Preparing for success ONLINE S1 2023.pptx

Preparing for success ONLINE S1 2023

1. Academic Skills Orientation Workshop Academic Skills Centre Preparing for Success Workshop, S1, 2023 The workshop will start at 5pm with Lisa (Learning Adviser) If you can’t hear the music, please click on the 3 dots in the top right hand side of your screen and click on Device settings and check your speakers. From this drop down menu you can also choose to add closed captions for the presentation. Your microphone is off and can only be turned on by the presenter. Music: http://www.bensound.com

2. Preparing for Success Centre for Learning and Teaching Academic Skills Workshop

3. I respectfully acknowledge the past and present traditional custodians of this land on which we are meeting: the Wadjuk Noongar Elders and people Acknowledgement of Country (Noongar Boodjar Language Cultural Aboriginal Corporation, n.d.)

4. Objectives By the end of this workshop you should be able to: explain what a successful student does set yourself up to study effectively recognise steps in effective time management select a reading strategy based on your purpose for reading use different note-taking techniques understand a range of active revision strategies

5. Set yourself up for study Centre for Learning and Teaching

6. Characteristics of a Successful Student A successful student will: Investigate unit, course and study requirements engage with class activities and content material manage and plan their time seek help when needed understand expectations use feedback to improve set goals and reflect on their learning study , study, study (Cottrell, 2019)

7. Set Yourself up for Successful Study Set up a study space What are your essentials for an effective study space? Do you have a favourite study space?   This Photo by Unknown Author is licensed under CC BY-SA

8. Time Management Centre for Learning and Teaching

9. Centre for Learning and Teaching What does Time Management Mean?

10. Time Management Steps 7 steps to managing your time: Assess your time requirements Clarify current vs future use of time Prioritise Plan what you will do and when Apply a variety of time management strategies Manage distractions and procrastinations Reflect , monitor and improve (Cottrell, 2019)

11. Time Management Requirements 1. Assess your time requirements This will depend on your course/schedule EACH unit requires in-class and out-of-class commitments of about 9 hrs per week 4 units = 36 hrs Full-time study Example: If a unit has a 1 hr lecture and a 2 hr tutorial, you should factor in 6 hrs of out-of-class study

12. Time Management Study Monitoring Table Clarify current vs future use of time Examine your use of time using a Study monitoring table Commencing study After study Date: Where: Start time: Study conditions: What could I improve? How long will I study for? How long did I study for? How many breaks do I intend to take? Time of breaks: Length of breaks: How many breaks did I take? Time of breaks: Length of breaks:

13. Time Management Prioritise Prioritise Use a task priority matrix (aka an Eisenhower matrix) and then make: to-do lists action plans URGENT NOT URGENT IMPORTANT DO Do it now DECIDE Schedule a time to do it NOT IMPORTANT DELEGATE Who can do it for you? DELETE Eliminate it

14. Time Management Plan Plan what you will do and when use weekly and semester planners apply big-picture planning identify busy periods and heavily weighted assessments (and plan for those) break down bigger tasks into manageable chunks

15. Time Management Weekly Planner Organise your time each week: Include: Classes/ lectures / tutorials Paid work Social (friends & family) Exercise Sleep/ Rest Study periods

16. Time Management Weekly Planner Example Organise your time each week: Include: Classes/ lectures/ tutorials Paid work Social (friends & family) Exercise Sleep/ Rest Study periods (Jerzy Toeplitz Library, 2021)

17. Time Management Semester Planner Semester Planner example Include: Assessments (title, unit, %) Important dates (census dates etc.) Colour code Make it flexible

18. Time Management Backwards Planning

19. Time Management Strategies Apply a variety of time management strategies Make it work for you Choose a time to study that’s right for you Study in blocks and take breaks (Pomodoro technique) Use “spaced repetition” rather than cramming Mix it up

20. Time Management Pomodoro Technique Short, focused sessions with frequent breaks Build in longer breaks Set a timer ( Scroggs , n.d.)

21. Time Management Managing Distractions Manage distractions and procrastination Do difficult things first Create “study triggers” - spaces, habits Mitigate distractions (identify them beforehand) Approach study with a sense of fun and creativity Mark Twain said, “ If it's your job to eat a frog, it's best to do it first thing in the morning. And If it's your job to eat two frogs, it's best to eat the biggest one first .” Productivity consultant, Brian Tracy, developed this idea in his book Eat That Frog. He advises doing difficult, unpleasant tasks first and the rest of the day will seem easier and be more productive. No copyright (Pixabay)

22. Time Management Reflection Reflect, monitor, improve From time to time: Look back to your planners and to-do lists – are these working? (adjust if not) Make changes and experiment with improvements

23. Strategies for Academic Reading Centre for Learning and Teaching

24. Academic Reading Why are academic texts difficult to read? Unfamiliar / complex topics Long, dense paragraphs Sophisticated vocabulary Complex sentences …so how can you overcome this? text organisation reading strategies (that match purpose)

25. Academic Reading Text Books Key Concepts Key Concepts/ Objectives Good to read before you start the text – keep the main points in mind Visual representation of key concepts There to give you context – do you have to read them? (Campbell et al., 2020)

26. Academic Reading Text Books Review Chapter Review/ Summary Read before you start the text – helps to keep you focused on the main points Review Questions Finding the answer to these can help to keep your focus on the important concepts (Campbell et al., 2020)

27. Academic Reading Text Book Keywords Keywords Highlighted / bolded Write the definitions in your notes (Campbell et al., 2020)

28. Academic Reading Journal Articles Use the layout to guide you (Ames & Archer, 1988) Read the Abstract – for a general overview Read the Introduction – provides background information Read the 1 st part of the Discussion/Conclusion – main findings Scan the Method – data sources/ design Review tables/charts in the Results if needed

29. Academic Reading With Purpose Purpose will determine the type of reading to employ (University of New South Wales, 2019) Before you begin reading, ask yourself: What is your purpose in doing this reading? What do you need to achieve? Give yourself a (reasonable) time limit

30. Academic Reading with Purpose Examples “I’m quickly skimming the lecture notes so I can follow today’s lecture” “I’m searching for a statistic regarding this business’s revenue” “I’m looking for a definition of a word I don’t understand” “I need to find a contrary position to the one I’m going to argue”

31. Academic Reading With Purpose Strategies Purpose Type / activity Get an overview (chapter, article, etc.) Look at headings, subheadings, abstract, intro Search for a specific fact / evidence Use headings and subheadings to locate relevant section then skim read Check what theory the author is using Abstract, intro, lit review, reference list Understand a concept in detail Locate the relevant section; look for definitions and diagrams Analyse the steps in an argument Locate the relevant section; identify main ideas, supporting ideas, evidence, and relationships between ideas Compare ideas across authors and texts Create a matrix to highlight similarities and differences (Macquarie University, 2015)

32. Academic Reading Skim Reading Getting an overview Being able to make informed choices and taking responsibility for your own learning activities are two facets of . Two other important elements, vital for the success of learning independently, are motivation and feeling confident enough to take decisions and act on them. You also need to appreciate the value of reflecting on your learning and deciding whether it has been effective or whether you need to try another approach. Don’t read every word in order Use an F or Z shape learning independently (Wolf, 2018)

33. Academic Reading Skim Reading Practice Practice (English: Skills for Learning). An OpenLearn chunk used/reworked by permission of The Open University copyright © (2018) Skim read the short paragraph below, and determine its topic. You have 5 secs . To stay healthy, the body’s needs for energy and nutrients must be met. Nutrition is particularly important in growing children as damage inflicted may not be reversible and can affect normal development. People whose diet lacks the necessary nutrients suffer from malnutrition, a condition that includes both over-nutrition and under-nutrition and is considered a risk factor for health. Remember, to be effective, you must keep an eye on the goal and the time.

34. Academic Reading Scanniing Searching for specific information (University of Hull, n.d.) What does PASS stand for? Does independent learning mean working on your own? No, independent learning does not mean working on your own. You may well find that you share a problem with another student on your course or even in another discipline. Working with someone else, encouraging each other and talking through difficulties may be the most effective way of working independently. If you have a problem, explaining it to someone else can help to clarify issues for you. Explaining a concept to someone without shared background knowledge is a very good way of making sure you understand the full implications of the concept. If you are lucky enough to have PASS (Peer Assisted Study Sessions) timetabled in your subject area then you have a ready-made opportunity for working independently  with  your peers. PASS enables you to talk through difficulties and share knowledge so that you understand the material more deeply (and can remember it more when it comes to exams). Even without PASS you can meet up with classmates yourself to do the same thing.

35. Academic Reading Analytical Reading Read closely to understand the concepts and arguments Identify the main ideas and the sub-ideas related to them Use active reading techniques to improve concentration and retention Underline or highlight key ideas Annotate or make notes Summarise using your own words Look for connections with other sources

36. Academic Reading Critical Reading Evaluate the author’s intention ideas evidence used With whom/ what does the author agree/ disagree ? Why? What are possible problems with the author’s position? Is the argument coherent , logical and valid ?

37. Strategies for Notetaking Centre for Learning and Teaching

38. Notetaking Why take notes? A record of key information Use when revising Consolidate understanding Collate information for assignments

39. Notetaking Styles Different styles Use the one that works for you Linear Mind map

40. Notetaking Linear Headings and subheadings Keywords underlined or highlighted White space is left to add more information later All the important information at the top of the page Bullet points Leave the left hand page blank to go back to later Indent to show the level of importance (Monash University, 2021 )

41. Notetaking Mind Map Lines show relationships between key ideas Use key words and pictures Place important information at the centre (Monash University, 2021)

42. Notetaking Develop a System And Increase Decrease For Example Money Therefore Because Leading to Abbreviations, truncations, symbols, shortcuts & ↑ ↓ e.g. $$ ∴ ∵ ⇾ ppl people res research natl national eqn equation edn education gov government +ve positive esp especially Examples

43. Strategies for Revision Centre for Learning and Teaching

44. What study strategies work for you? Centre for Learning and Teaching Post a word or phrase into the poll

45. Revising Active Study Ideas Summarise theories and concepts in your own words Use diagrams, flowcharts and mind maps Make lists of key points to recall Make flashcards of key concepts and explanations Work through revision questions and past exams Find a study buddy and test each other

46. Academic Support Centre for Learning and Teaching

47. Academic Skills Centre Support Modes of support Self-help resources on Canvas Assignment Drop Ins Workshops Individual Appointments - Online, Phone, On Campus - https://askus2.ecu.edu.au/s/article/000001642

48. Academic Skills Centre Self-access resources In the Canvas site Academic Skills @ ECU you’ll find resources for: How to succeed at University How to write all types of assignments How to develop your writing skills How to develop your English grammar skills How to develop your science and numeracy skills School specific support

49. Assignment Drop-ins If you have a quick question with a specific assignment or need help with research, writing or referencing, you can also attend an Academic Skills Drop-In A Learning Adviser and Librarian will be available to answer your questions and provide advice See Canvas for details of times and days No bookings needed, just drop-in Students studying online can ask questions online, via MS Teams. Although we aren't available 24/7, we will reply to your message as soon as possible.

50. Academic Skills Centre Assignment Drop-in Schedule Semester 1 Schedule CAMPUS MON TUES WED THURS FRI JOONDALUP 31.224 10:30–11:30am 12:30-1:30pm* 11–12pm* 1:30-2:30pm* 10–11am MT LAWLEY 3.170 - 10 – 11am* 10:30-11:30am - 1:30-2:30pm* BUNBURY 3.101C                           1pm-2pm          1pm-2pm - - - - * Numeracy support available

51. Peer Skills Advisers

52. Other Services: Studiosity https://courses.ecu.edu.au/courses/7133/pages/about-studiosity-and-the-range-of-learning-support-services-at-ecu

53. Individual Appointments 30-minute appointments with a Learning Adviser or Senior Learning Adviser When you need more time to discuss your assignment or your feedback Numeracy and English language support available Appointments available online, phone and on campus Book at https://askus2.ecu.edu.au/s/article/000001642 Contact the library for support with referencing and research skills Book at https ://askus2.ecu.edu.au/s/article/000002908 Or email [email protected]

54. Academic Skills Centre: where to find us Look for us on Canvas   Email [email protected] Joondalup Learning and Careers Hub JO Building 31, Level 2 Mt Lawley Academic Skills Centre ML 3.170 Bunbury Academic Skills Centre BU 3.101C

55. Workshop Feedback Please take a moment to provide us with anonymous feedback

56. Thank you for attending  We wish you all the best with your studies Remember: Successful students seek support Centre for Learning & Teaching