KNoT Completion Evidence

Students who have selected the Skills Pathway are expected to complete at least 10 KNoTs and at least 40 hours of their Project over the semester/session.

Please include:

• A collation of the Completion Activities for each KNoT you have completed (typically 250-500 words per KNoT or about 1 page per KNoT)
• An holistic reflection on your Project with respect to the KNoTs you have completed (typically 250-500 words or about 1 page). If appropriate, include any work product from your Project that you think are relevant to demonstrate your learning (e.g., plans, photos, videos, reports, designs, etc.) as an appendix
• A final reflection on your learning journey through the KNoTs you have completed (typically 500 words or about 2 pages)

Students on the Skills Pathway typically undertake a Shareable Artefact that is a cross-cutting exploration of themes from any of the KNoTs they have completed, which may or may not include the Project.

Students who have selected the Project Pathway are expected to complete at least 5 KNoTs and at least 80 hours of their Project over the semester/session.

Please include:

• A collation of the Completion Activities for each KNoT you have completed (typically 250-500 words per KNoT or about 1 page)
• A reflection on your Project with respect to the KNoTs you have completed (typically 250-500 words or about 1 page)
• If applicable, include any work product from your Project that you think are relevant to demonstrate your learning (e.g., plans, photos, videos, reports, designs, etc.) as an appendix
• A final reflection on your learning journey through the KNoTs you have completed (typically 500 words or about 2 pages)

Students on the Project Pathway typically undertake a Shareable Artefact that strongly aligns to their Project. It may make more sense to integrate reflections on your Project into your Shareable Artefact submission.

Students who have selected the Flexible Pathway balance the value of KNoTs with their Project over the semester/session.

Please include:

• A collation of the Completion Activities for each KNoT you have completed (typically 250-500 words per KNoT or about 1 page)
• A reflection on your Project with respect to the KNoTs you have completed (typically 250-500 words or about 1 page)
• If applicable, include any work product from your Project that you think are relevant to demonstrate your learning (e.g., plans, photos, videos, reports, designs, etc.) as an appendix
• A final reflection on your learning journey through the KNoTs you have completed (typically 500 words or about 2 pages)

Students on the Flexible Pathway typically undertake a Shareable Artefact that aligns to their personal learning goals. It may make more sense to integrate aspects of the Project into your Shareable Artefact submission.

You don’t have to use a prompt. But if you are staring at a blank page, pick one and go deep — 200–500 words on a single prompt.

Looking back over the whole course. For the holistic reflection, consider:

• how your plan changed or developed over the course
• serendipitous opportunities — the ones that worked out, and the ones that didn’t
• ideas you have collected along the way
• KNoTs you would like to see included, or wish you could create
• how you might take your learning in SoCIETIE further
• the advice you would give a future student

Going deeper on one experience. These work for a single KNoT or completion task as well as the final reflection. Each runs through the four stages of Kolb’s experiential learning cycle — the experience itself, what you noticed, what you make of it, and what you will try next.

An idea from outside your discipline (LO1)

• Concrete experience — a moment in a KNoT where an idea from another field landed.
• Reflective observation — what did you notice at the time, in the work or in your own reaction?
• Abstract conceptualisation — what does it let you see that your own training doesn’t? What does your training see that it doesn’t?
• Active experimentation — where will you use it next: in your Project, or the rest of your degree?

Working across difference (LO2)

• Concrete experience — a time when people worked or communicated differently from what you are used to.
• Reflective observation — what actually differed: the pace, the directness, who spoke, how decisions got made?
• Abstract conceptualisation — what is gained by working their way? What is gained by working yours?
• Active experimentation — how will that change how you walk into the next room?

Where influence comes from (LO3)

• Concrete experience — a point where you tried a different approach to the one you started with.
• Reflective observation — what shifted: the work, the relationships, how people responded to you? What didn’t?
• Abstract conceptualisation — what does that tell you about how change actually happens here?
• Active experimentation — what will you do differently the next time you want to shift something?

What energised you (LO4)

• Concrete experience — a KNoT or Project activity that left you surprisingly energised, or pushed you past your comfort zone.
• Reflective observation — what specifically did it: the task, the people, the pace, the purpose?
• Abstract conceptualisation — what does that tell you about the work you want to do?
• Active experimentation — what is your next learning goal, and what will you do to work toward it?

Adapt these to your own experience:

• “Before this KNoT I already knew […]. Doing it, I learned […].”
• “My assumption going in was […]. That was challenged when […].”
• “It clicked when […], which made me realise […].”
• “I first tried […]. Later I tried […] instead, which worked better / worse because […].”
• “My next learning goal is […]. To work toward it, I plan to […].”

Stuck halfway? A reflection most often stalls between reflective observation and abstract conceptualisation — you have written what you noticed, but not what you make of it. That is the step that turns a description into a reflection, so if you are staring at the page, ask what the experience tells you in general, and what you will do differently because of it. The prompts tab walks all four stages.

If you use AI to help draft your reflection, rewrite it in your own words before you submit. A reflection that isn’t yours does nothing for your learning, and it reads that way.

If you want to go further than the prompts above:

• ANU+ Short Reflection Guide — Rubric, Development Outcomes, Prompts (PDF) — the guide the five areas and prompts on this page are adapted from, including the rubric ANU+ mark against.
• Reflectors’ Toolkit, The University of Edinburgh — practical structures for reflecting, and what to do when you get stuck.
• Models of reflection, University of Cambridge — Kolb, Gibbs, Schön and others side by side, if a different framework suits how you think.

Resources for educators

For staff designing or marking reflective tasks:

• Harvey, M., Lloyd, K., McLachlan, K., Semple, A-L. and Walkerden, G. (2020) Reflection for learning: a scholarly practice guide for educators (PDF). Advance HE. — Tested activities for teaching reflection, from the Reflection for Learning Circle.
• Ellerton, P. (2024) A pedagogical schema for expertise in Teaching for Thinking (PDF). Presentation to the Queensland Association for Gifted and Talented Children, 24 May 2024. University of Queensland. — Naming the cognitive targets behind student thinking, and giving feedback on its quality.
• Teaching Commons (2023) Fink’s Taxonomy of Significant Learning: what it is and how to use it in teaching (PDF). Food for Thought no. 16. York University. — Fink’s six components, including the metacognitive “learning to learn” that reflective tasks assess.

Students in AATD are required to complete this task in line with the guidance above and will be graded as “Not yet complete”, “Complete with Revision” or “Complete without Revision”.

For the reflection component, read back over your draft and see how many of these five areas you can point to. You don’t need all five — but if you can’t find any, keep writing.

LO1–LO4 are the SoCIETIE learning outcomes; between them, these five areas cover all four.

Students in LAWS4001 are required to complete this task in line with the guidance above. This task will be assessed on the following criteria:

• Quality of ideas and/or connections
• Quality of narative and/or reflection

For the reflection component, these five areas are a useful self-check against the second of those criteria.

LO1–LO4 are the SoCIETIE learning outcomes; between them, these five areas cover all four.