Study skills

Topics: Learning, Study skills, David A. Kolb Pages: 5 (1255 words) Published: February 24, 2015


Student Name:

Student No:
ISS14053
Module Leader Name: Dr Phil Harper
Intake No: BSc 36

Module Title: Studying Skills for Health Care Professionals

Assignment Title:
Reflect on what you have learnt during the Study Skills class, focusing particularly on the marking workshop

Extension (enter extension date):

(Written permission from the Course Director is required)
THE SUBMISSION OF THIS ASSIGNMENT IS A STATEMENT THAT IT IS MY OWN WORK:

Signed: ………………………………………………….. Date: …………………. For AIE Office Use
Date Assignment Due in AIE:

……23…../……10…/…2014….
Receipt provided to student……….By email…………
By post………….. On file……………

Faculty of Health & Life Sciences
MRG/48
Jack Straws Lane
Marston
Oxford OX3 0FL

Tel:+44 1865 488142 Fax:+44 1865 485500

Introduction
This assignment was the reflection after I took part in the teaching module: Study skills for health care professionals. The aim of this module was to equip our learning skills to complete a degree programme. It talked about the learning stages by going through Kolb’s learning cycle (Kolb, 1984), which explained learning is a continuous process and described the learning cycle into four stages. The module also stated the importance of referencing and avoidance of plagiarism. The Harvard system was introduced and should be used in the future assignment. Most importantly was the marking workshop of this module. Gibbs’ model of reflection was taught in the workshop, which help us learn through reflection. With reference to the marking criteria and assignment assessment report, understanding the value of self-assessment and evaluating the learning strategies through the process of reflection.

Learning stages
Learning was a continuous process and needed in professional development. According to Kolb's learning theory, Kolb's learning cycle (Kolb, 1984) was that we all followed the following four stages of learning. Stage 1 was having an experience, acquiring knowledge, experience and skill. Concrete Experience provided a basis for reflective observation (Swinton, 2013), which was stage 2, reviewing the experience. Then went to stage 3, concluding from the experience which made at the review stage. Observations can be distilled into abstract concepts, which were then tested with experimentation (Swinton, 2013), which was stage 4, planning the next steps. Experience of the experiments was the starting over the Learning Cycle (Swinton, 2013).

Example liked we learnt the assessment of assignment in the marking workshop, Reflective observation was thinking about the Level 6 Marking Criteria, knowing assignments will be graded by it. Stage 2 started when understanding the assessment criteria were separated into 4 aspects, which included presentation and style, conforming to instructions/clarity of objectives, content and knowledge and lastly, thinking/analysis/conclusion. This was the process of abstract conceptualization, knowing the content of Level 6 Marking Criteria. Stage 3 was the concrete experience. An assignment was given to us and we used the Level 6 Marking Criteria to try to mark the assignment. With the opinion from the module professor, we knew how to use the marking criteria correctly. The last stage is active experimentation. When we tried to plan an assignment, we needed to focus on what we learnt in the marking workshop. We needed to know the marking criteria well so to make a better assignment. Kolb’s cycle of learning applied to us during learning a new knowledge. It is important when we were completing a degree course. Apart from applying on learning about the marking criteria, we always need to go through the four stages in higher level study; the effectiveness of learning will be improved.

Reference and plagiarism
In tertiary education, references were...
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