RSCH06006 2018 Research Based Study Skills
Full Title
Research Based Study Skills
Transcript Title
Research Based Study Skills
Code
RSCH06006
Attendance
80 %
Subject Area
RSCH - Research
Department
SOCS - Social Sciences
Level
06 - NFQ Level 6
Credit
05 - 05 Credits
Duration
Semester
Fee
€
Start Term
2018 - Full Academic Year 2018-19
End Term
9999 - The End of Time
Author(s)
Sinead Regan, Karin White, Rose Banaghan-Sesta
Programme Membership
SG_HEARL_H08 201800 Bachelor of Arts (Honours) in Early Childhood Care and Educ
SG_HSOCI_H08 201900 Bachelor of Arts (Honours) in Social Sciences in Social Care Practice
SG_WSOCI_H08 202100 Bachelor of Arts (Honours) in Social Sciences in Social Care Practice
Description
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.
This module maps to the CORU Standards of Proficiency below:
Domain 5: Professional Knowledge and Skills
Learning Outcomes
On completion of this module the learner will/should be able to;
1.
Describe prior learning experiences and identify key learning strategies required for third level learning.
2.
Identify and implement key reading, listening and note taking skills for effective academic practice. (Domain 5. 17)
3.
Identify and demonstrate key academic writing skills. (Domain 5. 17)
4.
Identify critical thinking skills and use them to analyse various texts. (Domain 5. 17)
5.
Evaluate the reliability and effectiveness of various sources of knowledge. (Domain 5. 17)
Teaching and Learning Strategies
|
learning outcome |
learning methodology |
assessment method |
|
Describe prior learning experiences and identify key learning strategies required for third level learning. |
Whole class discussion, reading, small group and paired activities |
Writing Portfolio |
|
Identify and implement key reading, listening and note taking skills for more effective academic practice. |
Whole class discussion, reading, small group small group and paired activities |
Writing Portfolio |
|
Identify and demonstrate key academic writing skills. |
Whole class discussion, reading, small group small group and paired activities |
Writing Portfolio
|
|
Identify critical thinking skills and use them to analyse various texts. |
Whole class discussion, reading, small group small group and paired activities |
Oral Presentation |
|
Evaluate the reliability and effectiveness of various sources of knowledge.
|
Whole class discussion, reading, small group small group and paired activities |
Oral Presentation |
Module Assessment Strategies
|
learning outcome |
learning methodology |
assessment method |
|
Describe prior learning experiences and identify key learning strategies required for third level learning. |
Whole class discussion, reading, small group and paired activities |
Writing Portfolio |
|
Identify and implement key reading, listening and note taking skills for more effective academic practice. |
Whole class discussion, reading, small group small group and paired activities |
Writing Portfolio |
|
Identify and demonstrate key academic writing skills. |
Whole class discussion, reading, small group small group and paired activities |
Writing Portfolio
|
|
Identify critical thinking skills and use them to analyse various texts. |
Whole class discussion, reading, small group small group and paired activities |
Oral Presentation |
|
Evaluate the reliability and effectiveness of various sources of knowledge.
|
Whole class discussion, reading, small group small group and paired activities |
Oral Presentation |
This modules assessment allows for assessment of CORU Standards of Proficiency as follows:
Describe prior learning experiences and identify key learning strategies required for third level learning.
Whole class discussion, reading, small group and paired activities
Writing Portfolio
Identify and implement key reading, listening and note taking skills for more effective academic practice.
Whole class discussion, reading, small group small group and paired activities
Writing Portfolio (Domain 5. 17)
Identify and demonstrate key academic writing skills.
Whole class discussion, reading, small group small group and paired activities
Writing Portfolio (Domain 5. 17)
Identify critical thinking skills and use them to analyse various texts.
Whole class discussion, reading, small group small group and paired activities
Oral Presentation (Domain 5. 17)
Evaluate the reliability and effectiveness of various sources of knowledge.
Whole class discussion, reading, small group small group and paired activities
Oral Presentation (Domain 5. 17)
Repeat Assessments
Students will submit assessments which will demonstrate the successful 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 & Continuous Assessment
100 %
Coursework Assessment
| Title | Type | Form | Percent | Week | Learning Outcomes Assessed | |
|---|---|---|---|---|---|---|
| 1 | Writing Portfolio | Continuous Assessment | Individual Project | 60 % | Week 9 | 1,2,3 |
| 2 | Oral Presentation | Continuous Assessment | Project | 40 % | Week 12 | 4,5 |
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 |
Total Full Time Average Weekly Learner Contact Time 3.00 Hours