At the beginning of this module, I set two goals for myself, which were to develop my public speaking skills and improve my social skills. Initially at the start of the module, I was afraid and hesitant to speak in front of crowds and more reserved in social interactions. However, throughout the 13 weeks of lessons, I actively sought out opportunities to stand up and speak in front of my classmates, and encouragement from Professor Blackstone gave me the courage to face my discomfort. Additionally, by periodically shuffling students into different groups, Professor Blackstone created a dynamic environment that allowed me to engage with a variety of individuals, thereby improving my social adaptability.
In order to build my critical thinking skills, I adopted an approach rooted in curiosity and open-mindedness, which led me to always carefully evaluate information to assess the credibility of sources I find. With an open mind, I told myself to avoid biasness when I evaluated information and sought out different viewpoints so that I could broaden my understanding and not fixate on information that may stem from confirmation bias. With the feedback exercises that the module had, I engaged in discussions with team members to give feedback for other groups which allowed me to apply critical thinking skills. Also, with the feedback with other group members, it allowed to have different perspectives and the reasoning of others, which I can identify areas of improvements.
Reflecting on my performance, I am pleased with the strides I have made towards my goals though I recognise there is still room for improvement. I believe the best way to further improve my communication and critical skills is to make it a habit and consciously applying what I have learned as much as possible. Moving forward, I plan to seek out more opportunities to speak in front of groups and engage in more problem-solving scenarios.
Having completed the research project, I developed a better appreciation for the critical role teamwork plays in a group project.. Even though I was more reserved and less assertive of giving ideas, I mustered courage to give advice to team members in writing report and this experience taught me that providing input and collaborating closely with team members are essential for producing good quality team deliverable. Through this process, I learned that effective teamwork is anchored on mutual contribution and willingness to engage, even when it requires stepping out of an individual's comfort zone.
Additionally, for the preparation of the presentation, each member of the team had different views of having to present in front of the class. Some, including myself, experienced greater apprehension about presenting to the class. At times like this, team members provided encouragement to each other and gave advice to overcome their worries. I learned that it is important for members of a team to actively seek support and provide assistance to foster a more supportive and productive environment. I also realised that with the mock presentation practice I had, my performance during the actual presentation was significantly better, although I believe I have much to improve. This led me to believe that repetition is important. If I wish to improve on my presentation skills, I would have to be consistent and practice my presentation skills often in order to be comfortable and familiar with giving a presentation in front of an audience.
Another critical aspect of the research project was the development of my writing skills, particularly because of my interactions with gAI tools. With the proliferation and advancement of these gAI tools, I was too reliant on these tools with idea generation and writing. However, I came to realise that this dependence could compromise the accuracy of the information I produced, as information from gAI is not always reliable and precise. I concluded that excessive reliance on these tools could hinder the development of my own analytical and critical thinking abilities. Going forward, I will adopt a more balanced approach, using gAI as a supplementary resource rather than a primary option, ensuring I cultivate and refine my independent intellectual skills.
