Task 3: Comparison of descriptions of creating a study plan

New Interactive Environments

Take the descriptions of (at least) 5 other participants and look for similarities and differences.

1. What elements, components, etc have been used by others to describe their activity?
2. What level of detail?
3. What structural aspects are showing up in their descriptions/visualizations?
4. What is missing?
5. What are pros and cons of the different approaches?

I picked out and analyzed the following study plans: Kersti, Kerstin, Kristo, Mehrnoosh, and Rasa.

To start with, I noticed that most of my coursemates (at least the ones I looked into) have used concept maps to describe their activity of creating a study plan. We have been introduced to this graphical tool at another course and it seems to be received with open arms. Concept maps are both easy to read and to draw, saving us from pages of written text.

So, what are the similarities and differences I was able to perceive in those boxes and circles, connected with labeled arrows and linking phrases, such as "includes", "consists of", "results in", "contributes to", etc? The process of creating a study plan can't obviously vary too much in detail as most of us are in a similar situation of combining work and study and we are all IMKE students (same courses, same tasks, same tools). Even the same timetable, squeezed into a Google Calendar that we have all found very useful.

All the above mentioned maps show the differentiation of curriculum into general subjects, major subjects and free electives. However, Kristo was the only one to point out that he is also preparing for Master Thesis, while the others included it as one of the courses with the same objective: Master Seminar I. As both general and major subjects include compulsory and elective courses, the primary focus fell on the first ones, while electives were chosen based on personal interest (or, as Kersti names it, emotional factors). Makes sense, doesn't it? Other main factors considered were personal time and work load. For most of us, subjects that are not obligatory or take place in the middle of work day, were excluded from the study plan at an early stage. The free electives were mostly left for a backup plan to have more flexibility later in the studies. To make decisions, course programs (descriptions) were consulted. One thing we all seem to have forgotten is the human factor, did anyone else influence our decision making (fellow students, 2nd year students, lecturers, friends, family)?

Rasa's study plan is a bit more complex including lectures from BMF, IMKE and language institutes. Being an exchange student, she is also involved in other activities organized by ESN and International Club. Kerstin and Mehrnoosh also mentioned the tools they have had to become acquainted with, such as Blogger/WordPress, CmapTools, Dropbox, etc. Mehrnoosh's mind map has a deeper level of detail - her activity starts with studying the IMKE website and admission procedure, without which she wouldn't have created the study plan. Clever! She has also listed our interactive study materials, such as Wikiversity, weblogs, forums, etc, and the groups we have had to form to carry out homework. One thing that was missing in all other concept maps, but is a very important component in creating a study plan, were the course credits (ECTS). Minimum 22.5 per semester, 120 altogether. Mehrnoosh didn't forget them. Well done!

I must say, although this task seemed a bit questionable to me at first, I found it very interesting and useful exploring the train of thought of my fellow students. I got to know what they consider important in their lives, decision making and time management, and what they are involved in after school, unless I already knew :) I also wised up about the web-based task and time management application Remember the Milk that Kerstin is using. I might check it out. Thanks!