English Lecture Notes - Assignment Example

Topic: English Lecture s Week In curriculum learning and higher education, the first lesson was how to define the word curriculum. The second lesson from this lecture was to understand how learning is influenced and shaped by the curriculum. The third major lesson was to learn how cultural norms are expressed in higher education and the curriculum. This was a very involving lecture as we were required to not only learn from the textbook and the teacher but to also ask each other the meaning of terms such as learning, writing it down and comparing it to our on meaning of the same word. This lecture also enabled the understanding of learning in itself and the curriculum as a word (Fry, Ketteridge, Marshal 2008). Week 2 The week 2 lecture was called self-efficacy and the independent learner. The lecture is focused on educating the learner on the definition of self-efficacy and how students understand their own beliefs about success. Another concept covered in this week is theory and understanding its value. The next aspect is the differentiation between theory and facts and the definition of mastery. This topic enables the students learn the connection between their own success and factors behind it based on the definition they give. The topic also covers social modeling and persuasion as well as psychological responses and the implications of self-efficacy sources on learning in higher education. Lastly, this lecture covers study groups, the definition of the word and the value and establishment of study groups (Margolis, McCabe 2006). Week 3 The week 3 lecture is called learning from and with others. It gives an explanation of the difference between learning from and with others. It also gives an explanation of models of cooperative learning and how they work. I this lecture, we learn how to effectively share and participate in discussion. The three main concepts of this lecture are collaboration, collision and cooperation. Once a student understands the three concepts, then we are able to apply the lesson learnt in group work and learn to incorporate it in our higher learning. The group works developing four stages of forming, storming, norming and finally performing. The problems faced in groups are also covered as well as solutions to these problems (Kolb, Kolb 2005). Week 4 He week 4 lecture is educative on feedback and higher education. The lecture involves the definition of feedback and understanding how students se feedback to improve their learning. The value of feedback is assessed the connection between feedback and grading is established. Through fee back, a student is able to perform a self-assessment. There are various tools for self-assessment such as the KWL chart and the Harvard 3-min Evaluation, all of which will enable a student asses their learning. The lecture then gives the connection between feedback and motivation and also educated on how to use feedback in order to benefit one’s learning (Nicol, Macfarlane‐Dick 2006) Week 5 This lecture focusses on Reading Academically: engaging with academic papers. It then dives a definition of what is research and why it is important to perform a research. This lecture gives information on how to read a research article and benefit from it. The research article addressed is the literature review. It starts with the method of reading a literature review then goes on to the methods used, the findings, the discussion and the recommendations given. Here, the definition of hypothesis and use of variables when speaking of hypothesis is explained. In the sampling sector, there are various types of sampling such as the systematic random and the convenience sample (Sarosy, Sherak 2006). Week 6 The lecture for week 6 was called thinking like a scientist. There are four concepts addressed in this area. These are qualitative, conceptual, empirical and quantitative. There are two aspects used, the scientific method and philosophical inquiry. It then gives the steps to be followed when using the scientific method. There are three major terms while using the scientific method; validity, reliability and accuracy. The lecture elaborates on how to understand or determine reliability of a research or a source. The student is able to learn how to develop a research strategy and know the places to look at when searching for sources and information (Juel, Hebard, Haubner, Moran 2010). Week 7 The week 7 lecture is focused on academic and professional skill development and learning how to write an argument. It enables the student learn how to find points and connect them. In this lecture, the student learns the definition of an argument. To begin with, the student learns the concept of academic argument. This is where they have to identify a position from which they wish to argue out their point. They need to understand the comprehensive positions of an argument. An academic argument requires substantial evidence. Hereby, the student learns the different position statements that they can use. This lecture then teaches the student on how to write an academic argument using connecting words, rich details and evidence (Fink 2013). Week 8 The week 8 lecture is focused on solving problems. The focus of this week is mainly innovative problem solving and asking questions and making hypothesis. It gives the definition of what problem solving is and what it entails. It then shows the importance of focusing on a problem how to come up with a relevant strategy to solve the problem. First, the student needs to define the problem then think about the problem. The next steps include planning a solution then carrying out the plan. The final step is reflecting and evaluating how the problem has been addressed. All these steps are crucial in solving a problem (Brown, Bull, Pendlebury 2013). Week 9 Week 9 deals with teams of university and in the workplace. It addresses the academic and professional skills development for science and technology. The lecture first gives the definition of group work which entails having one goal or purpose. It then educates on the importance of using group work at university and how they develop. This lecture also covers on how to deal with the inevitable problem that may arise in these group. It gives the elements of effective group work as responsibility, reliance, relationship, respect and reflection. It then gives the definition of each of these terms and then gives details about how they are crucial to promoting proper group work (Tynjälä, 2008). Week 10 The week 10 lecture focuses on becoming an effective oral communicator. This is during giving presentations. This lecture informs on how to give an informative presentation. The steps involved when preparing for the presentation include considering the audience. These step involves researching for audience engagement. One then has to identify the questions to ask the audience as well as how to link the audience engagement to the presentation. The structure of the presentation has a body that entails the main points of the presentation. It however needs to have a good introduction and conclusion in order to capture the audience’s attention and after the presentation keep them reflecting on it (Jun, Chunmei, Jun 2010). Week 11 The week 11 lecture deals with self and peer assessment. It illustrates on how to assess performance in terms of individual performance as well as performance of peers. It also discusses ethical issues that may impact our decision making at university. Knowing one’s task is important in enabling them remain focused on the matter of education. These tasks can also be the role played by an individual in the groups. This lecture hen gives the definition of ethical scholarships, misconduct and illustrates of the factors that contribute toward academic dishonesty. Other concepts in this lecture include academic misconduct, ethics, science and ethics and ethics moral and values (Hamilton, Curtis 2012). Week 12 The lecture of week 12 deals with career paths and opportunities. It enables a student understand why university education I important for one’s career. It also guides on how to develop the skills for one’s discipline. This lecture educates the students on value adding to one’s degree. The leaner is educated on how to present their skills on a CV. The major concept addressed in this lecture is the career. It then educates on career pathways and Griffith careers and employment resources. This way, the students have a lot of information about what is required in the career they have chosen (Ragins, Kram 2007). References Boud, D., & Falchikov, N. (Eds.). (2007). Rethinking assessment in higher education: Learning for the longer term. Routledge. Brown, G. A., Bull, J., & Pendlebury, M. (2013). Assessing student learning in higher education. Routledge. Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons. Fry, H., Ketteridge, S., & Marshall, S. (Eds.). (2008). A handbook for teaching and learning in higher education: Enhancing academic practice. Routledge. Hamilton, A., & Curtis, D. D. (2012). Self-and peer assessment. Juel, C., Hebard, H., Haubner, J. P., & Moran, M. (2010). Thinking Like a Scientist. Reading, 67(6), 12-17. Jun, F., Chunmei, G., & Jun, Z. (2010). A Study of Oral Communication Research Based on Representational Systems. In Conference proceedings of the E-Product E-Service and E-Entertainment (ICEEE) 2010 International Conference in Henan. Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of management learning & education, 4(2), 193-212. Margolis, H., & McCabe, P. P. (2006). Improving Self-Efficacy and Motivation What to Do, What to Say. Intervention in school and clinic, 41(4), 218-227. Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice.Studies in higher education, 31(2), 199-218. Ragins, B. R., & Kram, K. E. (2007). The handbook of mentoring at work: Theory, research, and practice. Sage Publications. Sarosy, P., & Sherak, K. (2006). Lecture Ready: Strategies for Academic Listening, Note-taking, and Discussion, Book 2. TESL-EJ, 10(3). Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2), 130-154. Read More