Academic Skills Self-Reflection: An Educational Artefact Analysis

This essay introduces an educational artefact that reflects on the author's academic learning needs and personal development. It includes a SWOT analysis identifying strengths, weaknesses, opportunities, and threats related to academic skills such as reading, writing, communication, and referencing. The author sets SMART goals to improve writing skills and referencing abilities, considering visual, reading, and writing learning styles. The essay also incorporates Gibbs' Reflective Cycle to analyze past experiences, focusing on a situation where the author initially felt low self-confidence due to a lack of academic skills. The reflection highlights the importance of lifelong learning and continuous personal growth, with references to relevant academic literature.

EDUCATIONAL ARTEFACT
INTRODUCTION
I am presenting my learning needs through this educational Artefact. Academic learning is a meaningful process undertaken
in order to ensure personal as well as professional development of an individual by acquiring necessary skills and abilities.
This presentation of artefact will be inclusive of creative presentation of self- reflection in context of academic skills.
MY PERSONAL SWOT ANALYSIS
STRENGTHS
• Reading
• Communication
WEAKNESSES
• Writing
• Referencing
OPPORTUNITIES
• Online courses
• Career development
THREATS
• COVID
• Family Life Balance
LEARNING STYLE
Visual as well as Reading and writing learning styles have
been taken into consideration in order to regulate life-long
learning process throughout my academic phase. For
instance, it will facilitate me effective learning as well ability
to express the acquired knowledge in an efficient manner.
SMART GOALS
• To intensify writing skills with regular
practice within a time span of 6 months.
• To acquire required knowledge of
referencing in order to ensure effective
academic learning within a duration of 2-3
months.
GIBBS REFLECTIVE CYCLE
• My personal preference and aim lies in consideration of life-long academic learning
in order to acquire essential information and knowledge. Since the initial phase of my
University learning, I was aimed and determined at acquiring maximum knowledge
and skills in order to ensure a desired future career. In addition to that, I was in a
environment comprised of students with upright personal and academic skills which
resulted in degradation of morale and confidence
• I was initially afraid and felt low self-confidence due to lack of academic skills. From
that very moment, I decided to came up with an approach to pay best of efforts in
order to improvise and enhance my academic skills. With consideration of this
learning approach, I was aimed at acquiring maximum possible knowledge
throughout my academic phase in University.
• The good thing about that experience lies in realisation of personal abilities as well as
areas with scope of improvisation. On the other hand, the only negative aspect
associated with that experience could be considered as degradation of self-morale
and confidence due to lack of academic skills. Though, I felt lack of self-confidence
in that particular moment but it was necessary to face that particular situation in order
to realise my personal potential.
• Being tend towards effective academic learning prior to my University phase would
have helped me in coping up with that situation in an efficient manner. For instance, I
would not have gone through the phase of low morale and confidence in my learning
stage at University.
• Therefore, the determined experience facilitated me in being aimed at effective
learning process in University in order to ensure personal as well as professional
development. In addition to that, life-long learning approach taken into consideration
will allow me to be determined at initiating efforts towards my personal growth and
development.
REFRENCES
Markkanen, and et. al., 2020. A reflective cycle: Understanding
challenging situations in a school setting. Educational
Research, 62(1), pp.46-62.
Paulson, E. and Laverty, C., 2018. Leveraging learning outcomes to
build an online information literacy tool. Journal of Library &
Information Services in Distance Learning, 12(1-2),