What elements, components, etc. have been used by others to describe their activity?
It surprised me as all of the reviewed authors had used mind-mapping to describe their activities. Maarja and Maibritt were very informative about the processes but all/in-all the mind-maps showed with detail of how th students prepare for their upcoming semester.
What level of detail?
I had a feeling that all of the reviewed mind-maps were descriptive enough to put them to use instantly. I guess for a graduate student this sort of task is a retelling task - we all have "mindmapped" our study processes for years now. I personally liked Maibritt's map, as it was familiar to my actions each start of semester.
What structural aspects are showing up in their descriptions/visualizations?
It is clear that our students fall in to two groups - one's with a career/work and family and the ones with time (better one's for the university I guess :)). All of the working students first dealt with coping the study plan to their work and family related happenings, while the other group just looked for fun, interesting subjects that were interesting enough.
What is missing?
Maybe some descriptive outcomes could have been published also - for example the student's desired study plan at start and where did he or she end up after these processes.
What are pros and cons of the different approaches?
I will take the liberty to name these approaches workman-approach and a student-approach. While the first one is good with its clear structure ("my free time is on x,y,z dates for xx to xx time), it is of-course bad because physiologically it is questionable how productive can one be after 9 hours of work, plus family time. It would be ten times better, if a workman can come to school at 8 am and simply deal with his or her curriculum. Sadly there aren't so many rich students in Estonia who can afford this sort of life.
The second approach (the rich students :)) is of-course best for reasons mentioned before, but I do think there are some cons / for example a workman student knows for sure what she or he needs and therefore acts to receive it - whether it is submitting to classes important to him, asking the right questions in the auditorium or doing home/works with real/life issues related.
Samples:
I http://reimoverse.wordpress.com/2010/10/11/task-2-activity-plan-fall-2010/
II http://www.tlu.ee/~jkangur/task2_j_kangur.pdf
III http://maibrittk.blogspot.com/2010/10/new-interactive-environments-task-two.html
IV http://maarjapajusalu.wordpress.com/2010/10/09/task-2-process-of-creating-my-study-plan/
V http://kerstin-and-imke.blogspot.com/2010/10/new-interactive-environments-task-2.html
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