CT1H01 - Study Skills for Communications Technology (2017/18)
|Module specification||Module approved to run in 2017/18, but may be subject to modification|
|Module title||Study Skills for Communications Technology|
|Module level||Certificate (04)|
|Credit rating for module||15|
|School||School of Computing and Digital Media|
|Running in 2017/18||No instances running in the year|
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)
Prior learning requirements
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.
1. Searching for info (e.g. library, web, dictionary, thesaurus)
2. University processes (e.g. mitigating circumstances, extensions, PAAs, WebLearn, basic
orientation into relevant LondonMet processes)
3. What a lecturer can and can’t do e.g. can’t grant extensions etc.
4. Understanding the difference between plan and process
5. Self/personal time management e.g. diary, blogs
6. Interpersonal skills, online presence and communications
7. Health and safety issues
9. Plagiarism: what is plagiarism and how it can be avoided
10. Study and academic skills (introduction):
Typing and word processing
Numeracy (subject specific)
Analytical and critical thinking: Deciding what information is important/relevant
Presentation and group work
11. Engineering Ethics, What is Ethic?, Examples of Ethical issues in Engineering and suggest ways to deal with them
12. Environmental issues in Engineering: Examples of design of engineering products, social, legal, ethical, economic, regulatory, technical issues and sustainable development
Learning and teaching
The module will be taught over 11 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 split up into 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 a particular cluster of courses: computing and infrormation systems, multimedia, mathematics, or communications technology. 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:
1. Have been introduced to the concept of personal development planning. [A1]
2. Be able to reflect upon and discuss their academic progress and to have completed the first
stage of their Personal Development Portfolio. [A1]
3. Have demonstrated the capacity to identify their academic priorities and allocate time and other
resources appropriately and effectively. [A1]
4. Manage their time, make notes, and read more effectively. [A2]
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 60% 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 30% 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.
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2. Cottrell, S. (2003) The Study Skills Handbook. 2nd ed. Basingstoke: Palgrave Macmillan Ltd.
3. 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.
4. Greetham, B. (2001) How to Write Better Essays. Basingstoke: Palgrave.
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12. David Claiborne (1990), Mathematical Preliminaries for Computer Networking, John Wiley & Sons, ISBN-13: 978-0471510628