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Australian Graduate School of Management Studying Online Armida Pobre e-Learning Support Andrew Chambers Educational Development Manager.

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Presentation on theme: "Australian Graduate School of Management Studying Online Armida Pobre e-Learning Support Andrew Chambers Educational Development Manager."— Presentation transcript:

1 Australian Graduate School of Management Studying Online Armida Pobre e-Learning Support Andrew Chambers Educational Development Manager

2 Benefits of Online Participation Share expertise and experience by cooperating with class mates in an online community Challenge your thinking Learn from different perspectives from a range of industries and workplaces Helps keep you on track with your study schedule Regular feedback & guidance from facilitator Sense of belonging to a class; combats sense of isolation Social benefits – community, cooperation, connection

3 The Learning Management System Online Class Access:

4 Australian Graduate School of Management MBT Orientation Day An Introduction to Studying for Your MBT Andrew Chambers Educational Development Manager

5 Group Activity: Getting to know each other Introductions: name, company & role Discuss in pairs (not the same pairs!): Why are you doing this particular degree? What do you hope to get out of it? Do you share common questions about studying? What do you think you might need help with when studying? Come up with one common question, one universal ‘why’? Write up on whiteboards under each heading…

6 Study Skills Workshop Overview/Learning Outcomes  Explore basic study skills e.g. 1.What learning in the MBT involves 2.Organisation and time management 3.Assessments, activities and participation 4.Reading/Note taking 5.Tackling assignments 6.Referencing and plagiarism  Answer your questions about starting the MBT Program  Find out about sources of help with your study  Clarify expectations of participants and the facilitators role


8 MBT Learning Model

9 12 weekly units –Content in PDF via Cloud and Moodle (& texts) Content includes activities and exercises Weekly F2F classes or online classes with discussions –Including weekly and group activities Assessments > Feedback The MBT course structure

10 Participation (10% - 15%) 2 assignments (may be individual or group) Examination (exam, take home exam or project) Note some courses now have no exam! MBT assessment scheme

11 Australian Graduate School of Management MBT Orientation Day Studying Smarter, Not Harder Andrew Chambers Educational Development Manager

12 Skill: Time Management – Getting Organised! ORGANISATION Resources Materials Study space Study time When? No interruptions Personal time IMPORTANT Goal setting Long, medium & short term Goals Must be done Should be done Could be done AVOID PROCASTINATION

13 Individual Activity: Planning Using the supplied Weekly Planner: 1. Block out your commitments – work, sport, socialising, home life 2. find your study blocks You need to find at from 3-5 2 hour blocks of study time Suggested pattern: Reading: Discussion/Activities: Reflection/Application When will hobby's and interests fit? Are you a morning person or a late night Java type?

14 HOMEWORK: Complete the Semester Planner: Assignments/Exams Remember we teach – Week 0 + 12 taught weeks + 1 week break and 1 week of exams. Are all your weeks free? Pattern – Study > Assignment(s) > Study > Exam

15 Studying: Dealing with procrastination Have a plan Establish and monitor how long tasks typically take Set small goals Be aware of your own learning habits Develop a routine Do something straightaway Start with something easy or particularly interesting to you Associate your study place with ‘serious work’ Remove distractions Reward yourself for completing set tasks At the end of each study session, plan and prepare for the next one Seek cooperation from family & friends Maintain a balanced lifestyle

16 Reference: Stephen Covey: First Things First

17 Studying Smarter Read the course overview - Learning Outcomes, summaries. What is important to understand and be able to do at completion of course? For each unit read Learning outcomes. What is important for this specific topic? Ask your self: Why am I doing this piece of work o e.g. reading, discussion, assignment, exam prep? Reflection, evaluation & application more important than time spent ‘studying’– This is an applied Masters program

18 Unit Level Learning Outcomes Unit 1 example At the completion of this Unit you should be able to: justify the importance of understanding the history of management theory discuss the historical context of management and the precursors to modern management theory summarise and evaluate each of the mainstream theoretical perspectives and note their relevance to contemporary management practice etc…

19 More Studying Smarter Remember to actually do the activities in the weekly units. They help with self assessment and memorization/recall. Cooperate with others (online) in seeking answers to questions posed. Remember to take an active part in online discussions. Tied to the weeks unit the activities and discussion help you reflect on what you have learned. Leverage the online courses and make use of online meeting tools (“Virtual Meeting Room”) and weekly forums. At the end of each unit reflect on what you have learned: What have I learned, what can I improve on, what made me think deeper, what can I implement in my work practices?

20 The Participation ‘Rubric’ used in most courses to assess your participation

21 Skill: Higher Order Critical Thinking

22 Many skills are needed…

23 Skill: Reading (and note- taking) Many different kinds of reading –e.g. novels, TV Guide, reference books. Our program uses “Academic sources” so requires more rigorous systematic reading and note-taking. Other useful resources: reading/academic-reading.php

24 The SQ3R Reading Method SQ3R Reading to Remember Method Survey – Question – Read – Recite/Recall - Review Resources: (Supplied as a handout)

25 Individual Activity: Reading and note-taking skills 10 mins Read the supplied “Reading”. Undertake the first 3 parts of the SQ3R method: Survey Question Read Take brief notes…

26 Group Activity: Reading and note-taking skills 5 mins Compare your notes/understanding of the reading with your neighbour(s). –Have you both uncovered the same “facts” and details? –What has influenced your recall i.e. your learning?

27 Congratulations! You have just learned the basics of reading, note-taking, discussion and reflection! You will use the same skills each week when reading and discussing the course topics, content and taking activities in the online learning environment or face to face class Revisit your notes as you reflect on each week. Keep a diary, learning journal or audio notes about your reflections. (there is a blog tool in Moodle if you wish to use this) Individual study is not enough – You need to challenge yourself through discussion and dialogue with others.

28 Break: 10 Minutes (negotiated)

29 Australian Graduate School of Management MBT Orientation Day More Study Techniques and Tips Andrew Chambers Educational Development Manager

30 An Effective Note Taking Strategy NotesPage no.Comments Author’s name, title of publication, date & place of publication, publisher Paraphrased notes Direct quotes (use quotation marks and write exact words) Always write page number How does this relate to other texts I have read? Links to other topics? How is this relevant? Any new ideas here? What don’t I understand? Do I agree or disagree? Why? Does this author contradict others’ opinions / findings? What conclusions can I make?

31 Note Taking Tools Traditional: Pen and Paper, Post-it sticky notes Modern: Word processor/Note App - e.g. Notability Mind mapping Annotating PDF’s: Goodreader/ezPDF

32 Successful Assignments!

33 Skill: Assignment Analysis A ‘Typical’ MBT Assignment

34 Analysing the task Task words Content words Limiting Words Tell you what you have to do Tell you what the topic is Limit the topic so that it is workable Whole Class Activity: Australia is a nation of multiple and complex identities. Discuss the factors that contribute to the diversity of Australia’s identities. Task words Content words Limiting words


36 Study Skills

37 Writing your assignment Common Formats: –EssayMake an Argument Essay Introduction Body Conclusion –ReportPresent Information –Critical Review

38 Reports Shorter more concise paragraphs than an essay More structured than an essay –Headings and Subheadings

39 Case Analysis Reports Reasonably common in the MBT Asked to look at a business case or scenario and perform an analysis –Identify the problem provided in the case –Analyse the issues –Develop and compare alternative solutions –Select best solution See Writing in academic style: Case Analysis Reports

40 Critical Thinking: An academic skill Critical thinking does not mean fault finding Applying “skilful judgement” a more accurate description or more simply “thinking in depth” Creative thinking is the creation or generation of ideas, processes, experiences or objects. Critical thinking is concerned with their evaluation. Asking questions, analysing situations, relating theory to practice, making links between ideas, making claims and supporting them. Cf. Critical reading

41 IPSO - One strategy for critical reading/thinking/writing – Analysing an argument Issue: What is the problem or question Position: What is the major position of the argument put forward Support: What evidence, reasoning or persuasion is used Outcome: What will happen if the argument is accepted

42 What is an academic argument? The argument should: 1.Express your point of view 2.Be developed in a systematic and balanced way 3.Lead to a clear conclusion. 4.Must be supported by evidence. This evidence comes from other authors and your understanding of the readings.

43 Developing a critical argument 1.Outline the problem/s or issue/s 2.Introduce your argument 3.Present relevant evidence 4.Evaluate the evidence 5.Link your evaluation to your overall argument clearly and repeatedly 6.Draw your conclusions Cf. Discussion skills for tutorials, seminars and online discussion:

44 Discussion Skills To 'argue' in an academic context is to put forward an opinion through the process of reasoning, supported by evidence. An argument attempts to persuade through rational and critical judgement. In academic writing an argument is sometimes called a claim or a thesis statement, which is also supported with evidence.

45 Discussion Skills: Voicing an Opinion Steps: Observe Listen Prepare and Practice your response Participate Have a valid opinion A reason why Evidence

46 More resources for effective writing Reading and Writing Critically – UNSW Learning Centre pps Writing a Critical Review

47 Assignment Feedback

48 Referencing/Acknowledging sources Plagiarism What is plagiarism?

49 Referencing/Acknowledging sources Plagiarism Plagiarism is using the words or ideas of others and presenting them as your own. Plagiarism is a type of intellectual theft. It can take many forms, from deliberate cheating to accidentally copying from a source without acknowledgement. It is most often caused by underdeveloped academic study skills Why else? - Mandated by government legislation

50 Common Forms of Plagiarism Copying: using the same or very similar words to the original text or idea without acknowledging the source or using quotation marks. Inappropriate paraphrasing: changing a few words and phrases while mostly retaining the original structure and information without acknowledgement. Piecing together quotes and paraphrases into a new whole, without referencing and a student’s own analysis to bring the material together. Collusion: working with others but passing off the work as a person’s individual work. Duplication: submitting your own work, in whole or in part, where it has previously been prepared or submitted for another assessment or course at UNSW or another university. See:

51 Additional Plagiarism Resources UNSW Learning Centre

52 Referencing A tool to combat plagiarism A system to help you acknowledge your sources of information All courses except for the Business Law course use the “Harvard” system. Additional Resources: UNSW Learning Centre Harvard pages:

53 Study Skills

54 Referencing: Basic principles of the Harvard System In-text citations The Harvard system of referencing requires you to include three pieces of information about a source within the text of your work. This information includes: 1.The name of the author or authors 2.The year of publication 3.The page number (if the information/idea can be located on a particular page; particularly when directly quoted). End of text: List of References At the end of your text, you must include a List of References. This includes all sources of information referred to in your assignment. Full bibliographic information must be included. Reference lists are ordered alphabetically, using the surname of the first author. The order of information must be consistent.

55 In Text Referencing Examples Gibbs (2008) first developed a model to explain… Gibbs (2008, p.89) describes… The theory was first developed by Browne (Gibbs 2007, p.88). Gibbs (2007, p. 81) states that Browne was the first to develop the theory of… List of References Journal Example: Gibbs, A 2007, ‘ Management as a tool’, Harvard Business Review, 80, pp. 79-81. More detail:

56 Giving us Feedback Direct to Class Facilitator Through Student Services Team via phone, email or SS site Program, course/facilitator evaluation –Week 5 and end of semester Direct to Course Coordinator

57 Further Support & Steps UNSW Learning Centre ASB Learning and Teaching Elise Tutorial

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