RSCH06006 2016 Research Based Study Skills
This module aims to support
students with their transition into the higher education learning community.
Specifically, students will identify, explore and evaluate their own learning,
researching, reading, writing, presentation and teamwork skills and in doing so
identify areas for improvement. This module will provide the opportunity for
students to develop their academic learning strategies; strengthen their academic writing and reading approaches; demonstrate their analytical and critical thinking styles; and evaluate the reliability of various sources of knowledge.
Learning Outcomes
On completion of this module the learner will/should be able to;
- Describe prior learning experiences and identify key learning strategies required for third level learning
- Identify and implement key reading, listening and note taking skills for more effective academic practice
- Identify and demonstrate key skills in academic writing
- Identify critical thinking skills and use them to analyse various texts
Evaluate the
reliability and effectiveness of various sources of knowledge
Teaching and Learning Strategies
learning outcome |
learning methodology |
assessment method |
|
Whole class discussion, reading, small group and paired activities |
Learning Journal |
|
Whole class discussion, reading, small group small group and paired activities |
Learning Portfolio |
|
Whole class discussion, reading, small group small group and paired activities |
Writing Portfolio
|
|
Whole class discussion, reading, small group small group and paired activities |
Learning Portfolio |
|
Whole class discussion, reading, small group small group and paired activities |
Oral Presentation |
Module Assessment Strategies
learning outcome |
learning methodology |
assessment method |
|
Whole class discussion, reading, small group and paired activities |
Learning Journal |
|
Whole class discussion, reading, small group small group and paired activities |
Learning Portfolio |
|
Whole class discussion, reading, small group small group and paired activities |
Writing Portfolio
|
|
Whole class discussion, reading, small group small group and paired activities |
Learning Portfolio |
|
Whole class discussion, reading, small group small group and paired activities |
Oral Presentation |
Repeat Assessments
Students will submit assessments which will demonstrate the succussful completion of the relevant learning outcome.
Indicative Syllabus
1. Learning Strategies
- Active and creative engagement
- Taking responsibility
- Managing time and morale
- Managing stress
- Independent learning
- The purpose of research
2. Reading, listening, note-taking
- Reading approaches – skimming and scanning
- Reading for precision and relevance
- Listening for overall meaning and specific detail
- Making notes in lectures and from reading – thinking on paper
- Summarizing ideas
- Reading habits
- Mind mapping
3. The Academic Writing Process
- Approaches to writing - encouragement and distractions
- Purposes of writing
- Structuring academic writing - clarity, consistency and cohesion
- Academic style – strengthening formal expression
- Drafting and formatting ideas – paraphrasing and plagiarism
- Harvard Referencing
- Managing the process
4. Critical Thinking
- The value of critical thinking
- Personal strategies and barriers to critical thinking
- Evaluating a point of view
- Supporting arguments and conclusions
- Flaws in arguments
- Expressing and supporting personal opinion
5. Sources of Knowledge
- Accessing the range of sources – written: journals, electronic media, newspapers, chapters …and visual. What are my preferences?
- Evidence - reliability and validity
- Textual bias
- Persuasive texts
- Contemporary social care and early child care issues
Coursework & Assessment Breakdown
Coursework Assessment
Title | Type | Form | Percent | Week | Learning Outcomes Assessed | |
---|---|---|---|---|---|---|
1 | Learning Journal | Continuous Assessment | Individual Project | 10 % | Week 12 | 1 |
2 | Learning Portfolio | Continuous Assessment | Individual Project | 20 % | Week 10 | 2,4 |
3 | Writing Portfolio | Continuous Assessment | Assignment | 50 % | Week 13 | 3 |
4 | Oral Presentation | Continuous Assessment | Project | 20 % | Week 10 | 5 |
Full Time Mode Workload
Type | Location | Description | Hours | Frequency | Avg Workload |
---|---|---|---|---|---|
Workshop | Flat Classroom | Whole group and small group discussions and activities | 2 | Weekly | 2.00 |
Lecture | Lecture Theatre | Lecture | 1 | Weekly | 1.00 |
Module Resources
CORE TEXT -
Moore,S., Neville, C., Murphy, M., and Connelley, C. (2010) The Ultimate Study Skills Handbook. Berkshire: Open University Press.
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SUPPLEMENTARY TEXTS -
Buzan, T. ((2005) The Ultimate Book of Mind Maps. London: Thorsons.
Cottrell, S. (2011) Critical Thinking Skills: developing effective analysis and argument. Basingstoke: Palgrave Macmillan.
Cottrell, S. (2008) The Study Skills Handbook. 3rd ed. Basingstoke: Palgrave Macmillan.
Gillet, A., Hammond, A. :-:-amp:::: Martala, M. (2009) Successful Academic Writing. Harlow: Pearson.
Hamp-Lyons, L. :-:-amp:::: Heasley, B. (2006) Study Writing: a course in writing skills for academic purposes. 2nd ed. Cambridge: Cambridge University Press.
Meegan, J and Staples, M. (2009) Preparing for study. Milton Kynes: Open University Press.
Oshima, A. :-:-amp:::: Hogue, A. (2006) Writing Academic English. 4th ed. New York: Pearson Education.
Peck, J. :-:-amp:::: Coyle, M. (2012) The Student:-:-#8217::::s Guide to Writing: spelling, punctuation and grammar. 3rd ed. Hampshire: Palgrave Macmillan.
Peck, J. :-:-amp:::: Coyle, M. (2012) Write It Right: the secrets of effective writing. 2nd ed. Hampshire: Palgrave Macmillan.
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