Bachelors ( Hons.) in Nursing programme

Bachelors ( Hons.) in Nursing programme
OUMH1103 LEARNING SKILLS FOR OPEN AND DISTANCE LEARNERS Dr Kithsiri Edirisinghe , MBBS, MSc, MD ( Medical Administration), TAA Cert IV ( Australia ) Bachelors ( Hons.) in Nursing programme

What Learning? Learning is acquiring :
new or modifying existing knowledge, behaviors, skills, values, and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines. Progress over time tends to follow learning curves.

What is studying? Devote time and attention to acquiring knowledge on
an academic subject , esp. by means of books and other sources Investigate and analyze a subject or situation in detail.

Important facts to about the study guide ”

INTRODUCTION TO TEXT ARRANGEMENT GUIDE

Learning Outcomes: Self-Check:
What you should achieve after you have completely gone through a topic. Self-Check: A question that may require you to stop your reading and start thinking. try to reflect on what you have already gone through. To gauge whether you have understood what you have read - clearly, vaguely Most of the time, the answers to the questions can be found directly from the module itself. .

Activity: Activity can appear in various forms such as questions, short case studies or to conduct an observation or research. Your opinion and evaluation on a given scenario. Need to to widen what you have gathered from the module and introduce it to real situations. You should engage yourself in higher order thinking where you might be required to analyse, synthesise and evaluate instead of just having to recall and define.

Summary: Helps you to recap the whole topic.
To be able to gauge your knowledge retention level. If you find points inside the summary that you do not fully understand, it would be a good idea for you to revisit the details from the module.

Key Terms: I References:
Important terms or jargons used throughout the module. References: List of relevant and useful textbooks, journals, articles, electronic contents or sources can be found. Appear in a few locations Course Guide End of every topic or at the back of the module. Help to obtain the additional information needed

Blooms taxonomy

SCHEDULE OF OUMH1103 “Learning skills for open distance learners”
10 topics-08 TUTORIAL SESSIONS AT IIHS

COURSE OBJECTIVES By the end of this course, you should be able to:
Describe OUMe’s learning environment and manage your learning; Identify the main components of a personal computer and the Internet; Utilize the tools available under OUMÊs Learning Management System (myLMS); 4. Apply the appropriate reading techniques as well as note-taking and note making skills; 5. Present information in written or oral form and cope with assessments; 6. Gather, retrieve and evaluate information from various sources; and 7. Utilize the three (3) Microsoft Office Application software, i.e. Microsoft Word, Microsoft Excel and Microsoft PowerPoint.

COURSE OUTLINE /SYNOPSIS
This course consists of 10 topics Aim is : To provide learners a basic guide to become independent learners in open and distance learning Developing most important and basic learning skills: Learning to learn, ICT searching for information..

COURSE GUIDE OUMH1103 Learning Skills for Open and Distance Learners is a core course This course is worth 3 credit hours and should be covered over weeks. 40 STUDY HOURS = 01 CREDIT HOUR Study hours include lectures and self study Total study hours = 120

Estimation of Accumulation of Study Hours
ACTIVITY NO. OF HOURS PERCENTAGE Briefly go through the course content and participate in initial discussions 03 2.5 % Study the module 60 50% Attend 3 to 5 tutorial sessions 10 8.33 % Online Participation 12 10 % Revision 15 12.5% Assignment(s), Test(s) and Examination(s) 20 16.66% Total Study Hours Accumulated 120

Topic 1 - Managing Your Learning
1.1 OUM’s Learning Environment 1.1.1 Getting to Know OUM’s Learning Modes 1.1.2 Being Independent 1.1.3 Maximizing OUM Learning Facilities 1.2 Coping With Learning 1.2.1 Managing Stress 1.2.2 Goal Setting 1.2.3 Motivational Strategies For Successful Learning 1.2.4 Time Management 1.2.5 Concentration Strategies For Better Learning 1.3 Personal Learning Styles

1.1 OUM’s Learning Environment

1.1.1 Getting to Know OUM’s Learning Modes

TOPIC 01 “ Introduce you to OUMes learning environment and how you can become an independent learner” Strategies for managing stress, Setting effective academic and personal goals, Motivational tips of studying Insight to time management To improving concentration. to identify your personal learning style.

OUM Learning Environment
What is the ‘blended approach’ ? What does ‘macro’ and ‘micro’ mean? What does it mean in the context of the OUM learning environment?

What are the three main types of learning described in the blended approach?
Which type of learning is your favourite? Why? Discuss in a group

Stress Good? Bad?

What are the signs of negative stress?

Manage stress….

Motivation and success…

TOPIC 02 Introduction to myLMS
“ Familiarize with the components of the Personal computer and the Internet. “ Introduction to myLMS Hands-on experience in the computer lab with your tutor.

The computer

Internet What are the two modes of internet connection?

Fill in the boxes to show modes of connecting to the net..
Internet

activity Ask each other questions from (b) and (c) in section 2.2.2
Discuss with each other what you can do with the internet. Now check your answers with section 2.2.3

What is? WWW A website? A web page? A web browser? URL?

Explain part by part the following

TOPIC 03 Fast reading and slow reading. scanning and skimming.
“Examine various reading techniques” Fast reading and slow reading. scanning and skimming. The slow reading techniques are critical and analytical approaches SQ3R technique.

SQ3R S? Q? 3R?

H/W Activity Read a health related article using SQ3R

Summary of Reading Why? How? Now look at activity 3.4

TOPIC 04 “ 5 methods of note-making and note-taking.”
Identifying the best suitable method Important tips in taking notes

TOPIC 05 “ How to write an assignment and prepare for the oral
presentation:” OUM citation style based on the American Psychological Association (APA) Format to acknowledge resources.

TOPIC 08 “Skills involved in retrieving information like searching”
OPAC, electronic databases and information from the Internet. To distinguish that printed materials are searched in OPAC, while e-books and ejournals Websites, or any other digital material can be retrieved via Internet search tools

TOPIC 07 “ Components of a Digital library -Abdullah Sanusi Digital Library” Process of gathering information Guide in the search for information search strategies Boolean Connectors.

TOPIC 08 “ Important pointers that will help you do revision and improve memory” Techniques for answering the various types of assessment questions 2. Ethical conduct 3. Copying with assessments effectively

TOPIC 09 “ Determining the authenticity of information”
Tips on evaluation of various sources of information. Identifying the relevant information to suit requirement of the student

TOPIC 10 “ Developing basic ICT skills through Microsoft Office Applications” How to create documents using Microsoft Word Create professional spreadsheets and charts using Microsoft Excel Use Microsoft PowerPoint for presentation needs.

Schedule -OUMH1103 July 4th Managing your Learning Study guide - Discussion/ presentation - Dr. Kithsiri July 18th Online Learning Environment Study guide Discussion – Dr K August 1st Using Microsoft Office Application - Study guide Presentation - Dr K August 15th Using Microsoft Office Application - Study guide Presentation- Dr K +IT

Schedule -OUMH1103 5. September 5th 9.00-12.00
Reading for Information Study - guide Discussion/ presentation - Dr. Kithsiri Information gathering process -Discussion /presentation - Dr. Kithsiri Presenting Information - Discussion/presentation - Dr. Kithsiri September 12th Note making and note taking skills - Study guide - Discussion/ presentation - Dr. Kithsiri Coping with your assessment - Discussion/ presentation - Dr. Kithsiri September 26th Information Retrieval - Study guide Presentation - IT + Dr K 8. October 10th - Evaluating information - Study guide Presentation - Dr. Kithsiri

LEARNING OUTCOMES By the end of this topic, you should be able to:
1. Explain three (3) blended learning methodologies at OUM 2. Select ten (10) strategies for managing stress 3. Set a goal based on nine (9) characteristics of effective goals 4. Apply seven (7) motivational strategies for successful learning; 5. Practice three (3) aspects of time - management 6. Identify eight (8) causes of poor concentration and strategies to Improve concentration 7. Identify your personal learning style.

INTRODUCTION You lead your study – “ play the leading role”
Blended method of learning – “ going away from traditional class room teaching “ Flexible method of learning “three modes of learning” Self managed learning Face-to-face interaction Virtual discussions.

INTRODUCTION “ OUM aim is to: Support you in becoming independent in your thinking and decision making After graduation will be able to continue learning for the rest of your life.”

1.1.1 Getting to Know OUM’s Learning Modes
OUM has adopted a blended approach to learning Employs multi-mode strategies. Real and virtual interactions between learners and tutors via self-managed learning face-to-face interactions online learning methodologies.

a. Self Managed Learning
Study independently according to your time availability. The printed module serves as the main source of learning. The module is supplemented by other reading materials both printed and digital. In addition, learning also takes place through audio/video tapes, CD-ROMs and laboratory experiments.

advantages of Self Managed learning

b. Face-to-face Interactions (Actual Classroom )
Face-to-face interactions are tutorial sessions conducted in actual classrooms by tutors Conducted fortnightly, during the weekends or after office hours - than three times per semester. The ratio of tutors to learners is kept low to ensure the quality of the sessions.

c. Online Learning Methodologies (Virtual Classroom)
In the virtual classroom via electronic communication tools : , discussion forums and chat rooms are provided to facilitate interaction among learners, tutors and facilitators. Electronic learning materials (e.g.: e-book and multimedia learning objects) are continuously being developed to enhance the learning outcomes. Communication tools and e-learning materials are delivered through the Internet via OUMÊs very own online delivery platform called Learning Management System - (myLMS).

1.1.2 Being Independent Independent learner
study independently on your own via group-learning Self-managed learner Learning experiences meaningful and at the same time, cope with your daily routine. working student, you now have a greater responsibility towards your programme of study!

Self-managed learning methods
Planning and Managing the Smart Way Applying Smart Time Management Motivating Yourself Developing Learning Strategies – “best suited style “ Essential to develop - ICT skills – Typing and English skills

1.1.3 Maximizing OUM Learning Facilities

1.2 COPING WITH LEARNING

1.2.1 Managing Stress Natural process of the body to demand
Positive stress Negative stress Applying Smart Time Management Motivating Yourself Developing Learning Strategies – “best suited style “

Symptoms of stress Outbursts of anger
Loss of efficiency in your studies Restlessness and/or uneasiness at being alone Withdrawal from friends and social situations A lack of joy, spontaneity, happiness or enthusiasm Preoccupation with certain thoughts, especially negative ones Difficulty in concentrating and/or making minor decisions Intolerance people, and irritability, especially during discussions or disagreements e of Self-managed learner - related to academic performance, lifestyle changes, finances, health, social relationships, family and friends.

(a) Strategies for Managing Stress
Read and come out with strategies

b. Coping with Everyday Study Problems
Read and come out with ideas

c. Managing anxiety Anticipatory anxiety Situational anxiety
“ The most important thing is to control your anxiety level is by studying and knowing the materials well enough so that you can recall clearly even under stress”

1.2.2 Goal Setting Goals – Things want to achieve in a given situation
Characteristics of Effective Goals A 5-Step Approach to Setting Goals

Goal setting “Things that you want to achieve as you pursue a certain course of action” Important for an open and distance learner like you because they help to motivate you to do your work, attend classes and study for examinations. This will increase your chance of success. Most people do not achieve their goals because they fail to set effective goals and/or they do not take any action to achieve their goals. Since They drift aimlessly.

Characteristics of Goals
S- Specific M - Measurable or verifiable A - Attainable R - Relevant to personal mission T - Time-bound

A 5-Step Approach to Setting Goals
Step 1: Write down what you want to accomplish. I want to read the Learning Skills for Open and Distance Learners module (pages 22 to 40) by 4.00pm. Step 2: Write down any obstacles. 1. I am always sleepy after lunch. 2. There is a football game on TV at 3.00pm. Step 3: Write down any resources available to you. Example: 1. I have the Learning Skills for Open and Distance Learners module with me. 2. The Internet is available at home in case I need to browse websites to do activities suggested in the module. Step 4: Review and revise your tentative goal statement (Step1). Take corrective action and modify your goals if necessary. Step 5: Refine your goal statement.

1.2.3 Motivational Strategies for Successful Learning
Set Challenging but Realistic Learning Goals Break Down the Bigger Task at Hand Maintain a Positive Attitude Aim for Higher Peaks Use Active Learning Strategies Learn from Mistakes Monitor Your Learning

1.2.4 Time Management Benefits of effective time management :
Plan ahead; Evaluate your progress; Spend time more productively; Take control of your activities; Prioritize by listing the most important things to do first Avoid time conflicts

The method of time management
Analyze Your Use of Time Set Your Priorities Plan a Schedule A well planned time will allow you to : Become aware of how you spend your time; Be able to manage and achieve your goals Avoid last-minute rush to meet deadlines.

1.2.5 Concentration Strategies for Better Learning
Concentration is important in order for you to sustain learning.

a. Causes of Poor Concentration

b. Strategies for Improving Concentration

c. Conducive Study Area for Improving Concentration

1.3 PERSONAL LEARNING STYLES

“ When you know your learning style, you can be more focused on your learning, thus improving your concentration.” “ By understanding your learning style, you could strategies your own learning. You could then customize studying to suit your own needs”

Method of identifying the learning style
“ lets find out “ ILS Scoring Sheet Copyright © 1991, 1994 by North Carolina State University (Authored by Richard M. Felder and Barbara A. Soloman).

Categories of learning types
Active & reflective learners Sensing & intuitive learners Visual & verbal learners Global and sequential learners

How Can Active and reflective Learners Help Themselves? Group 01
Experimental “Let’s try it out and see how it works” - like group work Reflective learners Study “Let’s think it through first” - like working along How Can Active and reflective Learners Help Themselves? Group 01

How Can Sensing & Intuitive Learners Help Themselves? Group 02
understanding how the theory fits in real situation Apply to real situations Intuitive learners Cramming Memorizing theory / concepts/ models How Can Sensing & Intuitive Learners Help Themselves? Group 02

How Can Visual and Verbal Learners Help Themselves?
Visual learners Remember best what they see · “ Pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners Get more out of words ”written and spoken explanations. “ How Can Visual and Verbal Learners Help Themselves?

How Can Sequential Global Learners Help Themselves?
Sequential learners- Tend to gain understanding in linear steps, with each step following logically from the previous one. Orderly Global learners Tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly ,getting it. See the big picture How Can Sequential Global Learners Help Themselves?

VISUAL AND VERBAL LEARNERS
Visual learners remember best what they see · “ pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words –”written and spoken explanations. “ How Can Visual and Verbal Learners Help Themselves? Everyone learns more when information is presented both visually and verbally.

ACTIVE AND REFLECTIVE LEARNERS
Active learners- tend to retain and understand information best by doing something active with it - discussing or applying it or explaining it to others. “Let’s try it out and see how it works” - like group work Reflective learners- Prefer to think about it quietly first. – “Let’s think it through first” - like working along How Can Active and reflective Learners Help Themselves?

SENSING AND INTUITIVE LEARNERS
Sensing learners – understanding how the theory fits in real situation – apply to real situations Institutive learners- memorizing theory / concepts/ models How Can Sensing & Intuitive Learners Help Themselves?

Visual learners Try to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material that is predominantly verbal. Ask your instructor, consult reference books, and see if any videotapes or CD-ROM displays of the course material are available. Prepare a concept map by listing key points, enclosing them in boxes or circles, and drawing lines with arrows between concepts to show connections. Colour code your notes with a highlighter so that everything relating to one topic is the same color.

Verbal learner Write summaries or outlines of course material in your own words. Working in groups can be particularly effective you gain understanding of material by hearing classmates explanations and you learn even more when you do the explaining.

SEQUENTIAL AND GLOBAL LEARNERS
Sequential learners- Tend to gain understanding in linear steps, with each step following logically from the previous one. Sequential learners tend to follow logical stepwise paths in finding solutions How Can Sequential Learners Help Themselves?

Global learners Tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly ,getting it. global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture May have difficulty explaining how they did it. How Can Global Learners Help Themselves?

Thank you !

Topic 2 Online Learning Environment in OUM

1. Describe seven hardware components of a personal computer; 2. Define the concept of the Internet; 3. Use Microsoft Internet Explorer effectively; 4. Use PDF tools to effectively read and navigate an online document; 5. Describe four main menus of my LMS; 6. Use my Course tools for personalized and collaborative learning; and 7. Apply strategies to improve your collaborative discussion with your tutors and peers.

Introduction “ Maximise your learning in OUMÊs online learning environment. Learn how to : operate a personal computer (PC) how to surf the Internet. how to use Microsoft Internet Explorer (IE) Read a document in Portable Document Format (PDF) Use OUME’s Learning Management System - myLMS

Components of a computer
2.1 THE PERSONAL COMPUTER Components of a computer

2.2 USING THE INTERNET 2.2.1 The Internet - Transfer Control Protocol/Internet Protocol (TCP/IP). 2.2.2 Connecting the Internet (a) Network Connection - wired and wireless. For wired network - Local Area Network (LAN) and Wide Area Network (WAN), Dial-up connection and broadband connection. For wireless, the Internet can be accessed by using access point or hot spots. Your computer can also be connected to a wireless LAN or WAN or broadband.

Dial-up Connection Necessary computer equipment to make the connection to the Internet: Network Card (if applicable) Modem - A computer device that works as an interface for the computer and telephone line. (iii) Software - To connect to the Internet, you need to install the relevant software, i.e. and web browser software. (iv) Account Number

Connecting to Internet Service Provider (ISP)

C. Broadband Connection
ISP also provides broadband connection

2.2.3 What Can You Do with the Internet?
Exchange s with friends and colleagues; Interact in the online discussion forums; Search for information in the world wide web; Access and retrieve information from electronic databases & Access text based

2.2.4 Understanding Internet Concepts (a) World Wide Web (WWW)
2.2.1 The Internet - Transfer Control Protocol/Internet Protocol (TCP/IP). 2.2.2 Connecting the Internet (a) Network Connection - wired and wireless. For wired network - Local Area Network (LAN) and Wide Area Network (WAN), Dial-up connection and broadband connection. For wireless, the Internet can be accessed by using access point or hot spots. Your computer can also be connected to a wireless LAN or WAN or broadband.

2.2.4 Understanding Internet Concepts
b) Website - A website is any site in the World Wide Web. Most websites have a homepage as their starting point, which frequently functions as a table of contents for the site. A website consists of many web pages (c) Web Page - A document on the World Wide Web. Usually, a Web page contains links to other Web pages. (d) Web Browser - A Web browser is the software that allows you to view the Internet and two most popular ones are Microsoft Internet Explorer and Mozilla Firefox.

Uniform Resource Locator (URL) Each website or Web page is identified by an address called a Uniform Resource Locator (URL). For example, the URL for the Open University Malaysia website is

· - Hypertext Transfer Protocol · the protocol by the computer to access and deliver Web pages. www - this part of the address tells you where the computer that houses the information you are looking for is located. oum.edu · - website of an academic institution (‘edu’ ) which calls itself (‘ oum’) The edu part of the address is called the domain edu .my · Denotes a country code. The code for Malaysia is .my, .au is for Australia, fr for France, etc. basically indicates where the computer site is located. • /newsletter.html - File name.

Hyperlink Many web documents contain hyperlinks, which are „jumps‰ to other locations. Hyperlinks are typically displayed as underlined text, graphical objects, or pictures. When you move the mouse pointer over a hyperlink, the mouse pointer takes on the shape of a hand with a Ônger pointing upward. To jump to the hyperlinked location, click the hyperlink.

2.2.5 Microsoft Internet Explorer (MSIE)
Starting MSIE (b) Using MSIE Navigation Bars (c) Opening a Web Page

2.2.6 Portable Document Format (PDF)
Portable Document Format (PDF). PDF was developed by Adobe Systems and was designed to exchange documents between computers and across computer platforms while maintaining File integrity. This means the content of the File cannot be easily changed. The File extension is .pdf. PDF has become a standard document format used for document exchange. Acrobat Reader is the viewer for reading .pdf files and has tools for file handling, navigation, viewing, and basic tools for creating selections.

2.3 OUM’S LEARNING MANAGEMENT SYSTEM
Access and navigate the OUME’ Learning Management System myLMS is a web-based e-learning platform to provide online learning environment in OUM. It enables OUM to manage, deliver course content and track online discussions of the learners and tutors. The tutors can upload course content, assessment items and other course materials and there is an online discussion forum that enables collaborative online learning to take place. Of course, to what extent you gain from the collaborative online learning depends on quality postings and active participation from you and your peers

2.3.1 How to Access myLMS? MyLMS is integrated with the OUM portal. As
once you login to the OUMÊs website, you are able to access myLMS. Before you can access myLMS, you must sign up or register for myOUM account at the OUM portal.

2.3.2 What is Available in myLMS?

2.3.3 How can myLMS Enhance Your Learning?
Self-assessment; Course materials and references; Communication and collaborative learning Sharing resources and information.

2.4 IMPORTANT INFORMATION ON myLMS

2.3.3 How can myLMS Enhance Your Learning?
Self-assessment; Course materials and references; Communication and collaborative learning Sharing resources and information.

Topic 03 Reading for Information

LEARNING OUTCOMES By the end of this topic, you should be able to: 1. Describe the reading techniques involved in fast reading; 2. Describe the reading techniques involved in slow reading; and 3. Apply the reading techniques discussed into your own reading

Insight into some basic reading skills
Useful in reading your course module or other materials in either Print or electronic format. Read more from other resources. Your module is just a guide to provide with some basic information related to the course. Two main reading techniques: Fast reading -process of scanning and skimming the text. Slow reading.- Analytical and Critical approaches and SQ3R (systematic approach for reading) Survey, Question, Read, Recite and Review.

Objectives of reading Overview Locate information
Practical application Detailed understanding Pleasure / free range reading

Fast Reading Fast reading is for the following purposes:
􀄆 Gain an overview or background information of a topic; 􀄆 Locate speciÔc information; 􀄆 Identify if the material is relevant to your needs; and 􀄆 Know what the content is all about.

Slow reading Why? Analyze and understand;- logical
Evaluate and be critical; acedmic Remember the information you read; and Follow instructions.

Reading

SUMMARY OF YOUR READING
It helps you to gather the necessary information by using both scanning and skimming to gain an overview of content of the reading material.

Topic 04 Note-making and Note-taking Skills

Differentiate between annotation, outline notes, column notes, mind maps and summary notes; 2. Develop skills of making notes from printed matter; and 3. Use the note-taking suggestions to develop good notes based on classroom discussions.

Note-taking and note-making are crucial to your learning because they help you to:
organize consolidate information make them relevant and applicable to your module, tutorial and online discussions. • Good notes will help you save time and effort (and avoid agony) when it is time for you to write assignments or prepare for examinations.

Note making (a) Annotation; (b) Outline notes; (c) Column notes; (d) Mind maps; (e) Summary notes.

1. Annotation

2. Outline notes

3. Column notes

4. Mind maps

5. Summery notes

All about note making Making notes from printed matter
Taking notes during tutorials Listning during tutorials Review after tutorials

Topic 05 Presenting Information

LEARNING OUTCOMES By the end of this topic, you should be able to: 1. Present your written assignment effectively; 2. Apply OUM citation style based on the American Psychological Association (APA) format; and 3. Practice effective techniques for oral presentation.

Presentations two types of presentations:
(i) Written presentation in the form of an assignment (ii) Oral presentation using transparencies or PowerPoint.

Written assignment

Writing an Assignment Heading and subheadings
Select , analyze and search for a topic Evaluate and select Plan an outline Organize and consolidate Write the paper Review assignment Present before deadline

Common Faults Found in Assignments

WRITING THE FIRST DRAFT
Introduction Body of the content Conclusion

The Cake 99% of population like cakes Why Writing is no difference
Looks good – “Wow” factor at a distance Smells good - More closer feel Taste good - after eating What makes a cake different to another Writing is no difference 4/23/2017

Important concepts on writing
Head Body Tail 4/23/2017

Head -Introduction Opening sentence – wow factor Background
Justification Importance of this topic 4/23/2017

Body Details Subject matter / theory / arguments Maintain logical flow
Content - Simple / Accurate / Direct Use more diagrams – figures – charts – pictures Think you are teaching the teacher Not all information may always relevant 4/23/2017

The body of content Place your ideas, opinions and facts
Explained and argued out systematically and logically With each idea or issue or argument flowing smoothly from one to another. ( connectivity ) Each paragraph should contain only one main point or main idea, with supporting details.

Tail – conclusion Practice use- evidence based medicine
How can this areas be improved Nice conclusion and emphasis on the subject Always talk of humanity , ethics and quality Conclusion tallies with the introduction and the body of content. Do not introduce new ideas, arguments or opinions but should represent closure of the issues or ideas argued out in the main body. Remarkable conclusion for the chapter relating to the next chapter

Assignment Topic 1000 words article
Head , body ,tail …………………. Mail to by Friday the 5th of August 2011 before 10 am .

Accompanying Information
Footnotes or Notes Quotations and Paraphrasing Citation Style- Referencing

Foot notes

Paraphrasing and quotations

About Health "The secret of health for both mind and body is not to mourn for the past, worry about the future, or anticipate troubles but to live in the present moment wisely and earnestly." - Buddha- "The devil has put a penalty on all things we enjoy in life. Either we suffer in health or we suffer in soul or we get fat." - Albert Eisntein -

Referencing System

Referencing System Harvard system Vancouver system

Objectives of the referencing
Avoid plagiarism Copying of another person's thoughts, ideas or written material and claiming that they are your own Lend credibility Locate the source if required.

The Rules of Referencing:
A reference must be included every time you use someone else’s ideas or information A reference must be included in Paraphrase or summarise (express someone else’s idea in your own words) quote (using their exact words) copy (reproduce someone’s diagram, graph or table) Each reference must appear in two places – ‘shortened version’ in the text and a ‘full version’ at the end of the page

Main components Citation - which provides brief identifying details about the work in the body of the text each time it is used Reference Page/Bibliography - which lists all the references used and includes all the details needed to properly identify the source.

A. Referencing a book Author - Last name and initials of given names
Date of publication Title of the book The edition of the book The publisher The city in which the book was published

Author's surname and initials of given name, year of publication, title (in italics or in quotation marks or, if handwritten, underlined). Edition (where relevant), publisher, place of publication. Zgola, J.M., 1987, Doing Things: A guide to programming activities for persons with Alzheimer’s disease and related disorders, John Hopkins University Press, London.

Edited Volumes of books
The style is the same as for books except that the editor's name should be followed by (ed.) or for more than one editor by (eds.) Mulhoney, D. J. & Gottson, J. (eds.), 1991, Urban Man and Environmental Concerns in Australia, ANU Press, Canberra. Hiatt, B., 1994, Woman and gatherer. In Fay Gale (ed.), Woman's Role in Aboriginal Society, pp.4-15, AIAS, Canberra.

B. Referencing journal Author - Last name and initials of given names
Year of Publication Title of article Title of journal or periodical Volume and issue number or month or season Page numbers of the article

Author's surname and initials of given name, year of publication, 'title of article', title of the journal or periodical (in italics with each word capitalised except for articles , volume and issue number etc, page number or numbers. Nadel, L. ,1993-4, 'Do men and women speak different languages?' International Brain Dominance Review, vol 9, no 2. pp

C. Video and Television Recordings
Note: television programs are identified as video recordings. Title ‘name of television program’, transmission details (for TV) or publisher (for video). (N.B. For names of months used as identifiers write: Jan., Feb., Mar etc) American apartheid, [television recording], 25 Mar. 1996, ‘Four Corners’, ABC Television. Understanding Alzheimer’s, Group 3 video, [video recording], 1992, Grundy Television, Alzheimer’s Association, NSW

D. Electronic Information Sources
Type of medium may be [online], [CD-ROM], [disk], [magnetic tape] Author’s name (where present) on a WWW site may be at the top or bottom of the Web page - check both places. Date of publication (where present) on a WWW site may be at the top or bottom of the Web page - check both places. Title of a WWW document is usually printed along the edge of a printout of the page; if this is not the case, use the screen heading as the title of the document. Publisher Internet items include date accessed because Internet addresses may not be permanent. URLs (Internet addresses) are not split; they should be written on one line.

These are then referenced similar to that of a book:
Author, Year, Title [type of medium], Publisher/Place, Accessed: day month year, <URL> Mirza, Q. 1995, Race relations in the work place [online], CRER Database of Resources in Ethnic Relations, Warwick, England, Accessed 10 June 1996, <

E. Conferences / Paper articles
Conferences papers Edmond, D. G.,1998, The mechanism of nutrition consumption by plant roots, Trans. 9th Int. Congress, Soil Science, Adelaide., Vol. II, pp A newspaper article with a named author: Dayton, L., 2005, Blisters precede onset of dementia, The Weekend Australian, 26/27 February, p.3

REFERENCING WITHIN THE TEXT:
Quotations should be relatively short fewer than 30 words or 2 lines they should be written in single quotation marks (‘ …’) as part of your own sentence. Longer quotations should be written without any quotation marks but as an indented paragraph. Both would be followed by in-text referencing. See below. If a word or words are left out, this is indicated by (…) eg. ‘Facing the end of a chronological era … each new decade is approached as if it holds some new promise’.(Mackay,1993, p.231)

Direct Quotes When using direct quotes you need to be aware of the following: always identify the material you have directly copied by inserting it in quotation marks at the conclusion of the quote include the author, date and page numbers contained within brackets quotes should be only 1 or 2 sentences it is sometimes better to paraphrase as this shows greater understanding of the material read only use a direct quote if you feel that the original wording is so precise that it can not be made any better

The following example shows the reference of a direct quote:
The man was described as ‘rather quaint with a slight tendency to rattle when shaken with extreme emotion’ (Young, 1989, pp. 4). Where there are two or three authors, you include family names: According to Cooper, Krever and Vann (2002) ‘the use of this process leads to greater accuracy’.

Indirect Quotes or Paraphrasing
Consider the following alternate examples where the surname of the author has been included with the date and page numbers within the brackets –this gives prominence to the information: The success of Cook's voyages has been attributed, in part, to improved means of navigation and nutrition (Blainey, 1966, pp ). We can change this statement and write it in an alternative, positive form by including the name of author within the text as shown below – this gives prominence to the author: prominence to the author: Blainey (1966, pp.11-13) has suggested that the success of Cook's voyages can be attributed, in part, to improved means of navigation and nutrition. When a quotation or idea is cited from a secondary source, reference should be made to both in the text but only the author you read in the Reference Page: In all academic disciplines there are `...universally recognised scientific achievements that for a time provide model problems and solutions to a community of practitioners.' Kuhn cited in Harvey 1973, p. 16) used the word `paradigm' for this concept.

BIBLIOGRAPHY/REFERENCE LIST:
A Bibliography lists all references consulted in your research in alphabetical order by the surname of the author. A Reference List denotes only those works directly quoted in your text

RULES FOR BIBLIOGRAPHY/REFERENCE LIST:
A Bibliography lists all references consulted in your research in alphabetical order by the surname of the author. This is on a separate page and comes at the end of the assignment, essay or report. It contains a list of all references you have used while researching your assignment –books, journals, electronic media listed alphabetically together. DO NOT list your references in specific groups separately eg. books then journals then URL’s etc.

Examples Australian Bureau of Statistics, 1997, Government Finance
Statistics , Cat. No , ABS, Canberra. 2. Coca-Cola Amatil Ltd ,1998, Annual Report , Coca- Cola Amatil, Sydney. 3. George, D. ,1996, Productivity in Business, Vol II, Academic Press, London. 4. Jones, M.D. (ed.) ,1998, Management in Australia, Academic Press, London.

Final draft - ask questions
􀄆 Is the assignment focused? 􀄆 Did I plan and prepare well? 􀄆 Does the content show understanding of relevant issues related to the topic? 􀄆 Does the writing show evidence of wide reading and research on the topic? 􀄆 Is there a logical development of issues from one paragraph to another? 􀄆 Are the arguments convincing and supported by evidence? 􀄆 Is the analysis clear and logical? 􀄆 Is the language simple and precise? 􀄆 Does the conclusion answer questions raised in the body of content?

ASSIGNMENT FORMAT

DOs and DONÊTs when writing an assignment

WRITING ESSAYS UNDER EXAMINATION CONDITIONS
You may apply the same steps as writing an assignment Choose questions on topics that you are confident of answering. Spend a few minutes jotting down ideas and then quickly organize them into some systematic structure. Mind maps / diagrams

ORAL PRESENTATION

Presentation Multimedia Public speaking

5.6.1 Audience and Purpose of Presentation

5.6.2 Planning and Preparation

5.6.3 Techniques in PowerPoint and OHP Presentation

Tips for presentation Make is simple as possible 03 colors 05 bullets
One background – plain colours Minimum animation More pictures / Simple diagrams / charts

Making PowerPoint Slides
Avoiding the Pitfalls of Bad Slides

Tips to be Covered Outlines Slide Structure Fonts Colour Background
Graphs Spelling and Grammar Conclusions Questions

Outline Make your 1st or 2nd slide an outline of your presentation
Ex: previous slide Follow the order of your outline for the rest of the presentation Only place main points on the outline slide Ex: Use the titles of each slide as main points

Slide Structure – Good Use 1-2 slides per minute of your presentation
Write in point form, not complete sentences Include 4-5 points per slide Avoid wordiness: use key words and phrases only

Slide Structure - Bad This page contains too many words for a presentation slide. It is not written in point form, making it difficult both for your audience to read and for you to present each point. Although there are exactly the same number of points on this slide as the previous slide, it looks much more complicated. In short, your audience will spend too much time trying to read this paragraph instead of listening to you.

Slide Structure – Good Show one point at a time:
Will help audience concentrate on what you are saying Will prevent audience from reading ahead Will help you keep your presentation focused

Slide Structure - Bad Do not use distracting animation
Do not go overboard with the animation Be consistent with the animation that you use

Fonts - Good Use at least an 18-point font
Use different size fonts for main points and secondary points this font is 24-point, the main point font is 28-point, and the title font is 36-point Use a standard font like Times New Roman or Arial

Fonts - Bad CAPITALIZE ONLY WHEN NECESSARY. IT IS DIFFICULT TO READ
If you use a small font, your audience won’t be able to read what you have written CAPITALIZE ONLY WHEN NECESSARY. IT IS DIFFICULT TO READ Don’t use a complicated font

Colour - Good Use a colour of font that contrasts sharply with the background Ex: blue font on white background Use colour to reinforce the logic of your structure Ex: light blue title and dark blue text Use colour to emphasize a point But only use this occasionally

Colour - Bad Using a font colour that does not contrast with the background colour is hard to read Using colour for decoration is distracting and annoying. Using a different colour for each point is unnecessary Using a different colour for secondary points is also unnecessary Trying to be creative can also be bad

Background - Good Use backgrounds such as this one that are attractive but simple Use backgrounds which are light Use the same background consistently throughout your presentation

Background – Bad Avoid backgrounds that are distracting or difficult to read from Always be consistent with the background that you use

Graphs - Good Use graphs rather than just charts and words
Data in graphs is easier to comprehend & retain than is raw data Trends are easier to visualize in graph form Always title your graphs

Graphs - Bad

Graphs - Good

Graphs - Bad

Graphs - Bad Minor gridlines are unnecessary Font is too small
Colours are illogical Title is missing Shading is distracting

Spelling and Grammar Proof your slides for:
speling mistakes the use of of repeated words grammatical errors you might have make If English is not your first language, please have someone else check your presentation!

Conclusion Use an effective and strong closing
Your audience is likely to remember your last words Use a conclusion slide to: Summarize the main points of your presentation Suggest future avenues of research

Questions?? End your presentation with a simple question slide to:
Invite your audience to ask questions Provide a visual aid during question period Avoid ending a presentation abruptly

Tips for public speaking

Giving Research Presentations

Outline Structuring your story Preparing your data/information
Preparing and giving the presentation Concluding your presentation Questions and answers

Resources Edward R. Tufte “Envisioning Information,” “The Visual Display of Quantitative Information,” “The Cognitive Style of PowerPoint: Pitching Out Corrupts Within” Luca Aceto,Aalborg University and Olivier Danvy, °Arhus, Denmark Michigan State University Graduate Student Organization Susan Herzog, Eastern Connecticut State University Heather Heying, Evergreen Mark Schoeberl and Brian Toon UJohn Cairns, Jr., BioScience Vol. 39 No. 9 CD-Condensed Matter Journal Club Meshnick SR, Eaton JW., City College, CUNY Medical School, Prog Clin Biol Res. 1989;319: How to give a scientific talk., New York., PMID: [PubMed - indexed for MEDLINE] How to give a job talk

How to Give an Effective Presentation: Structure
Basic rule Say what you are going to say 1-3 main points in the introduction Say it Give the talk Then say what you said Summarize main points in the conclusion Don’t try to build suspense and then unveil a surprise ending

Tell a Story Prepare your material so that it tells a story logically
Tell a Story Prepare your material so that it tells a story logically Subject: title, authors, acknowledgements Introduction/overview Method/approach Results/information/analysis Conclusion/summary Use examples, anecdotes, and significant details Create continuity so that your slides flow smoothly Guide the audience through your story Your last point on one slide can anticipate the next slide

Audience Why and to whom are you giving this presentation?
What do you want the audience to learn? Think about this as you construct your talk Edit your slides -- delete what is unnecessary, distracting, confusing, off point

Preparing Yourself... Immerse yourself in what you are going to say
Web of Science/Google it: use the latest news Make sure you are familiar with the projection equipment, remote control and Powerpoint Bring your presentation on a memory stick AND a laptop with power supply AND an extension cord …

What to Wear … Dress up – maybe wear a jacket?
More formal attire makes you appear more authoritative and you show you care enough to try to look nice From “Ask Dr. Marty” AnimalLabNews (Jan-Feb 2007) Dark clothes are more powerful than light clothes Shirts or blouses with collars are better than collarless ones Clothes with pressed creases (!) are signs of power

Print Your Slides Don’t read the presentation
Don’t read the presentation Print out copies of your slides (‘handouts’) You can annotate them and use them as notes You can review them as you’re waiting If everything crashes – the bulb blows, you can still make your main points in a logical way

Rehearsing Practice – actually stand up and say the words out loud
Rehearsing Practice – actually stand up and say the words out loud You discover what you don’t understand You develop a natural flow You come up with better phrasings and ways to describe things It is harder to explain things than you think, practicing helps you find the words Stay within the time limit Try speaking too loud to get a feeling where the upper limit is Don’t over rehearse or memorize the talk The first practice things will improve at least 10 fold -- the second will make things twice as good -- the third may add a bit of polish, but from there it can easily get worse

Giving the Presentation
Starting out is the hardest part of the talk To get going, memorize the first few lines “Hello, I’m Stephanie Pfirman. The title of my presentation is, ‘The Arctic Marginal Ice Zone.’ The edge of the pack ice is the most dynamic, the most productive, and – unfortunately -- the most vulnerable region in the Arctic.”

Experienced speakers: Speak freely and look directly at audience Inexperienced speakers: Put outline and key points of your presentation on your slides You don’t have to remember what to say Eyes are on the slide not on you Key points are there for people who weren’t listening or who are visual learners

Stand where the figures can be seen Look at people during presentation Be enthusiastic Don’t worry about stopping to think Don’t rush Figure out which slide is your half-way mark and use that to check your time

Don’t apologize or make comments about yourself “I hope you’re not bored” “I was working on this ‘til 3 am” Don’t overuse the pointer Don’t try to be cute and don’t force being funny Don’t forget acknowledgements, always give proper credit Tip: Everyone in the audience has come to listen to your lecture with the secret hope of hearing their work mentioned

Concluding Your Content
Announce the ending so that people are prepared For example, with a slide titled “Conclusions” Or by saying, “In my final slide …” or “My final point is …” Have only a few concluding statements Come back to the big picture and summarize the significance of your work in that context Extend logically beyond your limited study – but don’t overreach Open up new perspective Describe future work, raise questions, potential implications

Finishing Your Presentation
Think carefully about your final words and how to finish your presentation strongly Don’t just drift off … “I guess that’s all I have to say …” You may want to actually memorize your ending lines, just as you do your starting points Ending your talk Say “Thank You” … pause for applause … then Say: “Any questions?”

What Can Go Wrong? Uncertainty about material Interruptions
anxiety/images/grap6.jpg Uncertainty about material Interruptions Running out of slides Running out of time

Uncertainty About the Material
Try to structure your talk so that you are sure about the material you present If you have to address something important that you are unsure of Acknowledge the gap in your understanding “I’m working on it” or “I’m looking into it” This is better than being pressed to admit something Also it may very well be an open question Another way to handle this is to raise it as a question yourself From What's so Funny About Science? by Sidney Harris (1977)

What Will Happen to Polar Cod, Seals and Polar Bears?
Okosystem Barentshavet. Norwegian Research Program for Marine Arctic Ecology, 1992 Nicklin, Flip. "Beneath Arctic Ice". National Geographic. 180(1), July 1991 Stirling, Ian. Polar Bears. Ann Arbor: University of Michigan Press, 1988.

Minor Interruptions During Your Presentation
Minor Interruptions During Your Presentation Don’t look irritated or rushed Answer – briefly – just enough to straighten it out Then carry on with your presentation without checking back A question that you will answer later in your talk? Say “Good point; just wait two slides” Requires a long answer and is not critical understanding? Say “Good point; I’ll come back to it at the end of the talk.”

Major Interruptions During Your Presentation
If most in the audience are non-specialists Explain the issue to the audience Delay discussion until after the talk If most of the audience is knowledgeable Make your point as clearly as you can Discuss it out – don’t try to diminish or avoid it

Running Out of Slides Short talks are better than ones that are too long What to do: Don’t make a personal comment “hum, I’m running out of slides …” Stretch it a little -- see if you can think of an example, or story, to bolster your points Conclude unhurriedly, summarizing your main points, but don’t be repetitious

Running Out of Time “He cannot speak well that cannot hold his tongue” Thomas Fuller, 1732, Gnomologia Avoid this – impolite to other speakers and the audience: if it happens … Do not assume that you can carry on past your time Do not skip all of your slides looking for the right one to put on next Conclude – on time wherever you are in your talk -- by making your main points In Powerpoint you can just type the number of your concluding slide and press Enter to skip right to it

Questions and Answers Questions after your talk can be difficult but they definitely help you in writing up your research Identifies parts the audience did not understand Focuses and adds dimension to your analysis You can repeat the question This gives you time to think The rest of the audience may not have heard the question Also if you heard the question incorrectly, it presents an opportunity for clarification

Questions and Answers, continued
Keep your answers short and to the point – don’t respond with another lecture Don’t say that a question is bad, or that you addressed it already Rephrase it into something that you want to talk about Never demean the question or questioner They may have friends in the audience, and you never need more enemies The research world is smaller than you think and you will continue to encounter people throughout your career

Difficult Questions Usually you have thought more about the material than anyone else -- this puts you in a stronger position than you may think Anticipate typical questions and prepare for them Generalizability of your findings to other times? Other places? Other conditions? Methodological bias? Uncertainties? Exceptions? Priorities? Still concerned about questions? Make extra slides – perhaps on details of instrumentation or methodology

Difficult Questions, continued
If you really don't know the answer Say "Interesting, I will look into that" or “That’s a good point, let’s discuss it afterwards” Don't feel that you have to invent an answer on the fly -- you are only human and you can't have thought of everything If the questioner disagrees with you and it looks like there will be an argument then defuse the situation "We clearly don't agree on this point, let's go on to other questions and you and I can talk about this later"

Conclusions Structure your content in a way that is comfortable for you Use your own style to your advantage Think ahead about where you might encounter difficulties and figure out ways to overcome them

Activity Select a topic for your group Make a PP presentation
Present it using effective presentation methods

* 07/16/96 Presentations *

What is Communication? Nonverbal Communication -body language
-eye contact

Importance of Communication
Class Presentations Field Research Business Communications Public Speaking

Fear of Public Speaking
Population No.1 fear=Public Speaking Fear No.2=Death Stage fright -In spotlight -unprepared -inexperienced

Effective Communication
Preparation Practice Presence

* 07/16/96 Effective Communication Preparation research -non-research format -speak on what you know Notes- outline main points -note cards vs. full sized paper *

Sample Speech Outline I. Introduction II. Body III. Conclusion Thesis
support arguments III. Conclusion review

Practice - practice makes perfect - revision - get time right

Presence -nervousness- fright is common -Body language -voice tone -gestures -eye contact -positive attitude

Things You Shouldn’t Do
Read directly from notes Read directly from screen Turn back on audience Slouch, hands in pockets No um, ah, you know’s No nervous gestures Talk too fast, Talk too quietly

Things You Should Do Eye contact Can glance at notes
Appropriate gestures Rhetorical questions to involve audience

Ten Successful Tips Control the “Butterflies”
Know the room- become familiar with the place of presentation Know the audience- greet or chat with the audience before hand. It’s easier to speak to friends than to strangers Know your material-increased nervousness is due to un-preparedness

Control the “Butterflies”
Relaxation- relax entire body by stretching and breathing so as to ease the tension Visualize giving your speech-Visualize yourself giving your speech from start to finish. By visualizing yourself successful, you will be successful

People want you to succeed-the audience is there to see you succeed not to fail Don’t apologize-by mentioning your nervousness or apologizing, you’ll only be calling the audience’s attention to mistakes

Concentrate on your message-not the medium. Focus on the message you are trying to convey and not on your anxieties Turn nervousness into positive energy-nervousness increases adrenaline, transform it into vitality and enthusiasm

Gain experience-experience builds confidence, which is key to effective public speaking

Practice takes you from this..

To this….

Public speaking: the basics
experiential learning 9th grade: the communication process

What is public speaking?
Public speaking is anytime you have to speak in public! Speaking in public scares more Americans than going to the dentist, falling, or death! This presentation will give you public speaking basics and help you realize some good multimedia presentation skills at the same time.

Fears… While most people fear public speaking there are some very simple ways to get around it… Practice By practicing you get around the reason for the fear: saying something stupid or messing up in front of people.

Before the presentation…
Preparation is key! Figure out a thesis for your paper. Write down the structure for your presentation. Introduction, body, and conclusion. Read it out loud. Edit your writing. Read it out loud again. Put it into your presentation. Practice again.

Basics of Public Speaking
Know your topic Your are the expert of the topic you have chosen. Nobody in the room knows more than you so make sure that you know it thoroughly so you can teach others. Know your audience What do they find funny? What are they interested in? What would they like to hear about your topic? Find a hook A hook is an interesting, funny, or creative beginning to your presentation. The first 30 seconds of a presentation are very important, so a good hook will keep your audience focused. Be yourself If you try to do what your friends would do, you will mess up. Just be yourself and you will feel the most comfortable! Stay on point Do not discuss topics that are not important to your presentation. They will distract your audience and you will lose your focus. Do not repeat yourself Do not repeat yourself.  Repeating a point more than a few times sounds as if you do not have anything else to say. So avoid repetition.

Project a calm, confident tone while speaking.
Confidence Project a calm, confident tone while speaking. You are the expert on the topic, so you have nothing to worry about! Audience members can tell when you are nervous or do not know what you are talking about. Confidence can be gained through good preparation and effective practicing.

Tips Attitude is everything! Preparation is key
Confidence comes with practice Refer to sources correctly You will need to have outside sources for your information in the presentation. Make sure to know how to pronounce names and the author’s main idea correctly. First 30 seconds are the most important! This is the hook. If you have a creative, witty, or interesting introduction, you can hold the audience’s attention for the rest of the presentation. Strong conclusion Just like the introduction, have a strong message the audience can take away from your presentation. Avoid just repeating your introduction and your thesis statement. Action statements make good conclusions.

Now… Presentation basics
You have just worked your way through a multimedia presentation. Now you are going to learn how to construct a multimedia presentation!

First, a tutorial. There are 6 tips for all multimedia presentations. Before you can start that, however, you should become familiar with how the presentation program works. If you are new to the program, please click here.

6 Power point tips Have consistent slide backgrounds.
Contrast helps people see your presentation. Animation adds some flavor. Make it large! Too many words turns your audience off. Images are important!

Consistency Having a consistent background adds to your presentation.
An easy way to distract your audience is by having your slide background constantly change. You want to seem in charge of your presentation, so keep the design simple and consistent.

Contrast Can you read me now? Can you read me now?
Contrast is when two colors are put next to each other which are very different from one another. For example green and blue or black and white. Look at the boxes to the right. Which one is easier to view? The greater the contrast, the better your audience will be able to read your slide. Can you read me now? Can you read me now?

Animation Animation can assist in a given situation, but too much can distract. Animation can be for an image or letters in a slide or between slides. There are two types of animation to the left; which one is more distracting? Use animation to give some flavor to a slide that is a little flat. Too many words? Animation can help improve a slide! Too many words? Animation can help improve a slide!

Large… Notice that in this slide everything is large and easy to see. Making your words and pictures large is very important when working with power point!

Wordy Slides… Multimedia presentations are visual tools. It is not a good tool to use if you have too much to say. So keep your words to a minimum. This slide has quite a few words, some may say too many. They are easy to read, however, because they are large enough. Also, the addition of the fish animation adds to the slide. A multimedia presentation is not a chance for you to write a paper. It is a chance to give a summary of the main points of a paper. Use bullet points to break up the writing.

Images… Images are important to a multimedia presentation, so do not shy away from clip art, images, or artistic designs to show off your text. The slide at right has an image, a box around the words, and a strong background. The overall effect is very professional and pleasing to the eye.

Congratulations and good luck! Hope your presentation goes well!
You’re done! Congratulations and good luck! Hope your presentation goes well!

Activity Select a topic make a PP presentation and present in 10 mints . You can present as a group

Topic 6 Coping with Your Assessment

Learning outcomes By the end of this topic, you should be able to:
1. Explain four assessment methods at OUM; 2. Prepare effectively for the assessment; 3. Practice effective ways of answering different types of assessment questions; and 4. Explain the concept of ethics in assessment.

6.1 TYPES OF ASSESSMENT (a) Continuous assessment, which represents 40-50% of your total assessment marks. The assessment comprises : an assignment, tests and participation in online discussions. You will be assessed throughout the semester. (b) An examination, which represents 50-60% of your total assessment marks. Currently, examinations are held at the end of the semester.

Assessment Methods

Types of tests Examination- Learning centers- Once at the end of every semester Assignment - Actual Classroom - 1 per course Test - Actual Classroom – Twice per course Online Assessment - Virtual Classroom Throughout the semester In order to excel in your assessment, you should practice the various strategies

6.2 PREPARING FOR ASSESSMENT
6.2.1 Gather notes Revise and Memorise Practice Answering Questions Plan and Schedule

6.3 BASIC PREPARATION FOR EXAMINATIONS

6.4 TYPES OF ASSESSMENT QUESTIONS
6.4.1 Objective Questions- Usually short MCQs Subjective Questions -usually essay questions.

6.5 DOING THE ASSIGNMENT

6.6 DOING THE TEST

6.7: PARTICIPATING IN ONLINE DISCUSSIONS

6.8 ETHICS 6.8.1 Ethics in Writing Theses, Essays and Assignments

Topic 7 Information Gathering Process

7.1 WHY DO YOU NEED INFORMATION?

7.2 WHERE TO GET INFORMATION?

7.3 USING THE TAN SRI DR ABDULLAH SANUSI (TSDAS) DIGITAL LIBRARY FOR INFORMATION GATHERING

7.4 THE INFORMATION TRAIL

Topic 8 Skills in Information Retrieval

Bachelors ( Hons.) in Nursing programme

Similar presentations

Presentation on theme: "Bachelors ( Hons.) in Nursing programme"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Bachelors ( Hons.) in Nursing programme

Similar presentations

Presentation on theme: "Bachelors ( Hons.) in Nursing programme"— Presentation transcript:

Similar presentations

About project

Feedback