Study Guide for Distance Learners

Uganda Martyrs University Study Guide for Distance learning Students Center for Distance Learning Studies (CDLS) P.O. Box 5498 Kampala, Uganda Tel: 00 256 – 038 2410611 Fax: 00 256 – 038 2410100 Email address: centerdistl@umu.ac.ug For Private Distribution OnlyTable of ContentsIntroduction 3 The module 3 Possible to do lists with the module 4 Reading skills 4 Sample to do list in reading 5 Discussion skills 6 Discussion to do lists 6 The discussion 7 Identify the big problem (e.g Forgetting) to be solved 7 Criteria for your answers to the problem 8 Doing assignments 8 Essay writing skills 8 Introduction 9 The body 9 Conclusion 9 Referencing your work 9 Residential workshop 10 Interpersonal communication skills 10 Listening skills 11 Questioning skills 11 Note taking skills 11 Research for more information 11 Examination skills 12 The examination 12Introduction We welcome and thank you for deciding to take a course with Uganda Martyrs University through distance learning. Probably at the back of your mind you considered all those reasons that compel you not to follow a regular university course like employment, family commitments or even the comparative costs of your course under distance learning to on campus. That implies therefore that you will have more than your studies to consume your constant time of productivity. This will require a lot of concrete planning to structure your time and activities so that each one gets the time it deserves. You also need to consider the most efficient way of doing whatever you do in terms of time, energy and cost. At Uganda Martyrs University we want to support you to achieve more than you planned for from learning with us. We compiled this booklet with you in mind to give you basic life skills that will be handy in your learning and thereafter. We shall present these skills in a logical way from when you get your module, through your private or discussion reading, research for more information, assignments, attending residential workshops and finally examinations. For each of these we shall present questions to stimulate your refection and focus on what you should do then present a possible to do list. The module As a distance learner the module be it electronic or hard copy is your main medium of instruction. It is paramount that you get it on time keep it safely and utilize it. When you get your module you could consider answering the following questions: What are the objectives of this module and, each unit? What do the assignments require and when are they needed? What time do I require to complete the module before I sit its examinations? How efficiently can I apportion my time in the different activities in my life including the time for this module? What basic knowledge, skills, and competences should I get from the module that can improve my performance in my work place? Which students with the same module in my area can I arrange to discuss or consult in case of need? What reading lists have been given or what more reading material do I need and where can I get them from? Who could be the resource persons and learning resources in my proximity that I can consult for more understanding of this module? When is the residential workshop taking place? 10. How does this module relate to the previous module if any? Possible to do lists with the module Make a timetable for the module including activities like reading unit 1, 2.... Read the module and unit by unit individually. Identify the linkage between the units. Respond to the questions provided in the module and your own created questions at the end of each unit. Evaluate yourself at the end of each unit and module in relation to the study objectives. Summarise lessons learnt from the module. Begin applying the knowledge and skills accrued in the module and evaluate their impact in your daily work. Prepare questions and clarifications to seek during the residential workshop. Reading skills Reading is an inevitable part of your learning and probably your workplace. In our life we find ourselves reading a letter, email, newspaper, novel, textbooks, announcements on the notice boards and the like most of the time. Regardless of what we are reading, we acknowledge that there is a message intended by the author for the reader and also the reader has a motivation to read this and not that. To make the best out of your reading you ought to have an objective you want to achieve clear in your mind. The objectives could be in relation to the volume to cover however most importantly aim at the meaning and understanding you derive from your reading. It may be important for any student to reflect as to why they would need to read a module. It may be a good idea to start by answering the following questions: What message did the author want me to derive from this module? What am I going to gain by reading this module apart from passing an examination? How much time do I have to read this module? What quantity of the module can I read at a time? When, why, how and where should I read this module from? What will keep me motivated to read this module regardless of its complexity? What is the basic structure of this module or unit? Title, abstract headings and sub headings and conclusion? How can I evaluate my reading? What are the main points derived from my reading at the end of each unit and also at the end of the whole module? At the end, can I now answer any questions concerning this unit or module after my reading? After my reading can I put into practice what I have read? What further reading do I ought to do to supplement the author's ideas? Keep a journal of your reading. Sample to do list in reading Get an understanding of the structure of the module. Read the basics like content page, introduction, objectives and abstract. Read the body of the unit of the module keeping the basic structure in mind. Highlight or write down main points as you go along. Recite or talk to a friend or relation about what you have read. Create a mnemonic to remind you of the structure of the main points like; Richard Of York Gained Battle In Vain for the order of the colours of the rainbow – Red, Orange, Yellow, Blue, Indigo and Violet. Close the module or unit and write what you have read. Note the key words to remember that help to elicit more info about the ideas. Draw a concept map or model or conceptual framework of your ideas. Note difficult stuff that may need more consultation or reference. Supplement your module reading with reading other resources like reading lists and articles. Identify where the responses to the assignments come from within the module. Provide room for revision. Evaluate yourself if you have achieved the objectives of the unit or module. Avoid spotting. Discussion skills Studying at a distance isolates you from the contact with fellow students that you would have in a regular on-campus class. Chances of discussing may not come easy unless you make a deliberate effort. Opportunities for discussion are normally feasible during the residential workshop, however you can make an effort within the area of your proximity to form a discussion group. Venue of discussion can also be a challenge in such a case if you cannot even identify an open park; you could consider going to our diocesan centers or regional center. Before you even consider what to discuss you need to find answers to the following questions: Why should I have a discussion group? Who should be in our group? What should be the size of the group? What rules should govern our discussion group? Discussion to do lists Identify fellow students within your locality. Determine characteristics of your group size, structure, purpose, roles and individual assignments. Form a study group of reasonable size - 5-10 students. Have ground rules for discussion – e.g. start time, duration, limitations of the group, discussion procedure and problem solving strategies. Agree on an itinerary for your discussion. Specify alternative venues for your discussions. Get contacts of your discussion mates. List expectations from the discussion group. Peer evaluation and shared self evaluation. A discussion is successful when you have had thorough preparation for it. This may involve: Ensuring that each of the discussant has the topic of discussion in time. Private personal reading thoroughly done. An idea of the guiding question that you are to discuss. Individual attempt to respond to questions. The individuals identifying areas that they need to seek clarification on. The discussion To have a successful discussion you need to consider having a basic structure to keep you focused. Below is an example; Identify the big problem (e.g. Forgetting) to be solved Highlight its sub topics (Definition of forgetting, causes, effects and solutions) Phrase the topics into questions Questions about definitions and clarity of terms – What is forgetting? What are the known causes of forgetting? Negotiation of meaning questions – what are the alternative descriptions/ causes of forgetting? What are the examples that help to gain more understanding? Weighting questions of opposing sides good and bad, strength and weakness, right or wrong e.g. what are the advantages and disadvantages of forgetting? How strong is which? You can also consider questions of how does this relate to what you already know as the right thing e.g. What are the theories of forgetting described in theories? Consider questions on how to make the best out of what you discuss in real life e.g. How can we help our students not to forget? Analyze the problem What is known about the problem based on the research? Is there sufficient information about the problem? What is the extent of the problem? Criteria for your answers to the problem You decide what makes this answer right or not e.g. extent of supporting information from literature, relevance to your experience, usefulness of the answer – applicable. Doing assignments Assignments do assist you a lot to judge whether you have understood and learnt the contents in your modules. As part of your course, you will be required to do assignments in relation to your module. In this booklet we will provide you tips on how to do your assignments: First know when you should hand in the assignment. Establish whether it is group or individual assignment. Read the question carefully and also have to know the limit of the assignment in terms of pages, information needed. In some cases the facilitators may provide you with guidelines regarding their expectations from you. In your own mind sketch the different parts of the answers e.g compare x and y, you will need to know advantages of x and also those of y. Find out the study materials you may need. The first source of material is you, then colleagues and resource materials from the library sources. Make sure that you get other sources to get a broader view and also to understand well what you have learnt. Wider reading will help you to get more knowledge and understanding of what you are doing. Write out your essay but before doing so first write the essay plan then draft the essay, revise, edit and then write out the final version. Essay writing skills An assignment is complete when it is written out. This may be in form of an essay, report or dissertation. Regardless please consider basic items like the title, name, registration number, course, facilitators' name, quotations, in text referencing, recognizing the source of information, font size and spacing. We shall concentrate on the essay. Your assignment essay should have at least four main components: Introduction, main body, conclusion and references. Introduction Focus the reader with the structure of the essay. For example this write up addresses the problem of forgetting. This will be in relation to the definition, causes, effects and solutions. The body This should follow the structure outlined above. Each point should be put in a paragraph. Each part should bring out your views, argument and experience if any regarding the topic. Stress a point you would want to address with examples and support from the literature. Conclusion This is a summary statement which leads to the importance of your argument. It should show briefly what you have been arguing about. Make sure that you summarize the findings or arguments by the main points. NB: Please make a photocopy of all the assignments Referencing your work THE PRESENTATION OF SCHOLARLY WORK Guidelines for the presentation of footnotes in scholarly work Footnotes can be printed at the end of the document or at the bottom of the page on which the cue number appears. Use footnotes for references only-additional material should be within the text-and try to keep footnotes to a minimum. Guide to using the Harvard citation System When writing reports, essays, or dissertations, it is important that you give your reader sufficient details to trace the references you use. This guide shows you how to use the Harvard Citation System, which is commonly used in academia because it is conscience and makes citing other peoples’ work easier to read and looks professional. Citations appear in the body of the text and references appear separately in a list called a Bibliography. This guide shows how to write citations and references. If you follow the examples in this guide your work will be correctly cited and referenced. Citing the authors you have consulted shows that you have reached your subject and where you obtained your information or arguments. It also acknowledges that previous authors have proposed arguments you raise. By not citing an author’s work you may be accused of plagiarism (theft of ideas) which within academia is considered as theft. When you cite, you should include the authors name and the year of publication after each reference in your text. If the author’s name occurs naturally in the text, the year follows in brackets. You should also provide the page number whenever you can-this is mandatory when you use a direct quotation. This will help the reader when using your bibliography. When citing documents with two authors, the surnames of both are given before the date (all in brackets). If there are three or more authors, only the surname of the first is cited followed by et al. (which means “and others’). If no author’s name is given, then use Anon. If two or more authors make the same point, include both citations but make sure you clearly state that they are separate and not co-authors of the same paper. The example below shows how citations look within your text. Example The problems of image retrieved are extenuated by the convergence of technology (Enser, 1995). This convergence of technology has led to a number of intellectual property problems, as noted by Horner et al. (1994, p.231). It may be as Anton gill (1998, p.67) pointed out, that we live in a techno-centric society which ignores the social needs of communities in the information society (day, 1993; Leach, 1995). References (Bibliographies) appear at the end of your text. Each reference has a number of parts which must be written in the correct order using the correct layout. The order of reference elements in the Harvard Systems are Author(s) name Year of publication Title(s) of the publication Place of publication and publisher Numeration of the item (e.g. volume and edition and page numbers) Location or type of the item, if rare or non-print format (website, archive film, TV programme). The Harvard System has strict guidelines on how to present references in Bibliographies and this is as important as writing the reference correctly. Author’s name The author’s name(s) must be in capital letters. Surnames (family names or given names...KULE) are written first followed by their initials. If there are two authors their order of appearance is exactly as they appear on the title page. If the source is from a corporate organisation then the author’s name is the organisation. The name is followed by a comma. Year of publication After the author’s name write the year of publication followed by a full stop. If you cite two sources by the same author written in the same year you must differentiate the two by labelling them a or b (KULE, 1996b). Title of the publication This must be written in italics or underlined. Place of publication The place is written followed by a colon (:) followed by the name of the publisher. Numeration For books, this is the page number. For journals, this is the volume, edition, and page numbers. Location or type This is only used for non-print sources such as TV programmes, films, and websites or for rare documents. Example 1 BRIDE, M., 1996.Teach Yourself HTML Publishing on the World Wide Web. London: Hodder and Stoughton. Example 2 HARRAR, H.J., 1975. Photographs, Pictures and Prints. In: GROVE, P.S (ed), Non-print Media in Academic libraries. Chicago: American Library Association.pp.173-192. The name of the Journal and NOT the name of the article should be written in italics (or underlined). Example 3 McLEOD, J., et al., 1998. Records Management Today. Managing Information.5 (7) pp.23-26. Some newspaper articles will not have an author. If this is the case use the newspaper’s name instead. You must put the date and page number at the end of citation. CHAPTERS IN EDITED BOOKS Example HARRAR, H.J., 1975. Photographs, Pictures and Prints. In: GROVE, P.S. (ed), Non-print Media in Academic Libraries. Chicago: American Library Association. pp. 173-192. JOURNAL ARTICLES The name of the Journal and NOT the name of the article should be written in italic Example McLEOD, J., et al., 1998. Records Management Today. Managing Information. 5 (7) pp. 23-26. NEWSPAPER ARTICLES Some newspaper articles will not have an author. If this is the case use the newspaper's name instead. You must put the date and page number at the end of the citation. Examples The Times, 1998. Chocs away. 22 September, p. 31. FENNELL E, 1998. The harsh law of averages. The Times. 22 September p. 41. ELECTRONIC DOCUMENTS The same format must be applied to websites as far as possible. Many websites do not give a publication date so do not guess when it was published. However, you must give the full web Uniform Resource Locator (URL) and the date when you looked at it. Examples CHOLAS D., 1998. Hacking the net. Ariadne (Web version) Issue 16, July. http://www.ariadne.ac.uk/issue16/cover [Viewed 22-9-98]. HM TREASURY, 1997. EMU Practical information for business. http://www.hm-treasury.gov.uk/pub/html/docs/emubus/main.html [Viewed 22-9-98]. HMSO, 1998. Data Protection Act. C29. http://www.hmso.gov.uk/acts1998/19980029.htm [Viewed 22-9-98]. INTERVIEWS Reference to information obtained through interviews may be made in a footnote as follows: Interview with Kizito Jimmy on 24th January 2004 at Nkozi Trading Centre. QUOTATIONS It is sometimes useful (but not essential) to quote an author directly. The change in pace and style of writing often adds impact and draws the reader's attention to an important point. However, do not be tempted to overdo the use of quotes. You do not need to quote directly every time you cite someone else's work, but you must reference the author (Kizito, 1989: 45). If the quotation or reference runs beyond one page in the source you are using, use pp. to indicate multiple pages (Kizito, 1989: 41-43). UMU STATEMENT ON PLAGIARISM All students are expected to follow the general rules of academic honesty. Essays and research papers should be the work of each individual. Any form of dishonesty, cheating, or plagiarism is a serious violation of the norms of academic honesty, and will be dealt with severely. Essays which are copied will not be marked and will automatically receive a zero. Therefore, be sure to document all sources you quote, paraphrase, and/or summarize in your writing. Note that putting other people’s ideas into your own words is borrowing and you must cite your sources. In dissertations and projects, please acknowledge all sources. Direct copying without acknowledgement will result in the work being rejected. If a lecturer/supervisor suspects plagiarism -- whether intended or not –you will be penalised. All written work which contains many spelling or grammatical mistakes or is badly written or presented, shall normally be resubmitted for assessment.Residential workshop At present once in a year you meet with fellow students on your course in a residential workshop for 2-3 weeks. This is intended to be a wonderful opportunity to achieve among others the following: Meet the module facilitator who takes you through the module and can also answer any queries that you raise. You can also access counseling services. Ensure that your registration and payments are in order. Get results of previous assignments. Revision of the coursework with fellow students and also the facilitator. Interact with your fellow students to share experience, discuss and most importantly form study networks. It could also be an opportunity to access some of the educational resources that are not well distributed like electronic resources, videos and some textbooks. Sit your examinations. You can buy resources to enhance your study like this study guide. Given that the residential workshop time is very intense you need to be abreast for it. You may have to consider to your efficiency with among other interpersonal communication skills, listening, questioning and note taking skills. Interpersonal communication skills You will inevitably have to communicate to your facilitator and fellow students. Please consider the following You should have read widely the module and other resources so that you can share information. Conserve time by being explicit. It is enriching if you can also share your experience in relation to the subject. Listen attentively to each speaker to avoid vices like repetitions. Give supportive feedback and constructive criticism to your colleagues to help them appreciate their strength and also identify areas of improvement. Respect your turn of speaking. Listening skills To be a good listener you need to consider the following: Ensure that your mind is clear and ready for the lecture or discussion. Make an effort to hear and see what is being said. Observe nonverbal communication of the speakers, their facial expressions, voice variation and demonstration of their ideas. Concentrate on what is being said by avoiding distractions like talking to your neighbors when someone else is speaking, giving chorus answers or even looking at distractions outside the classroom. Lookout for new and unusual ideas from what you already know. Interpret and evaluate what is being said to derive meaning. Connect new to previous knowledge. Take note of points that are emphasized by the speaker and try to follow the examples given. Be attentive and respond to the questions the speaker gives. Questioning skills Make sure the question is relevant to the topic being discussed. Try to phrase your question before hand. Avoid repeating other peoples' questions. Be to the point. Listen to the response to your question. Seek more clarification if there is need. Note taking skills To make sense of your experience at the residential workshop you may need to make notes Have a pen in a working condition and where to write. Be attentive. Write main points as they arise then later structure them. Beg your pardon as soon as the need arises. Read through your notes at the end of the day to make corrections if any. Research for more information You will realize that the module you receive is a guide and therefore may not include all the information you need to pass your exams or to apply what you are learning. Therefore you need to put time aside for extra research. To do a good research you may need to answer the following: - You should have read the unit or topic in the module. - Identify the areas that need more information. You may generate questions that will guide you with the search. Put together the resource material – Internet search, text books. Read the resource material in light of your questions. You can also get more information from resource persons through a discussion, focus group discussion or interview. Make notes. Examination skills At the end of each semester, you are required to do examinations for that particular semester. Some exams are done when you come for face to face. You need to be properly informed when you will be doing your exams to avoid disappointments and panic during the exam period. It is assumed that by the time you come for the examinations you have done the following: You are a fully registered student. You have read the module and done extract research. You have had an opportunity to discuss with fellow students. You have attended a residential workshop in which a facilitator took you through the module/s. You have done, handed in and passed your assignments. You have paid your examination fees. Have the right timetable for your exams and you should also call your friends and find out whether you have the right dates of the exams. Made your own timetable for revision, hoping that you have already summarized your work. On the day of the examination, you have to report very early on the examination venue to avoid panicking and also make sure that you have all the examination requirements like the identity cards. The examination Once in the examination room, please relax and do not panic once you have been given the examination paper. Take your time and read the instructions carefully. Put your identification on the answer sheet. Read the question carefully and sketch out the different answers that may be needed. Write out whatever you remember in terms of main points. For example when you are required to answer four questions, you may first write out the main points. If required to answer a few questions make the best choice in relation to your confident and the amount of information you can still remember. You should write out your essays well so that your work can easily be read by those marking your work. If time allows try to reread your answer in relation to your questions it can help you to remember more points. Please endeavor to hand in your examination paper. Record your name in the attendance list. Best wishesEvaluating the study guide Thank you for reading this study guide till this far. In order to improve the next edition we need your feedback. We have asked a few questions in that regard however feel free to give any other information that can help improve it. There is no doubt your feedback will make a difference. Were you able to read the study guide till the end? 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Center for Distance Learning Studies (CDLS), Uganda Martyrs University 13