Lcl100 Ssk13 Lecture 1 Power Point
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This document provides an overview and introduction to a university course on learning and communication behavior. The course will cover four topics: learning independently and in groups, knowledge and ethics, communication, and research. It emphasizes the importance of independent learning, problem solving, critical thinking, and developing skills like teamwork, analysis, and adapting to change. The lecturer advises students to introduce themselves to academic staff, make friends, and build a support network to help with independent study and adjusting to university life.
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This chapter introduces students to different approaches to learning and teaching at the university, including lectures, seminars, group work, tutorials, online activities, and independent research. It emphasizes that students are expected to think critically and discuss ideas with peers and tutors rather than just repeating information. The second part provides guidance on becoming an independent learner by taking responsibility for one's own learning, managing time and resources effectively, and continually reflecting on and improving one's learning strategies.
Guide students
This document provides guidance to students on using feedback effectively. It discusses why students receive feedback, what they should do with feedback, and how to "feed forward" by applying feedback to future assessments. The document encourages students to reflect on feedback and create action plans to improve. It also addresses publishing grades and feedback online, separating feedback from grades, assessment criteria, and using portfolios. The overall message is that reflecting on feedback and creating action plans can help students improve their performance.
Critical Thinking
The document discusses critical thinking, defining it as exercising careful judgment or evaluation in problematic situations where one must make a reasonable decision or judgment. It explains that critical thinking involves considering multiple perspectives, making reasoned decisions, and using intellectual tools like background knowledge, thinking strategies, and criteria for judgment. The document provides suggestions for how teachers can develop critical thinking skills in students and ways parents can encourage critical thinking at home.
AMEE2013 ePortfolio workshop - UCL, Brighton and Sussex, Bristol
The document summarizes findings from focus groups at three UK medical schools on their use of electronic portfolios for undergraduate students. At one school, 60% of third-year students used the voluntary portfolio, with the clinical academic tutor meetings and personal development plan being the most utilized sections. Barriers to use included usability issues, time pressures, and lack of understanding of the purpose. Students saw value when senior doctors modeled reflection and if completion was compulsory. Overall, portfolios were more accepted when students understood their long-term benefits for medical practice.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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