module specification

This module develops the skills necessary to support academic study at degree level. It will also
develop reflective learning and action planning via the Personal Development Planning (PDP)
process.
Semester: Autumn/Spring
Prerequisite: None
Assessment: Coursework 50%, Group exercise 50%

None

To enable students to develop study skills which are necessary for higher education-level study and to build up their confidence and self-esteem within the university environment. The module is taught at a level designed to ensure that all students, regardless of the level of their ability upon entry, acquire a clear understanding of what is required of them at university and how to fully develop their academic potential. This module delivers the Undergraduate HE orientation module requirement for London Met/Dept. of Computing.

The graduate attributes focused on in the module are A1, A2 and A3.

(Indicative)

•  Searching for info (e.g. library, web, dictionary, thesaurus)
•  University processes (e.g. mitigating circumstances, extensions, PAAs, WebLearn, basic orientation into relevant LondonMet processes)
•  What a lecturer can and can’t do e.g. can’t grant extensions etc.
• Understanding the difference between plan and process
• Self/personal time management e.g. diary, logs
• Interpersonal skills, online presence and communications
• Health and safety issues
• PDP
• Plagiarism
• Study and academic skills (introduction):

Note making
Typing and word processing
Numeracy (subject specific)
Summarising material
Analytical and critical thinking: Deciding what information is important/relevant
Reading
Writing
Referencing
Listening
Presentation and group work
 

The module will be taught over 12 weeks. Teaching methods will include a range of the following: tutor led seminar discussions, student led discussions, small group discussions and exercises, individual exercises, lectures given by tutor. The teaching methods will support the main aim of encouraging independent lifelong learning. The module will be delivered by a team of staff aiming to encourage enthusiasm for HE learning and subject knowledge. Students will be given one hour lectures on generic skills. The students will then be taught in subject specific clusters for tutorials. Tutorials will be student centred using carefully graduated learning activities to build up student confidence and self-esteem and will also provide the opportunity for students to demonstrate their skills and receive advice from their tutor.

Each tutorial session will be delivered in a way which reflect the context and nature of the cluster of courses. Extensive use will be made of games and case studies as vehicles to develop the specific skills shown in the syllabus, but the games and case studies themselves will be drawn from the particular context of the cluster. In this way, all students will develop a common set of appropriate skills but placed within a context related to their chose course.

On successful completion of this module students will:

• Have been introduced to the concept of personal development planning. [A1]
• Be able to reflect upon and discuss their academic progress and to have completed the first stage of their Personal Development Portfolio. [A1]
• Have demonstrated the capacity to identify their academic priorities and allocate time and other resources appropriately and effectively. [A1]
• Manage their time, make notes, and read more effectively. [A2][3]

Diagnostic testing is undertaken during the first half of the module including the submission of a cumulative non-summative coursework in week 5 (allowing for late starters) which looks at reading, writing, maths (as appropriate), logic, listening and verbal abilities. Feedback to the students during this period identifies areas of strength and weakness and suggests action/further study to improve performance. From this diagnostic testing, students will create a personal skills development plan and process which contributes towards 50% of the overall module mark. Subsequent tutorial activity will then support the plan and process with further feedback being provided to students before the final plan is submitted for assessment in week 13.

Subject specific tutorials allow the skills content to be delivered in the appropriate context to best facilitate assimilation. It is encouraged that delivery be made as engaging and appropriately challenging as possible with learning through games, activities and participation. 10% is available for the student’s personal contribution to the class and 40% for a group/team exercise involving a subject-specific game/scenario to be completed, for assessment, by week 11.
Guidance is provided appropriately during the module and students are encouraged to bring their plans and any group assignment queries to the tutorial to get feedback on their progress.

Burns, T and Sinfield, S (2003 2nd Edition due 2008) Essential Study Skills: the complete Guide to success @ university London;Sage
Cottrell, S. (2003) The Study Skills Handbook. 2nd ed. Basingstoke: Palgrave Macmillan Ltd.
Dawson, C. (2004) Learning How to Study Again: a practical guide to study skills for mature students returning to education or distance learning. Oxford: How to Books Ltd.
Greetham, B. (2001) How to Write Better Essays. Basingstoke: Palgrave.
Skills Development Team. (2004) Getting Started: a short guide to beginning your studies in HE. Ormskirk: Edge Hill College of Higher Education.
Field, M. (2001) Improving your Written English. 3rd ed. Oxford: How to Books Ltd.
Buzan, T. (2002) How to Mind Map: the ultimate thinking tool that will change your life. London: Thorsons - Harper Collins.
Lawler, G. (2003) Understanding Maths: Basic Mathematics Explained. 2nd ed. Somerset: Studymates Ltd.
Llewellyn, S. & Greer, A. (1996) Mathematics the Basic Skills. 5th ed. London: Stanley Thornes.
Cottrell, S. (2003) The Skills for Success: The Personal Development Planning Handbook. Basingstoke: Palgrave Macmillan Ltd.
Bailey, S. (2003) Academic Writing: a Practical Guide for Students. London: Routledge Falmer.