information services introduction to study skills prepared by margaret macleod diane smith and john...
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Information Services
Introduction to Study Skills
Prepared byMargaret MacleodDiane Smith and John Thornton
www.griffith.edu.au/ins/learningservices
For 1004ICT students
Objectives
To provide some strategies to increase efficiency and reduce stress
Your time management plan
Understanding the assignment process
Managing your reading
Time management problems?
Identify the time management problems you might have
– or already have !!
Personal Time Survey1. 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) _ x 7 =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…
Resources on your Learning@Griffith site
Academic staff Learning Services – workshops and
consultationswww.griffith.edu.au/ins/learningservices New students’ site www.griffith.edu.au/new-students/
assignment Unpackthe
question
Reflect on thetopic - use
concept maps
Research -making notes
as you go
Reflect on thequestion
againPlan the
assignment
Structurethe
assignment
Write theassignment
Edit the assignment
The research and writing process
What is academic writing?
Academic writing is:- 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 conventionsThe conventions of academic culture and academic
writing rest on the belief that arguments must be supported with evidence
so: 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
• 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… Analysis
What does the question mean? Research
What is relevant? What is my position? Where is evidence to support, justify,
explain and/or develop my position?
Critical thinking and reading
Synthesis of information and ideas
Where do I start?
Common problemmany 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?
ORthey start writing before they are
really clear about what they want to say
too manyor not enoughwords
No clear points Poor structure
First assessment itemWrite an essay that provides a descriptive understanding of one
of the following ideas or machines from the history of computing:
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
• Analysis unpack a question or research topic draw a concept map
• Critical reading select and collect relevant resources
• Reflection develop an argument or position
Analysis
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 topicFIRST: read carefully course outline
(aims/learning outcomes)
ask: if I were the academic teaching this course, WHY would I have set THIS task?
try linking your topic to one or several course aims What content/skills is this assignment related
to? Concept mapping this may help
Foundations of ComputingAnd Communication
Historical perspectiveon the development
of computer technology
Theoretical understanding of
the nature of computing
Critical understanding
of theapplication of
computertechnology
Critically appraise differing
viewpoints
Independentresearch
Communication skills-interpersonallyGroup situations
Present a well-balanced
argument
Concept map
content
skills
Unpack the topic
SECOND: read carefully any marking criteria
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?• 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)
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?
Example...
Example
Analyse and Organise Think about the answers to these questions You might try concept 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: Concept 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: 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
Reflect on what you have read Revise concept map or notes Clarify your main point of view/opinion/argument
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 Organise your essay so that the
key points flow in a logical order Try
categories (headings/ sub headings) outlines (e.g. 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
Main point supporting detail relevance to topic
Main point supporting detail relevance to topic
Main point supporting detail relevance to topic
Planning - try boxes!
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 Unpackthe
question
Reflect on thetopic - use
concept maps
Research -making notes
as you go
Reflect on thequestion
againPlan the
assignment
Structurethe
assignment
Write theassignment
Edit the assignment
The research and writing process
Managing your reading
Read for a purpose
Techniques SQ3R
Reading at University Reading texts at university is not the same as
reading a novel !!
This means that rarely do you need to 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?
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: 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… (Derek Rowntree)
Survey Question Read Recall Review
SQ3R - Survey Try to get a general understanding of
the contents Scan
title headings summaries Abstract
SQ3R - Question Look for answers to questions – you
make up the questions. For example: What is this article or chapter about? How is this relevant to the course
You can also turn titles or headings/sub-headings into questions, and read looking for answers
SQ3R – 1. Read Read material more than once
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 Try to remember what you have
read
Recite or jot down what you remember Check against text and notes
SQ3R – 3. Review Review material, notes at end of
study period check accuracy of notes against texts
Review at regular intervals Re-read notes Answer questions from memory
Adapted from http:/www.lc.unsw.edu.au/onlib/read2.html
Effect of systematic revision on recall
0 1 2 3 4
Months
100Fast fall in recall
Large improvement required
Fast initial fall in recall
% r
eca
ll
ExamPrep
Recall pattern without systematic revision
0 1 2 3 4
Months
ExamPrep
100
% r
eca
ll
OneWeek
OneMonth
Small Improvement required at stressful time
Slower fall in recall
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