HM02 2.3 Disciplinary proceedingsiihstafe.weebly.com/uploads/8/0/2/4/80248… · PPT file · Web view · 2013-11-30OUMH1103 LEARNING SKILLS FOR OPEN AND ... which represents 40-50%

OUMH1103LEARNING SKILLSFOR OPEN ANDDISTANCE LEARNERS Dr Kithsiri Edirisinghe ,MBBS, MSc, MD ( Medical Administration), TAA Cert IV ( Australia )

Bachelors ( Hons.) in Nursing programme

What Learning?

Learning is acquiring :new or modifying existing knowledge, behaviors, skills, values, and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines. Progress over time tends to follow learning curves.

What is studying?

Devote time and attention to acquiring knowledge on an academic subject , esp. by means of books and other sources Investigate and analyze a subject or situation in detail.

Important facts to about the study guide

INTRODUCTION TO TEXT ARRANGEMENT GUIDE

Learning Outcomes: What you should achieve after you have completely gone through a topic.

Self-Check:

A question that may require you to stop your reading and start thinking. try to reflect on what you have already gone through.

To gauge whether you have understood what you have read - clearly, vaguely

Most of the time, the answers to the questions can be found directly from the module itself.

.

Activity: Activity can appear in various forms such as questions, short case studies or to conduct an observation or research. Your opinion and evaluation on a given scenario. Need to to widen what you have gathered from the module and introduce it to real situations. You should engage yourself in higher order thinking where you might be required to analyse, synthesise and evaluate instead of just having to recall and define.

Summary:

Helps you to recap the whole topic.

To be able to gauge your knowledge retention level.

If you find points inside the summary that you do not fully understand, it would be a good idea for you to revisit the details from the module.

Key Terms: IImportant terms or jargons used throughout the module. References: List of relevant and useful textbooks, journals, articles, electronic contents or sources can be found. Appear in a few locations Course GuideEnd of every topic or at the back of the module. Help to obtain the additional information needed

Blooms taxonomy

SCHEDULE OF OUMH1103 Learning skills for open distance learners

10 topics-08 TUTORIAL SESSIONS

AT IIHS

COURSE OBJECTIVES

By the end of this course, you should be able to:

Describe OUMes learning environment and manage your learning;

Identify the main components of a personal computer and the Internet;

Utilize the tools available under OUMs Learning Management System

(myLMS);

4. Apply the appropriate reading techniques as well as note-taking and note making skills;

5. Present information in written or oral form and cope with assessments;

6. Gather, retrieve and evaluate information from various sources; and

7. Utilize the three (3) Microsoft Office Application software, i.e. Microsoft

Word, Microsoft Excel and Microsoft PowerPoint.

COURSE OUTLINE /SYNOPSIS

This course consists of 10 topics

Aim is :

To provide learners a basic guide to become independent learners in open and distance learning

Developing most important and basic learning skills:

Learning to learn,ICT searching for information..

OUMH1103 Learning Skills for Open and Distance Learners is a core courseThis course is worth 3 credit hours and should be covered over 8 - 15 weeks.40 STUDY HOURS = 01 CREDIT HOUR Study hours include lectures and self studyTotal study hours = 120

COURSE GUIDE

Estimation of Accumulation of Study Hours

ACTIVITY NO. OF HOURS PERCENTAGE Briefly go through the course content and participate in initial discussions032.5 %Study the module60 50%Attend 3 to 5 tutorial sessions10 8.33 % Online Participation1210 %Revision1512.5%Assignment(s), Test(s) and Examination(s)20 16.66%Total Study Hours Accumulated120120

1.1 OUMs Learning Environment

1.1.1 Getting to Know OUMs Learning Modes

1.1.2 Being Independent

1.1.3 Maximizing OUM Learning Facilities

1.2 Coping With Learning

1.2.1 Managing Stress

1.2.2 Goal Setting

1.2.3 Motivational Strategies For Successful Learning

1.2.4 Time Management

1.2.5 Concentration Strategies For Better Learning

1.3 Personal Learning Styles

Topic 1 - Managing Your Learning

TOPIC 01

Introduce you to OUMes learning environment and how you can become an independent learner

Strategies for managing stress,

Setting effective academic and personal goals,

Motivational tips of studying

Insight to time management

To improving concentration.

to identify your personal learning style.

OUM Learning Environment

What is the blended approach ?What does macro and micro mean?What does it mean in the context of the OUM learning environment?

What are the three main types of learning described in the blended approach?Which type of learning is your favourite? Why? Discuss in a group

Stress

Good?

Bad?

What are the signs of negative stress?

Manage stress.

Motivation and success

TOPIC 02

Familiarize with the components of the Personal computer and the Internet.

Introduction to myLMS Hands-on experience in the computer lab with your tutor.

The computer

Internet

What are the two modes of internet connection?

Fill in the boxes to show modes of connecting to the net..

activity

Ask each other questions from (b) and (c) in section 2.2.2

Discuss with each other what you can do with the internet. Now check your answers with section 2.2.3

What is?

WWW

A website?

A web page?

A web browser?

URL?

Explain part by part the following

http://www.iihsciences.com/

http://owl.english.purdue.edu/

http://www.gov.lk/

http://www.doenets.lk/exam/

TOPIC 03

Examine various reading techniques

Fast reading and slow reading.

scanning and skimming.

The slow reading techniques

are critical and analytical approaches SQ3R technique.

SQ3R

S?Q?3R?

H/W Activity

Read a health related article using SQ3R

Summary of Reading

Why?How?

Now look at activity 3.4

TOPIC 04

5 methods of note-making and note-taking.

Identifying the best suitable method Important tips in taking notes

TOPIC 05

How to write an assignment and prepare for the oral

presentation:

OUM citation style based on the American Psychological Association (APA)

Format to acknowledge resources.

TOPIC 08

Skills involved in retrieving information like searching

OPAC, electronic databases and information from the Internet.

To distinguish that printed materials are searched in OPAC, while e-books and ejournals

Websites, or any other digital material can be retrieved via Internet search tools

TOPIC 07

Components of a Digital library -Abdullah Sanusi Digital Library

Process of gathering information

Guide in the search for information

search strategies Boolean Connectors.

TOPIC 08

Important pointers that will help you do revision and improve memory

Techniques for answering the various types

of assessment questions

2. Ethical conduct

3. Copying with assessments effectively

TOPIC 09

Determining the authenticity of information

Tips on evaluation of various sources of information.

Identifying the relevant information to suit requirement of the student

TOPIC 10

Developing basic ICT skills through Microsoft Office Applications

How to create documents using Microsoft Word

Create professional spreadsheets and charts using Microsoft Excel

Use Microsoft PowerPoint for presentation needs.

Schedule -OUMH1103

July 4th 9.00-1.00 Managing your Learning Study guide - Discussion/ presentation - Dr. Kithsiri

July 18th 9.00-1.00 - Online Learning Environment Study guide Discussion Dr K

August 1st 9.00-1.00 - Using Microsoft Office Application - Study guide Presentation - Dr K

August 15th 9.00-1.00 Using Microsoft Office Application - Study guide Presentation- Dr K +IT

Schedule -OUMH1103

5. September 5th 9.00-12.00

Reading for Information Study - guide Discussion/ presentation - Dr. Kithsiri Information gathering process -Discussion /presentation - Dr. Kithsiri Presenting Information - Discussion/presentation - Dr. Kithsiri

September 12th 9.00-1.00

Note making and note taking skills - Study guide - Discussion/ presentation - Dr. Kithsiri Coping with your assessment - Discussion/ presentation - Dr. Kithsiri

September 26th 9.00-1.00 -Information Retrieval - Study guide Presentation - IT + Dr K

8. October 10th - 11.00 - 5.00 - Evaluating information - Study guide Presentation - Dr. Kithsiri

LEARNING OUTCOMES

By the end of this topic, you should be able to:

1. Explain three (3) blended learning methodologies at OUM

2. Select ten (10) strategies for managing stress

3. Set a goal based on nine (9) characteristics of effective goals

4. Apply seven (7) motivational strategies for successful learning;

5. Practice three (3) aspects of time - management

6. Identify eight (8) causes of poor concentration and strategies to Improve concentration

7. Identify your personal learning style.

INTRODUCTION

You lead your study play the leading roleBlended method of learning going away from traditional class room teaching Flexible method of learning three modes of learning

Self managed learning

Face-to-face interaction

Virtual discussions.

INTRODUCTION

OUM aim is to:

Support you in becoming independent in your thinking and decision making

After graduation will be able to continue learning for the rest of your life.


OUM has adopted a blended approach to learningEmploys multi-mode strategies. Real and virtual interactions between learners and tutors via

self-managed learning

face-to-face interactions

online learning methodologies.

Study independently according to your time availability. The printed module serves as the main source of learning. The module is supplemented by other reading materials both printed and digital. In addition, learning also takes place through audio/video tapes, CD-ROMs and laboratory experiments.

a. Self Managed Learning

advantages of Self Managed learning

b. Face-to-face Interactions (Actual Classroom )

Face-to-face interactions are tutorial sessions conducted in actual classrooms by tutors Conducted fortnightly, during the weekends or after office hours - than three times per semester. The ratio of tutors to learners is kept low to ensure the quality of the sessions.

c. Online Learning Methodologies (Virtual Classroom)

In the virtual classroom via electronic communication tools :

Email, discussion forums and chat rooms are provided to facilitate interaction among learners, tutors and facilitators.

Electronic learning materials (e.g.: e-book and multimedia learning objects) are continuously being developed to enhance the learning outcomes.

Communication tools and e-learning materials are delivered through the Internet via OUMs very own online delivery platform called Learning Management System - (myLMS).







1.2.2 Goal Setting







Independent learner

study independently on your own

via group-learning

Self-managed learner

Learning experiences meaningful and at the same time, cope with your daily routine.

working student, you now have a greater responsibility towards your

programme of study!

Self-managed learning methods

Planning and Managing the Smart Way

Applying Smart Time Management

Motivating Yourself

Developing Learning Strategies best suited style

Essential to develop - ICT skills Typing and English skills







1.2.2 Goal Setting






1.2 COPING WITH LEARNING


Natural process of the body to demand Positive stress Negative stress

Applying Smart Time Management

Motivating Yourself

Developing Learning Strategies best suited style

Symptoms of stress

Outbursts of angerLoss of efficiency in your studiesRestlessness and/or uneasiness at being aloneWithdrawal from friends and social situationsA lack of joy, spontaneity, happiness or enthusiasmPreoccupation with certain thoughts, especially negative onesDifficulty in concentrating and/or making minor decisionsIntolerance people, and irritability, especially during discussions or disagreements e of

Self-managed learner - related to academic performance, lifestyle changes, finances, health, social relationships, family and friends.

(a) Strategies for Managing Stress

Read and come out with strategies

b. Coping with Everyday Study Problems

Read and come out with ideas

c. Managing anxiety

Anticipatory anxiety Situational anxiety

The most important thing is to control your anxiety level is by studying and knowing the materials well enough so that you can recall clearly even under stress

1.2.2 Goal Setting

Goals Things want to achieve in a given situation

Characteristics of Effective Goals

A 5-Step Approach to Setting Goals

Goal setting

Things that you want to achieve as you pursue a certain course of action Important for an open and distance learner like you because they help to motivate you to do your work, attend classes and study for examinations. This will increase your chance of success. Most people do not achieve their goals because they fail to set effective goals and/or they do not take any action to achieve their goals. Since They drift aimlessly.

Characteristics of Goals

S- SpecificM - Measurable or verifiableA - AttainableR - Relevant to personal missionT - Time-bound

A 5-Step Approach to Setting Goals

Step 1: Write down what you want to accomplish. I want to read the Learning Skills for Open and Distance Learners module (pages 22 to 40) by 4.00pm.Step 2: Write down any obstacles. 1. I am always sleepy after lunch.2. There is a football game on TV at 3.00pm.Step 3: Write down any resources available to you. Example: 1. I have the Learning Skills for Open and Distance Learners module with me.2. The Internet is available at home in case I need to browse websites to do activities suggested in the module.Step 4: Review and revise your tentative goal statement (Step1). Takecorrective action and modify your goals if necessary.Step 5: Refine your goal statement.

1.2.3 Motivational Strategies for Successful Learning

Set Challenging but Realistic Learning Goals

Break Down the Bigger Task at Hand

Maintain a Positive Attitude

Aim for Higher Peaks

Use Active Learning Strategies

Learn from Mistakes

Monitor Your Learning


Benefits of effective time management :

Plan ahead;Evaluate your progress;Spend time more productively;Take control of your activities; Prioritize by listing the most important things to do firstAvoid time conflicts

The method of time management

Analyze Your Use of Time

Set Your Priorities

Plan a Schedule

A well planned time will allow you to :

Become aware of how you spend your time;Be able to manage and achieve your goals Avoid last-minute rush to meet deadlines.

1.2.5 Concentration Strategies for Better Learning

Concentration is important in order for you to sustain learning.

a. Causes of Poor Concentration

b. Strategies for Improving Concentration

c. Conducive Study Area for Improving Concentration

1.3 PERSONAL LEARNING STYLES

When you know your learning style, you can be more focused on your learning, thus improving your concentration.

By understanding your learning style, you could strategies your own learning. You could then customize studying to suit your own needs

Method of identifying the learning style

lets find out

ILS Scoring SheetCopyright 1991, 1994 by North Carolina State University (Authored by Richard M. Felder and Barbara A. Soloman).

Categories of learning types

Active & reflective learnersSensing & intuitive learnersVisual & verbal learners Global and sequential learners

Active Experimental Lets try it out and see how it works - like group workReflective learnersStudy Lets think it through first - like working along

How Can Active and reflective Learners Help Themselves? Group 01

Sensing understanding how the theory fits in real situation Apply to real situationsIntuitive learnersCramming Memorizing theory / concepts/ models

How Can Sensing & Intuitive Learners Help Themselves? Group 02

Visual learners Remember best what they see Pictures, diagrams, flow charts, time lines, films, and demonstrations.Verbal learners Get more out of words written and spoken explanations.

How Can Visual and Verbal Learners Help Themselves?

Sequential learners-Tend to gain understanding in linear steps, with each step following logically from the previous one.Orderly Global learners Tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly ,getting it.See the big picture How Can Sequential Global Learners Help Themselves?

VISUAL AND VERBAL LEARNERS

Visual learners remember best what they see pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words written and spoken explanations.

How Can Visual and Verbal Learners Help Themselves?

Everyone learns more when information is

presented both visually and verbally.

ACTIVE AND REFLECTIVE LEARNERS

Active learners- tend to retain and understand information best by doing something active with it - discussing or applying it or explaining it to others. Lets try it out and see how it works - like group workReflective learners- Prefer to think about it quietly first. Lets think it through first - like working alongHow Can Active and reflective Learners Help Themselves?

SENSING AND INTUITIVE LEARNERS

Sensing learners understanding how the theory fits in real situation apply to real situations

Institutive learners- memorizing theory / concepts/ models How Can Sensing & Intuitive Learners Help Themselves?

Visual learners

Try to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material that is predominantly verbal. Ask your instructor, consult reference books, and see if any videotapes or CD-ROM displays of the course material are available.Prepare a concept map by listing key points, enclosing them in boxes or circles, and drawing lines with arrows between concepts to show connections. Colour code your notes with a highlighter so that everything relating to one topic is the same color.

Verbal learner

Write summaries or outlines of course material in your own words. Working in groups can be particularly effectiveyou gain understanding of material by hearing classmates explanations and you learn even more when you do the explaining.

SEQUENTIAL AND GLOBAL LEARNERS

Sequential learners-Tend to gain understanding in linear steps, with each step following logically from the previous one. Sequential learners tend to follow logical stepwise paths in finding solutionsHow Can Sequential Learners Help Themselves?

*

Global learners Tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly ,getting it.global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big pictureMay have difficulty explaining how they did it.How Can Global Learners Help Themselves?

Thank you !

Topic 2Online Learning Environmentin OUM


1. Describe seven hardware components of a personal computer;

2. Define the concept of the Internet;

3. Use Microsoft Internet Explorer effectively;

4. Use PDF tools to effectively read and navigate an online document;

5. Describe four main menus of my LMS;

6. Use my Course tools for personalized and collaborative learning; and

7. Apply strategies to improve your collaborative discussion with your

tutors and peers.

LEARNING OUTCOMES

Maximise your learning in OUMs online learning environment. Learn how to :

operate a personal computer (PC)

how to surf the Internet.

how to use Microsoft Internet Explorer (IE)

Read a document in Portable Document Format (PDF)

Use OUMEs Learning Management System - myLMS

Introduction

Components of a computer

2.1 THE PERSONAL COMPUTER

2.2.1 The Internet - Transfer Control Protocol/Internet Protocol (TCP/IP).

2.2.2 Connecting the Internet

(a) Network Connection - wired and wireless. For wired network - Local Area Network (LAN) and Wide Area Network(WAN), Dial-up connection and broadband connection. For wireless, the Internet can be accessed by using access point or hot spots. Your computer can also be connected to a wireless LAN or WAN or broadband.

2.2 USING THE INTERNET

Necessary computer equipment to make the connection to the Internet:

Network Card (if applicable)

Modem - A computer device that works as an interface for the computer and telephone line.

(iii) Software - To connect to the Internet, you need to install the relevant

software, i.e. email and web browser software.

(iv) Account Number

Dial-up Connection

Connecting to Internet Service Provider (ISP)

C. Broadband Connection

ISP also provides broadband connection

Exchange emails with friends and colleagues;Interact in the online discussion forums; Search for information in the world wide web;Access and retrieve information from electronic databases & Access text based

2.2.3 What Can You Do with the Internet?

2.2.1 The Internet - Transfer Control Protocol/Internet Protocol (TCP/IP).

2.2.2 Connecting the Internet

(a) Network Connection - wired and wireless. For wired network - Local Area Network (LAN) and Wide Area Network(WAN), Dial-up connection and broadband connection. For wireless, the Internet can be accessed by using access point or hot spots. Your computer can also be connected to a wireless LAN or WAN or broadband.

2.2.4 Understanding Internet Concepts(a) World Wide Web (WWW)

b) Website - A website is any site in the World Wide Web. Most websites have a homepage as their starting point, which frequently functions as a table of contents for the site. A website consists of many web pages

(c) Web Page - A document on the World Wide Web. Usually, a Web page contains links to other Web pages.

(d) Web Browser - A Web browser is the software that allows you to view the Internet and two most popular ones are Microsoft Internet Explorer and Mozilla Firefox.

2.2.4 Understanding Internet Concepts

Uniform Resource Locator (URL)Each website or Web page is identified by an address called a UniformResource Locator (URL). For example, the URL for the Open UniversityMalaysia website is http://www.oum.edu.my/.


http:// - Hypertext Transfer Protocol the protocol by the computer to access and deliver Web pages.www - this part of the address tells you where the computer that houses the information you are looking for is located.oum.edu - website of an academic institution (edu ) which calls itself ( oum) The edu part of the address is called the domain edu.my Denotes a country code. The code for Malaysia is .my,.au is for Australia, fr for France, etc. basically indicates where the computer site is located. /newsletter.html - File name.

http://www.oum.edu.my/newsletter.html

HyperlinkMany web documents contain hyperlinks, which are jumps to otherlocations. Hyperlinks are typically displayed as underlined text, graphicalobjects, or pictures.When you move the mouse pointer over a hyperlink, the mouse pointertakes on the shape of a hand with a nger pointing upward. To jump to thehyperlinked location, click the hyperlink.


Starting MSIE

(b) Using MSIE Navigation Bars

(c) Opening a Web Page

2.2.5 Microsoft Internet Explorer (MSIE)

2.2.6 Portable Document Format (PDF)

Portable Document Format (PDF). PDF was developed by Adobe Systems and was designed to exchange documents between computers and across computer platforms while maintaining File integrity. This means the content of the File cannot be easily changed. The File extension is .pdf. PDF has become a standard document format used for document exchange.Acrobat Reader is the viewer for reading .pdf files and has tools for file handling, navigation, viewing, and basic tools for creating selections.

2.3 OUMS LEARNING MANAGEMENT SYSTEM

Access and navigate the OUME Learning Management System myLMS is a web-based e-learning platform to provide online learning environment in OUM. It enables OUM to manage, deliver course content and track online discussions of the learners and tutors. The tutors can upload course content, assessment items and other coursematerials and there is an online discussion forum that enables collaborative online learning to take place. Of course, to what extent you gain from the collaborative online learning depends on quality postings and active participation from you and your peers

2.3.1 How to Access myLMS?

MyLMS is integrated with the OUM portal. Asonce you login to the OUMs website, you are able to access myLMS. Before you can access myLMS, you must

sign up or register for myOUM account at the OUM portal.

2.3.2 What is Available in myLMS?

2.3.3 How can myLMS Enhance Your Learning?

Self-assessment;Course materials and references;Communication and collaborative learningSharing resources and information.

2.4 IMPORTANT INFORMATION ON myLMS

2.3.3 How can myLMS Enhance Your Learning?

Self-assessment;Course materials and references;Communication and collaborative learningSharing resources and information.

Topic 03 Reading forInformation

LEARNING OUTCOMES


1. Describe the reading techniques involved in fast reading;

2. Describe the reading techniques involved in slow reading; and

3. Apply the reading techniques discussed into your own reading

Insight into some basic reading skillsUseful in reading your course module or other materials in eitherPrint or electronic format.Read more from other resources. Your module is just a guide to provide with some basic information related to the course. Two main reading techniques: Fast reading -process of scanning and skimming the text. Slow reading.- Analytical and Critical approaches and SQ3R (systematic approach for reading) Survey, Question, Read, Recite and Review.

Objectives of reading

Overview Locate information Practical application Detailed understanding Pleasure / free range reading

Fast Reading

Fast reading is for the following purposes: Gain an overview or background information of a topic; Locate specic information; Identify if the material is relevant to your needs; and Know what the content is all about.

Slow reading

Why?Analyze and understand;- logical Evaluate and be critical; acedmic Remember the information you read; and Follow instructions.

Reading

SUMMARY OF YOUR READING

It helps you to gather the necessary information by using both scanning and skimming to gainan overview of content of the reading material.

Topic 04 Note-makingand Note-takingSkills

LEARNING OUTCOMES


Differentiate between annotation, outline notes, column notes, mind maps and summary notes;

2. Develop skills of making notes from printed matter; and

3. Use the note-taking suggestions to develop good notes based on classroom discussions.

Note-taking and note-making are crucial to your learning because they help you to: organizeconsolidate information make them relevant and applicable to your module, tutorial and online discussions.

Good notes will help you save time and effort (and avoid agony) when it is time for you to write assignments or prepare for examinations.

Note making

(a) Annotation;

(b) Outline notes;

(c) Column notes;

(d) Mind maps;

(e) Summary notes.

1. Annotation

2. Outline notes

3. Column notes

4. Mind maps

5. Summery notes

All about note making

Making notes from printed matter Taking notes during tutorials Listning during tutorials Review after tutorials

Topic 05 PresentingInformation

LEARNING OUTCOMES


1. Present your written assignment effectively;

2. Apply OUM citation style based on the American Psychological Association (APA) format; and

3. Practice effective techniques for oral presentation.

Presentations

two types of presentations:

(i) Written presentation in the form of an assignment

(ii) Oral presentation using transparencies or PowerPoint.

*

Written assignment

Writing an Assignment

Heading and subheadings

Select , analyze and search for a topic Evaluate and selectPlan an outline Organize and consolidate Write the paper Review assignmentPresent before deadline

Common Faults Found in Assignments

WRITING THE FIRST DRAFT

Introduction Body of the content Conclusion

The Cake

99% of population like cakes Why

Looks good Wow factor

at a distance

Smells good - More closer feel

Taste good - after eating

What makes a cake different to

another

Writing is no difference

*

Important concepts on writing

Head Body Tail

*

Head -Introduction

Opening sentence wow factor Background Justification Importance of this topic

*

Body

Details Subject matter / theory / arguments Maintain logical flowContent - Simple / Accurate / Direct Use more diagrams figures charts pictures Think you are teaching the teacherNot all information may always relevant

*

The body of content

Place your ideas, opinions and factsExplained and argued out systematically and logicallyWith each idea or issue or argument flowing smoothly from one to another. ( connectivity ) Each paragraph should contain only one main point or main idea, with supporting details.

Tail conclusion

Practice use- evidence based medicine How can this areas be improved Nice conclusion and emphasis on the subject Always talk of humanity , ethics and qualityConclusion tallies with the introduction and the body of content. Do not introduce new ideas, arguments or opinions but should represent closure of the issues or ideas argued out in the main body.Remarkable conclusion for the chapter relating to the next chapter

Assignment

Topic 1000 words articleHead , body ,tail . Mail to by Friday the 5th of August 2011 before 10 am .

[email protected]

Accompanying Information

Footnotes or NotesQuotations and ParaphrasingCitation Style- Referencing

Foot notes

Paraphrasing and quotations

About Health

"The secret of health for both mind and body is not to mourn for the past, worry about the future, or anticipate troubles but to live in the present moment wisely and earnestly." - Buddha-"The devil has put a penalty on all things we enjoy in life. Either we suffer in health or we suffer in soul or we get fat." - Albert Eisntein -

Referencing System

Referencing System

Harvard systemVancouver system

Objectives of the referencing

Avoid plagiarism Copying of another person's thoughts, ideas or written material and claiming that they are your own Lend credibility Locate the source if required.

The Rules of Referencing:

A reference must be included every time you use someone elses ideas or information

A reference must be included in

Paraphrase or summarise (express someone elses idea in your own words)

quote (using their exact words)

copy (reproduce someones diagram, graph or table)

Each reference must appear in two places shortened version in the text and a full version at the end of the page

Main components

Citation - which provides brief identifying details about the work in the body of the text each time it is used

Reference Page/Bibliography - which lists all the references used and includes all the details needed to properly identify the source.

A. Referencing a book

Author - Last name and initials of given names

Date of publication

Title of the book

The edition of the book

The publisher

The city in which the book was published

Author's surname and initials of given name, year of publication, title (in italics or in quotation marks or, if handwritten, underlined). Edition (where relevant), publisher, place of publication.

Zgola, J.M., 1987, Doing Things: A guide to programming activities for persons with Alzheimers disease and related disorders, John Hopkins University Press, London.

Edited Volumes of books

The style is the same as for books except that the editor's name should be followed by (ed.) or for more than one editor by (eds.) Mulhoney, D. J. & Gottson, J. (eds.), 1991, Urban Man and Environmental Concerns in Australia, ANU Press, Canberra.Hiatt, B., 1994, Woman and gatherer. In Fay Gale (ed.), Woman's Role in Aboriginal Society, pp.4-15, AIAS, Canberra.

B. Referencing journal

Author - Last name and initials of given names

Year of Publication

Title of article

Title of journal or periodical

Volume and issue number or month or season

Page numbers of the article

Author's surname and initials of given name, year of publication, 'title of article', title of the journal or periodical (in italics with each word capitalised except for articles , volume and issue number etc, page number or numbers.

Nadel, L. ,1993-4, 'Do men and women speak different languages?' International Brain Dominance Review, vol 9, no 2. pp. 21-25.

C. Video and Television Recordings

Note: television programs are identified as video recordings.Title name of television program, transmission details (for TV) or publisher (for video). (N.B. For names of months used as identifiers write: Jan., Feb., Mar etc) American apartheid, [television recording], 25 Mar. 1996, Four Corners, ABC Television.Understanding Alzheimers, Group 3 video, [video recording], 1992, Grundy Television, Alzheimers Association, NSW

D. Electronic Information Sources

Type of medium may be [online], [CD-ROM], [disk], [magnetic tape] Authors name (where present) on a WWW site may be at the top or bottom of the Web page - check both places. Date of publication (where present) on a WWW site may be at the top or bottom of the Web page - check both places. Title of a WWW document is usually printed along the edge of a printout of the page; if this is not the case, use the screen heading as the title of the document.Publisher Internet items include date accessed because Internet addresses may not be permanent. URLs (Internet addresses) are not split; they should be written on one line.

These are then referenced similar to that of a book:Author, Year, Title [type of medium], Publisher/Place, Accessed: day month year, Mirza, Q. 1995, Race relations in the work place [online], CRER Database of Resources in Ethnic Relations, Warwick, England, Accessed 10 June 1996,

E. Conferences / Paper articles

Conferences papers Edmond, D. G.,1998, The mechanism of nutrition consumption by plant roots, Trans. 9th Int. Congress, Soil Science, Adelaide., Vol. II, pp. 183-190.A newspaper article with a named author:Dayton, L., 2005, Blisters precede onset of dementia, The Weekend Australian, 26/27 February, p.3

REFERENCING WITHIN THE TEXT:

Quotations should be relatively short fewer than 30 words or 2 lines they should be written in single quotation marks ( ) as part of your own sentence. Longer quotations should be written without any quotation marks but as an indented paragraph. Both would be followed by in-text referencing. See below. If a word or words are left out, this is indicated by () eg. Facing the end of a chronological era each new decade is approached as if it holds some new promise.(Mackay,1993, p.231)

Direct QuotesWhen using direct quotes you need to be aware of the following:always identify the material you have directly copied by inserting it in quotation marks at the conclusion of the quote include the author, date and page numbers contained within brackets quotes should be only 1 or 2 sentences it is sometimes better to paraphrase as this shows greater understanding of the material read only use a direct quote if you feel that the original wording is so precise that it can not be made any better

The following example shows the reference of a direct quote:The man was described as rather quaint with a slight tendency to rattle when shaken with extreme emotion (Young, 1989, pp. 4).Where there are two or three authors, you include family names:According to Cooper, Krever and Vann (2002) the use of this process leads to greater accuracy.

Indirect Quotes or Paraphrasing

Consider the following alternate examples where the surname of the author has been included with the date and page numbers within the brackets this gives prominence to the information:The success of Cook's voyages has been attributed, in part, to improved means of navigation and nutrition (Blainey, 1966, pp. 11-13).We can change this statement and write it in an alternative, positive form by including the name of author within the text as shown below this gives prominence to the author:prominence to the author:Blainey (1966, pp.11-13) has suggested that the success of Cook's voyages can be attributed, in part, to improved means of navigation and nutrition.When a quotation or idea is cited from a secondary source, reference should be made to both in the text but only the author you read in the Reference Page:In all academic disciplines there are `...universally recognised scientific achievements that for a time provide model problems and solutions to a community of practitioners.' Kuhn cited in Harvey 1973, p. 16) used the word `paradigm' for this concept.

BIBLIOGRAPHY/REFERENCE LIST:

A Bibliography lists all references consulted in your research in alphabetical order by the surname of the author. A Reference List denotes only those works directly quoted in your text

RULES FOR BIBLIOGRAPHY/REFERENCE LIST:

A Bibliography lists all references consulted in your research in alphabetical order by the surname of the author. This is on a separate page and comes at the end of the assignment, essay or report. It contains a list of all references you have used while researching your assignment books, journals, electronic media listed alphabetically together. DO NOT list your references in specific groups separately eg. books then journals then URLs etc.

Examples

Australian Bureau of Statistics, 1997, Government Finance

Statistics 1995-96, Cat. No. 55120, ABS, Canberra.

2. Coca-Cola Amatil Ltd ,1998, Annual Report 1997-98, Coca- Cola Amatil, Sydney.

3. George, D. ,1996, Productivity in Business, Vol II, Academic Press, London.

4. Jones, M.D. (ed.) ,1998, Management in Australia, Academic Press, London.

Final draft - ask questions

Is the assignment focused? Did I plan and prepare well? Does the content show understanding of relevant issues related to the topic? Does the writing show evidence of wide reading and research on the topic? Is there a logical development of issues from one paragraph to another? Are the arguments convincing and supported by evidence? Is the analysis clear and logical? Is the language simple and precise? Does the conclusion answer questions raised in the body of content?

ASSIGNMENT FORMAT

DOs and DONTs when writing an assignment

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WRITING ESSAYS UNDER EXAMINATIONCONDITIONS

You may apply the same steps as writing an assignment Choose questions on topics that you are confident of answering. Spend a few minutes jotting down ideas and then quickly organize them into some systematic structure. Mind maps / diagrams

ORAL PRESENTATION

Presentation

Multimedia Public speaking

5.6.1 Audience and Purpose of Presentation

5.6.2 Planning and Preparation

5.6.3 Techniques in PowerPoint and OHP Presentation

Tips for presentation

Make is simple as possible 03 colors 05 bullets One background plain colours Minimum animation More pictures / Simple diagrams / charts

Making PowerPoint Slides

Avoiding the Pitfalls of Bad Slides

Tips to be Covered

OutlinesSlide StructureFontsColourBackgroundGraphsSpelling and GrammarConclusionsQuestions

Outline

Make your 1st or 2nd slide an outline of your presentationEx: previous slideFollow the order of your outline for the rest of the presentationOnly place main points on the outline slideEx: Use the titles of each slide as main points

Slide Structure Good

Use 1-2 slides per minute of your presentationWrite in point form, not complete sentencesInclude 4-5 points per slideAvoid wordiness: use key words and phrases only

Slide Structure - Bad

This page contains too many words for a presentation slide. It is not written in point form, making it difficult both for your audience to read and for you to present each point. Although there are exactly the same number of points on this slide as the previous slide, it looks much more complicated. In short, your audience will spend too much time trying to read this paragraph instead of listening to you.

Slide Structure Good

Show one point at a time:Will help audience concentrate on what you are sayingWill prevent audience from reading aheadWill help you keep your presentation focused

Slide Structure - Bad

Do not use distracting animation

Do not go overboard with the animation

Be consistent with the animation that you use

Fonts - Good

Use at least an 18-point fontUse different size fonts for main points and secondary pointsthis font is 24-point, the main point font is 28-point, and the title font is 36-pointUse a standard font like Times New Roman or Arial

Fonts - Bad

If you use a small font, your audience wont be able to read what you have written

CAPITALIZE ONLY WHEN NECESSARY. IT IS DIFFICULT TO READ

Dont use a complicated font

Colour - Good

Use a colour of font that contrasts sharply with the backgroundEx: blue font on white backgroundUse colour to reinforce the logic of your structureEx: light blue title and dark blue textUse colour to emphasize a pointBut only use this occasionally

Colour - Bad

Using a font colour that does not contrast with the background colour is hard to read Using colour for decoration is distracting and annoying.Using a different colour for each point is unnecessaryUsing a different colour for secondary points is also unnecessaryTrying to be creative can also be bad

Background - Good

Use backgrounds such as this one that are attractive but simple

Use backgrounds which are light

Use the same background consistently throughout your presentation

Background Bad

Avoid backgrounds that are distracting or difficult to read fromAlways be consistent with the background that you use

Graphs - Good

Use graphs rather than just charts and wordsData in graphs is easier to comprehend & retain than is raw dataTrends are easier to visualize in graph form

Always title your graphs

Graphs - Bad

Good

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Graphs - Bad

Minor gridlines are unnecessaryFont is too smallColours are illogicalTitle is missingShading is distracting

Spelling and Grammar

Proof your slides for:speling mistakesthe use of of repeated wordsgrammatical errors you might have make

If English is not your first language, please have someone else check your presentation!

Conclusion

Use an effective and strong closingYour audience is likely to remember your last words

Use a conclusion slide to:Summarize the main points of your presentationSuggest future avenues of research

Questions??

End your presentation with a simple question slide to:Invite your audience to ask questionsProvide a visual aid during question periodAvoid ending a presentation abruptly

Tips for public speaking

Giving Research Presentations

Outline

Structuring your story

Preparing your data/information

Preparing and giving the presentation

Concluding your presentation

Questions and answers

Resources

Edward R. Tufte Envisioning Information, The Visual Display of Quantitative Information, The Cognitive Style of PowerPoint: Pitching Out Corrupts WithinLuca Aceto,Aalborg University and Olivier Danvy, Arhus, Denmarkhttp://www.cs.aau.dk/~luca/SLIDES/howtotalk-ru.pdfMichigan State University Graduate Student Organizationhttp://www.fw.msu.edu/orgs/gso/documents/GSOWorkshopDocsSp2006/TipsforGivingaScientificPresentation.pdfhttp://www.fw.msu.edu/orgs/gso/documents/GSOWorkshopDocsSp2006/PresentationTipsinPowerPoint.ppt#428,1Susan Herzog, Eastern Connecticut State Universityhttp://www.easternct.edu/smithlibrary/library1/presentations.htm#pptHeather Heying, Evergreenhttp://academic.evergreen.edu/H/heyingh/downloads/givingatalk.pdfMark Schoeberl and Brian Toonhttp://www.cgd.ucar.edu/cms/agu/scientific_talk.htmlUJohn Cairns, Jr., BioScience Vol. 39 No. 9http://www.fw.msu.edu/orgs/gso/documents/GSOWorkshopDocsSp2006/CairnsSpeakingAtLength.pdfCD-Condensed Matter Journal Clubhttp://www.physics.ucdavis.edu/~kliu/Phy298/PresentationTips.pdfMeshnick SR, Eaton JW., City College, CUNY Medical School,Prog Clin Biol Res. 1989;319:663-4. How to give a scientific talk., New York., PMID: 2622932 [PubMed - indexed for MEDLINE]How to give a job talkhttp://www.psychologicalscience.org/observer/getArticle.cfm?id=2046http://chronicle.com/jobs/2001/03/2001033002c.htm

How to Give an Effective Presentation: Structure

Basic ruleSay what you are going to say1-3 main points in the introductionSay itGive the talkThen say what you saidSummarize main points in the conclusionDont try to build suspense and then unveil a surprise ending

http://www.safetyoffice.uwaterloo.ca/hspm/tools/images/scaffold_stair.png

Tell a Story

Prepare your material so that it tells a story logicallySubject: title, authors, acknowledgementsIntroduction/overviewMethod/approachResults/information/analysisConclusion/summaryUse examples, anecdotes, and significant detailsCreate continuity so that your slides flow smoothlyGuide the audience through your storyYour last point on one slide can anticipate the next slide

http://www.cgd.ucar.edu/cms/agu/scientific_talk.html

http://battellemedia.com/images/book_open.jpg

Audience

Why and to whom are you giving this presentation?What do you want the audience to learn?Think about this as you construct your talkEdit your slides -- delete what is unnecessary, distracting, confusing, off point

Preparing Yourself...

Immerse yourself in what you are going to sayWeb of Science/Google it: use the latest newsMake sure you are familiar with the projection equipment, remote control and PowerpointBring your presentation on a memory stick AND a laptop with power supply AND an extension cord

www.terryfoxtheatre.com/theatre_specification...

What to Wear

Dress up maybe wear a jacket?More formal attire makes you appear more authoritative and you show you care enough to try to look niceFrom Ask Dr. Marty AnimalLabNews (Jan-Feb 2007)Dark clothes are more powerful than light clothesShirts or blouses with collars are better than collarless onesClothes with pressed creases (!) are signs of power

Print Your Slides

Dont read the presentationPrint out copies of your slides (handouts)You can annotate them and use them as notesYou can review them as youre waitingIf everything crashes the bulb blows, you can still make your main points in a logical way

www.com.msu.edu/.../powerpoint/printing.htm

Rehearsing

Practice actually stand up and say the words out loudYou discover what you dont understandYou develop a natural flowYou come up with better phrasings and ways to describe thingsIt is harder to explain things than you think, practicing helps you find the wordsStay within the time limitTry speaking too loud to get a feeling where the upper limit isDont over rehearse or memorize the talkThe first practice things will improve at least 10 fold -- the second will make things twice as good -- the third may add a bit of polish, but from there it can easily get worse

http://www.fw.msu.edu/orgs/gso/documents/GSOWorkshopDocsSp2006/TipsforGivingaScientificPresentation.pdf

www.thomas.edu/facilities/auditorium/index.htm

Giving the Presentation

Starting out is the hardest part of the talkTo get going, memorize the first few linesHello, Im Stephanie Pfirman. The title of my presentation is, The Arctic Marginal Ice Zone. The edge of the pack ice is the most dynamic, the most productive, and unfortunately -- the most vulnerable region in the Arctic.

http://www.fw.msu.edu/orgs/gso/documents/GSOWorkshopDocsSp2006/TipsforGivingaScientificPresentation.pdf

http://soroptimistofgreaterdavis.org/documents/images/photos/speaker.gif


Experienced speakers:

Speak freely and look directly at audience

Inexperienced speakers:

Put outline and key points of your presentation on your slidesYou dont have to remember what to sayEyes are on the slide not on youKey points are there for people who werent listening or who are visual learners

http://www.metclubnyc.org/slide%20show.jpg

Stand where the figures can be seenLook at people during presentationBe enthusiasticDont worry about stopping to thinkDont rushFigure out which slide is your half-way mark and use that to check your time


http://www.dvd-photo-slideshow.com/screenshot/01.gif


Dont apologize or make comments about yourselfI hope youre not boredI was working on this til 3 am Dont overuse the pointerDont try to be cute and dont force being funnyDont forget acknowledgements, always give proper creditTip: Everyone in the audience has come to listen to your lecture with the secret hope of hearing their work mentioned

Concluding Your Content

Announce the ending so that people are preparedFor example, with a slide titled ConclusionsOr by saying, In my final slide or My final point is Have only a few concluding statementsCome back to the big picture and summarize the significance of your work in that contextExtend logically beyond your limited study but dont overreachOpen up new perspectiveDescribe future work, raise questions, potential implications

http://www.cs.aau.dk/~luca/SLIDES/howtotalk-ru.pdf

Finishing Your Presentation

Think carefully about your final words and how to finish your presentation stronglyDont just drift off I guess thats all I have to say You may want to actually memorize your ending lines, just as you do your starting pointsEnding your talkSay Thank You pause for applause thenSay: Any questions?

http://international.internet2.edu/images/CLARA-I2-MoU/i2-clara-applause.JPG

What Can Go Wrong?

Uncertainty about materialInterruptionsRunning out of slidesRunning out of time


www.rcpsych.ac.uk/.../ anxiety/images/grap6.jpg

Uncertainty About the Material

Try to structure your talk so that you are sure about the material you presentIf you have to address something important that you are unsure ofAcknowledge the gap in your understanding Im working on it or Im looking into itThis is better than being pressed to admit somethingAlso it may very well be an open questionAnother way to handle this is to raise it as a question yourself

From What's so Funny About Science? by Sidney Harris (1977)

Stirling, Ian. Polar Bears. Ann Arbor: University of Michigan Press, 1988.

Nicklin, Flip. "Beneath Arctic Ice". National Geographic. 180(1), July 1991

What Will Happen to Polar Cod, Seals and Polar Bears?

Okosystem Barentshavet. Norwegian Research Program for Marine Arctic Ecology, 1992

Minor Interruptions During Your Presentation

Dont look irritated or rushedAnswer briefly just enough to straighten it outThen carry on with your presentation without checking backA question that you will answer later in your talk?Say Good point; just wait two slidesRequires a long answer and is not critical understanding?Say Good point; Ill come back to it at the end of the talk.


www.rscni.ac.uk/.../netmanage/networkindex.htm

Major Interruptions During Your Presentation

If most in the audience are non-specialistsExplain the issue to the audienceDelay discussion until after the talkIf most of the audience is knowledgeableMake your point as clearly as you canDiscuss it out dont try to diminish or avoid it


http://www.alumni.berkeley.edu/imgs/Alumni/Mentorship/hand_raised.jpg

Running Out of Slides

Short talks are better than ones that are too longWhat to do:Dont make a personal commenthum, Im running out of slides Stretch it a little -- see if you can think of an example, or story, to bolster your pointsConclude unhurriedly, summarizing your main points, but dont be repetitious


http://photolog.icyshard.com/archives/26things3/stretch.jpg

Running Out of Time

Avoid this impolite to other speakers and the audience: if it happens Do not assume that you can carry on past your timeDo not skip all of your slides looking for the right one to put on next Conclude on time wherever you are in your talk -- by making your main pointsIn Powerpoint you can just type the number of your concluding slide and press Enter to skip right to it


He cannot speak well that cannot hold his tongue

Thomas Fuller, 1732, Gnomologia

http://www.fw.msu.edu/orgs/gso/documents/GSOWorkshopDocsSp2006/CairnsSpeakingAtLength.pdf

Questions and Answers

Questions after your talk can be difficult but they definitely help you in writing up your researchIdentifies parts the audience did not understandFocuses and adds dimension to your analysisYou can repeat the questionThis gives you time to thinkThe rest of the audience may not have heard the questionAlso if you heard the question incorrectly, it presents an opportunity for clarification

http://www.erp.wisc.edu/profdev/Talkhandout05.doc

http://www.firekills.gov.uk/seniors/cool/howstart/images/howstart.gif

Questions and Answers, continued

Keep your answers short and to the point dont respond with another lectureDont say that a question is bad, or that you addressed it alreadyRephrase it into something that you want to talk aboutNever demean the question or questionerThey may have friends in the audience, and you never need more enemiesThe research world is smaller than you think and you will continue to encounter people throughout your career


http://www.cartoonstock.com/newscartoons/cartoonists/ato/lowres/aton893l.jpg

Usually you have thought more about the material than anyone else -- this puts you in a stronger position than you may thinkAnticipate typical questions and prepare for themGeneralizability of your findings to other times? Other places? Other conditions?Methodological bias? Uncertainties? Exceptions? Priorities?Still concerned about questions?Make extra slides perhaps on details of instrumentation or methodology

Difficult Questions

http://www.regislasvegas.org/images/class-pic-hand-raised.jpg

Difficult Questions, continued

If you really don't know the answerSay "Interesting, I will look into that" or Thats a good point, lets discuss it afterwardsDon't feel that you have to invent an answer on the fly -- you are only human and you can't have thought of everythingIf the questioner disagrees with you and it looks like there will be an argument then defuse the situation"We clearly don't agree on this point, let's go on to other questions and you and I can talk about this later"


Conclusions

Structure your content in a way that is comfortable for youUse your own style to your advantageThink ahead about where you might encounter difficulties and figure out ways to overcome them

Activity

Select a topic for your groupMake a PP presentation Present it using effective presentation methods

Presentations

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What is Communication?

Nonverbal Communication

-body language

-eye contact

Importance of Communication

Class Presentations

Field Research

Business Communications

Public Speaking

Fear of Public Speaking

Population No.1 fear=Public SpeakingFear No.2=DeathStage fright

-In spotlight

-unprepared

-inexperienced

Effective Communication

Preparation

Practice

Presence


Preparationresearch-non-researchformat-speak on what you know -Notes- outline main points

-note cards vs. full sized paper

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Sample Speech Outline

I. Introduction

Thesis

II. Body

support arguments

III. Conclusion

review


Practice

- practice makes perfect

- revision

- get time right


Presence

-nervousness- fright is common

-Body language

-voice tone

-gestures

-eye contact

-positive attitude

Things You Shouldnt Do

Read directly from notesRead directly from screenTurn back on audienceSlouch, hands in pocketsNo um, ah, you knowsNo nervous gesturesTalk too fast, Talk too quietly

Things You Should Do

Eye contactCan glance at notesAppropriate gesturesRhetorical questions to involve audience

Ten Successful TipsControl the Butterflies

Know the room- become familiar with the place of presentationKnow the audience- greet or chat with the audience before hand. Its easier to speak to friends than to strangersKnow your material-increased nervousness is due to un-preparedness

Control the Butterflies

Relaxation- relax entire body by stretching and breathing so as to ease the tensionVisualize giving your speech-Visualize yourself giving your speech from start to finish. By visualizing yourself successful, you will be successful


People want you to succeed-the audience is there to see you succeed not to failDont apologize-by mentioning your nervousness or apologizing, youll only be calling the audiences attention to mistakes


Concentrate on your message-not the medium. Focus on the message you are trying to convey and not on your anxietiesTurn nervousness into positive energy-nervousness increases adrenaline, transform it into vitality and enthusiasm


Gain experience-experience builds confidence, which is key to effective public speaking

Practice takes you from this..

To this.

Public speaking: the basics

experiential learning 9th grade: the communication process

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What is public speaking?

Public speaking is anytime you have to speak in public! Speaking in public scares more Americans than going to the dentist, falling, or death! This presentation will give you public speaking basics and help you realize some good multimedia presentation skills at the same time.

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Fears

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Before the presentation

Preparation is key!

Figure out a thesis for your paper.

Write down the structure for your presentation.

Introduction, body, and conclusion.

Read it out loud.

Edit your writing.

Read it out loud again.

Put it into your presentation.

Practice again.

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Basics of Public Speaking

Know your topicYour are the expert of the topic you have chosen.Nobody in the room knows more than you so make sure that you know it thoroughly so you can teach others.Know your audienceWhat do they find funny? What are they interested in? What would they like to hear about your topic?Find a hookA hook is an interesting, funny, or creative beginning to your presentation. The first 30 seconds of a presentation are very important, so a good hook will keep your audience focused.Be yourselfIf you try to do what your friends would do, you will mess up. Just be yourself and you will feel the most comfortable!Stay on pointDo not discuss topics that are not important to your presentation. They will distract your audience and you will lose your focus.Do not repeat yourselfDo not repeat yourself. Repeating a point more than a few times sounds as if you do not have anything else to say. So avoid repetition.

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Confidence

Project a calm, confident tone while speaking.You are the expert on the topic, so you have nothing to worry about!Audience members can tell when you are nervous or do not know what you are talking about.Confidence can be gained through good preparation and effective practicing.

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Tips

Attitude is everything!Preparation is keyConfidence comes with practiceRefer to sources correctlyYou will need to have outside sources for your information in the presentation. Make sure to know how to pronounce names and the authors main idea correctly.First 30 seconds are the most important!This is the hook.If you have a creative, witty, or interesting introduction, you can hold the audiences attention for the rest of the presentation.Strong conclusionJust like the introduction, have a strong message the audience can take away from your presentation.Avoid just repeating your introduction and your thesis statement.Action statements make good conclusions.

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You have just worked your way through a multimedia presentation. Now you are going to learn how to construct a multimedia presentation!

NOW PRESENTATION BASICS

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First, a tutorial.

There are 6 tips for all multimedia presentations. Before you can start that, however, you should become familiar with how the presentation program works. If you are new to the program, please click here.

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6 Power point tips

Have consistent slide backgrounds.

Contrast helps people see your presentation.

Animation adds some flavor.

Make it large!

Too many words turns your audience off.

Images are important!

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Consistency

Having a consistent background adds to your presentation.An easy way to distract your audience is by having your slide background constantly change.You want to seem in charge of your presentation, so keep the design simple and consistent.

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Contrast

Contrast is when two colors are put next to each other which are very different from one another. For example green and blue or black and white.Look at the boxes to the right. Which one is easier to view?The greater the contrast, the better your audience will be able to read your slide.

Can you read me now?

Can you read me now?

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Animation

Animation can assist in a given situation, but too much can distract.Animation can be for an image or letters in a slide or between slides.There are two types of animation to the left; which one is more distracting? Use animation to give some flavor to a slide that is a little flat.

Too many words? Animation can help improve a slide!

Too many words? Animation can help improve a slide!

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Large

Notice that in this slide everything is large and easy to see. Making your words and pictures large is very important when working with power point!

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Wordy Slides

Multimedia presentations are visual tools. It is not a good tool to use if you have too much to say.

So keep your words to a minimum.

This slide has quite a few words, some may say too many.

They are easy to read, however, because they are large enough.

Also, the addition of the fish animation adds to the slide.

A multimedia presentation is not a chance for you to write a paper. It is a chance to give a summary of the main points of a paper.

Use bullet points to break up the writing.

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Images

Images are important to a multimedia presentation, so do not shy away from clip art, images, or artistic designs to show off your text.The slide at right has an image, a box around the words, and a strong background.The overall effect is very professional and pleasing to the eye.

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Youre done!

Congratulations and good luck! Hope your presentation goes well!

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Activity

Select a topic make a PP presentation and present in 10 mints .You can present as a group

Topic 6 Coping withYourAssessment

Learning outcomes

By the end of this topic, you should be able to:1. Explain four assessment methods at OUM;2. Prepare effectively for the assessment;3. Practice effective ways of answering different types of assessmentquestions; and4. Explain the concept of ethics in assessment.

6.1 TYPES OF ASSESSMENT

(a) Continuous assessment, which represents 40-50% of your total assessment marks. The assessment comprises :an assignment, tests and participation in online discussions. You will be assessed throughout the semester.(b) An examination, which represents 50-60% of your total assessment marks. Currently, examinations are held at the end of the semester.

Assessment Methods

Types of tests

Examination- Learning centers- Once at the end of every semesterAssignment - Actual Classroom - 1 per courseTest - Actual Classroom Twice per courseOnline Assessment - Virtual Classroom Throughout the semesterIn order to excel in your assessment, you should practice the various strategies

6.2 PREPARING FOR ASSESSMENT

6.2.1 Gather notes

6.2.2 Revise and Memorise

6.2.3 Practice Answering Questions

6.2.4 Plan and Schedule

6.3 BASIC PREPARATION FOR EXAMINATIONS

6.4 TYPES OF ASSESSMENT QUESTIONS

6.4.1 Objective Questions- Usually short MCQs

6.4.2 Subjective Questions -usually essay questions.

6.5 DOING THE ASSIGNMENT

6.6 DOING THE TEST

6.7: PARTICIPATING IN ONLINE DISCUSSIONS

6.8 ETHICS

6.8.1 Ethics in Writing Theses, Essays and Assignments

Topic 7 InformationGatheringProcess

7.1 WHY DO YOU NEED INFORMATION?

7.2 WHERE TO GET INFORMATION?

7.3 USING THE TAN SRI DR ABDULLAHSANUSI (TSDAS) DIGITAL LIBRARY FORINFORMATION GATHERING

7.4 THE INFORMATION TRAIL

Topic 8 Skills inInformationRetrieval

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HM02 2.3 Disciplinary proceedingsiihstafe.weebly.com/uploads/8/0/2/4/80248… · PPT file · Web view · 2013-11-30OUMH1103 LEARNING SKILLS FOR OPEN AND ... which represents 40-50%