Personal Development - Activities

David Ho Ming Aun (0328394)

Personal Development

Activities

0. Do I Need Personal Development Planning?

1. Word Cloud:

2. Employability Skills

Strengths

Willingness to Learn
I am willing to learn from people who are just as willing to teach me. I enjoy the process of learning and try my best to seek out lessons from past and current experiences. I learn concepts quickly and enjoy understanding more about things. This is evidenced by my varied interests in a variety of subjects, having gone through A-Levels and my current design course.

Self-Awareness
I am focused and purposeful in whatever task I set out to do. When I commit to a job I try my utmost bet to see it to completion. However, I am realistic and assess situations based on the context and not mere false optimism. 

Problem Solving
I am capable of following solid logical paths and always take into account the practicality of a project. 

Weaknesses 
Networking
I find difficulty in initiating conversations and building relationships in general. I am working on this by trying to talk to people more.

Leadership
I can be a good leader with my skills of planning and organisation, but when it comes to being a motivator or energetic, I am not the person to look for if you are looking for a peppy leader.

3. Canfield's Learning Styles Inventory

We were made to complete and tabulate the Canfield's Learning Styles Inventory. Here are my results:

We are required to write an analysis for one of each of the aspects (condition, content and mode) based on our scores.

Condition:

Goal Setting and Instructor are my highest criteria in this aspect, followed by a tie between Peer, Competition and Independence. Authority comes in at 40%, Organisation at 20% and finally Detail at 10%. 

Goal setting is important for me because I have the chance to set goals for myself and make my own decisions, but I do appreciate the presence of an instructor to provide feedback and guide me through from time to time. I found it strange that Peer and Independence had the same scores as they contradict each other, but an interpretation could be that I prefer working alone, but I enjoy the group dynamism that comes from working with the right kind of people. I am competitive and I enjoy knowing how the other peers in my level are also performing, and in little ways, this affects my level of outcome.

I enjoy a disciplined classroom and an organised plan. A well-planned learning journey that is sensible and thoughtful is most effective for me. Knowing specific instructions on assignments are important, but more important for me is actually getting started with the assignment. 

Content:

Inanimate was the highest criteria I received, followed by Numeric. Qualitative comes in next at 30% and People are my lowest. 

This is somewhat true as I enjoy being hands-on in my approach to learning. If I am curious about something, I will want to try it out myself. I am highly numerical as well, providing my artistic abilities with a strong sense of order. I am qualitative as well, with writing being a fair trait I possess. However, I am not skilled when it comes to communicating socially, clearly evidenced in my lowest score — People. I am poor with social interaction and prefer working independently rather than in groups. This id not to say I am antisocial, but I find higher efficiency in solitary work. This shows through in my research work where I enjoy searching for journals and compiling data. 

Mode:

My scores in descending order were: Reading, Iconic and Direct Experience, and Listening. I learn best through reading material, but I don't think this is very accurate as I personally enjoy beings hands-on in my learning, as well as viewing imagery, as I am in the design field. However, the last criterion is true, as I do not remember things spoken to me very well. 

4. Envisioning Success:

Activity 1: What does Success look like to you? What about failure?

Success

• Achieving your intended outcome
• Relative happiness
• Doing meaningful work that I enjoy
• Stability
• Confidence Booster

Failure

• Not achieving intended outcome
• Disappointment
• Loss
• Regret
• Not good enough, self-doubt

Activity 5: Personal Values

• Contributing to society
• Creativity
• Family and home life
• Friendship
• Justice
• Making a difference to the world
• Personal qualities such as kindness
• Security

5. Goal Setting:

We were asked to work in groups of five people and each write a goal on one of the slips of paper, and pass it on until it was all filled up by everyone. It was very interesting seeing the varying motivations and goals based on people as well as the time frame.

6. Note to a Stranger:

This activity required us to go out and find a random stranger to pass a compliment slip to. It was quite interesting but the person felt that it was insincere because I had to take a photo as evidence. 

7. Chinese Whisperer:

We played the Chinese Whispers game in class. I was assigned as the last person in the line, the one who draws out the received information. It turned out quite differently, but nonetheless it was quite fun and humorous as well. 

8. SWOT Analysis (Team)

As a group, we had to conduct a SWOT analysis of being a famous rock star.

9. Straw Tower

We managed to build the tallest tower among the lot, but it is a pity it fell during the reversal at the judging session. Pictured in the group photo is the tower standing upright in the opposite direction. It was an interesting experience and it was fun making the tower as a team. I enjoyed this activity.

10. Individual Presentation Feedback Notes

We were asked to write feedback on other peoples' individual presentation assignment. The feedback was collected into individual envelopes and passed to the owner. We were then asked to post up one note that stood out for us.

I chose this note simply because it is heartening to know that someone sees the passion I have for the graphic design landscape in Malaysia and it is quite encouraging.

Personal Development - Assignments

David Ho Ming Aun (0328394)

Personal Development

Assignments

1. Reflective Journal

D - Describe objectively what happened.

Allow me to provide some context. I have participated in a student exchange year in Germany, and have expressed interest in studying in Germany. I had made plans to study in Germany for my tertiary education in design, and I'd planned my education path around this idea. I took specific subject combinations and attended night classes for German to get the required certifications. I succeeded in doing so, achieving straight As and top scores.The German art and design universities required an entrance exam for artistic aptitude, as well as a portfolio (which I did not possess). I worked extremely hard to build a portfolio and try for the exams and submitted it on time. I applied to four universities—all rejected me.

I - Interpret the events.

This was a harsh blow for my self-esteem. I have been considered as one of the best designers in my school and clubs and I was not used to such successive rejection. I definitely felt horrible, but not as horrible as signing up to this university. This university is great, but it felt like I've officially given up. Maybe the fifth university would have accepted me? Now, I will never know. As I have given my absolute best effort for the entire application period, I began to doubt myself often and constantly felt like I wasn't enough. I am not the kind of person to give something like this up so easily. 

E - Evaluate what you learned.

In hindsight, the rejection was a humbling slap to my face, although tinged with a slight note of regret. For a designer, it is very important to be open to rejection and opinions of others, and it is easy to be too protective of your work. This experience is valuable also because it is a reminder of how hard I can push myself for a goal. Through this process, I learn that despite all humanly best efforts to plan for the future, the future has its own cars to play, its own die to roll. Uncertainty is constant where life thrives. I suppose the saying 'bloom where you're planted' applies well here. Through this experience, I have actually inspired my sister to apply for German universities, who is currently doing her Masters there. Because of this, I would say that this experience has contributed positively to my sister. 

P - Plan how this learning will be applied.

Through this experience, I've gained a lot of knowledge that is useful for the future. Taking Psychology in my A-Levels allowed me to gain an appreciation for academic journals, learning German provided my a formal certification of my language skills, and even applying for the entrance exams established a form of artistic foundation that would help me in my current course. This experience represented a failure in both my artistic aptitude and my determination, but through failure we learn. I will continue to work hard in the future, and I will try not to give up too quickly next time. At the same time, I will learn to recognise that even if things don't work out the way I planned, things will still be okay.

2. Goal Setting

1. To be more efficient in time management so that I am able to have some free time for my own recreation. I aim to be able to set aside at least one hour of free time a day.

2. To have a more solid plan and a clearer vision for my future career path. I hope to view my assignments in terms of my skills and work hard through my internship.

2. To be living a balanced life which I will have a balance between my work and personal priorities while maintaining quality in both of them.

3. Action Plan

4. SWOT

Strengths

• Meticulous, high attention to detail
• A quick learner, grasp concepts quickly
• Talented in graphic design
• Creative in problem solving
• Hardworking, willing to work hard to acheive a goal.

Weaknesses

• Poor social skills.
• Poor management of priorities, time management.
• Not charismatic, not good with public presentation skills.
• Impatient with people who don't grasp concepts quickly.
• Limited to certain art styles in my designs.

Opportunities

• Rising demand for graphic designers.
• Exponentially improving technology, allows for easier design processes.
• Connections with other designers can lead to collaboration.
• Social media allows easy sharing of my works, leading to greater influence and presence.

Threats

• My design style being 'outdated'
• Inability to keep up with the trends.
• Other designers with better skill sets than me (more charismatic, different areas of expertise, etc)
• People's perception of design being 'unnecessary' of 'superfluous'. 

5. Mission Statement

Step 1: Skills and Abilities

• creativity
• organisation
• patience
• determination
• designing
• quick learner

Step 2: Personality Traits

• independent
• creative
• logical, analytical
• hardworking
• patient
• dedicated
• responsible 

Step 3: Values, Dreams, Passions

• to give back to society through my talents, and not just designing for yourself.
• to be very good in what I do.
• to find a balance in life.

Step 4: Ways I Could Make A Difference

• making meaningful, functional design that brings positive change to society.
• maintaining a relatively healthy relationship with family.
• maintaining a close circle of friends that I can trust.

Step 5: Personal Mission Statement

Using the skills of creative, patience and determination I am blessed with, I will aspire to work towards creating meaningful works that can bring positive change to the society. I will work hard today so that I can help others tomorrow. As I do this I will maintain a healthy relationship with my friends and family and strive to achieve balance in my life. 

6. Online Forum

Question Six

It was recently demonstrated by the U.S. Anti-Doping Agency that Lance Armstrong used performance-enhancing drugs during the seven years when he won the Tour de France. During the same period, Armstrong started Livestrong, a cancer-support organization known for its ubiquitous yellow bracelets. Is the unethical nature of Lance’s doping offset by the fact that his Livestrong organization has touched many lives in a positive way? Is it even right to consider Livestrong in our ethical analysis of Armstrong’s doping? 

Publishing 2: Mass Communication - Exercises

Week 1 – Week 9

David Ho Ming Aun (0328394)

Publishing 2: Mass Communication

Exercises 

Instructions:

Exercises Individual Work (20%) 

The Brief

Exercises.

Duration of Assignment

8 Weeks (Briefing on Week 1)

DEADLINE

Week 9 (22 May 2017)

Description

Throughout the beginning and the middle of the semester, exercises will be prescribed at various phases of the module. These exercises will aid and benefit you in your quest to gain theoretical and practical knowledge in book design that will inform you whilst completing various phases of the modules projects.

All exercises prescribed are to be completed and documented (labelled, clean, clear & concise) in your ePortfolio and Hardcopy portfolio respectively.

The exercises are as follows:

1. 1)  Text formatting 
2. 2)  Mock-up making 
3. 3)  Signature folding systems (8+8=16) 
4. 4)  Classical Grid structure 
5. 5)  Form & Movement Exercises (Thumbnail) • 1 Colour 
   • 2 Colour
   • 2 Colours + Image
   • Colour + Image + Text

Requirements

To complete and to showcase mastery in the exercises prescribed in its various forms over the 13-week period. This process is repeated for all 8 weeks. The work is compiled logically and chronologically in an A3 clear sheet folder and documented on the students’ eportfolio.

Submission

1. Exercises to be documented in an A4 Clear Sheet folder, logically and chronologically. The works must be labelled and dated. 
2. Eportfolio posts at the end of the assessment task labelled and dated, with images captured well and in good light in so that the works are pleasing to the eye and legible. 

Objectives

1. To develop students theoretical understanding via practical means. 
2. To develop students practical skills. 
3. To develop students sense in the use of space. 
4. To develop students ability to arrange different elements attractively within a grid system. 

Exercises:

In-Class Exercise 1: Format

We were required to bring sheets of A3 paper and then determine a size for our books. We were to identify 3 different sizes and choose one to be used for the final product. These are the page sizes I decided upon:

I chose this one because it's thin and tall, like me. We were then required to fold 16 sheets of that paper and create an actual-size stapler-bound mockup. It was very fun because we got to use our hands to actually cut the paper and use the stapler guns — such hands-on activities have been lacking from my previous semesters so this was very welcome.

Figure 1: Three formats for Exercise 1. Ruler for scale.

Figure 2: Chosen format of 150mm x 245mm. Pictured is a staple-bound 32-page mockup.

In-Class Exercise 2: Van der Graaf Grids, Signature Folding, Grid Identification

We were first required to construct a Van der Graaf Grid on an A3 paper. Then we were asked to do it digitally in InDesign based on the page format we decided on last week. 

Figure 3: Van De Graaf Grid on an A4 spread. Colours edited to show the grid clearer.

Figure 4: Van De Graaf Grid in my chosen format of 150mm x 245mm, using InDesign.

Then we were quickly taken through the concept of signature foldings and tried our hand at making one. Simple concept, but helps me understand how books work.

Figure 5: Signature sheet (left) and staple-bound A6 signature.

Then we were required to go to the library and find 3 spreads we liked, photocopy them, and identify the underlying grid structure to the best we can. I found four (for safe measure) and had a go at them.

Figure 6: A spread from the Information Design Handbook. It becomes apparent that a form of modular grid system is used.

Figure 7: Poor photocopying makes grid identification difficult. Lesson learnt.

Figure 8: Do note that this is from a Sagmeister book. 

Figure 9: A spread from How to be a Graphic Designer Without Losing Your Soul.

It's like word search, but on steroids.

In-Class Exercise 3: Coptic Stich Binding

We followed a tutorial to perform a Coptic stitch bind on some A5-sized signatures and mounting boards. I enjoyed this activity and my bound book turned out quite okay, despite some beginner's mistakes. Points to consider if I ever do this again is to use a thinner thread as a thicker thread would make the binding a bit too bulky, and also not to pull too hard so that I don't tear through any holes.

Figure 10: Coptic-stiched A6 notebook

Figure 11: Close-up of the stitching. Note the addition of masking tape to mend torn holes.

In-Class Exercise 4: Form and Movement 1

We were required to use a grid of our own setting on the predetermined page format, and use simple forms to convey a sense of movement and consistency without being too predictable. My lecturer claims this will allow the subconscious to grapple the concepts of establishing flow and movement within a grid. The class was just as confused as I was, but here are my results:

Figure 12: Form and Movement Exercise

Figure 13: Form and Movement Exercise

In-Class Exercise 5: Form and Movement 2

A similar process to the previous exercise, but this time with two colours.

Figure 14: Form and Movement Exercise (Two Colours)

Figure 15: Form and Movement Exercise (Two Colours)

Feedback: 

[Refer the weekly feedback in Week 1's blog post.]

Reflection

Experience

I found the exercises very enjoyable and I'm glad to be able to use my hands to do some crafting. The signature mockups were fun, but I can't help but think of the environmental aspect of it: is the learning that comes from using this amount of paper justifiable? But then again, the whole process of making books consumes a lot of paper, I'm just curious if there are approaches to reduce paper usage throughout the process in general. Who knows, maybe future technologies will change things up. The coptic stich binding was interesting and quite fun. The form and movement exercise was peculiar for me! I felt like noone in the class knew what they were doing, and I am of a similar stance. I understand the aspect of training the students' flow and variation within a confined grid system, but I'm not sure if this is a good way. Nevertheless, that was interesting.

Observation

I notice myself being very cautious when I'm doing hands-on work, double-checking and re-checking. It's like I have trust issues with my eyes, especially when drawing lines. Perhaps this is reflective of my character? Self-doubts and a manic desire to ensure lines are straight and cuts are perfect? I admit it is useful in certain areas, but not too much. I notice my classmates enjoying the hands-on work very much! Could be frustrating for some who aren't able to keep up with the learning of new concepts (like the coptic stitch bind), but I think it's very rewarding.

Findings

As mentioned in the above, I find myself being a bit too cautious to commit to a line or a cut. I find that the exercises part is very well varied and provides a rich variety to the class, a good breather from working solely on our book.

Image Sources:

Figure 1 – 15: Personal Documentation