This new edition of A Guide to Learning Independently will empower you to develop the necessary skills to survive as an informed, independent, and versatile student in the 21st century. The book will help you to: * Understand yourself and the ways in which you learn and study * Plan and concentrate on your study commitments * Adapt to independent study within a formal institution such as a university * Formulate effective strategies for remembering information * Use and evaluate research material * Make the most of libraries and other sources of information available to you * Understand and make the best use of lectures * Participate confidently in discussion groups * Develop and improve your writing A Guide to Learning Independently will change the way you think about learning, and it will transform the ways in which you learn and study.
a guide to learning independently
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A Guide to Learning Independently 5e describes techniques to help students succeed in formal education. It helps with learning tasks such as writing assignments, reading textbooks, making notes and concentrating when studying, as well as offering a range of suggestions as to how students can meet the requirements of their teachers and courses. It is also designed to help students discover their own learning goals and how they learn best. The text rests on the premise that it is possible for a person to change the way they approach their learning. It is directed to the individual student because it is the individual who must write the essays and reports, pass the exams and organise themselves in order to be successful in the tertiary education system. As well as offering realistic and well-tested study strategies, this Guide focuses on your reasons for study as you balance the demands of study with the rest of your life. It will help you clarify your particular strengths as a learner and develop a repertoire of independent lifelong learning skills. The comprehensive range of study techniques.
Second edition of a 1981 guide for students who need information about writing reports and essays, passing examinations and organising themselves in order to be successful in the tertiary education system. Presents alternative techniques for individuals to choose what suits their own learning purposes and style. This edition includes new information, conventions and techniques which take into account the technological changes in the last 10 years. Includes a list of other references and an index.
Providing the student with practical guidance on how to approach the coursework requirement of a typical business studies course this book covers projects, assignments, reports and presentations. The text makes clear the different approaches needed for the different types of coursework, with examples of each in an appendix. There is also advice on how to conduct research, collect information and present results, in either written or verbal form.
Aimed at prospective tertiary students as a self-help resource for studying at higher education level.
A Guide to Teaching Effective Seminars provides college and university faculty with a new approach to thinking about their teaching and helps them develop a deeper understanding of conversation itself. Seminars often inspire collaborative learning and produce rich educational environments, yet even experienced faculty find these conversations can range in quality. A Guide to Teaching Effective Seminars addresses this challenge by presenting a sociolinguistic perspective on seminars and providing instructors with best practices to manage successful seminars. Grounded in research, data, and her own deep experience teaching seminars, author Susan Fiksdal reveals ways students negotiate perspectives on reading, on conversation, and on social identities and power. By giving readers an appreciation of the discourse of seminars, the book helps to undermine stereotypes about language and people, increase civility, reduce misunderstandings, and foster tolerance for new ideas and diverse ways of expressing them. This important resource is for faculty members at all levels of experience and in every discipline who want practical advice about facilitating effective seminars. Special Features: Each chapter explores a key aspect of conversation with examples from a wide range of seminars across disciplines. Transcripts from videotaped seminars showcase authentic conversations and negotiations between students. End-of-chapter best practices promote critical thinking and collaboration. A companion website features video clips of the transcripts in the book and additional resources.
Studying at a Distance 3/e provides practical help and encouragement for those who have not previously studied at a distance and is ideal for students returning to study after a break.
While Active Learning Classrooms, or ALCs, offer rich new environments for learning, they present many new challenges to faculty because, among other things, they eliminate the room’s central focal point and disrupt the conventional seating plan to which faculty and students have become accustomed. The importance of learning how to use these classrooms well and to capitalize on their special features is paramount. The potential they represent can be realized only when they facilitate improved learning outcomes and engage students in the learning process in a manner different from traditional classrooms and lecture halls. This book provides an introduction to ALCs, briefly covering their history and then synthesizing the research on these spaces to provide faculty with empirically based, practical guidance on how to use these unfamiliar spaces effectively. Among the questions this book addresses are: • How can instructors mitigate the apparent lack of a central focal point in the space? • What types of learning activities work well in the ALCs and take advantage of the affordances of the room? • How can teachers address familiar classroom-management challenges in these unfamiliar spaces? • If assessment and rapid feedback are critical in active learning, how do they work in a room filled with circular tables and no central focus point? • How do instructors balance group learning with the needs of the larger class? • How can students be held accountable when many will necessarily have their backs facing the instructor? • How can instructors evaluate the effectiveness of their teaching in these spaces? This book is intended for faculty preparing to teach in or already working in this new classroom environment; for administrators planning to create ALCs or experimenting with provisionally designed rooms; and for faculty developers helping teachers transition to using these new spaces.
All students undertaking pre-registration nursing qualifications are required to complete a portfolio as part of their formal assessment. This book is pitched at introductory level and provides a guide to the context of portfolio development and it's importance not just to assessment but to the patient experience.
Whether you are a first time student or returning to study, it can seem very daunting. This book can help you get the most from studying and shows how to make good use of your time and achieve success. This 4th edition has been thoroughly revised and updated. It demonstrates how to develop and build on existing strengths and experiences to get the most out of any course. Using a down-to-earth and user-friendly style, it concentrates on what you need to know. It can help you to: • get the most from reading and lectures • access libraries • use the Internet and databases • develop IT skills • learn through reflection • develop a portfolio • prepare assignments • get the most from placements. activities reflection points case studies annotated further reading useful websites This new edition reflects recent changes in nursing and midwifery policy and practice including aspects such as ePortfolios, the European Computer Driving Licence and podcasts The majority of the chapters have been rewritten with either a student, or a practitioner to reflect the need for greater evidence of practice and its importance to midwifery and nursing students. More emphasis on clinical nursing and midwifery practise by relating skills to clinical placements and employment with a new chapter on Clinical Skills. New chapter on ‘Getting ready to study’