rabss.files.wordpress.com · Web viewIntroduction to Study Skills. Introduction to Study Skills. Introduction to Study Skills. Introduction to Study Skills. RALA-DOC-SS-0267 Introduction

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Course Syllabus A1.1.6 Introduction to Study Skills

Introduction to Study Skills

Revision history

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Table of contents for course syllabus A1.1.61 Introduction........................................................................................................................1

1.1 Background............................................................................................................................1

1.2 Purpose..................................................................................................................................1

1.3 Document control process.....................................................................................................1

1.4 Course files............................................................................................................................1

2 Course syllabus information................................................................................................2

2.1 Purpose..................................................................................................................................2

2.2 Course data............................................................................................................................2

2.2.1 Course details................................................................................................................2

2.2.2 Role of course within the program................................................................................3

2.2.3 Pre/co-requisites............................................................................................................3

2.2.4 Course learning outcomes (CLO) statement..................................................................3

3 Course schedule and assessment information.....................................................................4

3.1 Purpose..................................................................................................................................4

3.2 Course schedule and key topics.............................................................................................4

3.3 Assessment methods and tools.............................................................................................5

3.4 Out-of-class assignments.......................................................................................................5

3.5 Grading and testing...............................................................................................................6

3.6 Faculty expectations of learners............................................................................................6

3.7 Students expectations of their faculty...................................................................................6

4 Learning methods, media, resources and reading list..........................................................7

4.1 Purpose..................................................................................................................................7

4.2 Learning methods and media................................................................................................7

4.3 Learning resources.................................................................................................................7

4.4 Reading list............................................................................................................................7

5 Course evaluation...............................................................................................................8

5.1 Purpose..................................................................................................................................8

5.2 Course evaluation methods and tools...................................................................................8

5.2.1 Evaluation methods and tools.......................................................................................8

5.2.2 Evaluation tools.............................................................................................................8

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Appendix A: Course outline............................................................................................................9

Appendix B: Course learning outcomes statement........................................................................13

Appendix C: Introduction to study skills course schedule..............................................................16

Appendix D: Course reading list....................................................................................................18

Appendix E: Learning resources accessed via student portal.........................................................20

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1 Introduction

1.1 Background This document forms part of the documentation set required to meet the Rabdan Academy‘s requirements for curriculum management.

1.2 Purpose This document describes the course syllabus for the Introduction to Study Skills Course which must be taken by all Rabdan Academy undergraduates.

1.3 Document control processThe lead tutor for this course shall ensure that all course syllabus design documentation will be formally controlled and maintained in electronic version control with access rights limited to selected individuals.

1.4 Course files In line with Commission for Academic Accreditation (CAA)’s standards a separate Course Files system will be established by the Course Lead Tutor for the Study skills course under guidelines issued by the Rabdan Academy. These course files will be maintained as an electronic resource and hosted on the Academy Learning Management System (LMS). It will include the components specified by the CAA in its Stipulation 5 of the Standards for Licensure and Accreditation.

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2 Course syllabus information

2.1 PurposeTo provide a course summary which describes the relationship of the course to the wider program, a description of the pre/co requisites and the course learning outcomes.

2.2 Course data

2.2.1 Course detailsTable 1.1 provides a summary of the essential detail of the Introduction to Study skills course in Year 1while additional details can be found in the Course Outline at Appendix A and in this document.

Table 1.1-Course details Title/data field Information

Course Title Introduction to Study Skills

Qualification Title Associate degree

Qualification Level Level 5

Course Code A1.1.6

Course Type Mandatory

No of Credits 1.0 credit

Year – Semester(s) On joining the Program

Course Tutor and Staff

Lead Tutor – Leave blank

Summary Scope This mandatory 1 credit course is designed to ensure students are provided with a toolset to support successful effective time management, study and active learning during the degree program. It is also designed to support the development of core life skills within the degree program

Degree Program Mandatory course applicable to all students undertaking undergraduate program unless completed as part of prior Foundation program

Pre-requisites None

Learning outcomes See Course Learning Outcomes statement at Appendix B


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2.2.2 Role of course within the programThe introduction to study skills course is a mandatory course which all undergraduates must take at the start of their studies. Students will thus normally take this course at the beginning of Semester 1 of the first year of their associate degree program. Any students who through Recognition of Prior Learning (RPL) join the program at a later date must commence this course in their first semester and successfully complete it at the end of their first year.

Table 1.2 - Integration of the study skills course within wider program.

Code Program/year Qualification /level Course title

Credit value Semester

All BSC programs

Associate degree/Level 5

A1.1.6 All BSC programs

Associate degree/Level 5

Introduction to Study skills 1 1

Core foundation course designed to provide skills applied throughout the degree program

2.2.3 Pre/co-requisites All students must meet the general requirements for entry to undergraduate programs which are specified in the admissions policy. In addition prior to commencing the study skills course students are expected to have completed the following activities:

A formal orientation tour of the University; The orientation tour of the Library and demonstration of its on line catalogue; A short 1.5 hour practical IT skills lesson on how to use the Student learning portal; and A short on line test on Academic Integrity (repeated at the start of each year)

2.2.4 Course learning outcomes (CLO) statementThe Course Learning Outcomes (CLO) for this course are described in detail in the CLO statement for this course at Appendix B of this document.


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3 Course schedule and assessment information

3.1 PurposeThis document provides details of the course schedule, assessment methods, grading, testing and assignments for the course. There is also a description of expectations the faculty has of its students and vice versa.

3.2 Course schedule and key topicsThe introduction to study skills course will follow a different format and schedule to the majority of courses at the Rabdan Academy. The taught components of this course will largely be delivered through a series of 7 workshops covering 18 taught hours during a 2 week orientation period prior to the commencement of formal classes and not spread over a semester.

The formal part of the course will be supported by a set of multimedia learning resources and on line initiated activities accessible to students over the Academy virtual learning environment hosted on its learning management system. These will guide students through a series of activities during self-study periods or while working in a study group.

For this course students will be allocated in advance to a study group –for other courses students will make their own arrangements. These resources (See Appendix D) will be available as support to all students throughout the academic calendar. The taught workshops will be subsequently repeated at the start of the winter semester for students joining at that time. The 7 workshops are listed in Table 1.3.

Table 1.3-List of workshops /classes delivered during study skills course.No Workshop Title Duration

Workshop 1 Effective Academic Writing 3 hours

Workshop 2 Managing Your time Effectively 2 hours

Workshop 3 Listening and Note Taking Skills 1.5 hours

Workshop 4 Working effectively as a Group 2.5 hours

Workshop 5 Responding effectively to Assessment 3 hours

Workshop 6 Applying Effective Research Techniques 2 hours

Workshop 7 Critical and Reflective Thinking Techniques 3 hours

A copy of the proposed course schedule and list of key topics is attached at Appendix C. In addition to the taught part of the course students will be expected to complete a set of activities as part of their private study these activities will include the use of multimedia resources hosted on line.


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3.3 Assessment methods and toolsThe introduction to study skills course will earn only a single academic credit – therefore the selection of assessment methods and tools has to reflect the short duration of the course and its credit value. Another factor is the need to deliver the taught part of this course in a condensed period in order for students to apply skills and knowledge immediately on the wider curriculum.

The course is nonetheless important and covers critical skills that students will need to apply throughout their program if they are to be successful.

The evidence of student achievement of most learning outcomes will not be fully demonstrated immediately. It will only be acquired and reviewed as students apply their skills on actual future courses.

The methods for student assessment will be:

Evidence of completion of specific on line activities and related e- assessments from these activities;

Creation by students of an on line e-portfolio as evidence that specific outcomes have been met, including:

o Assignments completed on or ahead of schedule; o Grade point average achieved; o Assignments use appropriate referencing; o Active involvement in group work; o Evidence of effective literature searches; o Positive feedback from tutors on assignments; and

Tutor feedback through continuous assessment gathered through a report and on line surveys.

The tools used to apply these methods will be:

The use of on line i.e. e-assessment for specific activities; Online learning log/ e-portfolio; and Online surveys of tutors to assess students ability to apply skills learned

3.4 Out-of-class assignments All students will be required to establish and maintain a record of evidence of their achievement of the learning outcomes. This will be reviewed regularly by their assigned tutor for study skills over the 1st semester and then submitted at the end of the semester. Students who have not shown appropriate evidence by the end of the first semester will be required to complete it no later than the end of the first year of study.


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3.5 Grading and testing The completion of “Study Skills” course, will not formally contribute towards a student’s future Grade Point Average (GPA). To successful complete this course students will only be required to achieve a course Grade of C. The balance of marks and contribution to overall course grade is illustrated in Table 1.4

Table 1.4 – Grades and marks for study skills Method Marks Required marks for grade c % of course grade

e-assessment 100 70-74 20%

e-portfolio 100 70-74 60%

Tutor Continuous Assessment 100 70 -74 20%

3.6 Faculty expectations of learners Faculty expectations of students for the study skills course will not be significantly different to standard expectations defined in the program description document. One of the underlying aims of this course is to enable students to understand what expectations faculty will have of them once standard classes have started. Faculty will expect students to attend all of the 7 workshops on the course, have completed the pre requisites and complete the activities assigned to them on line.

3.7 Students expectations of their facultyStudents who undertake this course will be new to the Academy and possibly to an undergraduate environment. Part of this course will be establish what students can expect of their faculty and as such will need to be carefully considered by those teaching on this course.

It is reasonable to assume that students will also be looking for re assurance from those faculty members who teach this course about how to gain the most from their forthcoming academic experience. The faculty delivering this course will wish to be sensitive and adapt their tutoring styles accordingly


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4 Learning methods, media, resources and reading list

4.1 Purpose This document provides details of the learning methods, media and resources for the Introduction to Study Skills course. It also references a list of reading materials that can be used to aid course delivery.

4.2 Learning methods and mediaThe introduction to study skills course will be largely delivered using a combination of seminars /workshops which will include group work, student project work, learning logs and self-study using on line resources. Students will apply their skills and knowledge learned during the workshops using resources available on line during their first semester on program specific courses.

The workshops will usually be tutor led and include up to 15 students and be delivered through a short 20 minute presentation of information and then require students to participate in group exercises in small groups of 3- 4 students.

Students will be tasked with completion a range of separate activities as part of private and self-study. They will work through a series of short learning activities designed to start to apply skills learned during the workshops. Further reinforcement and application of these skills will be actively promoted and required by their tutors for future general education courses and or program specific courses.

The primary media used to support delivery of the course will include:

Presentational /Interactive Media; Student Response Systems; Study skills website; Multi media – Video, PDF files, PODCASTS and other HTML based text based resources; Web based tools e.g. Chat-rooms on subjects; and e-portfolio tools provided on line and accessed through a learning portal.

4.3 Learning resources The delivery of this course will require the development of specific set of Webpages that contain or link to a range of text based, video and interactive resources on study skills. These web based resources will need be developed by the Curriculum Development Team or acquired from other commercial sources.

They will be hosted on a learning management system and on the internet. These resources will be available to students at all times throughout the program. They would also be available to support students who are taking short courses independently from the major degree programs.

4.4 Reading list The duration of this course precludes the need for students to read specific books or articles. The learning resources website (student portal) will include short 1-3 page PDF files providing guidance on specific study skills topics. Students will as part of self-study be required to use these resources and refer to them when undertaking active studies. A list of possible supporting books that could be used to support the development or these resources and by students is provided at Appendix D.


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5 Course evaluation

5.1 PurposeTo provide details of the evaluation methods and tools that will be used to conduct course evaluation for the Study Skills course.

5.2 Course evaluation methods and tools

5.2.1 Evaluation methods and tools The primary methods of gathering data on the effectiveness of this course will be:

Questionnaire completed by students at the start of and after completion of the course; Qualitative and quantitative analysis of evidence from e-portfolios; Analysis of surveys of tutors on their students’ performance (i.e. continuous assessment

data); Interviews with selected individual students; End of semester de brief; Analysis of chat room feedback; and Analysis of student achievement on courses during a year.

5.2.2 Evaluation tools The main tools used to conduct evaluation will be:

On line automated survey software either acquired separately or embedded within a virtual e-learning environment;

e-portfolio software; Provision of a chat room facility linked to learning resources to enable students to

provide feedback; and Use of on line assessment technology to conduct and analyse test results from study

skills tests and also test results from wider program courses.


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Appendix A: Course outlineTitle/data field Information

Course Title Introduction to Study Skills

Qualification Title All degree programs

Qualification Level Level 5

Year – Semester(s) Year 1 /Semester 1

Course Code A1.1.6

Course Type Mandatory

No of Credits 1.0 credits

Teaching /Study Hours

Formal teaching Hours – 18 (7 workshops)

Individual/Group Study Hours /Activities – 15 hours + 25 hours to build an e portfolio over semester 1

Summary Scope This mandatory 1 credit course is designed to ensure students are provided with a toolset to support successful effective time management, study and active learning during the degree program. It is also designed to support the development of core life skills within the degree program

Degree Program Mandatory course applicable to all students undertaking undergraduate program unless completed as part of prior Foundation program

Course Tutor and Staff

Lead Tutor – Leave blank

Pre-/co-requisites General Admission requirements for students commencing Associate degree are defined in Program Description and relevant policies Students are also expected to have completed: A formal Orientation tour of the University and it’s to the Library prior to

starting the course; The Academy’s mandated ½ day workshop on the Academic Code of

Integrity and Plagiarism; A short on line test on Academic Integrity (repeated at the start of each

year); and A practical workshop on how to use the Academy Learning platform and

tools including e portfolio toolset

CLO Statement CLO = Course Learning Outcomes Statement

Knowledge Describe the key characteristics of effective academic writing; Define the key features of an effective time management by students; Describe the different types and methods of assessment used in the


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Title/data field Information

Rabdan Academy and how to respond to each method effectively; Provide examples of how to meet Learning outcomes for courses and

programs; Describe the features of a successful study group; Understand how groups and teams are formed , developed and sustained; Describe the tools and techniques students can use to think reflectively,

originally and critically; Explain how to take listen effectively and take concise, clear and

memorable notes during study or formal teaching sessions; and Identify and then apply appropriate research and study techniques to

complete assignments.

Skills Actively plan , prioritise and manage their academic workload to deliver assignments to agreed timescales;

Use appropriate and effective academic writing techniques to successfully complete summative assignments;

Apply standard referencing techniques to cite all sources accurately; Create a bibliography of books , articles and resources for a topic; Efficiently utilise library and research tools to identify relevant information

to support study work; Apply critical and reflective thinking /reasoning techniques when reviewing

information and sources; Successful identify what is required to successfully complete a range of

different types of assessments used in the Academy; Participate actively in group and class sessions by applying effective

listening, questioning and discussion techniques; Participate actively as a team member and or leader in an effective study

groups; and Apply effective note taking and mind mapping techniques during learning

events.

Aspects of Competence

Autonomy and Responsibility (A and R)

This course will contribute towards the achievement of the IEM Level 5 A and R program learning objectives by requiring a student to: Act as member of leader of a study group; Take responsibility for delivering work to an agreed schedule; Work with limited supervision to plan and complete a study schedule; and Capability to prioritise tasks and manage time effectively.

Role in Context (RIC)

This course will contribute towards the achievement of the IEM Level 5 RIC program learning objectives by requiring a student to:


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Work as a team member in a study group developing a solution against time constraints; and

Actively and positively contribute as an individual to formal and informal learning events while respecting and valuing others views.

Self-Development(SD)

This course will contribute towards the achievement of the IEM Level 5 SD Program Learning Objectives by requiring a student to: Critically review their own work.

Key Topics Effective academic writing including how to reference sources; Effective planning, prioritising and time management for undergraduates; Effective use of library and other research tools to complete assignments; Techniques for active reflection, lateral and critical thinking; Delivering effective responses to formal assessments; Understanding course and program learning outcomes; Active listening, questioning and analysis techniques; Working collaboratively and effectively as a team member; Working in effective study groups to support private study; and Effective note taking and mind mapping techniques.

Assessment

Methods Assessment for this course will be completed both during the course and then subsequently over the 1st academic year to ensure students actively apply what they have learned. The majority of evidence for assessment will come from three sources: Completion of on line assessments and activities; Completion of an e portfolio including evidence of how they have met the

CLO’s; and Tutor based Assessment of CLOs across all courses e.g. confirmation that

assignments have been delivered on time, appropriate citations used. Successful completion of this course will have been achieved normally by end of the first semester. When this is not the case it must have been achieved by the end of the 1st year of study.

Assignments The evidence that the core Learning outcomes for this course will have been achieved will be actual completion of individual course assignments and tests during the 1st year of study to the agreed schedule, while achieving a satisfactory GPA and while demonstrating the behaviours and attitudes of an effective student. The main out of class assignment for students will be completing an e portfolio with the relevant evidence that these CLOs have been met.

Learning MethodsAnd Media

This course will be delivered through a combination of workshops, self-paced learning and experiential learning. The majority of the formal taught part of


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this 1 credit course will be delivered over a period of 2 weeks prior to the start of formal classes. Learning Media will include the use of PDF files and multimedia, Video and text materials, Chat-rooms and e portfolio tools. An online set of learning resources and activities will be made available via the student portal (Appendix E).

Academic Progression

The skills developed on this course and through application in Years 1-3 will be reinforced and enhanced in Year 4 on the “Research and Advanced Study” skills course

Course Specific Information

This course will require students to actively use the student portal throughout their academic year and maintain an e- portfolio

Course Specific Requirements

Not applicable


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Appendix B: Course learning outcomes statement Course title Introduction to study skills

Type and NQF level of Qualification

Level 5 – Associate degree

1.0 Knowledge and Understanding Outcomes

Describe the key characteristics of effective academic writing; Define the key features of an effective time management by students; Describe the different types and methods of assessment used in the Rabdan Academy and how to

respond to each method effectively; Provide examples of how to meet Learning outcomes for Courses and Programs; Describe the features of a successful study group; Understand how groups and teams are formed , developed and sustained; Describe the tools and techniques students can use to think reflectively, originally and critically; Explain how to take listen effectively and take concise, clear and memorable notes during study or

formal teaching sessions; and Identify and then apply appropriate research and study techniques to complete assignments.

2.0 Skills Outcomes


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Course title Introduction to study skills

Actively plan , prioritise and manage their academic workload to deliver assignments to agreed timescales;

Use appropriate and effective academic writing techniques to successfully complete summative assignments;

Apply standard referencing techniques to cite all sources accurately; Create a bibliography of books , articles and resources for a topic; Efficiently utilise library and research tools to identify relevant information to support study work; Apply critical and reflective thinking /reasoning techniques when reviewing information and sources; Successful identify what is required to successfully complete a range of different types of

assessments used in the Academy; Participate actively in group and class sessions by applying effective listening, questioning and

discussion techniques; Participate actively as a team member and or a leader in an effective study groups; and Apply effective note taking and or mind mapping techniques during learning events

3.0 Aspects of Competence

3.1 Autonomy and Responsibility (A and R)

This course will contribute towards the achievement of the IEM or BCM Level 5 A and R program learning objectives by requiring students: To act as member of leader of a study group; Take responsibility for delivering work to an agreed schedule; Work with limited supervision to plan and complete a study schedule; and Capability to prioritise tasks and manage time effectively.


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Course title Introduction to study skills

3.2 Role in Context (RIC) This course will contribute towards the achievement of IEM or BCM Level 5 RIC Program Learning Objectives by requiring a student to: Work as a team member in a study group developing a solution against time constraints; and Actively and positively contribute as an individual to formal and informal learning events while

respecting and valuing others views.

3.3 Self-Development (SD) This course will contribute towards the achievement of IEM or BCM Level 5 SD Program Learning Objectives by requiring a student to: Critically review their own work.


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Appendix C: Introduction to study skills course schedule Topics by week Assignments-Tests Individual /Group Study

Week/Day Topics /Methods

1 -Day 2 Workshop 1 AM - Effective Academic Writing (2 hours)

NA Formative exercises

Use of On line learning resources and complete activities during self-study

1 - Day 3 Workshop 2 – AM Managing your time effectively (2 hours)

Complete activities (F) Ditto /Visit to Library and Scavenger Hunt

Private study review of examples

1 - Day 4 Workshop 3 – AM Listening and Note Taking skills (1.5 hours)

Use of on line resources

1 - Day 5 Workshop 4 – AM - Working effectively as a Group (2.5 hours)

Complete activities short on line tests

Use of on line resources Assemble as a study group

2 - Day 1 Workshop 5 -Responding effectively to Assessment (3 hours)

Use of on line resources Work in study groups

2 - Day 2 Workshop 6 - Applying Effective research techniques (2 hours)

Complete on line test Use of on line resources Commence research activities

2 - Day 3 Workshop 7 Critical and Reflective Thinking Techniques (3 hours)

Use of on line resources


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Topics by week Assignments-Tests Individual /Group Study

2 - Day 5 Phase 1 of course completed– personal tutor interviews

All on line tests completed Complete all on line learning activitiesSubmit completed activities on line

3 - Day 3 Complete initial research activities

6 Personal Tutor review of progress and e portfolio evidence

12 Personal Tutor review of progress and e portfolio evidence

15 Submit completed e- portfolio

17 Personal tutor review Portfolio marked

Notes

F= Formative Test

S= Summative Test


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Appendix D: Course reading listNo Author (s) Title Publisher/Journal Year ISBN

1 Bailey, S Academic Writing for International students Routledge 3rd Edition 2011 0415595819

2 Cottrell, S Critical Thinking skills – developing effective analysis and argument

Palgrave Macmillan 2nd Edition 2011 0230285295

3 Cottrell, S The Study Skills Handbook. Second Edition. Palgrave Macmillan 3rd edition 2008 0230573053

4 Deane, M & Borg, E Critical Thinking and Analysis Longman 2010 1408236974

5 A Gillet A Hammond M Martala

Inside Track to successful academic Writing Longman 2009 0273721712

6 Hartley, P & Dawson, M Success in Group work Palgrave Macmillan 2010 0230272304

7 Levin, P Successful teamwork! - For undergraduates and taught postgraduate students working on group projects

Open University 2004 0335215785

8 Kesselman-Turkel, J Note Taking Made Easy University of Wisconsin Press 2003 0299191540

9 Northedge, A The Good Study Guide Open University 2005 0749259744


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No Author (s) Title Publisher/Journal Year ISBN

10 Open University Reading and taking Notes Open University 2007 0749212667

11 Pears, R & Shields, G Cite them Right Pear Tree books.8th Edition

2010 0230272312

12 Peck, J & Coyle, M

The students guide to writing- Spelling, Punctuation and Grammar

Palgrave Macmillan 2nd Edition 2005 1403997381

13 Thomas, G Doing Research Palgrave Macmillan 2011 0230290167

14 Van Emden, J & Becker,L

Presentation Skills for Students Palgrave Macmillan 2nd Edition 2010 0230243045

15 Williams, K Getting Critical Palgrave Macmillan 2009 0230584764


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Appendix E: Learning resources accessed via student portalTitle of resource Type of resource

Listening Skills PDF File /Video

Note taking and Mind mapping skills PDF file

Academic Writing skills 1 PDF /PODCAST

Academic Writing skills 2 PDF/PODCAST

Working in Groups PDF /Video (COTS)

Study groups PDF

Presentation skills PDF Video (COTS)

Critical Thinking Skills PDF

Reflection Skills PDF /Video

Time Management PDF/Video

Research Skills PDF/PODCAST


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Glossary of termsThe terms used in this document and in this glossary include those used in by the CAA but also include terms for which no definition has been found within existing CAA documents.

Term Definition

Academy In higher education the term academy is used for a post-secondary educational institution devoted to a single field of study, such as an academy of arts, military academy, or police academy. The term also may refer to an institution offering education at the secondary or high school level.

Authority Means the regulatory body responsible for setting policy and regulating the Qualifications Framework in the United Arab Emirates. Refer also to National Qualifications Authority.

Award Refers to qualification; and a term applied to two lower / smaller (volume) type qualifications in Composite and Component.

Accreditation body (commission)

This means the body responsible for licensure and accreditation of respective national standards and programs leading to a qualification that is issued by a licensed education and training provider. Additionally, it monitors and evaluates the internal quality and assessment processes of licensed education and training providers. It is also responsible for approving the licensing of prospective education and training providers.

Awarding body Means a body entitled through legislation or other mandate to authorise under its remit the issuing of qualifications formally recognising the achievements of a given parcel/set of endorsed learning outcomes, following the implementation and use of a standard assessment procedure.

Concentration A grouping of courses which represent a sub specialisation taken with a major field of study. (The CAA requires a concentration to include at least 15 semester credits of study in the specialised field in order to be recognised in the listing on the CAA website)

Course A course consists of a number of instructional activities over a prescribed period of time. It deals with a single subject and is commonly described by title, number of credits and expected Learning Outcomes in the institutions catalogue. (for an expanded detailed definition in See Licensure Standards Glossary)

Course Learning Outcomes (CLO)

A statement of the Learning outcomes expected of a student on successful completion of a course expressed in terms of Knowledge, Skills and Aspects of Competence.

Co-requisite Requirements for concurrent or prior learning used in curriculum


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Term Definition

design to ensure coherence or progression in a learning portfolio within a stage of a program

Curriculum The term refers both to the range of courses offered by an institution and to a set of related courses constituting an area of specialisation, such as the computer science curriculum or the civil engineering curriculum.

Electives Courses which are not compulsory for students. Electives may be free—selected by the student from any course offerings, or restricted—chosen from a pre-determined list of options.

E-Assessment The end-to-end electronic assessment processes where ICT is used for the presentation of assessment activity and the recording of responses. This includes the end-to-end assessment process from the perspective of learners, tutors, learning establishments, awarding bodies and regulators, and the general public.

Foundation Program A developmental or remedial program specifically intended to enable UAE secondary school graduates to qualify for admission to higher education.

Learning Facilities Physical buildings and types of rooms used to support learning methods and media. Examples of learning facilities would include a lecture hall, a seminar room, an electronic or computer aided classroom, a simulation suite and a language laboratory. Learning Facilities can fulfil multiple requirements depending on their layout and design.

Learning Management System

A Learning Management System (LMS) is a set of integrated Web based tools that support conventional real-world education by integrating a set of software services to offer on line, a variety of learning methods and media e.g. course content delivery, formative and summative assignments / tests and links to other external academic resources; together with various synchronous and asynchronous communication tools to support collaborative learning. LMS are typically used as a core system in a ‘blended learning’ approach to supporting the processes of teaching and learning but can also be used in other ways, such as, exclusively distance learning.

Learning Media Specific electronic and non electronic tools used to support the delivery of learning methods. Learning media can include a range of common hardware and software used to display ideas, concepts and visual information. Types include - whiteboard, wall chart, video with or without sound, audio recording, physical models etc. It should be noted that a wider range of new terms exist which describe various core types of electronic or digital media e.g. Podcasts.


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Term Definition

Learning Methods A structured means or procedure applied to enable individuals to acquire knowledge and skills. Examples of Learning Methods (often known as teaching or instructional methods) include lectures, seminars, tutorials, lessons and case studies.

Learning Objectives A component of Learning Outcomes usually produced as part of a course syllabus they are simple and concise 1 sentence statements of what a student can do at the end of a course.

Learning Outcomes A statement describing what a student will have achieved on successful completion of a course or program expressed in terms of Knowledge, Skills and Aspects of Competence (AOC) as outlined in the QF Emirates.

Learning Resources Additional resources and media used to support learning delivery. Examples can include texts, study guides, journal articles, reports, videos, books, papers and other information usually found in a library or learning resource centre.

Learning Technology The infrastructure or platform used to enable the management and delivery of various types of learning methods and media. Learning technologies can usually host a variety of media or support a range of methods. Examples include – virtual learning environments, satellite TV systems, mobile phone technology, radio, electronic classroom (See also Learning Platforms).

Learning Platform An integrated set of interactive online services that provide teachers, learners, parents and organisations involved in education with information, tools and resources to support, control, manage and enhance educational delivery and management. Examples include - virtual learning environments (VLE), learning management systems (LMS) and learning content management systems (LCMS).

Level An indicator of the relative demand; complexity; depth of study and learner autonomy (See also Level Descriptors and Program Level Descriptors).

Level Descriptors Statements, describing the characteristics and context of learning expected at each level of a program/qualification against which learning outcomes and assessment criteria can be reviewed in order to develop courses and assign credit at the appropriate level (See also Program Level Descriptors).

Pre-requisite A pre-requisite, also called a requisite, is a requirement needed to enrol in a course. This can be completion of a qualification, another course or a specific set of skills

Program The set of courses and other formally established learning experiences which together lead to a qualification (see curriculum below). Program


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Term Definition

may also refer to a specific aspect of the curriculum, such as the general education program or a study abroad program.

Program Level Descriptors A statement defining what a student is expected to have achieved on completion of a Program e.g. L5 Associate degree, L7 Bachelors degree against which learning outcomes for Courses associated with that Program and qualification can be reviewed in order to ensure that they are of the appropriate rigour and standards to be coherent with the Qualification Framework (Emirates). QF(E)

Semester and term A semester is a period of time, typically a minimum of 15 weeks, during which an institution offers courses. Some courses may be offered in a time-shortened period, often called a term, such as a summer term or January term, which nonetheless offers class contact time and out-of-class assignments equivalent to a semester course. Some institutions use a calendar that divides the academic year into quarters (10-week instructional periods) rather than semesters.

Track A narrow field within a major field which the student may choose to follow but which does not lead to a specialised (academic) award or degree and is not listed on the diploma or degree certificate. The number of credit hours in a track may vary but is typically a minimum of 9 semester credits- an example within the IEM degree might be Managing Public Safety.


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Documents

rabss.files.wordpress.com · Web viewIntroduction to Study Skills. Introduction to Study Skills. Introduction to Study Skills. Introduction to Study Skills. RALA-DOC-SS-0267 Introduction