Learning at Third Level

 

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Main Description show detail >>
 
 
 
Department: Social Sciences Module Code: EDUC61000
Level: Level 6 Contact Hours: 36
Duration: 1 Semester Directed Study Hours: 36
Effective Term: 2014/15 Indep. Study Hours: 28
Credits: 5

Prerequisite Knowledge:

  None

Module Description/Aims:

  The aim of this module is to support students in their transition to becoming independent learners in higher education by enabling them to develop learning skills and strategies essential for success at this level.  


 
Contact Hours show detail >>
   
 
Contact Type Hours
Practical/Workshop3 Per Week


 
Learning Outcomes show detail >>
   
 
On successful completion of the module, the learner will be able to:
No. Description/Learning Outcomes
1Identify individual learning requirements and pursue appropriate learning strategies.
2Demonstrate an ability to organise ideas coherently in writing and apply appropriate academic writing conventions
3Source, evaluate, summarise and reference information
4Participate effectively in lectures, other learning activities and other learning environments
5Perform effectively in a range of assessment methods


 
Learning Strategies show detail >>
   
 
Learning Strategies
It is intended that the module should be as interactive as possible, with a focus on student participation in activities designed to facilitate development of learning skills and strategies. Learner independence should be encouraged through the use of self-assessment and other techniques. It is recommended that, where feasible, learning activities should be integrated with work being done in other modules. The specific choice of content underpinning each learning outcome will reflect the needs expressed by individual course boards.


 
Indicative Syllabus Content show detail >>
   
 
Content Detail
Learning requirements and strategies• Nature of learning and memory
• Different kinds of knowledge
• The adult learner (including differences between second and third level education and responsibilities of the third level student)
• Learner profile/self-evaluation: objectives, goals, professional aims, priorities; self-expectation; motivation; identifying strengths and weaknesses; learner styles e.g. learning styles questionnaire results: implications, strengths and weaknesses as a learner; identification and development of appropriate learning strategies.
• Learner self-management: time and task management; beneficial learning environment; stress management; work/life balance
Writing skills• Brain storm, use spider web
• Structure and organisation, clarity and coherency, paragraphing, signposting
• Accuracy: proof- reading, grammar, punctuation, spelling, syntax etc.
• Formulate ideas and arguments
• Academic writing conventions/style (linked to academic level required, Blooms Taxonomy and assessment grids)
• Apply referencing guidelines
• Report writing
Using and referencing source material• Library skills/locating information, including online sources, search engines and meta-search engines
• Reading skills, including active/effective reading
• Critical thinking
• Selection of reading materials/critical evaluation of sources (primary versus secondary sources, reliability)
• Summarising/paraphrasing
• Plagiarism/college plagiarism policy
Learning activities/environments• Participation in lectures: active/effective listening, asking questions
• Effective note-taking, revising and enhancing notes
• Using tutorials/practicals/labs effectively.
• Reflection: The what, why and how of reflection and reflective practice
• Presentation skills
• Teamwork; learning in a diverse student environment
• Information Technology
• Nursing: the Clinical Learning Environment: Practice placement: learning outcomes. Assessment in clinical practice: the interview process. Clinical competency: levels and domains.
Assessment• Purpose of assessment: formative and summative; assessment as a reflection of the syllabus/learning outcomes
• Understanding the various kinds of assessment: long answer, short answer, multiple-choice questions, written essay assignments and projects, presentations etc.; how to do your best in the various assessment methods
• Marking grids.
• Revision skills and exam techniques: understanding and preparation for assessments and exams
• Effective use of feedback; self-assessment
• Peer-assessment


 
Assessment Strategies show detail >>
   
Assessment Strategies
Initial assessment strategy: two items of continuous assessment are to be completed. Sequencing and timing of assessments may be adapted to meet the needs of individual courses. Both pieces of assessment must be attempted in order to pass the module at the first sitting.
Assessments may include elements of in-class testing, where relevant.
Repeat assessment strategy: submit repeat CA • weighting 100%


 
Indicative Assessments show detail >>
   
Learning Outcome Assessment Category Assessment Method Additional Information % alloc
1, 2, 3Continuous AssessmentAssignment - Out of Class50
1, 4, 5Continuous AssessmentAssignment - Out of Class50


 
Reading List show detail >>
   
 
Type ISBN Title Author Publisher Year Edition Library Link
Recommended0333751892The Study Skills Handbook
Cottrell, S
Palgrave		1999view
Recommended0749200448The Good Study Guide
Northedge, A
Open University		1990view
Recommended0335207278The student's guide to exam success
Tracy, E
Open University Press		2002view


 
Journals and Websites show detail >>
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Curricular information is subject to change