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STUDY SKILLS PROJECT“Only Connect”Paul Smith - 9 February 2009CDE Fellows’ Conference, Brunei Suite, SOAS

STUDY SKILLS

+STUDY SKILLS PROJECTPrincipal Aims

Common curriculum framework for skills development

Audit of existing study skills materials

Development of study skills content repository

Support for 4 course-based case studies/pilot projects: *Laws’ Programme – LLB & Diploma in Law *LSE Social Science Programme (EMFSS) *Royal Holloway BSc in Business Administration *SOAS CeDEP MSc in Poverty Reduction

Evaluation of Outcomes

+Common Curriculum Framework

+Study Skills Taxonomy

+Two Useful Websites

http://elab.cde.london.ac.uk

http://www.goodstudyguide.co.uk

+CeDEP Study Skills Pilot Project

Piloted in three modules for 2009: Economics and Institutions for Development; Understanding Poverty; NGO Management

Aim to use reusable objects from the Study Skills repository adapted for use within the specific modules

Study Skills’ activities embedded within the module elearning guide

20 activities developed for each module, 2 per unit

Learners encouraged to share ideas within the BLE, tutorial discussion forums, and Study Director’s forum

Supporting Audio file

+SSPP Generic Headings

Planning your study time for the module

Working with others and sharing ideas

Developing critical and analytical skills

Reading skills – appreciation and summary, note-taking

Writing skills – writing succinctly and to the point, essay writing

ICT skills – use of internet, use of mobile technologies

Writing and retention, and the application of knowledge

Working with graphic illustration

What is assessment for? Designing assessment tasks

Studying for examinations – specimen example and group exercise

Reviewing your skills portfolio

Personal Development Plan (PDP)

+Example: Developing critical & analytical skills Developing critical and analytical skills

Please spend a few minutes reading the following paragraphs about what we mean when we ask you to be able to deal with issues in a critical and analytical manner.

What ‘being critical’ does not mean

*Being critical is not the same as ‘criticising’ or ‘criticism’, i.e. making negative comments, being ‘against’ something. In asking students to ‘be critical’, we are not saying that they should always be expressing censure or disapproval. The meaning of ‘critical’ in the academic context is thus different from everyday language.

*Being critical may lead to criticism but being critical is the step before criticism, the point of standing back, considering, observing, assessing.

*Being critical does not mean adopting any specific political position.

*Being critical is not the same as being rude.

*Being critical does not mean automatically rejecting everything you hear or read. It means assessing the value of what is offered and also looking for other approaches or perspectives.

+Module Specific Activity: Example Understanding Poverty

You have now completed three sections of this unit and should have some good understanding of different definitions of poverty from an academic standpoint and, significantly, in section 3 that you have just read, from the perspective of those who are actually in poverty. Reflect back on this last section for a few moments: one of the learning outcomes states that you should be able “to critically evaluate some of the challenges related to participatory models”.

Bearing in mind what you have read in the preceding paragraphs for this activity note down in your My Notes box how you might approach this. It requires critical and analytical ability. How will you weigh up the different models and what do you see as the major challenges?

+Outcomes

The lessons to take from this activity are to:

Understand the academic basis for being critical and analytical and why this is seen as important

Be able to take a set of approaches/models/schools of thought, here in a social and political context, and to subject these to critical, analytical thinking

Apply these in a particular context: this could be in your real life and it could be in an academic exercise like a TMA or an exam.

+Example: Graphic Illustration

Working with graphic illustration

The “application of number” is one of six key skills identified by the United Kingdom government and business community as essential to successful participation in a modern society. This skill comprises “interpreting information involving numbers, carrying out calculations, interpreting results and presenting findings”. You should be able to “interpret information presented in different graphical forms and to produce these to present your own findings”. This is a skill that you may well find valuable if you are preparing a Research Report for the final stages of an MSc programme with the CeDEP.

+Module Specific Activity: ExampleEconomics for Development

In this unit you have an early opportunity to assess the value and importance of economic graphic representation. In Section 1.1 of Unit 3 you are asked to consider the distinction between Total Product (TP), Average Product (AP) and Marginal Product (MP):

Without referring back to the text note down now in the My Notes box how you would distinguish these terms. Now refer to the data provided in the question towards the end of Section 1.1 Using this data try to construct a graph that shows TP. On a separate graph try to show AP and MP. You could certainly attempt this using MS Excel if you are familiar with this. If you are not, this is a good opportunity to explore it, using the help and guidance on your PC. Otherwise, you can attempt to draw the graphs by hand.

You are encouraged to share your efforts with others on the BLE and this is also a good one to involve your tutor. Good luck.

+Outcomes

The lessons to take from this activity are to:

Appreciate the value and importance of using graphic representation as an aid to economic explanation

Attempt to prepare two graphs on TP, and AP and MP, either by using MS Excel or by hand

Share your ideas with others.

+Future Research Focus

Within the CeDEP extend skills development to all modules in electronic format

Generically, rationalise and simplify the skills taxonomy to make it more accessible (too many categories)

Improve the skills platform (move from Moodle to…yet to be decided) to improve access again

Fill in skills’ gaps

Share in a wider academic forum