tutorial 5 april 2016_latest

8/16/2019 Tutorial 5 April 2016_latest

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• Whether you are a student, a clerk or a CEO of a multi-national

corporation, info is very important to you.

• “ Knowledge economy” , knowledge-based economy” or K-Economy” =

refer to making use of info or knowledge to create economic benefits for

the company and country.

• As WOU student you need info to complete assignments or projects.

• You need reliable info to present in written or oral form.


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Primary sources of info = contemporary accounts of an event, written by

someone who experienced or w itnessed the event in question.

= original materials which have not been f iltered thru’ interpretation,

condensation or evaluation by a second party.

o Secondary source = info about pr imary or original info which has been

modif ied, selected or rearranged for a specific purpose or audience.

o The funct ion is to interpret the primary source. e.g. if u write an

autobiography = primary info on your life. But when someone reviews or writes

comments about that autobiography = a secondary source of info.


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Primary Secondary Combination

Person Reference Material Internet Website

Interview Book Graph/Chart/Table,etc

E-mails CD-ROM Dissertation/thesis

Event Encyclopedia

Discussion Magazine

Debate Newspaper

Diaries Monograph

Autobiography Biography

Proceedings of meet ings Video Tape

Survey Audio Tape

Speeches TV

Photographs/Pictures


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1. Select one famous person or historical event(e.g. Tun Dr. Mahathir

Mohamad, Merdeka, etc). Then look for three primary

(speeches,interviews,photographs or autobiographies) and threesecondary sources (book, CD-ROM), related to the person or event.

Write them down in the appropriate columns below.

You may use Table 5.1 below to help locate the sources.

Person/Event

Primary Sources 1.

2.

3.Secondary Sources 1.

2.

3.


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2. Photographs are primary sources of info. Look at the photograph below.

Can you find any clues about who built th is bui lding, the time period

when it was built and for what purpose it was built? Write your answers

in the space provided.

(Picture courtesy of Penang Heritage Trust)

___________________________________________

___________________________________________

___________________________________________


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1. Print medium

Books

Newspapers

Magazines

Journals

Dictionaries and thesaurus

Encyclopedia

Periodicals

Directories

Brochures, leaflets, flyers, etc.

# The print media is the main source of content materials for learners

at WOU.= course materials & Course Guide


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2. Audio-visual medium

Audio materials (sound only): cassette, CDs

Visual materials (pictures only): sl ides, photographs,videotapes,CD-ROMs

Audio-visual materials (sound and pictures): videotapes,

fi lms,CD-ROMs, VCDs

# An e.g. of audio material used in WOU’s courses is

Foundation English.


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3. Internet

The internet is the fastest way of getting the latest and most up –to- date

info on almost anything.

The internet = a network of connections linking computers to other

computers.- Connect to the World Wide Web or Web.

The Web = a network of networks that allows you to access, view and

maintain documents such as text, data , sound and video.

Gateways or portals allow you to access many dif ferent services.

What you need to do is log on, connect to networking service or ISP

and begin to exchange info.

The forms of info provided by the Internet include:

• Documents

• Files

• Pictures

• E-books

• Music

• Movies

• Ready-made power point presentations.


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1. To search for info in internet you need search engine.

2. A search engine = a huge database that stores and categorises web pages

throughout the internet.

3. The common search engines are:

Google

Alta Vista

Excite

About.com

Yahoo!

Lycos

HotBot

Ask Jeeves

LookSmart


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1. Store materials in electronic format.

2. Access DL thru’ the Web.

3. Can bring info right to the user.

4. Open 24 hours a day, 7 days a week.

5. Examples of DLs:

i. 24 x 7

ii. ebrary

iii . ITKnowledge

iv. xreferplus

v. SpringerLink

vi. InfoSECURITY

vii. infotracviii. proquest

ix. ebsco

x. emerald

xi. DIGITAL DISSERTATIONS


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1. Visit all the DLs listed from your computer. State what resources

(books/journals/theses/dissertations, etc) are available in the sites. Do you find

them user-friendly(easy to understand instruct ions, easy to move around, etc)?

Place a tick(/) against the sites that you feel are user-friendly. In the lastcolumn, describe briefly the problems you faced in using the site.

Sites Resources

Available

User-friendly Pfroblems faced

24 x 7

Ebrary

TKnowledge

Referplus

SpringerLink

InfoSECURITY

Infotrac

Proquest

Ebsco

emerald

DIGITALDISSERTATIONS


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2. Go through all the assignments you have to do for this semester.

List down the assignments for which you can use the digitallibraries to search for info.

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________


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1. http://onlinebooks.library.upenn.edu

2. http://www.nypl.org/digital

3. http://www.perseus.tuft.edu4. http://worldbookfair.com

http://onlinebooks.library.upenn.edu/http://www.nypl.org/digitalhttp://www.perseus.tuft.edu/http://www.perseus.tuft.edu/http://www.nypl.org/digitalhttp://onlinebooks.library.upenn.edu/


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In IT age info will be available in minutes or seconds.

The newspaper will provide more details the following day.

A week later, popular magazines like Times and Newsweek

wil l provide greater in-depth analysis of the disaster.

10 or 20 years later, the reports of disaster will be

available in encyclopedias and reference books.


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SOURCE OF THE INFO.

Report of Event

(Documentation and

Dissemination

Time Frame (is the info up

to date?)

Access to info(where and

how to find the info)

Radio/TV/Internet News

Services

Seconds/Minutes TV News Indexes; Web

Search Tools

Newspapers (print)E.g

The Star, The NST, TheSun

Day/Days Newspaper Indexes

Magazines,e-magazines

(print & electronic) E.g.

Time,Newsweek

Week/ Weeks Periodical Indexes

Journals, e-journals (print& electronic)E.g. National

Geographic

6 months+ PeriodicalIndexes;Bibliographies

Books, e-books 2+ years Library Catalogue;

Bibliographies

Reference Sources (print& electronic ) E.g.

Average 10 years Library Catalogue;Bibliographies


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1. You have been requested to write an essay on ‘Tourism in Malaysia.’ To help

you write, you begin by visi ting the newspaper archives to locate articles

relevant to the topic. Write down the newspaper archives you used, the artic le

headings and the dates the articles were published in the space provided

below. You may use local as well as foreign newspaper archives.

Archive (The

Star, NST,

Berita Harian

etc)

Headings Date

published

Name of

publisher

Place of

publication


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2. Do you think the articles you found are adequate for

you to write a good paper on the topic? Do the articles

provide you with all the necessary info to write thepaper?

_________________________________________________

_________________________________________________

_________________________________________________


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Questions to ask after having found the info:

1. Is this info reliable?

2. Can I trust or believe this info?

3. Can I safely use this info in my assignments?


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1. Who is the author or institution?

2. How current is the info?

3. Who is the audience?

4. Is the content accurate and objective?

5. What is the purpose of the info?


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1. As mentioned earlier, even your trusted dictionary and the reference books you have may not

give you reliable info. This activ ity has been designed to help you determine the reliability of your

source. Select one book in the reference list given for any of your courses and answer the

following questions.• What is the title of the book?

____________________________________________________________

• When was it publshed?

____________________________________________________________

• What edition is it? ____________________________________________________________

• If it is not the first edition, when was the first edition published?

_____________________________________________________________

• Is there info on the author?

_____________________________________________________________ • Does the writer provide a reference or bibliography?

______________________________________________________________

• Try locating one book mentioned in the reference or bibliography list

(in the library or internet). Were you able to find i t? Was it easy to find?

______________________________________________________________

2 For this activity you need to do an internet search on the dangers


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2. For this activity you need to do an internet search on the dangers

of smoking. Locate one website that gives you info on the topic.

Use the 5 guidelines and the questions given earlier to check the

reliability of info in that website. Fill in the info in the appropriate

columns in the table below.

Title:

Website address:

Guidelines:

Who is the author or theinstitution?

How current is the info?

Who is the audience?

Is the content accurate

and objective?

What is the purpose of

the info?


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As a student, you will require info for various

purposes. Thus, in this unit, you were exposed

to the 2 major sources of info: primary sources

and secondary sources. You also learnt about

4 main info mediums: print medium, AV

medium, the Internet and DLs. This sectionalso emphasised that you need to check how

up-to-date and reliable the info is.


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A natural disaster has just struck an Asian country. Describe where and

how you would go about getting the following info:

1. The latest update on the natural disaster.

_________________________________________________________

2. Info on the last t ime a natural disaster occurred in that country. Which

year, month, date and time? What were the consequences? _________________________________________________________

3. Info on major natural disasters around the world.

__________________________________________________________


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Introduction:

Writing is a tool that can facilitate learning between you and your tutors

or CCs.

Learning at higher or Universi ty level can be acquired at 6 stages:-

a. knowledge

b. comprehension

c. appl icat ion

d. analysis

e. synthesis

f. evaluation

Informative report


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1. Essay – thesis support essay = intro, body & conclusion

2. Summary

3. Report – i. Science Reports = lab reports that outline,analyse andevaluate results from experiment.

ii. Reports for business studies –e.g. cost-benefit analysis

reports; research and field reports; f inancial reports and

proposal.

4. Research paper – presents the results of your investigation on a

selected topic. It is based on your thoughts and the facts and ideas

that you have gathered from a variety of sources, e.g. from the library

survey, experiment, etc.


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There are 5 stages:-

1. Analyse the topic.

Go thru’ the checklist below.

o What do I think about this topic?

o Is there anything related to this topic that I feel strongly about?

o Has there been any recent discussion(s) on this or related to htis topic

in any of the media?

o What are the words that I can think of that are related to this topic?

Jot down whatever words or ideas that come to your mind. A good tool for

analysing a topic is Edward de Bono’s CoRT 1 Critical Thinking Tools:

PMI (Plus, Minus,Interesting)

CAF (Consider All Factors)

C & S (Consequence and Sequel)

AGO (Aims, Goals, Objectives)

FIP (First Important Prior ities)

APC (Alternative Possibilities Choices)


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APC (Alternative, Possibilities, Choices)

OPV (Other People’s View)

Apply some of the above critical thinking skills at the preparation stage of

your writing to help organise your thoughts better.

When analysing your topic, you will also want to consider the type, quantityand format of info you will need. The following questions may help you:-

What kind of assignment do you have to complete?

How much info do you need?

Is currency important ?

What types of publications do you want to read?

Is point of view an issue ? Do you need opinions?

How much t ime do you have?


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Find a newspaper article on the marketing of a new product or service (e.g.

handphone, washing machine, cable TV, etc) Read the article carefully and

analyse the contents by applying some of the cri tical skil ls (C&S, FIP or APC)

given above.

Tit le :........................................................................

Newspaper:.............................................................

Date published:......................................................

Author: ...................................................................Place of publication: .............................................

State the skills you applied and the analysis

here:

Web Reference: http://www.debonoconsulting.com/


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You may want to visit the library to look for books, journals and/ or

audio-visual materials.

You can search onl ine resources (digital libraries and newspaperarchives)

Evaluate and select the info Evaluate your sources (Refer to the sections on ‘How Up-to-date are

the Info Sources?’ and ‘Reliabili ty of the Info.’

Discard info you do not want

Retain whatever you need

Plan your outl ine


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1. Essay = intro, body and conclusion

2. Summary = jot down the main ideas of the text you are summarising. A

summary also requires introductory and concluding statement.

Preparing a draftOnce a rough draft is ready, you can improve on it.

Introduction

tells the reader what you are going to wri te about and why.

how much you write as intro depends on the length of your entire

paper.

the two most important aspects of the intro are the hook and the

thesis statement. A hook helps to grab the reader’s attention.


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1. Question hook :Posing a question that will get the reader to think

about i t. e.g. Do you know how many people’s loved ones have been

killed .......?

2. Quotation hook : Quotes from experts or well-known people can give

emphasis to your discussion. e.g. “ Peace will not come out of clash

of arms but out of just ice lived and done by unarmed nations in the

face of odds” , said Gandhi.

3. Funnel hook : Moving from the general to the specific.e.g. Education

is the gateway to success. Many young people embark on highereducation with the hope of securing a high posi tion and a good

salary.

4. Refutation hook : Providing a summary of opposing views

first.e.g.Many people say wars must be fought in order to defend

democracy. However, in reali ty, it is wars that destroy democracy.

5. Dramatic hook : By describing a scene or telling a story.e.g. It was

dark, stormy night. The winds lashed ferociously at the rubber trees

as she made her way through the darkness.


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conveys the wri ter’s opinion, perspective or approach to the topic.

Thesis statement (T.S.) must be in complete sentences.

Examples of T.S.:-

The haze: This T.S. is too broad. You can wr ite almost anything about the

haze.

The haze in Indonesia: The statement is narrowed down, but it is stil l broad.

How the haze in Indonesia is affecting i ts neighbours: This T.S. is narrow

enough to allow you to fully explore the issues. Your reader can see the

purpose of your writing and arguments.

# So make sure to include a good hook and a careful ly constructed T.S. in your

wri tten assignments.


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The body contains info you want to convey. It is the most

signif icant part of your writing.It is where you display the

strength of your crit ical thinking abilities. This is whereyour:

ideas / arguments are laid out.

examples and evidence are provided to back-upideas/arguments.

justifications for the ideas/arguments provided in the

introduction are elaborated.


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basically a summary of your main ideas.

where you recap what you have presented in the body.

do not bring up any new points here.

make sure you have a final comment on the topic.

The comment should be a recommendation, a call forresearch in the area or a prediction.

Start with ,” In conclusion’ or “ As a conclusion” .


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o When you have completed the draft, revise it.

o Check the sentences within the paragraphs.

o Turn on the grammar and spelling checker in your word processor.

o Make sure you have used appropriate transit ional words l ike therefore,

consequently, in addition, similarly, however, then ,after that, for example

etc.

o They show the relationship between sentences or paragraphs and make

your writing more coherent.

Examples:

1. “ The thick smoke is hazardous to health. Therefore Malaysians have been

requested to stay indoors with the windows shut.”

2. In view of the fuel shortage, city dwellers are encouraged to car pool . Inaddition, public bus companies have been asked to increase the number

of buses.


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1. State one difference between an:

a. essay and a report.

________________________________________________________

b. essay and a research paper.

________________________________________________________

2. One of the crit ical thinking skills put forward by Edward de Bono is

‘consider all factors.’ Explain what it means by giving a suitable example. _________________________________________________________

_________________________________________________________

3. When selecting info, what are the 2 things that you need to consider?

_________________________________________________________

4. The writer’s own opinion or prspective is contained in the ________.

5. When writing the conclusion in an essay, you should introduce new points.

True or False.


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After completion, it is important you cite or list out all your sources of

info.

You must show where you obtained your info.

This is done at the end of your written paper in alphabetical order.

Citation Style

The Chicago Manual Style (CMS)

American Psychological Association citation style (APA)

Modern Language Association citation style (MLA)

# You wil l use CMS at WOU.

There are 2 elements in this style to show where you obtained your

sources:

In-text usage

Reference section


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tell the readers where you obtained your info within the text of your written

paper.

you do not need footnote.

you make use of the author-date system to ci te your sources in the text.

Source put at “ References”

Example:

According to Hunt (2002), a literature programme should have s ix objectives.

At the Reference:

Hunt, J (2002) Teaching L iterature at the Elementary School, London:Oxford

University Press.


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Insert the last name of the author and the year of publ ication at the

appropriate point.

Example: A literature programme should have six objectives (Hunt 2002)

If it is a Chinese name, mention only the surname:

There are four causes of depression among teenagers (Lee 2004)

If it is a Malay name, write the full name: The major cause of domestic unhappiness is a lack of t rust (Haniz Johari

2002)

If the author has wri tten 2 books or papers in the same year, use lower case

letters such as ‘a’ and ‘b’ in the in-text citation.

o A good school must have a counsellor (Martin 2004a)

o Bullying is the most serious problem in school nowadays (Martin 2004b)

Note that there is no punctuation between the name of the author and year. Do


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not add a comma. Commas are used to separate page numbers:

• Most students prefer to study full-time (Joshua 2003,55)

Semicolons are used to separate two or more references given together:

Most part-time students are housewives (Joshua; Lee 2003)

If the name of the author appears as part of the text, cite only the year of

publication in parentheses:

According to Joshua (2003), most students prefer to study full-time.

If you wish to mention the full name, you may do so: According to Irene Joshua (2003), most students prefer to study full-time.

If the name and year has been mentioned earlier, do not put the name and year

in parentheses anymore:

o According to Irene Joshua, most students prefer to study full-time.

To help your reader locate the info in the book, you can wri te out the page

numbers within your text. The year, followed by page numbers should be

written in parentheses. The comma is to separate the year from the page

number:

According to Irene Joshua (2003,55), most students prefer to study full-time.

If there are two authors, James Hunt and William Bond, you must give the two


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of them credit. The names should be in parentheses:

The majori ty of university students do not l ike to read (Tan and Bock 2002)

The majori ty of university students do not like to read (Tan and Bock 2002,

88)If any work has two or three authors, always ci te all the names in the text.

Connect the names with the word ‘and’. Look at how this is done in the three

examples below:

According to Tan and Bock (2002), the majority of university students do

not l ike to read. According to Ivy Tan, William Bock and John Smith (2002), the majority of

university students do not like to read.

According to Tan, Bock and Smith (2002,88), the majority of university

students do not like to read.

According to Tan et al. (2002), the majority of university students do not like


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g ( ), j y y

to read.

According to Ivy Tan et al.(2002), the majority of university students do not

like to read.

According to Tan et al. (2002, 88), the majority of university students do notlike to read.

Works by more than three authors

If the work has more than 3 authors ci te the first name plus ‘et al’. the first time

you mention them in your text:

According to Tan et al. (2002), the majority of university students do not like

to read.

Tan et al. (2002) claimed that......

Works by association, corporations, government agencies, etc.


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The names of groups that serve as authors are usually written out of the first

time they appear in a text reference:

Lembaga Hasil Dalam Negeri Malaysia (LHDNM), 2006

National Inst itute of Mental Health (NIMH),2001

The first time you mention such groups, you have to spell out the name in full.

In the second and subsequent citations, you can use abbreviations or

acronyms. The general rule for abbreviation in th is manner is to supply enough

info in the text citation for your reader to locate its source in the reference list

without difficulty: (LHDNM 2006)

(NIMH 2001)

We have completed the first element, In-Text Usage. Now let’s look at how we

shall prepare the reference list.


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a list of all the references you cited in your writing.

provides the info necessary to identify and retrieve each source.

different from bibliography – refers to the relevant sources you consulted in

your research, but was not mentioned at all in your written paper.

Here are the guidelines on preparing your reference list . You should provide

complete info on the book or tit le.

Entries should be arranged in alphabetical order by author ’s surnames:Hudson,L (2005)

Hunt, J (2006)

Single authors precede mult iple-authors:

Hudson, L(2005)

Hunt, J (2006)

Hunt, J and Bond, W (2006)

Reference with the same first author and second author or third authors are


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arranged alphabetically by the surname of the second author and so on:

Ronald, J (2006)

Ronald, J and Band, K (2003)

Ronald, J and Band, K (2005)

Reference with the same author are arranged by year of publication, with the

earliest f irst :

James, T (2001)James, T (2003)

James, T (2006)

Works of different authors with the same surname are arranged alphabetically bythe first initial:

Smith,A (2004)

Smith, J (2006)

Smith,V (2001)

This is a sample reference entry for a single author:


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Kourik, R (1998) The lavender garden:beauti ful varieties to grow and gather , San

Francisco:Chronicle Books.

Mohd. Ridzuan Nordin (1992) Pendidikan Jarak Jauh Modul 1, Kuala Lumpur:Utusan Publications.

In works by multip le authors, all the names must be mentioned:

James Hunt, William Bond, John Smith, Brad Jones and Samuel Pitt (2002)

Teaching Literature at the Elementary School,London: Oxford University Press.

HuntJ, Bond W, Smith J, Jones B and Pitts S (2002) Teaching Literature at the

Elementary School,London: Oxford University Press.

Edited books are written in the following manner:

Editor’s Name (ed.) Title of the book,Place of publication: Publisher.

Fraser, J H (ed.).(1978) Society and Children’s Literature, Boston: Godine.

Gibson, A and Jones, K (eds) (1999) Psychological Problems of Disadvantaged

Youths, Reading, England: Edwin.

In the example above, there is a single editor for the first book and two editors in

th d l


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the second example.

Note that book and periodical tit les are in italics. Capitalise these titles headline-

style. This means capitalise all the important words:

Teaching Literature at the Elementary School

Articles and chapter titles are written different ly. These titles are enclosed in

single quotation marks. Here you use sentence-style capitalisation, i.e., capitalise

the initial letter of the first word and any other proper names. The first example

below has the init ial letter capitalised. The second example has the initial lettersfor the proper name North America capitalised.

Morris, C (1984)’Universi ty education in the 1990s’, in Smith,D E and Jones,F

(eds) Tertiary Education Perspective, New York: McGraw Hill, 2 – 10.

Sedaka, J (1985) ‘ University education in North America’, in Smith D E and

Jones, F (eds) Tertiary Education Perspective, New York: McGraw Hill , 22-35.

Sources without authors are arranged alpabetically by the title within the same


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Sources w ithout authors are arranged alpabetically by the title within the same

list.

Longman Dictionary of Contemporary English, 3rd edn. (1995) Essex, England:

Longman Group Ltd.

Meriam-Webster’s col legiate dict ionary, 10th edn. (1993) Springfield, MA:

Merriam Webster.

Indentation means the first line of the entry is flush w ith the left margin, and all

subsequent lines are indented (5 to 7 spaces) to form a hanging indent:

LeBoeuf, M (1979) Working Smart: How to Accomplish More in Half the

time,New York: Warner Books.

There is indentation in the above example. The example below has no

indentation, and is therefore incorrectly written:

LeBoeuf, M (1979) Working Smart: How to Accomplish More in Half the Time,

New York: Warner Books.

How do we cite essays, artic les or chapters in edited books? References to

ti l d h t i dit d b k t i l d th l t i thi


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essays, artic les and chapters in edited books must include these elements in this

order: Author(s), Year of publication, Article or Chapter tit le, Editor(s), Book ti tle,

Article or Chapter page numbers, Place of publication, and Publishers. The article

and chapter tit les are enclosed in single quotation marks:

Egoff, S (1980) ‘The problem novel’ in S Egoff, G.T. Stubbs, & L.F. Ashley, OnlyConnect: Readings on Children’s Literature,Toronto: Oxford University Press, 67-

74.

References for encyclopedias, dictionaries or entries in encyclopedias must

include these elements: Author(s) or Editor(s), Year of publication, Tit le, Place ofPublication, and Publisher:

Bergman, P G (1993) ‘Relativity’ in The New Encyclopaedia Britainnica,Vol. 26:

501-18, Chicago: Encyclopedia Britannica.

In the example above, note that there is no space between the colon and page

numbers.

R f t j l i d t i l d th f ll i


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References to journals, magazines and newspapers must include the following

elements: Author(s), date of publication, Article or Journal title, Volume number,

Issue number (if any), and Page numbers.

Yap, J (2006) 30 April . ‘Don’t expect miracles’ Sunday Star, 39.

Brown, A (2001) ‘Leonardo Da Vinci’, The Great Artis ts, 5(2): 21-30.

Note that there is no space between the volume number and the parentheses

containing the issue number, but there is a space between the colon and the page

numbers following the issue number.

The following formats for volumes and issues are also acceptable, but only when

the situation requires it:

Brown, A (2001) “Leonardo Da Vinci’, The Great Artis ts, 5(2): 21-30.

Brown, A (2001) “Leonardo Da Vinci’, The Great Artis ts, 5 (Summer ):21 -30.

Thi i th f t f ff i i l d t


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This is the format for off icial documents:

Department of Economic Affairs (1989) The Intermediate Years, London: Her

Majesty’s Stationery Office.

This is the format for translated work:

Sun Tze The Art of War,translated by Griff ith, SB (1971), Oxford: Oxford

University Press.

Title for unpubl ished work are treated as journal artic les. The word ‘unpublished’

is not necessary. The location or sponsoring body or both should appear, as well

as a date.

Jones, E F (1992) ‘University education in the 1990s’, 4th Annual Conference of

Asian Educators, Hong kong.

Papers printed in published proceedings of meetings are treated as chapters in a

book.

F li f i d t id th f ll i i f A th ( )


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For any online reference, you are required to provide the following info: Author(s),

date of document, Title of document, URL, date accessed. ‘Date accessed’ is the

date last viewed by you, the wri ter. This is how you c ite an article from an

electronic journal and an electronic book:

Beckleheimer, J (1994) How do you cite URL’s in a bibliography?http://www.nrlscc.navy.mil/meta/bibliography.html (Accessed 14 Oct 1998)

Thames, M (1999) ‘ The battle of Hastings’ Historical Review 55, no1: 25-35.

http://www.hisrev.org/ (Accessed 5 May 2004).

Rollin, E (1998) The Unheeded Cry: Animal Consciousness, Animal Pain, and

Science, Ames, Iowa. The Iowa State University Press.http://www.netlibrary.com(Accessed 30 June 2005).

Make sure you preserve case (i.e.., do not capitalise the letters) in network server

directories and fi lenames as it is usually significant You may break URLs across

http://www.nrlscc.navy.mil/meta/bibliography.htmlhttp://www.hisrev.org/http://www.hisrev.org/http://www.nrlscc.navy.mil/meta/bibliography.html


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directories and fi lenames, as it is usually significant. You may break URLs across

lines, but if possible arrange for breaks to occur only at punctuation separators.

Do not arrange breaks at hyphens and do not ever add hyphens!

If you come across a printed reference that has an onl ine reference, this is how

you write it. Note the use of angled brackets < > :

Coleman, D (ed) (1997) ‘The click here economy’, Business Week. <

http://www.businessweek.com/1998/25/itspec98.hem >

Finally do remember that a well-cited and documented paper would win over thereader as well as the person who is going to mark your written assignment. It is

one of the cri teria used to decide your grades.

http://www.businessweek.com/1998/25/itspec98.hemhttp://www.businessweek.com/1998/25/itspec98.hem


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Now that you are more familiar with ci tation styles, how would you write out the

following in a reference list:

1. Title of book: IntelligenceYear publ ished : 2004

Author : Allan J. Rowe

Publisher : Pearson Prentice hall

Place of publ ication : New Jersey

Citation : _________________________________________________

_________________________________________________

2. Title of book: The Malayan Union Controversy, 1942-1948

Year publ ished : 1991

Author : Alber t Lau

Publisher : Oxford University Press

Place of publication : Singapore

Citation: ___________________________________________________

___________________________________________________


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3. Title of book : Banking Law

Year Published : 2002

Edition : Second

Authors: Lee Mei Phen

Detta Samen

Publisher : Malaysian Law Journal

Place of publication : Kuala Lumpur

Citation : _______________________________________________

_______________________________________________

4. Title of book : The New Encyclopedia Britainnica

Volume number :2

Pages : 57 – 68

Title of article : Cells Authors: Harold Will iams

Publisher : Encyclopedia Britainnica

Year Published : 1999

Place of publication : Chicago

Citation : _______________________________________________

_______________________________________________

5. Year and date published : 30 May 2005

N Th N St it Ti


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Newspaper : The New Straits Times

Page : 33

Author : Wong Kok Leong

Title of article : The passive smoker Citation : ___________________________________________________

____________________________________________________

6. Title : It’s Time to Start the Slow School Movement

Year publ ished: 2002

Author : Maur ice Hol t

Volume : 84

Number : 4

Pages : 265

Publisher : Phi Delta Kappan

Website address: http://pdkint l.org/kappan/k0212hol.htm

Citation: ___________________________________________________

____________________________________________________

http://pdkintl.org/kappan/k0212hol.htmhttp://pdkintl.org/kappan/k0212hol.htm


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This section discussed the sources of info and the media

used to convey info. The 5 stages in preparing a written

paper were also explained. The unit offered guidelines onhow to evaluate sources of info so that your writ ten papers

are not only well-written but have credibili ty as well.


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1. Give one reason why citation styles are used in writing ?

_________________________________________________

2. What do the abbreviations MLA and APA stand for ? _________________________________________________

3. What is the citation style adopted by WOU ?

_________________________________________________

4. The following part of a text on “ Television Violence and Behaviour”contains language errors and sources that are not properly cited


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contains language errors and sources that are not properly cited.

Read the text carefully and correct the errors.

There is growing concern that television violence increases violent and

aggresive tendencies in young children (Tan Mei Lee, Malaysia Post , April

2005). David (2002)also stated that the majority of Malaysians feel that

television entertainment has now become too violent (page 33). Dan Hurt

identi fied that several of the variables in the relationship between television

violence and aggression, are related to the viewers’ characterist ics

(Television and Crimes, Media Journal,Volume 10, Number 27, 2003). Dan Hurtsays (page 10) viewers who are angry or frustrated before watching a violent

scene are mre prone to aggression than others.


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Oral presentations (O.P.) often are developed from writ ten assignments.

They may take the following forms of public speaking: persuasive speeches,

informative speeches, entertaining speeches, debates, group presentations.

The abili ty to speak effectively is just as important as the abili ty to write well.

O.P. can enhance your reputation as a student as well as an employee.

Every opportunity to present orally should be looked upon not just as an

opportunity to sell your ideas but also your competence.


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1. Analyse your audience

How much do they know about the subject?

What is their age group ?

What is their educational background?

What is their cultural/ethnic background?

What is their interests?

Why are they attending my O.P.?

What do they expect from me?

What wi ll they gain from listening to my presentations?


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2. Know your objectives

The benefits of saving money: To informHow to solve a mathematical problem: To teach

Study hard in order to achieve good grades: To mot ivate

Buy this product: To persuade

Don’t buy the product as it is faulty: To dissuade

The streets are unsafe as snatch thefts are on the increase: To appeal for

action.


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3. Research your topic

Determine first and foremost, what info you will

need.

Choose info that appeals to your audience

particularly their age, educational background, etc.

Bear in mind the duration of your presentation.


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4. Organise your O.P.

make sure your content is well organised.

Your O.P. consists of 3 parts:-

a. Introduction :

b. Body

c. Conclusion

Effective Introduction


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Effective Introduction

1. Get the attention of your audience. You can do this by:

a. Telling them a story or anecdote related to the topic.

b. Beginning with a quotation related to the topic.

c. Telling a joke.

d. Listing out a series of interesting or shocking facts related to the

topic.

2. State your purpose:

a. Tell your audience your topic.

b. Present an oral or visual outline of your presentation, i.e., the

main points or ideas you will be covering: “ First, I wil l talk about...,Secondly, I wi ll discuss...

The Body


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1. Go through the points in the order that you wish to present them.

2. Make use of examples to support your points.

3. Prepare visual aids to present the contents of your topic. Your audience willunderstand better with visuals. It wi ll also make your presentation much

more interesting.

Make a list of visual aids you plan to use.

4. Include signposts in your presentation.

a. Numerical signposts: “ First..,Second..,Third...,Finally...”

Numbering helps your listeners visualise your presentation better.

b. Parallel structure: Make use of parallel structures to show transitions

between main ideas.

“ The main effect of the tsunami in Indonesia is...”

“ The main effect of the tsunami in Thailand is...”

c. Old-to-new transition: is a sentence that alerts your audience to where you

have been to and where you are going next in your presentation.


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The purpose is to leave your listeners with a clear idea of everything that

you have spoken about.

1. Use phrases like, “ In conclusion, I would like to say...” , “ I would like to

summarise by stating...” , “ To recap what I have just said...” , etc. Write yoursummary here:

2. Restate the purpose of your presentation by saying, “ I hope you can see the

purpose of my talk is...” , My intention is ...” , “ I hope that you are aware that...,

so we have to do something about it ...” , etc. Remind your audience the

purpose of your talk here:

3. Thank your audience.

4. Invite questions from your audience and do not forget to thank the audience

for posing questions.


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1. Imagine you are giving a talk on procrastination, describe four ways that

you can use to arouse your audience’s attention in the introduction of

your presentation.

______________________________________________________________

______________________________________________________________

2. Give an example of each of the following purpose or objectives of your

presentation:

a. To inform :

__________________________________________________________

b. To teach:

__________________________________________________________

c. To persuade :

___________________________________________________________

d. To motivate :

___________________________________________________________


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In this section, you were introduced to the steps in

preparing an O.P. such as knowing your audience,knowing your objectives, choosing your topic. You were

also taught how to organise your presentation in order to

make the presentations work for you.


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Tips for effective O.Ps.

1. Preparat ion

highlight the main points of your presentation.

after each point construct a transition

decide if a pause is necessary and for how long.

2. Practice

Practice makes perfect- do not memorise or write down your wntire presentation.

Use the outline you created for your presentation

make brief notes if you have problems remembering your points

rehearse your presentation unti l you are comfortable with it

3. Style of speaking

style in O.P. refers to nonverbal cues such as pauses before you move to another

point.

the style you choose will depend on whether your audience knows you, your

rank(above or below them) and their ranks.


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Languages come in two forms – verbal and non-verbal.

Non-verbal language refers to how you communicate without words-eye

contact, facial expressions, gestures, posture, movement, voice and

appearance.a. Eye-contact : always maintain eye contact w ith the audience.

: Good eye contact also helps you reflect self-confidence and

gives credibility to what you are saying.

b. Facial expression: Expression should reflect what you are saying.

c. Gestures: Use natural, animated gestures.

d. Movement: Don’t stand in a “ frozen” posit ion. Moving about can help

accentuate your enthusiasm.

e. Voice: Enunciate the words clearly and use different tones. It should not

be too harsh or nasal but a pleasing melody.

f. Appearance: Pay signif icant attention to personal grooming.


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this is where your ability to interact with the audience will be teste.

Tips to handle questions better:-

a. Repeat the question, loudly and clearly, so that the audience knows what

has been asked.

b. Take a moment to reflect on the question before answering it.

c. If, you are not sure of the answer, ask for clarif ication or restate the

question.

d. If you do not know the answer, say so. You don’t have to apologise but

offer to look into it. You may ask the audience to help you with the answer.

e. Always wait for the questioner to finish asking the question before you

begin to answer the question.

f. Do not have lengthy discussions w ith one person, engage the entire

audience.


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1. Take three breaths to relax yourself before you get out of your chair.

2. Then go up and thank the person who introduced you and then count to

10 before you start speaking.

3. This allows the audience to get settled and be ready to hear you.

4. Before you give your speech, think of them as caring, friendly people who

want to hear you speak.

5. The posi tive image should relax you and put you in a good frame of mind.

6. A good place to practise your speeches is “ Toastmasters Club.”

7. To know more go to http://www.toastmasters.org

http://www.toastmasters.org/http://www.toastmasters.org/


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You would have witnessed people giving talks or speeches

at functions or during meetings. Describe briefly what you

liked about the way they spoke and what you didn’t l ike.What do you think they could have done to improve their

speeches?

___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________


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defined as any graphical representation of data used to

communicate the contents or meaning (including spatial

and temporal location) of the data. Advantages of using visual aids:-

a.helps the audience to focus on what you are saying.

b. The audience retains the message better.

c. The message is conveyed more efficiently.

A strictly O.P. may be boring to an audience nowadays.


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basically there are 2 categories: standard visual aids and electronically

enhanced visual aids.

tandard visual aids

1. Handouts

given to audience to be taken with them

2. Pictures and photographs

they mst be large enough to be seen by everyone in the audience.

3. Flipcharts and posters

it sets a more informal mood and are better used with a small audience (


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A physical object displays exactness and realism.

Must be large enough to be seen by the audience and small

enough to be carried around.

models are three dimensional. scaled-down replicas of a

car, bui lding, atom, etc.


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1. Transparencies

are transparent plastic sheets.

can photocopy text and pictures onto special thermal transparencies.

then make sure the venue or institution has an OHP.

2. Audiovisual aids and power point

with the digital revolution, words, sound, and images are available in binary

digital format.

The power point is an excellent visual aid that can create very professional

and impressive presentations.

It allows the use of colour, animation and sound.


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2 major factors are quality and clarity – to grab and maintain audience’s

attention.

audience too expect professionally developed and competently used visual

aids.

Typeface and type size

Visual Aids Titles Subtitles TextFlipcharts & posters 3 inches high 2 to 2 ½ inches high 1 ½ high

Transparencies &

power point

30 – 36 pt 24pt 18pt

handouts 18pt 14pt 12pt

slides 24pt 18pt 14pt


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Typefaces can also affect the clarity of the message that the visuals are trying

to convey. The following are some suggested typefaces and the sort of image

they project.

Typeface Image Sample

Times Roman Official “ Goals are dreams we convert to plans

and take action to fulfi ll.” Zig Ziglar

Palatino Upbeat “ You are the sum total of all your choices

up to now.’ Dr. Wayne Dyer

Garamond Sophisticated “ It’s faith in something and enthusiasm

for something that makes life worth

living.” Oliver Wendell Holmes

Helvetica shows an urban image. Century and Bodoni typeface describe a friendly and

trendy image.

Generally do not use more than 2 different typefaces for a visual. Also the typeface s)

used must be consistent for all the visuals in your presentation.


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1. use only 4 to 6 lines for a visual.

2. Limit each line to not more than 40 characters.

3. Use phrases rather than sentences.

4. Use both uppercase and lowercase to make it more readable.

5. Emphasise man points with different colours and type sizes.

6. Select only 2 or 3 colurs per visual.

7. One visual should only contain one point or idea.

8. Make them near and simple.

9. Ensure that the spelling, grammar and punctuaion are correct in order to

make the visual appear professional.

# Visual aids are just aids- they can either make your presentation a success

or failure-depending on how you use them.


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Make sure the visuals supplement your speech rather

than replace them.

Otherwise the audience may get the impression that youare not well prepared or are unfamiliar with the content.


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the use of appropriate visuals also depends on your

audience’s knowledge of the subject matter.

If you are talking to a group of foreigners on how to make

laksa, you may need to supplement with pictures,photographs or slides of the various local ingredients.

But if the same presentation is made to a group of locals,

yu only need to tell them what is required.


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The size of the room or hall, the seating arrangement,

lighting and equipment available should be taken into

consideration in preparing your speech.

Does the seating arrangement allow everyone to see the

visual aid being used?

If you are using a projector, are there adequate plugs oroutlets for the equipment to be used?

Do you need room to be completely dark when you are

showing your visual?


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In this section, we offered you guidelines and tips not only

on developing visual aids but also on how to present well.

It also focussed on the types of O.Ps, i.e., informative,

persuasive and goodwill presentations. We also

discussed in detail the types of visual aids you can use in

your presentation and why you need to use them.


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1. The use of visual aids benefits not only the audience, but also thespeaker. Discuss 3 advantages of visual aids to the listener.

_________________________________________________________

2. Discuss 3 advantages of using visual aids to the speaker.

_________________________________________________________

3. For the following situations, what visual aids would be used:

a. A talk to kindergarten children on road safety.

_______________________________________________________

b. A talk to a group of foreigners on Malaysian batik. _______________________________________________________

c. A talk to your course mates on revising effectively for examinations.

_______________________________________________________


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1. The Virtual Presentation Assistant – Using Visual Aids

http://www.ukans.edu/cwis/units/coms2/vpa/vpa7.htm

2. Visual Aids

http://www.gepcities.com/libbyeddleman/visual_aids.htm?200615

3. Outloud Online – Visual Assistant

http://www.tamu.edu/scom/test203/va/index.html

http://www.ukans.edu/cwis/units/coms2/vpa/vpa7.htmhttp://www.gepcities.com/libbyeddleman/visual_aids.htm?200615http://www.tamu.edu/scom/test203/va/index.htmlhttp://www.tamu.edu/scom/test203/va/index.htmlhttp://www.gepcities.com/libbyeddleman/visual_aids.htm?200615http://www.ukans.edu/cwis/units/coms2/vpa/vpa7.htm


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In this unit, you were introduced to the 2 main important

things you will be engaged in as a learner: producing

written papers and O.Ps. We talked about the sources andthe info media that you can use particularly in ODL. This

unit also introduced you to the strategies that you can

apply to ascertain that the info that you have gathered is

current nd reliable. Apart from these, you learnt how to cite

sources using the Chicago editorial style. Finally, you were

introduced to O.Ps: the types of O.Ps and the types,

benefits and guidelines for using visual aids to enhance

your presentations.


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Quizzes will be available on the LMS starting next


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Quizzes will be available on the LMS starting next

week. Do attempt these questions as part of your

revision. Have you looked through the past

semester examination papers yet?

Good luck!

PS: Be reminded that the Examination

Notification Slip wil l be sent to the address you

have provided to the University. If you have not

received yours a week before the exams, pleasedo contact your respective ROs.


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Shortlisted Topics for Learning Skills July 2016

1 Questions that you can ask yourself when you


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1. Questions that you can ask yourself when you

evaluate your daily schedule.

2. Strategies that can help you remember what


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you study.

3. Types of motivation .


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yp

1. an encouragement.

2. Extrinsic motivation = encouragementfrom outside or external force.

3. Is the driving power behind all our

actions.

4. Intrinsic motivation = motivation from

within

5. If you are intrinsically motivated you do

not need external encouragement or

rewards to study hard.

6. Motivation is a goal-directed behaviour.

7. Our motivation depends on our own

individual values and beliefs.

4. Ways of taking notes.


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1 O tli th d


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1. Outline method

o dash (-) or indentation is commonly used.

o jot down points in an organised pattern based on space indentation.o Write major points on the far left.

o Indent each of the more specific points to the right.

o Minor points will be placed further away from major points

Transport

Definition : means of carrying objects from one place toanother

- three modes

- air transport

- land transport

- sea transport

Figure 3.3 Outline method of taking notes

2. Summary method

Write in note form, in own words, the essential facts and ideas from


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your reading.

Example : The following is a paragraph taken from your reading

material on ‘Strategies to enhance motivation for learning’.

Big tasks may worry you. Break down the big tasks into smallerones so that they are more manageable. For example, as aworking person, it may be too demanding to revise one wholechapter at one tme for your test. You may want to break downthe task into revising one section of the chapter at a time.

A sample of the note made using the summary method:

Break down big tasks into smaller units so that you can manageit better.

Figure 3.4 Summary method of taking notes

3. Annotation method

o The blank space in the margins are commonly used.


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o Can write down the main points, question marks, ticks or crosses to show various

meanings.

o e.g. for important points, put asterisk beside the point in the margin.o For a point which needs more explanation, you may put a question mark in the

margin.

o You may also highlight or underline important points.

o Refer to Figure 3.5 on page 52

4. Charting method

group the important points into categories.


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draw columns headed by these categories.

record info (words,phrases,main ideas, etc) into the appropriate category.

Is useful when you want to get an overview of the whole course in a sequentialmanner.

Visual Learner Audio Learner Kinesthetic Learner

Diagrams

highlight

Listen to tapes

Explain to friends

Hands-on

flashcards

Example – Chart format of Learning Styles

.

Created by Tony Buzan

a very effective method of taking notes.


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y g

show not only facts but also overall s tructure of a subject and relative imporance of

individual parts of it.

show relationships between ideas and/or conceptsand the connections between oramong them.

Main topic placed in centre,main topic l inked to 6 main ideas and main idea linked to

other sub ideas.

Strategies to enhance

learning motivation

Break

down bigtasks

Set goals

Learn actively

Have incentivesPositive

Conduct study

environment No

distraction

Suitable time

To learn more about mind maps go to www.mind-map.com

Mind Map – Tips

Use titles, subtit les and bullet points.


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Look for key issues and main details which form the focus of the reading

materials/lecture.

Use short sentences.

Underline key points in red or with a highlighter.

Produce a summary list/table at the end of a section.

Leave lots of b lank space while taking notes- add addtional notes later

Leave out ful l descriptions and explanation- notes short and to the pt. Don’t be afraid to produce table e.g. Advantages & Disadvantages of...

Include topical examples and case study references in your notes

Be selective –not jot everything you read/hear.

Write memory jogs to yourself in the margin e.g. ‘Good diagram p.146 inBook X’

Keep notes in order and in one place.

Develop own short forms which you can use all the time e.g. i.e.- in other

words, @ - at etc.

5. Roles played by tutors in an open

di l i


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distance learning system.• For every course you take WOU assigns a tutor to help you.

• The tutor is your main contact with the University.

• For each course there will be 10 hours of tutorial classes where the

tutor will facilitate your learning process.

• The tutor will make the learning process smoother & less lonely foryou.

• You may contact him by telephone, Internet or video conferencing.

• It is your tutor who will:

• give you advice & guidance on problems related to your studies.• help you build-up your study skills.

• helps you increase your self-confidence.

6. Weaknesses of the traditional learning system.


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The TL system has a few weaknesses:-

• Expensive to build schools-a physical building – brick & mortar

system, double sessions

• Teacher dependent – controls student learning, students not

proactive & do not question the teacher, teacher sets the pace & what

teacher says is largely true.

• Teacher oriented- Teacher tells students when to do, what to do and

how to do it.

• Fixed years of instruction -

• Elitist education system – favours those from better social economicfamilies,poor students do not go to school as only few schools & far

away.

• For children only – 7 years old start & only a small % to tertiary

education, they start work & no longer study .

7. Teaching strategies used in theconventional learning system and the open


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conventional learning system and the open

distance learning system.

8. Strategies for reducing test anxiety on theday of the examination.


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day of the examination.

1. Eating well – nutritious food

2. Dressing comfortably-so yourconcentration & performance not

affected

3. Getting materials ready- make a

checklist before exam.

4. Being early on the day of theexamination- make allowance for traffic

jam etc.

5. Positive thinking- “ Whether you think

that you can, or that you can’t, you are

usually right.” ...Henry Ford.

- avoid people who

have negative thoughts.

9. Fabrication. Examples of fabrication.


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1.Fabrication: making up false info or

data.

10. Types of academic dishonesty.


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1. Cheating : Getting someone to do

your assignment,copying, etc

2. Fabrication: making up false info or

data.

3. Facili tation: to make an activity

easier-provide test answers to

another student, etc.

4. Plagiarism: intentionally or

unintentionally using an author ’s

words, ideas or research.

To avoid plagiarism every quotation

you use must be indicated byquotation marks and cited in the text

or in the reference section.

11. Types of hooks you can use in essaywriting.


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writing.1. Question hook :Posing a question that will get the reader to think about it.

e.g. Do you know how many people’s loved ones have been ki lled .......?

2. Quotation hook : Quotes from experts or well-known people can giveemphasis to your discussion. e.g. “ Peace will not come out of clash of

arms but out of justice lived and done by unarmed nations in the face of

odds” , said Gandhi.

3. Funnel hook : Moving from the general to the specific.e.g. Education is

the gateway to success. Many young people embark on higher educationwith the hope of securing a high posit ion and a good salary.

4. Refutation hook : Providing a summary of opposing views first.e.g.Many

people say wars must be fought in order to defend democracy. However,

in reality, it is wars that destroy democracy.

5. Dramatic hook : By describing a scene or telling a story.e.g. It was dark,stormy night. The winds lashed ferociously at the rubber trees as she

made her way through the darkness

12. Characteristics of effective goals.1. Challenging and realistic


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your goal must not be so easy

your goal must not be too difficult or

impossible

set a goal which is slightly difficult and

challenging

You must know your own ability

Getting a degree at WOU is bothrealistic and challenging to you ??????


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a.a. “ I will get high scores for all my exams.”

b. “ I will get no less than 75 marks for all my exams.”

1. (b) is definitely more specific and measureable because

you can judge when you have completed or reached

the goal-75 marks or more.


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1. Success = a series of little victories.

2. Effective goals encourage steady progress-DAD,WAW.

3. Make small goals which you can achieve weekly.

e.g. From Mon to Fri , I must read thru’ section 1.3 ofUnit 1. I must also complete the 3 activities and the

self-test paper.

4. This means you must read the entire unit and write

down all the answers.5. Whenever you have progress, rejoice, feel proud of

what you have done and you will feel motivated.


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1. A +ve goal = getting high marks in exam = positive

state of mind = pleasant memories and experiences.

2. -ve goals = unpleasant memories.

3. Success = we focus on striving towards +ve

outcomes

Let us think which is +ve or –ve.

a. I do not want to fail WUC 131

b. I want to get a Grade A in WUC 131.

Which of the above is a +ve goal ?


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It is good to set a starting point and a finishing point for

your goal.

E.g.

Instead of saying : “ I will get my ODL assignment done

this month,”

You may want to say: “I will start my oDL assignment on10 October and complete it by 21 October.

13. Steps you have to take when preparing anoral presentation.


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p


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1. Analyse your audience

How much do they know about the subject?What is their age group ?

What is their educational background?

What is their cultural/ethnic background?

What is their interests?

Why are they attending my O.P.?

What do they expect from me?

What wi ll they gain from listening to my presentations?


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2. Know your objectives

The benefits of saving money: To inform

How to solve a mathematical problem: To teach

Study hard in order to achieve good grades: To mot ivate

Buy this product: To persuade

Don’t buy the product as it is faulty: To dissuade

The streets are unsafe as snatch thefts are on the increase: To appeal for

action.


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3. Research your topic

Determine first and foremost, what info you willneed.

Choose info that appeals to your audience

particularly their age, educational background, etc.

Bear in mind the duration of your presentation.


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4. Organise your O.P.

make sure your content is well organised.

Your O.P. consists of 3 parts:-

a. Introduction :

b. Body

c. Conclusion

14. Reasons why open distance learninggraduates are in demand.


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• ODL students go thru’ a very vigorous academic process.

• Being an ODL learner you need to :-• Organise and manage your own learning.

• Take responsibility for your own learning by making decisions as to

what, when & how you will learn.

• Responsible - employees increasingly recognises the value.

• Dedicated - ODL learners are recognised as goal-oriented

individuals who see education as ongoing process – lifelong learners.

Possess multitasking skills- ODL learners are recognised as

individuals who perform effectively in a multi-tasking environmentcos’ majority are full-time or part-time working adults who juggle job,

coursework & family responsibilities. They understand the need to

prioritise.


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• Motivated - ODL learners are seen to be

motivated self-starters with the ability to complete

assignments on time & adapt to dynamicenvironments. They strive on challenge.

• Forward thinkers – ODL learners are perceived to

be capable of stretching their thoughts & ideas

into new territories to be innovative & creative

people. They also seek to understand the

competencies & personality traits of their

colleagues or team members.

15. Learning styles.


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Learning Style Strategies

Active Learner Have group discussions.• Group members can take turns to explain different topics to each other.

• Group members can also try to predict potential test or examinationquestions and discuss answers to these questions.

Reflective Learner • Always think about what you read quietly.• Stop periodically to review what you have read by thinking of possible

questions or applications.• Memorisation method does not work for you.

• As you read your course materials, write short summaries of readings ortutorial notes in your own words.

Sensing Learner • Find many facts about the topic to be learnt.• You need specific examples of concpts and procedures.

• Try to find out the applications of concepts.

• Try to find out its application in the real world.

• Use brainstorming methods with friends or classmates among the applicationof those concepts.

Intuitive Learner • Like to discover possibilities.• Ask your instructor for interpretations or theories that link the facts or try tofind the connections yourself.

• Take time to read the entire questions before you start answering and besure to check your results.

Learning Style Strategies

Visual Learner Try to find diagrams sketches schematics photograph flow charts or


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Visual Learner • Try to find diagrams, sketches, schematics, photograph, flow charts, orother visual representation of course materials.

• Get relevant videotapes or CD-ROM related to the course materials

• Prepare concept maps by listing key points, enclosing them in boxes or

circles, and drawing lines with arrows between concepts to showconnections.

• Highlight important points.

• Use different coloured highlighter for different main points.

Verbal Learner • Write summaries or outlines of course material in your own words.

• Have group discussions.

• Take turns to explain to your classmates.

Sequential Learner • Copy every step to a solution carefully. Fill up any missing ones bymaking additional references.

• Take time to outline the course material for yourself in logical order.

• Relating each new topic you study to things you already know.

Global Learner You need the big picture of a subject before you can master details.

Before you begin to study the first section of a chapter in a text, skimthrough the entire chapter to get an overview.

Instead of spending a short time on every subject every night, you mightfind it more productive to immerse yourself in individual subjects for alonger period of time. Try to relate the subject to things you alreadyknow, either by asking your tutor to help you see connections or bylooking up references

16. Ways the Wawasanlearn can help yourlearning experience at WOU.


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• help enrich and accelerate yourlearning experience at WOU.

• made available forum where youinteract with tutors, CC

& course mates. ( not only from yourcentre but also from

other centres as well)

• where you have the opportunity todiscuss, collaborate,

and brainstorm with all of them.

• provides you with info & resources tohelp you complete and/ or submitassignments & quizzes.

17. Characteristics of Open DistanceLearning.


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•separation of teacher & learner – in time or place or in both time &

place.

• self-managed learning – learners have to be independent & organise

their own learning.

• synchronous & asynchronous learning – teaching & learning take

place simultaneously or at different times.

• unlimited access to course – 24 hours a days, 7 days a week, 52

weeks a year.

• “just in time” and on-demand learning – digital learning is deliveringknowledge when & where the student needs it, and as often as they need it.

This concept of :anywhere-anytime” learning leads to greater retention andsatisfaction, in addition to a significant cost savings for employees.

• instituitonal accreditation – that is, learning is accredited or certified

by some institution or agency.


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• use of mixed-media courseware – including print, radio and television

braodcasts, video and audio cassettes, computer-based learning and

telecommunications.

• two-way communication - allows learners & tutors to interact as

distinguished from the passive receipt of broadcast signals.

Communication can be synchronous or asynchronous.

• face-to-face meetings for tutorials - learner-learner interaction, librarystudy & lab or practice sessions

18. Reasons why assessments (assignmentsand examinations) are conducted at


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WOU.


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1. Describe briefly 4 functions of WawasanLearn.

It stores the course website where all the info concerning the

course is located


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course is located.

It guides your learning and complements the tutorial sessionsby making available varied and additional learning

opportunities.

it provides a platform to connect to teaching (CC and tutors)

and learning community (from all over the country) at WOU.

It has features that will enrich and accelerate your learning

experience at WOU.

2. State 5 roles a tutor plays in the lives

of open distance st dents


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of open distance students.

The tutor is the main contact with the U. The tutor will facili tate the learning process and

make it smoother and less lonely for u.

The tutor wil l give u advice and guidance on

problems related to your studies.

The tutor will help u build up your study skills.

Your tutor will help u increase your self-confidence

3. Explain briefly the concepts of extrinsic

motivation and intrinsic motivation


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motivation and intrinsic motivation.

Extrinsic Motivation is from an outside or external force that comeswith a promise of a reward. In a learning situation, it is done to

motivate students to do well in their exam. Eg, a promise of a new

handphone may cause students to push themselves harder to obtain

good results. It is the external driving power behind all our actions.

Intrinsic motivation is one that comes from within a person. The

actions we do are based on encouragement that comes from within

us. Eg, if you want to obtain a degree, you voluntarily give up many

of your social activities to make time for your studies without being

told by other people. If you are intr insically motivated, you do not

need external encouragement or rewards to study.

4.List 5 threats to self-worth that cause test

anxiety.


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y Not well-prepared

Poor study habits

Poor organization Poor TM

Bad experience from previous tests

Studying at the last minute

Afraid you cannot remember

Worrying about your past performances in tests Thinking about the negative consequences of failing

Unrealist ic expectations of yourself

Expectation from others.

You feel you need to perform well to please others.

You are competing with others – students and siblings You cannot understand or master the material you are studying.


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Q1.

Discuss the necessary preparations that you


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Discuss the necessary preparations that you

have to make before, during and after tutorials.

Before tutorials

Read through the course material

Make important pts in the materials

Find out more about the topic u r reading

Make a note about the topic u don’t understandWrite down questions u want to ask your tutor.

Log on to LMS and go thru’ the resources for the unit u r reading.

During tutorials

Li t tt ti l t h t th t t h t t ll


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Listen attentively to what the tutor has to tell u.

Take part in discussions

clarify w ith your tutor the parts u do not understand

Ask the tutor the quest ions u have jotted down.

Take note of any work that u have to do for next tutorial

Partic ipate actively on the LMS by discussing ideas & concerns with your

coursemates.

After tutorials Spend time looking thru your course materials

Think broadly across many subject areas.

Integrate concepts, ideas and connect them.

Read up further on areas that u do not understand.

Make notes on your course materials

Prepare for the next tutor ials

Q2. Describe 4 techniques that u can use to

improve your memory.


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Make material meaningful

Understand as much as possible the meaning of the content.

Put the info in your own words as your own words are likely to be

more meaningful than the author’s.

Think of your own examples and relate it to other info that u have

learnt.

Make an effort to understand the info b4 u try & remember it.

Organise the information

Organise the info into meaningful categories to help u learn &

recall info more efficiently. Do not memorise separate pieces of info

that do not mean much to u.

Use imagination or pictures

o Create mental pictures to enhance your memory of verbal info


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o Create mental pictures to enhance your memory of verbal info.

o Whenever u include a mental picture, you are encoding into your

memory system in 2 ways.

Use mnemonic devices

Use SMART

Specific – the goal must tell exactly what must be accomplished

Measurable – This helps u determine if the goal has been completed Attainable – Goals must be realistic for the resources and time

available.

Relevant – To be relevant, your goal has to relate to the overall

mission of your study

Time – Specify a realistic deadline that moves the activity towardscompleting the task

Rehearse using elaborationTwo types of elaboration.

R t h l hi h i ti i d i Thi i t


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Rote rehearsal which is repeating again and again. This is not an

effective method for learning and remembering new info as u often

get the full meaning

Elaborative rehearsal which involves expanding on the info by

analysing it further and relating it to the info already stored in your

memory. This type of rehearsal is much more effective for encoding

info into your long term memory.

Study actively studying invloves thinking about the info actively

explain the info out loud to yourself using your own words

explain the info several times but try to recite the info a litt ledifferently by rewarding it or thinking of different examples.

Think crit ically about what u study. Note the relationships

between ideas, compare and contrats info & determine the

significance of events.

Study regularly U must study regularly & not just b4 exam

U must read thru your pts/ highlight key pts & make notes


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U must read thru your pts/ highlight key pts & make notes

Reread the headings & subheadings, portion of the text that u have

highlighted or marked & finally read the summary. frequent revision keeps the info fresh in your mind & reduces the

amount of time a