Introduction to Study Skills

1. InformationServices Introduction to Study Skills Prepared by Margaret Macleod Diane Smith and John Thornton For 1004ICT students www.griffith.edu.au/ins/learningservices

2. Objectives To provide some strategies to increase efficiency and reduce stress • Your time management plan • Understanding the assignment process • Managing your reading

3. Time management problems? • Identify the time management problems you might have – or already have !!

4. Personal Time Survey 1.Number of hours of sleep each night _ x 7 = 2.Number of grooming hours per day _ x 7 = 3.Number of hours for meals/snacks per day (include preparation time) _ x 7 = 4a. Total travel time weekdays _ x 5 = 4b. Total travel time weekends = 5.Number of hours per week for 'regular' things (TV, church, sport, exercise, get-togethers etc) = 6.No. of hours per day for chores, errands etc _ x 7 = 7.No. of hours ofwork per week = 8.No. of average hours per week socialising = 9.No. of hours at computer, gaming, email, surfing, playing = ADD UP THE TOTALS : Subtract the above number from 168 = The remaining hours are the hours you have allowed yourself to study.

5. How to manage time... • Set realistic learning goals • Work out yourpriorities • Get to know how, when and where youwork best • Create a Semester Plan • Create a Weekly Plan • Create a daily ‘To Do’ list • Are you procrastinating?

6. Use resources available… • Resources on your Learning@Griffith site • Academic staff • Learning Services – workshops and consultations www.griffith.edu.au/ins/learningservices • New students’ site www.griffith.edu.au/new-students/

7. Reflect on the topic - use concept maps Unpack the question Edit the assignment assignment Research - making notes as you go The research and writing process Write the assignment Reflect on the question again Structure the assignment Plan the assignment

8. What is academic writing? Academic writing is:- • clear, coherent, logical communication • all the content is highly relevant to task • key issues are covered • extensively uses relevant sources (expert, research, statistics, data, examples,evidence, theories, models) to support decisions, solutions, opinions or analysis) • these sources are referenced correctly so they may be traced • demonstrates critical, analytical, logical and coherent thinking

9. Academic conventions The conventions of academic culture and academic writing rest on the belief that arguments must be supported with evidence so: • avoid unsupported or emotional opinions • don’t generalise or make sweeping statements • don’t ignore opposing arguments, but show why they are not sound or applicable • develop objective arguments or opinions based on evidence • use credible material to support your point of view

10. Some main problems with essays • not answering topic/question clearly • not addressing all parts of a topic/question • assuming the reader is a mind reader (e.g. no dates, definitions) • being descriptive instead of analytical • not having good introduction/conclusion • poor paragraphing • faulty structure • insufficient or incorrect referencing

11. Academic assignments require many skills… • Analysis • What does the question mean? • Research • What is relevant? What is my position? • Where is evidence to support, justify, explain and/or develop my position? • Critical thinking and reading • Synthesis of information and ideas

12. Where do I start? Common problem many students start researching for a topic before they are really ready to do so Information that doesn’t “fit” Too much information Irrelevant information

13. Where do I start? OR they start writing before they are really clear about what they want to say too many or not enough words No clear points Poor structure

14. First assessment item Write an essay that provides a descriptive understanding of one of the following ideas or machines from the history of computing: • The Leibniz Calculator • Babbage's Difference Engines (1 and 2) • Babbage's Analytical Engine • The Algebra of George Boole • The Turing Machine • The Zuse Machines (Z1 to Z4) • Colossus • ENIAC • The von Neumann Machine and that also describes the effect of this work on the modern world.

15. The research process • Analysis • unpack a question or research topic • draw a concept map • Critical reading • select and collect relevant resources • Reflection • develop an argument or position

16. Analysis • What does the topic ask me to do? • What problem am I asked to solve? You need to think critically and “unpack the question/topic” 4 steps……...

17. Unpack the topic FIRST: read carefully course outline (aims/learning outcomes) • ask: if I were the academic teaching this course, WHY would I have set THIS task? • try linking your topic to one or several course aims • What content/skills is this assignment related to? • Concept mapping this may help

18. Concept map Theoretical understanding of the nature of computing Critical understanding of the application of computer technology Historical perspective on the development of computer technology content Foundations of Computing And Communication Communication skills -interpersonally Group situations Present a well- balanced argument skills Independent research Critically appraise differing viewpoints

19. Unpack the topic SECOND: read carefully any marking criteria • The marking criteria may provide additional clues to what is expected from you

20. Unpack the topic THIRD • ASK: What are the directive, key, and limiting words? • Directive words: give directions • Key words: the major concepts • Limiting words: provide boundaries

21. Example... Write an essay that provides a descriptive understanding of one of the following ideas or machines from the history of computing … and that also describes the effect of this work on the modern world Directive words: provide a descriptive understanding; describe Key words: idea or machine;history of computing; modern world Limiting words: one of; effect of

22. Unpack the topic FOURTH • consider turning topic into questions (primary and secondary questions) NB: your argument is your answer to the primary question • evaluate importance of questions (descriptive versus analytical)

23. Example... Example Primary questions: How does this machine/idea work? And: What effects has it had on the modern world? Secondary questions: • What key concepts need to be explained to understand this machine/idea? • How do these concepts relate/fit together? • Who invented the machine/idea? • How was the invention related to this person’s other work? • What was the historical context of the invention? • How/why did this effect/impact on the modern world? • How/why is this machine/idea important?

24. Analyse and Organise • Think about the answers to these questions • You might try concept mapping the question and any answers or ideas you already have (go back to course outline for clues) • Tables are another way of collecting and organising information NB: Concept maps and tables can be refined as you go along

25. NOW research! What is research? • Finding quality information to • answer questions • develop an argument • support an argument • You need to • analyse that information (where can I use it) • evaluate that information (strengths, weaknesses) • synthesise that information (relationships)

26. Researching Look in: • journals (particularly peer reviewed) • books • reference lists/bibliographies • databases and printed indexes • original research (eg published theses) • internet (careful! Anyone can publish)

27. Preliminary Planning and Mapping • Reflect on what you have read • Revise concept map or notes • Clarify your main point of view/opinion/argument • Your answer to the main question • What points will you make to develop this argument? • What evidence do you have to support these points?

28. Plan the Assignment • Organise your essay so that the key points flow in a logical order • Try • categories (headings/ sub headings) • outlines (e.g. dot points) • concept maps • flow charts

29. Plan the Assignment How will you go about organising your material ? • Try several different ways of organising your information • Keep related points together – avoid unnecessary repetition

30. Planning – examples • Main point • supporting detail • relevance to topic • Main point • supporting detail • relevance to topic • Main point • supporting detail • relevance to topic

31. Planning - try boxes! • each box represents a paragraph • in pencil, write one main point only in each box • reorganise the order of boxes • check that you have a sufficient number of boxes for your word length

32. Reflect on the topic - use concept maps Unpack the question Edit the assignment assignment Research - making notes as you go The research and writing process Write the assignment Reflect on the question again Structure the assignment Plan the assignment

33. Managing your reading • Read for a purpose • Techniques • SQ3R

34. Reading at University • Reading texts at university is not the same as reading a novel !! • This means that rarely do you need to • Read every word of a text • Start at the first word and continue methodically to the last word It may help to see your task as “information seeking and organising” rather than “reading”

35. What is your purpose? • How you read depends on your purpose (why you are reading). • You need to vary your rate and style of reading according to the type of material and your purpose for reading it Your purpose could include: • Enjoyment? It happens sometimes! • General overview/knowledge? Before lectures, tutorials etc • Short term information? Essays etc • Long term information? Exams

36. Reading techniques Skim: to get overview. Read chapter headings, sub-headings etc Scan: slower than skimming. Search for particular points, information Speed: General overview – no detail, minimal comprehension Critical: for in-depth understanding

37. SQ3R… (Derek Rowntree) • Survey • Question • Read • Recall • Review

38. SQ3R - Survey • Try to get a general understanding of the contents • Scan • title • headings • summaries • Abstract

39. SQ3R - Question • Look for answers to questions – you make up the questions. For example: • What is this article or chapter about? • How is this relevant to the course • You can also turn titles or headings/sub-headings into questions, and read looking for answers

40. SQ3R – 1. Read • Read material more than once • Read initially without taking notes, looking for answers to questions • Read again, noting key points and important details in your own words Adapted from http:/www.lc.unsw.edu.au/onlib/read2.html

41. SQ3R – 2. Recall • Try to remember what you have read • Recite or jot down what you remember • Check against text and notes

42. SQ3R – 3. Review • Review material, notes at end of study period • check accuracy of notes against texts • Review at regular intervals • Re-read notes • Answer questions from memory Adapted from http:/www.lc.unsw.edu.au/onlib/read2.html

43. ExamPrep OneWeek OneMonth Small Improvement required at stressful time ExamPrep 100 100 Fast fall in recall Large improvement required Fast initial fall in recall % recall % recall Slower fall in recall 0 1 2 3 4 0 1 2 3 4 Months Months Recall pattern with systematic revision Recall pattern without systematic revision Effect of systematic revision on recall

44. Contacting a Learning Advisor Learning Advisers from Learning Services provide free learning assistance for all undergraduate and postgraduate students from all campuses of Griffith University • Gold Coast Campus: G10 2.22 • Phone: 5552 8109 • Email: academicskills@griffith.edu.au • Web address: www.griffith.edu.au/ins/learningservices