Reflecting on your learning
The main section of the knowledge object contains a series of reflections on your studio learning. Reflections identify key learning and insights gained through critical incidents in the design process and activities in the studio.
Articulation of your learning through reflection supports learning-by-doing and transfer of learning from one studio to another. The aim is to identify general principles from specific learning experiences, linking practice with design theory and methods. It is common for a studio knowledge object assignment to contain three or more reflection paragraphs.
Step-by-step guide for each reflection
There are a number of ways that reflective writing can be structured. One is using the DIEP framework. Here's how it works:
- Describe the insight:
First, identify what the insight is. An insight is a new understanding that emerged from the studio activities or your design process. It may be a practical, theoretical or critical understanding such as a new awareness of certain factors in the design process, a new method that improves your efficiency, a deeper understanding of a particular issue, a connection between a particular theory and practice, a model that supports your interrogation of a problem, or a framework for evaluating design outcomes.Then, briefly describe the incident that led to this insight. What was the catalyst?
- Interpret the insight:
Explain the connection between this insight and the methods, principles and theory of the design field. - Evaluate the insight:
Make an evaluation of the significance of this new understanding for you. This may relate to the further development of the project or future design projects, or to your design process or the way you think about design. - Plan:
Make a plan for how you might transfer this new understanding to future projects and/or practice. Speculate about how this new insight might change the way you approach a design task in the future.
Language features
Verb tense
Verb tense is used in reflective writing to indicate what you have learnt from the experience. For example, when you speak about your level of knowledge or experience before the insight, often the past tense is used.
On the other hand, a mixture of the simple present, present continuous, present perfect and future tenses are used to describe your current level of knowledge or experience.
I, me, my
In most cases, pronouns like I, me and my are avoided in academic writing. However, in reflective writing you are writing about your experiences. This requires a more personal style of writing where I, me and my should be used.
Example paragraphs
The following examples of student writing provide a guide to the structure and language of a reflection paragraph. They highlight the identify, describe, interpret, evaluate and plan sections of the paragraphs, as well as pointing out verb tense and the use of I, me and my.
Example paragraph 1: structure
Screen reader users, this text uses visual highlights to indicate different features of the text. Each highlight is explained for your convenience.
In this studio, I gained insight into using strategy to form enduring connections with an audience, which is crucial for affecting social change.1Screen reader users, this is identify. Initially, my strategy was too complicated and unrealistic, as I tried to address too many issues at once. Through skill-building in mapping, I identified clear correlations between climate change and food security, their impacts on third-world communities, and the threats they pose to the future. This process helped me develop empathy and a sense of responsibility.2Screen reader users, this is describe. I realised that understanding my chosen archetype was essential. By improving my interviewing and research skills, I was able to create a detailed persona archetype. This understanding allowed me to design a more focused mission and informed touchpoints, helping me see what issues could be realistically addressed.3Screen reader users, this is interpret. The studio challenged and enhanced my personal and professional skills as a designer. It taught me how to create strategies that appeal to target audiences, consider their interactions with the strategy, and establish long-term connections.4Screen reader users, this is evaluate. Moving forward, I plan to refine my strategies by focusing on realistic and achievable goals. I will continue to develop my skills in mapping, interviewing, and researching to better understand and connect with my audience.5Screen reader users, this is plan.
Example paragraph 1: language features
Screen reader users, this text uses visual highlights to indicate different parts of speech. Each highlight is explained for your convenience.
In this studio, I3Screen reader users, this is a use of I, me or my. gained2Screen reader users, this indicates the past. insight into using strategy to form enduring connections with an audience, which is1Screen reader users, this indicates the present or future. crucial for affecting social change. Initially, my3Screen reader users, this is a use of I, me or my. strategy was2Screen reader users, this indicates the past. too complicated and unrealistic, as I3Screen reader users, this is a use of I, me or my. tried2Screen reader users, this indicates the past. to address too many issues at once. Through skill-building in mapping, I3Screen reader users, this is a use of I, me or my. identified2Screen reader users, this indicates the past. clear correlations between climate change and food security, their impacts on third-world communities, and the threats they pose to the future. This process helped2Screen reader users, this indicates the past. me3Screen reader users, this is a use of I, me or my. develop empathy and a sense of responsibility. I3Screen reader users, this is a use of I, me or my. realised2Screen reader users, this indicates the past. that understanding my3Screen reader users, this is a use of I, me or my. chosen archetype was essential. By improving my3Screen reader users, this is a use of I, me or my. interviewing and research skills, I3Screen reader users, this is a use of I, me or my. was2Screen reader users, this indicates the past. able to create a detailed persona archetype. This understanding 2Screen reader users, this indicates the past.allowed2Screen reader users, this indicates the past. me3Screen reader users, this is a use of I, me or my. to design a more focused mission and informed touchpoints, helping me3Screen reader users, this is a use of I, me or my. see what issues could be realistically addressed. The studio challenged2Screen reader users, this indicates the past. and enhanced2Screen reader users, this indicates the past. my3Screen reader users, this is a use of I, me or my. personal and professional skills as a designer. It taught2Screen reader users, this indicates the past. me3Screen reader users, this is a use of I, me or my. how to create strategies that appeal to target audiences, consider their interactions with the strategy, and establish long-term connections. Moving forward, I3Screen reader users, this is a use of I, me or my. plan1Screen reader users, this indicates the present or future. to refine my3Screen reader users, this is a use of I, me or my. strategies by focusing on realistic and achievable goals. I3Screen reader users, this is a use of I, me or my. will continue1Screen reader users, this indicates the present or future. to develop my3Screen reader users, this is a use of I, me or my. skills in mapping, interviewing, and researching to better understand and connect with my3Screen reader users, this is a use of I, me or my. audience.
Example paragraph 2: structure
Screen reader users, this text uses visual highlights to indicate different features of the text. Each highlight is explained for your convenience.
In this studio, I discovered the importance of research methods for creating end-user profiles through hands-on projects and interactive workshops.1Screen reader users, this is identify. Initially, my approach to design research involved creating mood boards and identifying basic audience demographics, which provided a surface-level understanding of the audience. However, as I engaged in various activities, such as conducting interviews and analysing case studies, I began to see the value of deeper research methods.2Screen reader users, this is describe. These experiences highlighted the need to go beyond traditional techniques to truly understand user needs and behaviours. For example, I now realise that research can extend beyond these initial methods. Through the Design for Social Change studio, I learned about case studies, interviews, customer journey mapping, and building comprehensive persona profiles. These methods help in understanding complex problems and developing meaningful strategies for social change.3Screen reader users, this is interpret. Learning about these research techniques was crucial in designing my Oxfam Student Month project as they offered a deeper understanding of users and facilitated the creation of more targeted and valid strategies.4Screen reader users, this is evaluate. I am confident that this enhanced understanding of research methods will greatly benefit my future design practice. I plan to continue using these techniques to better identify and target specific users in my projects.5Screen reader users, this is plan.
Example paragraph 2: language features
Screen reader users, this text uses visual highlights to indicate different features of the text. Each highlight is explained for your convenience.
In this studio, I3Screen reader users, this is a use of I, me or my. discovered2Screen reader users, this indicates the past. the importance of research methods for creating end-user profiles through hands-on projects and interactive workshops. Initially, my3Screen reader users, this is a use of I, me or my. approach to design research involved2Screen reader users, this indicates the past. creating mood boards and identifying basic audience demographics, which provided2Screen reader users, this indicates the past. a surface-level understanding of the audience. However, as I3Screen reader users, this is a use of I, me or my. engaged2Screen reader users, this indicates the past. in various activities, such as conducting interviews and analysing case studies, I3Screen reader users, this is a use of I, me or my. began2Screen reader users, this indicates the past. to see the value of deeper research methods. These experiences highlighted2Screen reader users, this indicates the past. the need to go beyond traditional techniques to truly understand user needs and behaviours. I3Screen reader users, this is a use of I, me or my. now realise1Screen reader users, this indicates the present or future. that research can extend beyond these initial methods. Through the Design for Social Change studio, I3Screen reader users, this is a use of I, me or my. learned2Screen reader users, this indicates the past. about case studies, interviews, customer journey mapping, and building comprehensive persona profiles. These methods help1Screen reader users, this indicates the present or future. in understanding complex problems and developing meaningful strategies for social change. These research techniques were2Screen reader users, this indicates the past. crucial in designing my3Screen reader users, this is a use of I, me or my. Oxfam Student Month project. They offered2Screen reader users, this indicates the past. a deeper understanding of users and facilitated the creation of more targeted and valid strategies. I3Screen reader users, this is a use of I, me or my. am1Screen reader users, this indicates the present or future. confident that this enhanced understanding of research methods will greatly benefit1Screen reader users, this indicates the present or future. my3Screen reader users, this is a use of I, me or my. future design practice. I3Screen reader users, this is a use of I, me or my. plan1Screen reader users, this indicates the present or future. to continue using these techniques to better identify and target1Screen reader users, this indicates the present or future. specific users in my3Screen reader users, this is a use of I, me or my. projects.
Acknowledgement of Country
RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business - Artwork 'Sentient' by Hollie Johnson, Gunaikurnai and Monero Ngarigo.
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