Posted: June 12th, 2015

Study skill for distance learning .

Study skill for distance learning .

Introduction to Study Skills for Distance Learners Study Guide;

Welcome to the Study Skills for Work Based Distance Learning (WBDL) Module of your Degree programme. As you embark on your studies you will encounter new ways of learning and new types of relationships with colleagues at work, with your tutors and perhaps with other students. This important module is therefore designed to help you to acquire the essential knowledge, skills, background information and support which you need to work successfully as an independent learner on the programme.
The purpose of this guide is to provide you with information and support on a range of topics which include:
• Rationale for the Module
• Topics covered in the Module
• University-based resources
• Assessment criteria and Activities
Section 1 of the Study Skills Guide provides background information on how to complete each of the Activities set out within the Module guide. This is followed by further details on specific assessments in Section 2 which builds on the topics covered in the Module and specifies in which order to study them. In Section 3 you will find detailed guidance about the specific Activities which form the core of your learning process and experience for each Theme together with information on University-based learning resources. Section 4 highlights details of Module assessments and criteria which will be used to assess your work (it will be important to refer to this section when preparing your assessment submissions for the Module). Section 5 outlines additional resources and information which will enhance your learning experience. Section 6 outlines assignment presentation and expectations. And finally Section 7 is the recommended reading list for the Module – you are not limited to these resources; in fact you are encouraged to explore additional material to supplement this list.
What do you need to do next?
You will need to read and become thoroughly familiar with this Guide. Remember, although you can email your tutor at any time for advice, the purpose of this degree format is to encourage and to enable you to study in your own time and at your own pace, within the context of your employment. For the early stages of study take particular notice of Section 1 and the information about the assessment criteria at the beginning of Section 4.
If you have any questions or are unsure about anything to do with the Study Skills module, please email your allocated tutor who will be assigned to you when you enrol. If problems occur which cannot be rectified by your allocated tutor please contact the module coordinator Tracey Lamping [email protected]. Also, please route your university e mail account to your personal account so as you receive all university emails, as on occasion we send urgent document changes and email is the best means of communicating.
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The Module and its aim
This Module forms the essential introduction to the WBDL programme. The aim is to provide you with an opportunity to acquire and develop the study skills deemed necessary to complete a WBDL degree successfully. Being an effective independent learner is a crucial part of this process and the Module focuses particularly on this topic.
Key characteristics of being an independent learner include:
• Being self-motivated
• Able to manage personal learning processes
• Able to reflect on what and how you learn.
• Able to manage your time effectively.
The module aims to give you the knowledge, skills and confidence to manage and reflect on your learning throughout the rest of your WBDL programme.
Structure and content
The module is structured to include:
• Personal Self Study Skills Development
• Construction of an academic essay, incorporating structure, style, academic argument and academic referencing.
These themes require the study of the following topic areas:
• Challenges and opportunities of independent learning
• Developing learner independence
• Reflection and learning
• Self-management
• Resources for learning
• References and Reference Lists
• Information searching skills
• Evaluating information sources
• Identifying individual learning styles
• Essay writing and construction
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Learning outcomes
After completing the Module you will be able to:
• identify the situations in which you learn most effectively
• assess your individual Strengths, Weaknesses, Opportunities and Threats and mitigate for them appropriately
• locate information relevant to studies from a variety of sources and use a range of media to retrieve it
• use the process of reflection to enhance your ability to learn
• evaluate your progress towards becoming an independent learner and have an effective Personal Action Plan for future development
• construct an academic essay, with appropriate argument and debate using Harvard referencing and citations (according to the format outlined in the Harvard Referencing Handbook 2013)
Teaching and learning methods
You will experience a range of learning strategies during the Module, which may include:
• personal meetings, email and telephone contact with your tutor for individual guidance and support
• independent study through open learning materials, both paper based and on-line
• the University IT systems via the on-line virtual learning environment (Blackboard).
The main approach to learning is the exploration of Module themes through a series of Activities. You will carry out these Activities independently but within the context of your work, which may therefore involve colleagues. There is a facility on Blackboard to enable you set up a working forum with other students so as to share any experiences and problems incurred whilst studying the Module.
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Resources and materials
To work through this Module, you will need the following resources:
• Internet access so that you can use the University’s Virtual Learning Environment (Blackboard) and its facilities
• Study Skills for Work Based Distance Learning – The Student Guide (this document)
• A copy of the Library and Electronic Resources Guide and further guides located on Blackboard, Learning Inventory Guide, Harvard Referencing Handbook (2013) and the Study Skills Submission Sheet. Do not worry if your tutor has not attached these items; these guides are located on the learning material site of Blackboard, within the Study Skills for Distance Learners section.
You will also need to use the Reading List in this Guide as a starting point for relevant exploration of the Module themes and topics.
Virtual Learning Environment (Blackboard) and e-mail support
The University’s Virtual Learning Environment (Blackboard) provides a range of essential facilities for programme delivery on and off-campus. It is an Internet-based system, available only to registered students and staff of the University by the use of appropriate usernames and passwords. It can be accessed via the Internet or via a PC connected to the University network. (The PC may be your own if you have Internet access or a machine within the University). Essential support services available through the Blackboard include:
• electronic distribution of course documentation and support materials that can be viewed online, downloaded or printed off as required (it might be helpful to print off a copy of this Guide and also the Harvard Referencing Handbook 2013 as you will be referring to them on a regular basis)
• electronic transmission of files attached to messages between students and tutors
• on-line diagnostic tests and formal assessments
• direct links for students to external web-pages
At the start of your programme, you will receive a guide to accessing and using Blackboard and its facilities. You can also visit the University to familiarise yourself with Library and Learning Resources and to discuss with staff the use of the system. However, an on-line electronic guide and help facilities are also available in the WBDL folder.
When you enrolled onto the programme you would have received an e-mail address that allows you to send and receive emails on the University network. If you have any problems, your tutor or a Library and Learning Resources staff member will be able to advise you about this by telephone, by email or in person (if you visit the campus).
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Assessment
The Module is assessed by completion of the criteria given in this student guide. The assessment is comprised of the 5 Activities listed in this Study Skills Guide. You need to read through each individual Activity and assess your personal learning environment. When you have completed each of the first 4 Activities and before you move onto the next, you are required to write a reflective account (referencing in the Harvard style) considering such issues as: What did you learn about yourself?, Was it what you expected? How will it impact on your learning and your approach to your studies?.
Within your response to each Activity you need to include as much detail as possible in order to gain a greater insight into your learning style and development. The first 3 Activities are self-examination programmes with the aim of making you examine every aspect of your learning style and areas which may have an impact on or impede your academic progress through to completion of your Degree. Some areas may seem trivial, but collectively, they will provide you with a ‘road plan’ culminating in your Personal Action Plan (Activity 4) which, when completed, gives you a time frame for the completion of your degree.
One of the main assessment Activities is your SWOT analysis, especially the Weakness section as it is built through the analysis of the first two Activities. A key part of the analysis of the SWOT is that you need to look at the Weaknesses and evaluate them very carefully, as these are areas which may have the greatest impact upon your success. You need to fully mitigate each identified Weakness and reduce its impact upon your study environment through practical elements which may involve changes in several aspects of your life. The Mitigation needs to be done for each Weakness- at least a couple of paragraphs for each. Do not forget that these areas will have an impact on your Personal Action Plan. If, for example, you are planning to complete your degree in 15 months and you find it hard to make study time, there is a mismatch. Your mitigation needs to show how you are going to rectify it. Your Personal Action Plan is to be completed in Table format listing each Module of your Degree (and each assignment within the Module) and specifying required actions and a completion date for each.
Activity 5 is comprised of a 1500 word essay. This assessment is designed to equip you with essay construction, referencing, citation and academic argument skills which you will find useful in completion of your Degree. The subject area of your essay will be centred on one of the 4 previous activities. You may choose any of the Activities – SWOT, Time Management, Independent Learning or Personal Action Plan- but not a multiple as you need to build your personal environment into the Essay (Activity 5). If you chose the SWOT you would build your essay around each of the 4 areas. Alternatively you may write a 1500 word Essay on a topic related to your work environment. The completed Essay needs to be well researched and include academic argument throughout, built around the opening areas of: Introduction, Discussion, Conclusion and Reference List. You must also cite and reference your Essay in order to back up any opinions and facts made within your work. Each statement needs a supporting reference. Your Essay will need to include a minimum of 6 different authors from text books or journal articles, in addition to 2 electronic sources (not Wikipedia). All sources and citations must be correctly displayed in the Harvard Referencing Handbook (2013) format, a copy of which is on the Learning Materials section of Blackboard.
Formal Academic essays need to be written in Third Person. This means that when making reference to yourself you need to use ‘the author’ or ‘the writer’ rather than ‘I’ or ‘me’.
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Each of the assessment Activities needs to be saved as a Word file to your computer, ready to be uploaded to Blackboard, as one document (Portfolio), upon completion. The Portfolio needs to be accompanied by a completed Study Skills submission sheet. Only you can upload your file to your personal Blackboard account. Please do not ask your tutor to do it on your behalf. Your work will not be marked unless you have a fully completed submission sheet.
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Forms of assessment
You will be required to use different formats of assessment of your work throughout your Degree. These will include Portfolios, Essays, Reports, Learning Logs and a Dissertation. Please read the assessment criteria of each module before you start your assignment. You can see the different types of Assessments by accessing LearningDevelopment@Lincoln under the Community Tab on Blackboard. Please view each type of assessment.
Please remember that your tutor is very interested in supporting you and in helping you to succeed. Your tutor is available to deal with any queries about completion of the Module and you are encouraged to seek your tutor’s assistance whenever you need it, either by phone, via e-mail or in person, with email being the primary and predominant mode of contact. It is essential to contact your tutor, submit drafts of your work and respond to feedback so that you both can be aware of the progress that you are making, not just in this Module but throughout the Degree.
You will be able to submit drafts of each assignment up to a maximum of 3. However, for this module this will include 3 for the Activity 1-4 section and 3 for the Essay. As the draft submission quota is limited it is important that you make the most of this facility by preparing your work and completing each task to the highest standard, including presentation, referencing and proof reading for grammar, spelling and punctuation.
Your tutor will advise you when your work is acceptable for final submission. This only indicates that your work is passable and is no indication or guarantee of a particular mark or grade.
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Section 2 An outline guide to the Module
Individual activities
Topic
Personal Self Study Skills Development
Challenges and opportunities
Developing learner independence
Reflection and learning
Time management
Developing your learning styles
Information Sources for essay type assignments
Resources for learning
Referencing and Reference lists
Searching for information
Evaluating information sources
Contact time
Student study time for this unit is notionally 150 hours of which up to 10 hours are staff/student contact time. Contact time includes e-mail discussion time, telephone and one-to-one meetings. The remainder of the time should be managed by students so as to ensure that the unit’s learning outcomes are achieved within the allocated time frame.
Some students on certain versions of the programme have specific dates of completion given to them by their tutor. Please stick to these dates as progress needs to made as quickly as possible throughout each stage of the module. If you have any problems, please contact your tutor as soon as possible to rearrange your submission deadlines or arrange a formal interruption.
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Section 3 The learning programme
Personal Self Study Skills Development
The first part of the Module contains a number of Activities which are designed to help you to examine each element of the study process. Answer these honestly as these help to inform your Personal Action Plan which is needed for the successful completion of your degree. It also includes guidance on assessing the challenges and opportunities of learning at work, the important concept of independence in learning, a diagnostic self-assessment questionnaire and how to begin action planning to develop your independence as a learner. Each topic has an Activity for you to complete, which when completed, forms the contents of your portfolio for this assessment.
Introduction to the module
Please read through this Student Guide and familiarise yourself with each assessment Activity of the module; this may raise some questions that you will find useful to have answered before you begin your studies in earnest. Also, ensure that you have a readily available note of your usernames and passwords for the range of electronic resources together with the telephone and email addresses for your tutor and the Library and Learning Resources staff.
• Practice using and accessing Blackboard familiarise yourself with the learning materials and other sections. Remember to use the PORTAL (Find it at Lincoln) resources, especially the on-line A-Z journal articles; these will be needed for your research essay. There is also the facility to download or review e-books.
• Clarify your expectations about the module with the tutor
• Ensure you read this Guide in conjunction with the Harvard Referencing Handbook (2013)
Preparation
Read the sections of this Guide relating to each activity and look at the theme assessment requirements.
Consider the theme Activities to identify any queries that you need to discuss with the tutor
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Section 4
Topic 1: Developing learner independence
Activity 1: Checking out your independence as a learner
Managing your daily work, your learning and study, and other aspects of your life (family, friends, and other activities) will be a challenge. It will require determination, motivation, the ability to manage time, resources, energy and learning processes, and the ability to maximise learning opportunities. Work based and distance learning particularly requires learners to maximise their independent learning potential, which means first of all recognising their strengths and weaknesses as independent learners. They can then play to their strengths and begin to improve any weak areas. It is important therefore as you begin your WBDL programme to be aware of your strengths as a learner and to identify areas that may need development. You will need to think about this throughout your studies. Please complete the Independent Learner Inventory .Save as a word file for your Portfolio.
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Developing yourself as an independent learner
The aim of this inventory is to help you to think about your approach to learning. Everyone is unique and there is no ‘right’ approach to learning. By learning how we learn and by exploring new and different approaches to learning it is possible to become even more effective learners. We hope that this tool will help to stimulate your learning.
Name _____________________________________ Today’s date __________
Not very Very
a) Before you go any further, indicate how
Independent you think you are as a learner. 1 2 3 4 5 6 7 8 9 10
b) How would you define ‘independent learning’?
c) Ask a colleague for an estimate of how independent you are as a learner
1 2 3 4 5 6 7 8 9 10
How did they reach that mark?
SECTION ONE: MOTIVATION
Not very Very
1. How interested are you in your studies? 1 2 3 4 5 6 7 8 9 10
2. How keen are you to succeed in your studies? 1 2 3 4 5 6 7 8 9 10
3. How keen are you to become a better learner? 1 2 3 4 5 6 7 8 9 10
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SECTION TWO: MANAGING YOUR LEARNING
Never Rarely Sometimes Always
4. Before starting a study session, are you clear about what you hope to learn?
1 2 3 4
5. To what extent do you plan how and when you are going to learn something?
1 2 3 4
6. If you were having difficulties learning something, do you consider other sources of help?
1 2 3 4
7. If you come across new approaches would you incorporate them into your study process?
1 2 3 4
SECTION THREE: REFLECTION
8. To what extent do you question what you are told, for example by tutors, books etc?
1 2 3 4
9. When you have finished learning about something, do you think back about how effective your learningprocess was?
1 2 3 4
10. Do you change the way you go about learning new things as a result of thinking about past learning situations? 1 2 3 4
INTERPRETING THE RESULTS
Now add up the numbers in the boxes you ticked in each of the three sections.
Q1–3 (Motivation) Total = Independence level =
3 – 5 = low independence, 6 – 9 = moderate independence, 10 – 12 high independence
Q4–7 (Managing Your Learning) Total = Independence level =
4 – 7 = low independence, 8 – 12 = moderate independence, 13 – 16 = high independence
Q8–10 (Reflection) Total = Independence level =
3 – 5 = low independence, 6 – 9 = moderate independence, 10 –12 high independence
GRAND TOTAL Grand total = Overall independence level =
Grand total: 10 – 19 = low, 20 – 30 = moderate, 31 – 40 = high
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Tutor Contact You may wish to discuss your Inventory with your tutor
When you complete the Independent Learner Inventory you will find that it asks you to respond to questions about reflection. Morrison (1996) found that students who use a reflective process as an integral part of their study programme gain:
• Increased motivation and confidence – in studying, learning, reflecting and questioning
• Greater self-awareness leading to increased self-fulfilment
• Better-developed professional skills and career self-awareness
• A greater understanding of the links between theory and practice in their subject areas.
Developing the capacity and habit of reflection will enhance your learning significantly. In doing so, it is important to bear three things in mind. Only you can learn and only you can reflect on experiences. Tutors (and mentors) can offer support but they can only access what you choose to reveal about yourself. You are in total control.
Reflection is most effective when it is a purposeful activity directed towards a goal. Dynamic goal-directed reflection leads to changes in behaviour and critical understanding, which empowers the reflector as an individual.
The reflective process is a complex one in which both feelings and thoughts are closely interrelated. Negative feelings can form barriers to learning; positive feelings can enhance your learning experiences. Learning needs to be viewed as an emotional and intellectual activity.
Reflection is a key part of learning: please now complete your reflection activity in 250 words +/- 10%.
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Topic 2: Time management
One of the characteristics of successful independent learners is that they are able to manage their time. You will find this very important as you study on the WBDL programme. By managing your time successfully you will be able to:
• Balance your work, studies, family and social life
• Know what your priorities are at any time
• Make time for the important things in your life
• Remain relatively stress free
• Get your projects and other assessed work (e.g. portfolios) handed in on time
Activity 2: How well do you work or, how do you work well?
Activity 2 is a self- examination and requires honesty. In this way it will help you identify how you work and bring this in to line with your Personal Action Plan expectations. Complete the diagnostic questionnaire below by copying and pasting into a word document, then adding this completed document to your Word portfolio. Answer the questions in general terms – that is, in relation to your work life, personal life and study time. Copy and paste the table below so you can fill it in and use it towards your portfolio.
How well do you work?
Yes
No
1
Do I waste time
2
Do I give time to my priorities
3
Do I know what I want to achieve each day
4
Do I put things off
5
Do I waste other people’s time
6
Do I set deadlines
7
Do I meet deadlines
8
Am I in control of my time
9
Are others in control of my time
10
Do I plan my time
11
Do I spend too much time on some tasks
12
Are there times in the day when nothing seems to get accomplished
13
Do I prefer to do things that are interesting even if they are not a priority
14
Do I spend too long on something trying to make it perfect
15
Do I plan my time successfully in the short term
16
Do I plan my time successfully in the long term
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Self-assessment guidelines
If you have answered ‘No’ to question 15, then you have not established any priorities or strategies.
If you have answered ‘Yes’ to question 15, but ‘No’ to question 16, you are probably able to manage your time in the short term. You have some idea of your priorities, but only on a day-to-day basis.
If you have answered ‘Yes’ to questions 15 and 16, you have already begun to establish your long-term priorities.
Bear in mind questions like:
Which tools are particularly helpful to you? Why? – Which ones do you find unhelpful? Why? –
What strategies or tools do you regularly use which you find effective?
Reflection is a key part of learning: please complete your reflection activity in 250 words +/- 10%.
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Topic 3: Self evaluation of personal learning
Activity 3 33 Your personal SWOT analysis
As you set out on your WBDL programme it is worth spending some time thinking about learning at work and what it will involve for you. A useful method of analysing your personal situation is to do a Strengths, Weaknesses, Opportunities, Threats, (SWOT) analysis (see the figure below). The analysis is a very important part of your assessment, especially the Weaknesses element as these are the areas which need the most mitigation in respect of their impact upon your development and progress
Personal SWOT analysis
Strengths
Weaknesses
Opportunities
Threats
Complete the above grid with your personal details and save as a word document.
The SWOT analysis allows you to arrange in a logical fashion the internal [Strengths and Weaknesses] and the external [Opportunities and Threats] factors that are most likely to influence your progress.
Remember also that perceived SWOTs are very personal. Other people will therefore have different SWOTs in the same circumstances. Your friends and colleagues may have different opinions as to what YOUR SWOTs are. It is therefore worth discussing your personal analysis with others. Please mitigate your Weaknesses by writing a few paragraphs on each identified area, especially for each Weakness. These will have an impact upon your Personal Action Plan (Activity 4).
Reflection is a key part of learning; please complete your reflection activity in 250 words +/- 10%.
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Topic 4: Developing, planning and prioritisation
Activity: 4 Developing your Personal Action Plan
The previous 3 Activities, along with your Mitigation and Reflection, culminate in the creation of an Action Plan for personal development and completion of your studies. Research suggests that people who develop Personal Action Plans (for all purposes) are much more likely to be successful than those who do not. A Personal Action Plan can help you to focus on areas requiring work and to set yourself achievable targets for improvement. In this way it is linked to your SWOT analysis and the mitigation offered enhances and backs up your Personal Action Plan. You need to include realistic actions with deadlines and completion dates which are specific to each module and each assignment of your Degree. This Activity needs to be completed in Table format.
The key to a good action plan is that its targets should be SMART:
• Specific
• Measurable
• Achievable
• Realistic
• Time bound
It should also provide answers to the following questions:
• What will be achieved?
• How will it be achieved?
• What resources will be needed?
• What support will be needed?
• When will the activity be completed?
• Who will check progress and review the activity?
• How will the activity’s completion be assessed?
To complete this Activity you will need to produce a Personal Action Plan to develop your independence as a learner. You may wish to discuss its development with your tutor.
Reflection is a key part of learning: please complete your reflection activity in 250 words +/- 10%.
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Topic 5: Evaluation of academic writing skills
Activity 5
• 1500 word +/- 10% essay on one of the previous 4 Activities or Topic related to your work environment
Introduction
For Activity 5 you are required to compile a 1500 word Essay on one of the previous 4 activities (not a combination). Alternatively you may write a 1500 word Essay on a topic related to your work environment. You are required to write your assignment as an Essay, treating and arguing your work in an academic format. For this you will need to include a minimum of 6 different authors from text books and/or journal articles; you will also need to use and include 2 electronic sources (not Wikipedia). All sources and citations must be correctly displayed in the Harvard Referencing Handbook (2013) format. The Essay continues to help you develop your independence as a learner by introducing you to essential essay writing skills. These skills will enable you to argue in an academic style and back up such arguments with correct references and citations. The Essay also requires a Reference list. You will need to use the referencing format as outlined in The Harvard Referencing Handbook (2013), located on Blackboard. Please review the guidance on Essay writing on page 9 of this Guide.
Follow-up work for activity 5
Information sources are continually changing and developing. There are a number of different approaches to keeping up-to-date with information sources. You can for example:
• Read or scan relevant journals
• Regularly scan new and updated guides to information sources
• Regularly look at the Blackboard bulletin boards
• Keep in touch with faculty Academic Subject Librarian/s and read any information sources updates they post.
It is worthwhile spending some time every few weeks scanning for new information and ideas.
Remember to record these. They are likely to come in useful the next time you carry out a project or assignment! You may also wish to share or discuss what you find on the Black board discussion boards.
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Section 5 – Additional Resources/Information
Resources for learning
This exercise is not part of the assessment process but purely for your benefit in managing your time when conducting active research.
In any particular field of study a wide range of information sources will be available to explore it.
The aim of this topic and the activity that follows is to raise your awareness of the range of information sources you can use.
• Information sources
Choose a broad topic that you are likely to study as part of your WBDL programme. Explore the range of resources available to you using the headings set out in the table below and the following sources:
• The Library – visit http://library.lincoln.ac.uk for information about the Library and its resources. Use the ‘Find it at Lincoln’ search facility (accessible via the Library’s homepage) to search across 85% of the Library’s subscribed resources (e.g. journals, books, conference papers etc.) For subject specific information, visit http://guides.library.lincoln.ac.uk/managementdistancelearners If you would like additional support, contact your Academic Subject Librarian, Helen Williams [email protected]
• Company library/information unit (if available)
• Central public library (if available)
• The Internet.
The Library provides access to a large amount of data that is not freely available on the Internet. If you use the Internet to search for information, remember that some sources are not reliable and should not be used; namely Wikipedia.
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Resources Table Template
Use the table below to identify your sources of data material which you will need for your research.
Resources table
Topic
Sources or references
Location of Sources of references
Specific examples of references
Comments
Example
Text Book
University of Lincoln Library
Forsyth, Patrick; Successful Time Management
Found Chapter 4 on ‘First Things First’ useful in planning priorities.
Printed materials
Text books
Journals
Reference books
Newspapers
Official publications
Electronic information
Reference materials
Internet
Learning materials
People and
Organisations
You and your colleagues
Specialist in own organisation
Experts
Specialist organisations
Academic Subject Librarian
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Academic Referencing
Referencing in academic writing is essential and will affect your grade if it is done poorly or not at all. Key to its success is that if you make a statement or opinion in your work it must be backed up with a reference to add validity. It demonstrates scholarship by showing your knowledge of the field, it acknowledges the work of other scholars and, importantly, it helps to avoid plagiarism. Consider therefore the following questions: When do you need to reference? What copyright rules apply in academic work? What is plagiarism? Please use the Harvard Referencing Handbook (2013) when referencing, creating citations and constructing your Reference List.
Plagiarism
The University of Lincoln views plagiarism as a serious academic offence and formal investigative action will be taken whenever there is a suspicion that it has taken place. Students are to note that to prevent plagiarism, a sample of student submissions will be periodically passed through the Turnitin© software package. If students have any concerns regarding plagiarism and the appropriate etiquette in respect of academic referencing and acknowledgement, they should, in the first instance, address these with their Module tutors or programme leader. The University of Lincoln expects students to use the conventions associated with the Harvard Referencing form of citation and appropriate hand-outs are provided on Blackboard or are available through library sources.
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Section 6 – Assessment Check List
Assessment checklist for the Module
Ensure that you have cleared with your tutor that your assignment is ready for final submission to Blackboard.
Organise the Portfolio clearly:
Title page – includes University Name, Degree title, Module name and number, Student name and number, Tutor name, Submission date ,Title of Essay, Word count of Essay (word count for the essay begins at the first word in the Introduction and ends with the last word in the Conclusion)
Introduction to the Portfolio
Introduction to Reflection
Introduction to Learning Styles
Activities 1-4 with corresponding Introductions/Discussions, Corresponding Reflections (also Mitigation Section for Activity 3) and Reference List
Essay with Reference List
Ensure that you have completed a ‘Study Skills for Distance Learning Submission Sheet’
Ensure that you have proof read your assignments
The Portfolio and completed submission sheet are to be uploaded to Blackboard. When you have uploaded your final submission sheet notify your tutor and the Work-based Distance Learning Administration Team ([email protected]).
All assessments are to be in Arial font size 11 with 1.5 line spacing and Full justification. Word count (excluding Title page, Reference List and Appendices) is +/- 10%.
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Section 7 – Module Reading List:
Allan, B. (2009) Study skills for business and management students. Maidenhead: Open University Press.
Bell, J. (2010) Doing your research project: a guide for first-time researchers in education, health and social science. Maidenhead: McGraw-Hill Open University Press.
Blass, E. (2009) Inside track: succeeding in exams & assessments. Harlow: Pearson Education.
Boud, D. Cohen, R. and Walker, D. (1993) Understanding Learning from Experience in Boud, D. Cohen, R. and Walker, D. (eds) Using Experience for Learning. SRHE and Open University Press
Bryman, A and Bell, E. (2011) Business research methods. Oxford: Oxford University Press.
Coghlan, D. (2004) Managers learning in action: management learning, research and education. London: Routledge.
Cottrell, S (2013) The Study Skills Handbook. Basingstoke: Palgrave Macmillan.
Easterby-Smith, M.,Thorpe, R., Jackson, P. and Jackson, P.(2012) Management research. Los Angeles, CA: SAGE.
Freeman, R., and Meed, J.(1999) How to study effectively. London: National Extension College.
Hooley, T., Marriott, J., and Wellens, J., (2012) What is online research?: using the internet for social science research. London: Bloomsbury Academic.
Johns, C., Burnie, S. Lee, S. and Brooks, S. (2013) Becoming a reflective practitioner. Chichester: Wiley-Blackwell.
Kolb, D.A. (1984) Experiential learning: experience as the source of learning and development. Englewood Cliffs, [N.J.]: Prentice-Hall.
Moon, J. A. (2006) A handbook of reflective and experiential learning: theory and practice. London: Routledge.
Moore, S. (2010) The Ultimate Study Skills Handbook. Maidenhead: McGraw-Hill/Open University Press.
Oliver, P. (2012) Succeeding with your literature review: a handbook for students. Maidenhead: Open University Press.
Saunders, M., Lewis, P., and Thornhill, A, (2012) Research methods for business students. Harlow: Pearson.
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Schèon, D. A. (1991) The reflective practitioner: how professionals think in action. Aldershot: Ashgate.
Talbot, C.J. (2010) Studying at a distance: a guide for students. Maidenhead: McGraw-Hill/Open University Press.
University of Lincoln (2013) Harvard Referencing Handbook. University of Lincoln
University of Lincoln
Brayford Pool
Lincoln
LN6 7TS