Transcript Introduction to study skills - School of ICT, Griffith

Introduction to study skills
Prepared by
Margaret Macleod
Diane Smith and John Thornton
Information Services
www.griffith.edu.au/ins/learningservices
For
1004ICT students
Objectives
To provide some strategies to increase
efficiency and reduce stress

Your time management plan
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Understanding the assignment process
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Managing your reading
Time management problems?
Identify the time management problems
you might have
– or already have !!
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Personal Time Survey
1. Number of hours of sleep each night _ x 7 =
2. Number of grooming hours per day _ x 7 =
3. Number of hours for meals/snacks per day (include preparation time)
_x7=
4a. Total travel time weekdays _ x 5 =
4b. Total travel time weekends =
5. Number of hours per week for 'regular' things (TV, church, sport,
exercise, get-togethers etc) =
6. No. of hours per day for chores, errands etc _ x 7 =
7. No. of hours of work per week =
8. No. of average hours per week socialising =
9. No. of hours at computer, gaming, email, surfing, playing =
ADD UP THE TOTALS :
Subtract the above number from 168
= The remaining hours are the hours you have allowed yourself to study.
How to manage time...
 Set realistic learning goals
 Work out your priorities
 Get to know how, when and where
you work best
 Create a Semester Plan
 Create a Weekly Plan
 Create a daily ‘To Do’ list
 Are you procrastinating?
Use resources available…
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Resources on your Learning@Griffith site
Academic staff
Learning Services – workshops and
consultations
www.griffith.edu.au/ins/learningservices
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New students’ site
www.griffith.edu.au/new-students/
assignment
Edit the
assignment
Write the
assignment
Structure
the
assignment
Unpack
the question
The
research
and writing
Reflect on the
topic - use
concept maps
Research making notes
as you go
process
Plan the
assignment
Reflect on the
question
again
What is academic writing?
Academic writing is:
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clear, coherent, logical communication
all the content is highly relevant to task
key issues are covered
extensively uses relevant sources (expert, research,
statistics, data, examples,evidence, theories, models)
to support decisions, solutions, opinions or analysis)
these sources are referenced correctly so they may be
traced
demonstrates critical, analytical, logical and coherent
thinking
Academic conventions
The conventions of academic culture and academic
writing rest on the belief that arguments must
be supported with evidence
so:
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avoid unsupported or emotional opinions
don’t generalise or make sweeping statements
don’t ignore opposing arguments, but show why they
are not sound or applicable
develop objective arguments or opinions based on
evidence
use credible material to support your point of view
Some main problems with essays
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not answering topic/question clearly
not addressing all parts of a topic/question
assuming the reader is a mind reader (e.g. no
dates, definitions)
being descriptive instead of analytical
not having good introduction/conclusion
poor paragraphing
faulty structure
insufficient or incorrect referencing
Academic assignments require
many skills…
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Analysis
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What does the question mean?
Research
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What is relevant? What is my position?
Where is evidence to support, justify,
explain and/or develop my position?
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Critical thinking and reading
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Synthesis of information and ideas
Where do I start?
Common problem
many students start researching for a topic
before they are really ready to do so
Too much
information
Irrelevant
information
Information
that doesn’t
“fit”
Where do I start?
OR
they start writing before they are really
clear about what they want to say
too many
or not enough
words
No clear points
Poor structure
First assessment item
Write an essay that provides a descriptive understanding of one of the
following ideas or machines from the history of computing:
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The Leibniz Calculator
Babbage's Difference Engines (1 and 2)
Babbage's Analytical Engine
The Algebra of George Boole
The Turing Machine
The Zuse Machines (Z1 to Z4)
Colossus
ENIAC
The von Neumann Machine
and that also describes the effect of this work on the modern world.
The research process
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Analysis
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Critical reading
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unpack a question or research topic
draw a concept map
select and collect relevant resources
Reflection
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develop an argument or position
Analysis
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What does the topic ask me to
do?
What problem am I asked to
solve?
You need to think critically and “unpack
the question/topic”
4 steps……...
Unpack the topic
FIRST: read carefully course outline
(aims/learning outcomes)
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ask: if I were the academic teaching this
course, WHY would I have set THIS task?
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try linking your topic to one or several course
aims
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What content/skills is this assignment related to?
Mind/concept mapping this may help
Concept/mind map
Historical perspective
on the development
of computer technology
Theoretical
understanding of
the nature
of computing
Critical
understanding
of the
application of
computer
technology
content
Communication skills
-interpersonally
Group situations
Foundations of Computing
And Communication
skill
s
Independent
research
Present a wellbalanced
argument
Critically appraise
differing
viewpoints
Unpack the topic
SECOND: read carefully any marking
criteria
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The marking criteria may provide
additional clues to what is expected
from you
Unpack the topic
THIRD
 ASK: What are the directive, key, and
limiting words?
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Directive words: give directions
Key words: the major concepts
Limiting words: provide boundaries
Example...
Write an essay that provides a descriptive understanding of
one of the following ideas or machines from the history of
computing …
and that also describes the effect of this work on the
modern world
Directive words: provide a descriptive understanding;
describe
Key words: idea or machine; history of computing;
modern world
Limiting words: one of; effect of
Unpack the topic
FOURTH
• consider turning topic into questions
(primary and secondary questions)
NB: your argument is your answer to the
primary question
evaluate importance of questions
(descriptive versus analytical)
•
Example...
Example
Primary questions: How does this machine/idea work? And:
What effects has it had on the modern world?
Secondary questions:
 What key concepts need to be explained to understand
this machine/idea?
 How do these concepts relate/fit together?
 Who invented the machine/idea?
 How was the invention related to this person’s other
work?
 What was the historical context of the invention?
 How/why did this effect/impact on the modern world?
 How/why is this machine/idea important?
Brainstorm
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Think about the answers to these questions
you might try mind-mapping the question and any
answers or ideas you already have (go back to course
outline for clues)
tables are another way of collecting and organising
information
NB: mind-maps and tables can be refined as you go
along
NOW research!
What is research?
 Finding quality information to
 answer questions
 develop an argument
 support an argument
 You need to
 analyse that information (where can I use it)
 evaluate that information (strengths, weaknesses)
 synthesise that information (relationships)
Researching
Look in:
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journals (particularly peer reviewed)
books
reference lists/bibliographies
databases and printed indexes
original research (eg published theses)
internet (careful! Anyone can publish)
Preliminary Planning and Mapping
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Reflect on what you have read
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Revise concept map or notes
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Clarify your main point of
view/opinion/argument
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Your answer to the main question
What points will you make to develop this
argument?
What evidence do you have to support these
points?
Plan the Assignment
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Organise your essay so that the key
points flow in a logical order
Try
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categories (headings/ sub headings)
outlines (eg dot points)
concept maps
flow charts
Plan the Assignment
How will you go about organising your
material ?
 Try several different ways of organising
your information
 Keep related points together – avoid
unnecessary repetition
Planning – examples
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Main point
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Main point
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supporting detail
relevance to topic
supporting detail
relevance to topic
Main point
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supporting detail
relevance to topic
Planning - try boxes!
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each box represents a paragraph
in pencil, write one main point only in each box
reorganise the order of boxes
check that you have a sufficient number of boxes for your word length
assignment
Edit the
assignment
Write the
assignment
Structure
the
assignment
Unpack
the question
The
research
and writing
Reflect on the
topic - use
concept maps
Research making notes
as you go
process
Plan the
assignment
Reflect on the
question
again
Managing your reading
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Read for a purpose
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Techniques
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SQ3R
Reading at University
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Reading texts at university is not the same as reading a
novel !!
This means that rarely do you need to
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Read every word of a text
Start at the first word and continue methodically to the last
word
It may help to see your task as “information seeking and organising”
rather than “reading”
What is your purpose?
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How you read depends on your purpose (why
you are reading).
You need to vary your rate and style of reading
according to the type of material and your
purpose for reading it
Your purpose could include:
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Enjoyment? It happens sometimes!
General overview/knowledge? Before lectures, tutorials etc
Short term information? Essays etc
Long term information? Exams
Reading techniques
Skim: to get overview. Read chapter headings,
sub-headings etc
Scan: slower than skimming. Search for
particular points, information
Speed: General overview – no detail, minimal
comprehension
Critical: for in-depth understanding
SQ3R…
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(Derek Rowntree)
Survey
Question
Read
Recall
Review
SQ3R - Survey
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Try to get a general understanding of the
contents
Scan
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title
headings
summaries
Abstract
SQ3R - Question
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Look for answers to questions – you make
up the questions. For example:
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What is this article or chapter about?
How is this relevant to the course
You can also turn titles or headings/subheadings into questions, and read looking for
answers
SQ3R – 1. Read
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Read material more than once
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Read initially without taking notes, looking for
answers to questions
Read again, noting key points and important
details in your own words
Adapted from http:/www.lc.unsw.edu.au/onlib/read2.html
SQ3R – 2. Recall
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Try to remember what you have read
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Recite or jot down what you remember
Check against text and notes
SQ3R – 3. Review
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Review material, notes at end of study
period
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check accuracy of notes against texts
Review at regular intervals
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Re-read notes
Answer questions from memory
Adapted from http:/www.lc.unsw.edu.au/onlib/read2.html
Effect of systematic revision
on recall
Exam
Prep
One
Week
100
One
Small Improvement
Month required at stressful time
Exam
Prep
100
Fast fall in recall
% recall
% recall
Large improvement required
Fast initial fall in recall
0
1
2
3
4
Months
Recall pattern without systematic revision
Slower fall in
recall
0
1
2
3
4
Months
Recall pattern with systematic revision
Contacting a Learning Advisor
Learning Advisers from Learning Services provide free
learning assistance for all undergraduate and postgraduate
students from all campuses of Griffith University
 Gold Coast Campus: G10 2.22
 Phone: 5552 8109
 Email: [email protected]
 Web address: www.griffith.edu.au/ins/learningservices