example, how to achieve team building if you cannot compose a team yourself
(since that is the situation students have to work in at our department).