Information Services

Introduction to Study Skills

Prepared byMargaret MacleodDiane Smith and John Thornton

www.griffith.edu.au/ins/learningservices

For 1004ICT students

Objectives

To provide some strategies to increase efficiency and reduce stress

Your time management plan

Understanding the assignment process

Managing your reading

Time management problems?

Identify the time management problems you might have

– or already have !!

Personal Time Survey1. 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 of work 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.

How to manage time... Set realistic learning goals Work out your priorities Get to know how, when and

where you work best Create a Semester Plan Create a Weekly Plan Create a daily ‘To Do’ list Are you procrastinating?

Use resources available…

Resources on your Learning@Griffith site

Academic staff Learning Services – workshops and

consultationswww.griffith.edu.au/ins/learningservices New students’ site www.griffith.edu.au/new-students/

assignment Unpackthe

question

Reflect on thetopic - use

concept maps

Research -making notes

as you go

Reflect on thequestion

againPlan the

assignment

Structurethe

assignment

Write theassignment

Edit the assignment

The research and writing process

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

Academic conventionsThe 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

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

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

Where do I start?

Common problemmany students start researching for a

topic before they are really ready to do so

Too much information

Irrelevant information

Information that doesn’t “fit”

Where do I start?

ORthey start writing before they are

really clear about what they want to say

too manyor not enoughwords

No clear points Poor structure

First assessment itemWrite 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.

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

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……...

Unpack the topicFIRST: 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

Foundations of ComputingAnd Communication

Historical perspectiveon the development

of computer technology

Theoretical understanding of

the nature of computing

Critical understanding

of theapplication of

computertechnology

Critically appraise differing

viewpoints

Independentresearch

Communication skills-interpersonallyGroup situations

Present a well-balanced

argument

Concept map

content

skills

Unpack the topic

SECOND: read carefully any marking criteria

The marking criteria may provide additional clues to what is expected from you

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

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

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)

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?

Example...

Example

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

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)

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)

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?

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

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

Planning – examples

Main point supporting detail relevance to topic

Main point supporting detail relevance to topic

Main point supporting detail relevance to topic

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

assignment Unpackthe

question

Reflect on thetopic - use

concept maps

Research -making notes

as you go

Reflect on thequestion

againPlan the

assignment

Structurethe

assignment

Write theassignment

Edit the assignment

The research and writing process

Managing your reading

Read for a purpose

Techniques SQ3R

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”

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

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

SQ3R… (Derek Rowntree)

Survey Question Read Recall Review

SQ3R - Survey Try to get a general understanding of

the contents Scan

title headings summaries Abstract

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

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

SQ3R – 2. Recall Try to remember what you have

read

Recite or jot down what you remember Check against text and notes

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

Effect of systematic revision on recall

0 1 2 3 4

Months

100Fast fall in recall

Large improvement required

Fast initial fall in recall

% r

eca

ll

ExamPrep

Recall pattern without systematic revision

0 1 2 3 4

Months

ExamPrep

100

% r

eca

ll

OneWeek

OneMonth

Small Improvement required at stressful time

Slower fall in recall

Recall pattern with systematic revision

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