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Developing Personal, Academic and Professional Skills
- 1. Introduction Describe and explain key features of LJMU this moduleās aims and assessments Identify personal targets Reflect on previous experiences Use appropriate digital resources
- 2. Welcome and Well Done! ā¢ Induction material
- 3. This module Aims of the module: develop personal, academic and professional skills that you can take into any future studies or employment. Finding information, communicating and debating your ideas about that information, using digital platforms and reflecting on your own progress. Each week: two hour workshop ā itās not a lecture! One hour of online activities Short homework tasks
- 4. To get us startedā¦ Think about something that you have been involved in that has either gone well or not so well. For example, planning a night out that went disastrously wrong or solving a problem at work. In twos or threes, describe what happened. Why do you think it turned out that way? What did you learn from it?
- 5. Reflection ā¢ As well as us getting to know each other a bit better, you have just been reflecting. Why? ā¢ Reflection is a key skill we will focus on developing in this module because it helps you to work out how to make progress, use feedback and set goals. ā¢ One way of thinking and writing reflectively is to think about description, interpretation and outcome (DIO).
- 6. Reflection ā¢ On your handout, you have an example of a student reflecting using the DIO approach. Can you see how your conversation could be written up like this?
- 7. Reflection is key to one of your assignments for the module. ā¢ You are to write a reflective online blog. ā¢ Submit it 18th December. ā¢ Worth 75% of your module mark. ā¢ Equivalent to 2,500 words ā¢ Update it each week with your thoughts and reflections on what you have done and learnt during the week. It is personal ā be honest. We want you to be reflective and creative. Think about how to communicate clearly: good levels of English. Use images, web links, videos, recordings as much as you want as long as the total at the end is about 2,500 words worth of writing.
- 8. While weāre talking about assignments: The other 25%: two part portfolio of 1,000 words = 500 words on finding appropriate reading material. 500 words comparing and contrasting two pieces of reading. Submit it 20th November. You will also submit a formative assignment (not formally graded) on 19th October. This is an opportunity for you to be given some feedback to help you in the assessed assignments.
- 9. Before you go any further this year, one thing you need to do is start setting yourself some goals. You will then reflect on whether you have achieved them.
- 10. What are your SMART goals? You have your own SMART goal template. Think about what YOU want to achieve and why, how you will achieve it, by when and how you will know.
- 11. Online learning this week ā¢ Scan and email your completed SMART goals sheets to me. ā¢ On Canvas: 1. Complete the Induction activity in Quizzes 2. Complete the Getting to Know You activity in Quizzes. 3. Set up your blog and send the link by to me by email (follow the instructions). 4. Make your first blog entry. Think about what you have done this week, how you have felt, what you have learnt. You can call your blog anything you want (within reason).
- 12. And finallyā¦your checklist ļ¼Make sure you know where to find my email address ļ¼Read the module guide ļ¼Complete and email your SMART goal sheet ļ¼Complete the Induction and Getting to Know You activities ļ¼Set up you blog and complete your first entry ļ¼Submit the link to your blog by email
Editor's Notes
- 15 minutes max This is an opportunity to immediately build up their confidence by congratulating them on being offered a place to study at LJMU. As university students, this is a great opportunity for them to develop their knowledge and skills so that when they start L4 next year, they are in an excellent position to succeed, and will probably be better equipped than many coming straight from school of college. Key induction material/activties will be delivered but also some online resources will be signposted.
- 5 minutes Emphasise that itās a workshop needing active engagement and learning rather than being being lectured to ( in fact will probably be telling them things more in this session than any other to come), so we expect plenty of talk from them and asking of questions. The online is a compulsory part of their learning hours. I thought just summarising the aims really briefly like this here, can avoid going through the whole module guide with them. We will show them where that is later. This only needs to be pretty brief so that they get into an activity (next slide) very quickly.
- 15 minutes including getting feedback from some of them. During the feedback, employ plenty of questioning to push them on the āwhy?ā and āwhat did you learn?ā elements so that you can start modelling reflection ā also ask their partners for their thoughts on these questions so that the individual student doesnāt feel too in the spotlight being challenged (offering different perspectives too).
- 10 mins (15 max) Although they will be needing to develop more academic-style reflections for some assignments on their degree, with references to models and literature, the simple D,I,O is possibly better suited to their requirements now and we donāt want to overload them in week 1 so weāll stick to this at the moment. They also donāt have to refer to theory in their reflective blog (although if they do that would be great ā and there is a reflective writing book on their reading list, which they could choose to look at)
- 5 mins - you could ask whether any of the group is willing to orally turn their experience into DIO; if not, you can model some of their examples they have just given using the format to illustrate. Although they will be needing to develop more academic-style reflections for some assignments on their degree, with references to models and literature, the simple D,I,O is possibly better suited to their requirements now and we donāt want to overload them in week 1 so weāll stick to this at the moment. They also donāt have to refer to theory in their reflective blog (although if they do that would be great ā and there is a reflective writing book on their reading list, which they could choose to look at)
- This could take up to 10 minutes if there are questions. Be explicit in the link between what they have just been doing, an aim of the module and this assignment (becoming a reflective and effective learner but also developing professional skills in terms of digital skills and that reflection is often part of a job with, e.g., performance reviews) so that they can start to see the relevance of what they have been doing and feel a little more confident before they are introduced to the assignment ā they will have a sense of what they need to do. Here we are saying they need good levels of English but as it is a blog, they donāt need to write it in a strictly academic style of writing so we donāt need to speak to them about that now (it will come in following weeks). As long as it is well-written English, thatās fine. We can also reassure them that their writing will improve as they develop this semester and so not to worry too much about what they write early on negatively affecting their mark. In fact we want to see a development in their writing as they add to the blog (and they can always go back and edit). Some of the things they may want to include are examples of work they have done in other modules, activity sheets or PowerPoint slides from other classes if they want to use them to show how they are developing or how they are using that material to think about their own learning. They can also add links to podcasts, TV programmes, music, links to library books, images from the web or even photographs they have taken (e.g. a photo of a group mind map from a class or a picture of themselves doing something)
- 5 mins max. There are further instructions on Canvas if they want to look at them but emphasise that the first few weeks will all be building up to them being able to understand the instruction fully and complete it successfully, so no need to worry now. Emphasise the importance of the formative assignment as a safe place to make mistakes and to get some helpful advice before writing the portfolio.
- 5 mins including the video. To help them prepare for these assignments and their classes (as a link with the previous slide), they need to set goals. The use of the video is to break up the tutor-talk a bit.
- 5- 10 mins. Ask for an example of one or two of them ā open up a Q and A about the MART bit (and the S if it needs to be more specific) as a way of modelling for their own. If none are willing to offer and example, give one of your own and get them to do the MART bit through the discussion. They will then just take the sheet with them to do at home as they have to email it to us as part of their online learning this week. They could do it in class if there is time and you think they are wanting to do something written at this point ā they could complete or develop it then at home.
- 10 mins. To scan and email, they are having to show they have found out how to scan a document and attach it to an email. Ask them where they would find help in the library to do this (at the Hub). It also checks that they have made a note of your email address. Their email etiquette as a further personal/professional skill can then also be assessed by you (but only mention this next week if some of them need a reminder of how they should write an email to their tutor ā see what they are like without telling them what you expect/want). You then need to get Canvas up and show them the module and where they will find everything they need for these tasks. It could be worth opening up the e-portfolio to show them where it is but they need to follow the instructions on Canvas, and show them how to copy the URL to email you. Instructions and links for these tasks are all in the resources for Week 1. You can then show them the other features on Canvas, e.g. the You and Your Studies and Module Guide tiles.
- To finish ā make sure they are all clear and ask if they have any questions. If anything comes to them during the week, they can just email. The session is meant to finish quite early as there is a lot of information they need to take on board. Offer the final half hour or so as an opportunity for any students to stay and speak to you about the module, course or any issues they have (e.g. they may need to be referred to SAW and not sure where to go).