TS 5701 Shatha Abid Ali Portfolio

On week 1, we explored climate change as a wicked problem.  I understood climate change mainly as an environmental issue that required reducing pollution and shifting to renewable energy. with our group work, I realised that it is a much more complex issue when involving multiple factors such as economic stability, employment, political decisions, and global inequality.when we get a wide view by  Listening to different perspectives as a cooordintaer helped me see why people may disagree on solutions, even if they all acknowledge that climate change is real. 

Analysis 

 Group work influenced me and  highlighted the challenges of addressing climate change effectively. For example, some participants supported strict environmental laws to reduce emissions, while others worried for the risk of job losses in industries like oil and gas. This contrast made me think more deeply about the need to balance environmental protection with economic and social concerns. It showed that solutions are not straightforward and often involve trade-offs. the limited time for discussion meant that some ideas could not be explored in depth, which restricted a fuller understanding of possible solutions. 

Insights 

This experience helped me understand that complex global issues require multiple perspectives. I realised that disagreements often come from different priorities, such as protecting jobs versus protecting the environment, rather than a lack of awareness. I also recognized the importance of respectful discussion in helping people share and consider diverse viewpoints. 

What I Learned 

From group dissections I learned to be open mined more and I understand  the topics better. Hearing different viewpoints helps me think more critically and develop balanced solutions. This experience showed me that tackling wicked problems like climate change requires collaboration, open-mindedness, and considering a wide range of factors beyond just the environment. 

During the session, both focused and diffuse thinking appeared at different stages. In the first puzzle, we used focused thinking, concentrating on connecting the nine dots logically.  Our focus was too narrow because we assumed the lines had to be vertical or horizontal. When we took a short break, diffuse thinking occurred, but it was not effective until one classmate introduced a new approach by adding a line inside the shape. 

As a communicator in our group work, we focused on observing and making assumptions in only one way, which limited our idea of the solution. This assumption prevented us from seeing alternative solutions. The shift happened when a classmate suggested a different approach, which helped us recognise our mental constraints and think beyond the usual patterns. In the second puzzle, our thinking became more organised. Writing ideas on paper improved our focus and reduced confusion. 

Insights 

I realised that the main difficulty was not the puzzle itself but my rigid thinking. Group worked played a dual role, as it both reinforced assumptions at first and later helped challenge them. This showed how perspectives can change through discussion and new ideas. 

What I Learned 

This experience showed me that I learn better when I question assumptions, organise my ideas clearly, and remain open to alternative perspectives. I also learned that stepping back from a problem can help shift my thinking and lead to new solutions that are not immediately obvious. 

In the discussion week 3 we focused on Self-Regulated Learning (SRL) using the scenario How the Alex Case Improved, and how students can manage their learning more effectively. I played a supporting contributor during the discussion, we explored common time thieves that reduce productivity. Some examples we identified were responding immediately to phone notifications, helping peers before completing our own tasks, studying only in short bursts, and starting assignments the night before the deadline. 

We also discussed misconceptions about time, such as thinking there will always be more time later or believing that working under pressure at the last minute is effective. Through the Alex case, we recognised how these habits can negatively affect academic performance. 

We realised that these behavior often lead to poor study routines and cause students to feel overwhelmed with their academic work. 

Analysis
This discussion helped me understand that many students struggle with symptoms of poor time management. For example, feeling constantly behind with tasks and saying “there’s never enough time” are common signs that time is not being used effectively. Distractions such as notifications can interrupt concentration and reduce productivity. When students respond to every message immediately, it breaks their focus and makes studying less efficient. Studying only in short bursts without proper planning can also make it harder to understand and remember information. Another important issue is leaving assignments until the night before they are due, which creates stress and often leads to rushed work. These habits show that poor planning and lack of control over distractions can negatively affect learning.

Insights
From this case, I learned that self-regulated learning is about taking responsibility for our own learning process. It involves planning study time, setting priorities, and monitoring our progress. I also realised that small habits, such as checking phones frequently or delaying important tasks, can waste a lot of time. Understanding these behaviours helped me see why some students feel that they never have enough time. Developing better study habits and managing distractions are important steps toward improving productivity and academic performance.

Future Actions
In the future, I will focused of self-regulated learning strategies in my studies. I plan to reduce distractions by limiting phone use while studying and focusing on one task at a time. I will also start assignments earlier instead of waiting until the last minute. Creating a daily to-do list and setting clear study goals will help me organise my time better. By practicing these strategies, manage my time more effectively and improve my overall learning experience.

In week 4 with my role is coordinator so through our discussion with group activity, who to use AI  as a student, Lecture,Employ and  policy maker ?.We worked together by sharing ideas,  and giving each member a chance to speak. Everyone contributed their own opinions, and we tried to respect each other’s views. When solving problems, we discussed as a group, and sometimes our ideas overlapped because we were focusing on the same topic. At times, there were small disagreements because each work is different from the others.so they are confusion, which required us to explain our ideas more clearly. Some group members also repeated or paraphrased what others said to check understanding.

Analysis
I believed that successful group work simply meant participation and sharing ideas. But, during the dissection, I realised that communication is more complex. Even when everyone contributed, misunderstandings still occurred. The moments of disagreement and clarification showed me that true collaboration requires ensuring that everyone understands each other, not just speaking. Reflective listening played an important role here, as it helped make ideas clearer and revealed hidden assumptions. Although it slowed down the discussion slightly, it improved the overall quality of our work. I also recognised that sometimes I responding I quickly instead of fully listening, which could limit deeper understanding.

Insight
 The dissections with the team helped me understand that listening is important as speaking in group work. Reflective listening improves clarity and helps avoid confusion. I learned that effective teamwork requires patience, respect for different perspectives, I also became more aware of my own behaviour, especially the need to listen carefully before responding.

Future Action

For future, I will focus on improving my listening skills and make sure to give everyone equal opportunities to speak and avoid rushing to conclusions. And also I will practise paraphrasing others’ ideas to confirm understanding and ask questions when something is unclear By doing this, I hope to contribute more effectively to shared understanding and better teamwork.

In Lab week 5- we learn about psychological safety and professional feedback; as a communicator I engaged in different scenarios that required giving and receiving constructive feedback with our team . One of the most challenging scenarios for our team  was giving feedback to a senior colleague (hierarchy tension). I found it difficult to balance being respectful while still questioning assumptions, such as unsupported data and unrealistic timelines. I was also involved in peer-level discussions where I had to challenge ideas without dismissing others’ effort. These activities helped me reflect on how I communicate in group settings. We visited students art exhibition during our break. Peer feedback by interest by using open-ended questions is very effective, as it encourages discussion and helps others feel valued.

 Analysis 

I noticed that I tend to default to directive or evaluative language when I feel under pressure or when I strongly believe an idea is not effective without filtering  the right words For example, I might say “this won’t work” or “you should change this,” which can sound judgmental and reduce psychological safety. This happens especially when there are time constraints or when I feel less confident, such as when speaking to someone more senior. These habits can unintentionally discourage open discussion and limit collaboration within the team. 

 Insight 

Through the dissection   I learned that constructive feedback is more effective when it focuses on support, clarification, and extension rather than judgement. Using phrases like “Can you help me understand your thinking?” or “What might happen if we tried…?” allows the speaker to maintain ownership of their ideas while still encouraging improvement. I also realised that constructive feedback plays a key role in building trust and group learning. When team members feel safe, they are more likely to share ideas, take risks, and engage in meaningful discussions, which leads to better outcomes. 

 Future Action 

 I learn for future discussions, I will practise using more open and respectful language, especially in challenging situations. I will focus on asking more questions in deep to understand before making judgments and framing feedback as suggestions rather than instructions and giving my opinion directly. For example, I will use phrases like “I wonder if we could explore…” or “How does this align with our target audience?” Additionally, I will be more aware of maintaining psychological safety by acknowledging others’ efforts before offering feedback. This will help me contribute to a more collaborative and trusting team environment. 

In discussion of  AI bias is when an artificial intelligence system produces unfair, inaccurate, or unequal results for certain groups of people. This happens because AI learns from data created by humans, and if that data contains bias or lacks diversity, the AI will repeat those patterns. For example, some medical AI systems have been shown to perform better on lighter skin tones due to limited training data. Similarly, AI image generators often represent scientists as white men because that is what appears more frequently in online data. In class, we also explored how wording can influence meaning. For instance, different sentence structures can change how a situation is interpreted, showing how language itself can introduce bias. 

Analyse – Why is AI bias a problem? 
AI bias is a serious issue because it can lead to unfair and harmful outcomes. In areas like healthcare, biased AI can result in misdiagnosis or unequal treatment, especially for underrepresented groups. This can increase inequality and reduce trust in technology. AI bias can also reinforce stereotypes by limiting how certain groups are represented in media and data. Ethical AI is important because it ensures fairness, accountability, and safety. While AI systems include safeguards to prevent harmful or inappropriate outputs, these rules are still based on human design, meaning bias can still exist within the system. 

Learning Insight – How might AI bias affect you personally?

 I use AI to help me brainstorm ideas, organise my work, and improve my English writing skills because I noticed that sometimes I provide incorrect or misleading information. This can affect the quality of my work if I rely on it too much. I also learned about the Socratic method, where questions are used instead of direct answers to encourage deeper thinking. This helped me realise that I should not depend entirely on AI and must critically evaluate its responses. 

Future Action – How will you reduce AI bias in your work? 
 I will use the PACE framework (Prompt, Answer, Check, Evaluate) to guide my AI use. in future and I will  be carefully write prompts, check the accuracy of responses, and evaluate the information before using it. I will also verify information using reliable sources and make sure to edit and review AI-generated content myself. By thinking critically and applying the Socratic approach, I can reduce bias and ensure my work is accurate and fair. 

 On Monday, we watched a video about the first robot Sophia and discussed how AI is controlled by humans and how it is useful in our daily lives, as it can work 24 hours a day, 7 days a week without rest, unlike humans. We then discussed a scenario about the use of AI and whether responsibility lies with the user or the AI if rules are bypassed. We explored different perspectives on how AI should behave when handling appropriate or inappropriate and restricted prompts, and whether it is ethical for users to try to “trick” AI into giving answers. Each group member contributed their ideas, and we also compared how different AI tools respond to similar prompts, including ChatGPT, Google Gemini, and Microsoft Copilot.My role in week 7 was communicator

Analysis:
In our group, we were mostly aligned on the idea that users should take responsibility if they intentionally try to bypass AI safeguards. We agreed that AI systems are designed with safety rules, and attempting to trick them goes against responsible use. When we tested the three AI tools, they generally gave similar answers. However, when we changed the way we asked the questions, Google Gemini provided more detailed information along with a warning. Some group members believed that if AI fails to prevent harmful or restricted content, then the responsibility should also fall on the AI system or its developers. Others argued that AI does not have awareness or decision-making ability, so the responsibility should remain with the user. These differences came from how each person viewed AI, either as a controlled tool or as a system that should fully enforce its own safety rules.

Learning insight:
 We learned that AI cannot think or understand like humans. It only generates responses based on patterns and data created by humans. This made us realise that using AI without thinking can lead to over-reliance, which may negatively affect learning, also learned that using AI responsibly is important. I noticed that ChatGPT is more friendly and easier to use, while Gemini and Copilot can sometimes provide more detailed but more formal responses.

Future Action:
I will use AI more carefully and intentionally and focused on using it to support my understanding rather than to replace my thinking. I will be more  mindful of how I phrase my prompts and make sure I am still doing the work myself. If AI refuses to respond, I will take it as a sign to reflect and ensure that I am using it responsibly and ethically.

In the Happy Island project, our team developed a proposal on a 10‑acre site that aimed to balance environmental sustainability, business development, and community needs. I helped organise the structure and planning, which gave the team clear direction and helped us work in an organised way. We designed a site map that included a nature reserve, retail spaces, and community facilities. During teamwork, I encouraged quieter members to participate by asking for their opinions and involving them in discussions so everyone could contribute. I also used humour and jokes to keep the group engaged and create a positive working environment.

A conflict occurred when the team discussed privacy and security in the apartment complex design.  This disagreement created tension to resolve.

Analysis

Throughout the project, I focused on communication, inclusion, and team morale. Encouraging quieter members helped increase participation and ensured that a variety of ideas were shared. Using humour helped reduce tension and allowed the team to communicate more openly and comfortably.

When conflict arose regarding privacy issues, We discussed the benefits of adding security cameras and considered both safety and privacy concerns. Rather than choosing one viewpoint, we reached a compromise by placing security cameras only in shared public areas. This showed that the team managed conflict constructively and worked towards a shared solution. However, I realised that we sometimes made decisions too quickly and could have explored more alternative ideas before finalising our design.

Insight

This project helped me understand that effective teamwork depends on open communication, inclusion, and respect for different perspectives. I learned that conflict is not always negative and can lead to better solutions when managed properly. Psychological safety is important because team members feel more confident sharing ideas when they feel respected and supported. I also became more aware that online students may feel less included if they are not actively involved.

Future Learning

In future group projects, I will continue encouraging quieter members and maintaining a positive team environment. I will take more time to explore different solutions during conflicts and make a stronger effort to include online students by actively asking for their input. This will help create more inclusive and effective teamwork.

We learn about Social media  who can support mental health by connecting people with shared experiences across cultures. However, some users follow trends without thinking critically, so feedback helps reveal benefits and risks. Technology has made communication faster and cheaper, but over reliance may reduce face-to-face interaction and practical skills. Younger generations are sometimes viewed as less resilient, showing less patience at work and relying more on parental support than previous generations.

This reflection is based on Advait Sarkar’s argument that overreliance on AI tools can weaken critical thinking, creativity, and memory. He claims that while AI improves efficiency, it encourages users to outsource thinking and become passive. During the activity, my group discussed Sarkar’s ideas, identifying similarities and differences in how we viewed the impact of AI on thinking and learning.

Analysis

Sarkar’s argument is convincing because it reflects real behaviours we observed in our group, such as trusting AI answers without questioning them. However, his evidence is mostly based on examples rather than strong research data. His argument depends on assumptions that users rely on AI uncritically and that reduced effort always leads to weaker thinking. Our group agreed that these risks exist, especially when AI is overused, but also noted that Sarkar does not fully consider how actively engaged users may still think critically while using AI.

Insight

Team discussion, gained that AI itself is not the main problem; rather, the way people use it determines its impact. Some group members highlighted that AI can support thinking by explaining concepts, generating ideas, and presenting multiple perspectives. This alternative perspective made me realise that Sarkar’s argument is somewhat one-sided and could be strengthened by acknowledging positive uses of AI.

Future Learning

This activity changed how I view AI in my own learning. I plan to use AI more critically by questioning its outputs, checking information, and thinking independently before accepting answers. I will treat AI as a support tool instead of a replacement for my own thinking, ensuring that my critical thinking skills continue to develop.And also by focusing on one clear idea to make it more coherent.

10th week discussion we worked on analysing a mental health app and identifying problems that could affect users in emergency situations. We found that the app could not properly save important information such as names and voice recordings, and it also could not contact emergency services when needed. We discussed different ways to improve the app and make it safer and easier for people to use. My role in the group was to support cooperation and encourage everyone to participate. Although some members shared many ideas, others were quieter, so I tried to involve them by asking questions and encouraging them to give their opinions.During the break we visit students art exhibitions

Analysis

During our discussion, we suggested adding features such as storing the user’s name, age, and address so emergency responders could still receive information if a call disconnected. We also discussed adding voice recognition to help understand the caller’s condition during emergencies. Another group suggested adding multiple language options, which made me think more about accessibility and how apps should support people from different backgrounds. I also suggested adding heart rate monitoring to help identify possible health risks in the future.

Insight and Future Learning

From this activity, I learned the importance of teamwork, communication, and listening to different perspectives. I realised that feedback from others can improve ideas and lead to more creative solutions. I also learned that technology can play an important role in supporting mental health and helping people who may feel uncomfortable talking directly to doctors. In future learning, I will focus more on involving all group members equally, using feedback positively, and thinking creatively to improve projects and solve problems more effectively.

In week 11, our group participated in discussion about information and digital literacy and academic integrity. We discussed how to evaluate information, identify reliable evidence, and make responsible decisions when using sources. One of the main topics was the impact of smartphones on attention span and concentration. We reviewed evidence from a study showing that even having a phone nearby can reduce focus and cognitive performance. We also participated in the Werewolf activity, where one person secretly acted as the wolf. I played as the wolf, and my group members did not recognise me at first. Everyone in the group participated actively by sharing opinions, questioning ideas, and helping the group reach decisions. The teamwork was effective because each member contributed to the discussion and listened respectfully to different viewpoints.

Analysis

We reached the reliability of the evidence and comparing different viewpoints. We agreed that research-based evidence was more trustworthy than opinions from random blogs or YouTube videos& Google. One important discussion from the lecture was that people should not quickly decide whether they are interested in something because attention is shaped by habits and personal choices. This made me reflect on my own phone usage during study time. During the Werewolf game, the group tried to identify the wolf by observing behaviour, weak reasoning, and inconsistencies. One challenge was that group members sometimes had different opinions about the evidence, but active teamwork and discussion helped us solve disagreements and justify our final decisions clearly.

Insight

Today we understand that academic integrity is not only about avoiding plagiarism but also about using reliable sources, evaluating evidence carefully, and being honest in academic work. I also realised how distractions such as smartphones can negatively affect learning and concentration. The group work showed me the importance of communication, teamwork, and listening to others’ perspectives before making decisions.

What I Learned

 I learned the importance of critical thinking, collaboration, and responsible use of information. In the future, reduce distractions while studying, use more credible academic sources, and carefully evaluate information before accepting it as true. I will also contribute more actively in teamwork and ensure that my academic work reflects honesty, responsibility, and my own understanding.

We learned Through discussion how to evaluate information using the TRAAP method (Timeliness, Relevance, Authority, Accuracy, and Purpose) This helped us decide whether a source is reliable for academic use. We explored different types of sources, such as blogs, articles, and research papers, and understood that tools like Google Scholar provide more trustworthy academic information. In class, we discussed the topic of Generative AI (Gen AI) individually and whether it can replace jobs, and also worked as a groups to evaluate sources and share our ideas, my group was quiet & limited.The college mentor visited us and he gave the services provide

Analysis

Using TRAAP, I learned that evaluating sources requires careful thinking, not just accepting information. I did my research few time until I use google schooler which is more trust. It showed that GenAI is transforming work by changing tasks and improving productivity rather than fully replacing jobs. Gen AI reshapes work, boosting productivity, automating tasks, partly replacing jobs while increasing demand for skills.. [ilo.org].Links to an external site.GenAI can significantly boost productivity, [bcg.com]Links to an external site.

Overall, Gen AI offers strong potential benefits but may increase inequality and job disruption, with long-term effects still uncertain.Sources

Insight Learning

This helped me understand that technology like GenAI creates both opportunities and risks.

By researching i found efficiency and create demand for new skills, but it may also lead to job loss and inequality. I realised that strong academic judgement requires balancing different perspectives and using evidence to support conclusions.

I learned a reliable sources support the claims with evidence, while weaker sources rely on opinion. In my group discussion, limited participation reduced the quality of shared ideas, which showed the importance of collaboration in evaluating information.

What I Learned

I learned  TRAAP framework to assess sources critically and confidently.

TRAAP Criterion             Article Assessment

Timeliness         Up-to-date (2025)

Relevance         High for labour, AI, policy

Authority             Leading institutions, expert authors

Accuracy            Multi-method, critical, well-referenced

Purpose               Inform, synthesize, guide research/policy

My thinking developed  moved from assuming information to  credibility using a structured method.which this  improved me by how is importance of evidence and critical evaluation in everyday information.

 I also understood that GenAI is more likely to support human work rather than completely replace it. Additionally, I learned that active participation in group work is important to improve learning and decision-making.

Description 

We learned this week that ethical information use goes far deeper than avoiding copy-paste. Through researching to find the IT topics, paraphrasing sources, find the cite by building APA reference lists, and peer reviewing another group's work, I learned that genuine paraphrasing requires completely reconstructing ideas in your own voice — not simply swapping words. I also learned that patch writing, which I had unknowingly practiced before, is considered academically dishonest even when unintentional. Discovering credible sources through Google Scholar and library databases, rather than relying on Wikipedia, also strengthened my research foundation.

Analysis 

The most difficult challenge was paraphrasing without patch writing. I found myself unconsciously mirroring the original sentence structure even when changing individual words. The technique of writing from memory after reading the source was transformative ,it forced my brain to reconstruct the idea rather than reproduce it. This single strategy changed how I approach source material entirely.

My understanding of citation also shifted significantly. I previously viewed it as a bureaucratic requirement. Through discussion and feedback during the session, I came to understand that citation is an act of academic transparency — it allows readers to verify ideas, trace original thinking, and judge the quality of research. APA formatting is therefore not just a style rule but a tool for intellectual honesty.

Insight – What I Learned from Reviewing Another Group's Work

Reviewing another group's paraphrases and reference list was unexpectedly eye-opening. Spotting patch writing and formatting inconsistencies in their work immediately made me more self-critical of my own. I realised that errors are far easier to recognise in others' writing, which is precisely why peer review is such a valuable learning tool. The feedback exchange — identifying two strengths and one improvement — also developed my ability to engage constructively rather than simply critically.

Future Application – Where I Will Use These Skills as an IT Professional

As an IT professional, Honest, Transparent, Engaged with idea of others I will regularly put it in my write technical reports, cybersecurity analyses, project proposals, and research documentation. In these contexts, accurately representing others' ideas without misrepresenting or plagiarising them is both an ethical and professional obligation. Fields like AI, data privacy, and cloud computing rely heavily on credible, well-referenced research. Applying proper citation demonstrates professional integrity and research credibility — qualities essential in any technology-driven workplace. These skills are not just academic; they are foundational to my future career.

Description

 We practised writing professional emails, posting on discussion boards, and redesigning presentation slides. In the email activity, I had to write to a lecturer explaining I was sick and missed class. In the discussion board activity, I wrote about whether universities should monitor students' social media. Second team discussion , looked at example slides and tried to improve them using what we learned about presentations.

Analysis

Professional email needs four important things — a clear subject line, a proper greeting and sign-off, a short explanation of your situation, and a specific request. These are important because they show respect for the person you are writing to. It made me realise that there is a real human reading my message, not just a screen. When I write carelessly, it can make the other person feel like their time does not matter to me. Thinking about the reader first makes a big difference.

The discussion helped me understand what makes an argument strong or weak. A weak argument just states an opinion with nothing to back it up, for example: "Universities should not monitor students because it is unfair." A strong argument gives reasons and evidence, for example: "Universities should not monitor students because it invades their privacy and research shows it makes students less willing to participate freely in learning." The difference is that a strong argument gives people a real reason to agree with you.

Insight and What I Learned

I learned for presentation ,does not need to write everything in the slide word for word. If everything is written on the slide, the audience does not need you there. adds explanation . I will remember this in my next presentation by keeping my slides simple and preparing what I want to say separately.

Looking at another group's slide redesign was really helpful. They noticed different problems than my group did and fixed things in ways I had not thought of. It showed me that getting feedback from others always improves your work in ways you cannot do alone.

This is my email to the lecture

Subject: Request for Lecture Notes from Last Week's Class

Dear Dr. Amanda

I hope you are well. Unfortunately, I was unable to attend last week's lecture because I was ill.

Could you please let me know the key topics covered in the lecture and whether there are any notes, slides, or readings I should review to catch up? I would appreciate any guidance on the most important material I missed.

Thank you for your time and assistance.

Kind regards,
Shatha Abid Ali
Student ID: 12345678

Description:
We discussed 2 imported ideas in this week : the environmental and social cost of AI and the role of effort in learning. AI has a large hidden footprint, including energy use, water consumption, and pollution, and these costs are often paid by distant or vulnerable communities. This relates to the concept of externalised cost, where users benefit while others carry the burden. The video “The Case Against AI” explains “friction starvation,” which is the removal of effort and challenge due to technology. Dr. Sealey highlights that struggle is necessary for learning because of neuroplasticity, the brain’s ability to grow through effort and practice. She also warns that overusing AI can lead to outsourcing thinking, which weakens our ability to learn independently.

Analysis:
Friction starvation happens when we avoid effort. In my experience, I used AI to generate assignment answers instead of solving them myself. Although this made tasks faster, I could not remember or explain the content later, showing weaker understanding. Neuroplasticity suggests that when we stop doing hard things, our brain development slows. For example, when I rely on AI for coding solutions, I skip important steps of thinking and problem-solving, which are essential skills in computing.

Convenience is not always beneficial. Once, I used AI to generate code quickly, but later I struggled to complete a similar task on my own. However, when I worked through and put the effort for coding step by step, even though it was more difficult, I understood the logic better and gained confidence. I also reflected on AI’s environmental impact. Knowing that my AI use contributes to energy consumption and pollution made me realise that harm still exists, even if I cannot see it directly.

Insight:
I realised that avoiding effort may feel easier, but it reduces my ability to learn deeply. Real understanding comes from struggling, making mistakes, and solving problems. AI is helpful, but it becomes harmful when it replaces my thinking instead of supporting it.

What I Will Do in the Future:
I will attempt my work independently before using AI and use it only for guidance, such as checking answers or getting hints. I will also be more mindful of how often I use AI to avoid overuse. This will help me strengthen my problem-solving skills and prepare for my career. For networking, I will follow cold outreach rules: research one specific detail, keep messages under 100 words, and ask one clear question.

Cold Email Draft

Subject: Question from an NZ IT student — feedback loops & tech leadership

Hi Mark,

My name is Shatha, and I'm a first-year IT student in New Zealand. I came across your comments on tight feedback loops at Xero, and it really shifted how I think about tech leadership — it's as much about listening as it is about building.

I'm currently developing my programming skills and would love to hear: what's one skill you wish you'd developed earlier in your career?

Thank you for your time, and I'd really appreciate any insight you're able to share.

Kind regards,
Shatha

Process & Relevance:
I found Mark Rees (Xero CTO) on LinkedIn by searching NZ tech leaders. He is relevant because his career aligns with my goal in IT and software development.

Description

Week 16 discussion about digital identity, digital footprints, and professional online presence. During searched for my own name on Google to see what information was publicly available about me. I found that I was listed as the owner of a shop in Davenport and discovered a magazine article that included my photograph from an interview conducted after I closed my business, which had operated for 22 years. I also searched for my daughter’s name and noticed that Google displayed her sister’s photograph instead of hers. And also we created a LinkedIn profile and learned how to present ourselves professionally online. The activity highlighted the difference between personal and professional digital spaces and the importance of managing online information carefully.

Analysis

Through the searching recognised how much information about individuals can be found online and how digital footprints can remain accessible for many years. Finding details about my former business and the magazine interview reminded me that online information can continue to represent a person long after an event has occurred. At the same time, seeing the incorrect photograph associated with my daughter’s name highlighted that online information is not always accurate. This experience challenged my assumption that information found through search engines is always reliable.

I also learned that professional platforms such as LinkedIn should focus on qualifications, skills, experience, and achievements rather than personal opinions or private matters. Another important concept discussed was context collapse, where content posted online can be viewed by multiple audiences, including family members, friends, lecturers, colleagues, and potential employers. This reinforced the need to think carefully before sharing content online.

Insight and Future Application

This session taught me that managing a digital identity requires responsibility, awareness, and ongoing attention. I realised that while I can control the information I choose to post, I have less control over content shared by others or generated automatically online. In the future, I will regularly review my online presence, verify information before accepting it as accurate, and maintain clear boundaries between personal and professional content. I will also continue developing my LinkedIn profile by highlighting my skills, experience, and achievements to strengthen my professional reputation and support future career opportunities and networking.