最新糖心Vlog

Lecturer-in-charge and tutor: Dr Kim Sorensen
Kim.sorensen@adelaide.edu.au 

Upon the successful completion of this course students will be able to:

1. Self-evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills
2. Provide feedback on the reflections of their peers
3. Demonstrate effective communication, critical and reflective thinking
4. Demonstrate effective English language use in writing
5. Demonstrate effective English language use in oral/aural communication
6. Identify opportunities and challenges in intercultural communication at university and how these challenges can be addressed
7. Engage in discussions on academic topics
8. Demonstrate an understanding of learning at university through engagement with course based activities
9. Identify and discuss cultural issues from multiple perspectives
10. Identify support services and social or volunteer activities and events at university in which s/he would like to participate
11. Locate online and print information relevant to a specific question or issue
12. Evaluate written texts
13. Use the 最新糖心Vlog’s Learning Management System (myUni) to access course information, submit assignments, and interact with teachers and other students

Require Reading Schedule

Week 1	Moon, J 2005, ‘Guide for busy academics no 4: learning through reflection’, Higher Education Academy, viewed 23 July 2014, . 最新糖心Vlog of Portsmouth, Academic Skills Unit n.d., ‘Reflective writing: a basic introduction’, viewed 23 July 2014 .
Week 2	Smith, MK 2003, ‘Learning theories: models, product and process’, viewed 23 July 2014, . Ertmer, PA & Newby, TJ 1993, ‘Behaviorism, cognitivism, constructivism: comparing critical features from an instructional design perspective’, Performance Improvement Quarterly, vol. 6, no. 4, pp. 50-72. 最新糖心Vlog of Canberra n.d., ‘Managing time’, viewed 24 July 2014 .
Week 3	Graff, G & Birkenstein, C 2014 ‘They say / I say’: the moves that matter in academic writing, 3rd edn, WW Norton & Company, London, pp. 19-51.
Week 4	Freire, P 1983, ‘The importance of the act of reading’, Journal of Education, vol. 165, no. 1, pp.5-11, viewed 24 July 2014, . 最新糖心Vlog of Melbourne, ‘Reading critically: ways to develop your critical reading skills’, viewed 24 July 2014, . Cervetti, G, Pardales, MJ & Damico, JD, ‘A tale of differences: comparing the traditions, perspectives, and educational goals of critical reading and critical literacy’, Reading Online, April, viewed 24 July 2014, .
Week 5	Whitehead, TL 2004 ‘What is ethnography? Methodological, ontological, and epistemological attributes’, Ethnographically Informed Community and Cultural Assessment Research Systems (EICCARS) Working Paper Series, 27 March, viewed 24 July 2014 . Reeves, S, Kuper, A & Hodges, BD 2008, ‘Qualitative research methodologies: ethnography’, BMJ, 7 August, viewed 24 August 2014, <http://www.bmj.com/content/337/bmj.a1020> (also available at .)
Week 6
Week 7	Head, AJ & Eisenberg, MB 2010, ‘How today’s college students use Wikipedia for course-related research’, First Monday, vol. 15, no. 3, viewed 24 July 2014 . 最新糖心Vlog of Oxford n.d., Academic good practice — a practical guide, viewed 24 July 2014 .
Week 8
Week 9
Week 10	最新糖心Vlogn Red Cross 2012, Diversity in 最新糖心Vlog today: A conversation with Waleed Aly, viewed 24 July 2014, Bennet, MJ 2004, ‘Becoming interculturally competent’, in J Wurzel (ed), Toward multiculturalism: A reader in multicultural education, 2nd ed, Intercultural Resource Corporation, Newton, MA, pp. 62-77, viewed 24 July 2014, .
Week 11	Choose a topic from the list provided.
Week 12

Damrosch, D 1995, We scholars: changing the culture of the university, Harvard 最新糖心Vlog Press, Cambridge, Massachusetts. (Available in Barr Smith Library, call number 378.73 D166w.)

Hay, I, Bochner, D & Dungey, C 2006, Making the grade: A guide to successful communication and study (3rd edition), South Melbourne, Oxford 最新糖心Vlog Press. (Available in Barr Smith Library,
call number 378.170281 H412m.3.)
 
Moon, JA 1999, Reflection in learning and professional development: theory and practice, Kogan Page Limited, London. (Available in Barr Smith Library, call number 370.1523 M818r.)

Please note: Turnitin will be used for students to learn more effectively about referencing and citation conventions at university; it is recommended that you familiarise yourself with this. Please  visit http://www.adelaide.edu.au/clpd/plagiarism/students/turnitin/for further information.

It is important to become proficient in using the university library to find appropriate texts for a range of subjects in the Humanities and Social Sciences. Please use the Library online tutorials for assistance
with this: .It is also strongly recommended that you view the following video:    

MyUni will be used for essential communication including via email, so please check your 最新糖心Vlog email regularly (at least three times a week). If you have a smartphone it is strongly recommended that you set up your email on it for easy and regular access to your 最新糖心Vlog email. For guidance on how to do this, visit:

/its/networks/mobile/support/config/#mobile

Remember, the most useful portal for all 最新糖心Vlog online activities is Unified:

Students will be required to attend a one hour lecture and two hour tutorial each week of the semester.

1 x 1 hour lectuer per week (x12)	12 hours
1 x 2 hour tutorial per week (x12)	24 hours
3 hours readings per week (x12)	36 hours
3 hours per week working on reflective journal, assessments and auditing lectures and other 最新糖心Vlog modes (x12)	36 hours
4 hours per week group project work (x12)	36 hours
Total	156 hours

Week and lecture topics	Tutorial activities	Required readings	Learning outcomes
Week 1 Introduction to the course.   Reflective practice.	What are the attributes of a university student? What do you expect from this course? Think about the title of the course. What are the student learning outcomes (SLOs) of this course? Introduction to MyUni. What is reflective writing? Why is it important to your learning? Suggestions on how to write reflective journals. Peer review: What is it? Why and how do we use it?	Moon, J 2005, ‘Guide for busy academics no 4: learning through reflection’, Higher Education Academy, viewed 23 July 2014,   最新糖心Vlog of Portsmouth, Academic Skills Unit n.d., ‘Reflective writing: a basic introduction’, viewed 23 July 2014	Self-evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills.   Provide feedback on the reflection of their peers.   Use the 最新糖心Vlog’s Learning Management System (MyUni) to access course information, submit assignments, and interact with teachers and other students.
Week 2 Learning theories Who am I as a learner? Time management	No tutorial - public holiday
Week 3 ‘They say’: an introduction to academic writing	Who am I as a learner? What is a learning theory? Compare learning theories. How do I learn? What skills do I have? What do I need to further develop in order to engage with university learning? Time management. What are the ‘moves’ that matter in academic writing?	Graff, G Smith, MK 2003, ‘Learning theories: models, product and process’, viewed 23 February, 2015,   Ertmer, PA & Newby, TJ 1993, ‘Behaviorism, cognitivism, constructivism: comparing critical features from an instructional design perspective’, Performance Improvement Quarterly, vol. 6, no. 4, pp. 50-72. 最新糖心Vlog of Adelaide 2014, 'Managing your Time', viewed 23 February 2015, available:	Self-evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills.
Week 4 Reading critically	How do I enter a written academic conversation? Start with what others are saying. Learning the art of summarising and the art of quoting.	Birkenstein, C 2014 ‘They say / I say’: the moves that matter in academic writing, 3rd edn, WW Norton & Company, London, pp. 19-51.	Identify strategies and templates for entering written academic conversations. Demonstrate effective communication, critical and reflective thinking.   Demonstrate effective English language use in writing.   Critically analyse and evaluate written texts.
Week 5 Learning mode ethnography	Reading critically. What are your preferences and why? What do you enjoy reading? What are you currently reading? Who am I as a critical reader? Learning mode ethnography.	Freire, P 1983, ‘The importance of the act of reading’, Journal of Education, vol. 165, no. 1, pp.5-11, viewed 23 February 2015,   最新糖心Vlog of Melbourne, ‘Reading critically: ways to develop your critical reading skills’, viewed 24 July 2014,   Cervetti, G, Pardales, MJ & Damico, JD, ‘A tale of differences: comparing the traditions, perspectives, and educational goals of critical reading and critical literacy’, Reading Online, April, viewed 24 July 2014,	Critically analyse and evaluate ethnographic themes and situations.
Week 6 Evaluating academic lectures	No tutorial: public holiday	No in-class activity due to public holiday: students visit selected 最新糖心Vlog lectures to observe. Learning mode ethnography. Students visit lectures. Please take note of the requirements on the assessment that you would need to complete on this activity.	Demonstrate an understanding of learning at university through observing and engaging with course based activities.
Week 7 Reading and researching critically	What is ethnography? How can I be an ethnographer? What is a learning mode ethnography essay?	Whitehead, TL 2004 ‘What is ethnography? Methodological, ontological, and epistemological attributes’, Ethnographically Informed Community and Cultural Assessment Research Systems (EICCARS) Working Paper Series, 27 March, viewed 24 July 2014   Reeves, S, Kuper, A & Hodges, BD 2008, ‘Qualitative research methodologies: ethnography’, BMJ, 7 August, viewed 23 February 2015,
Week 8 Qualitative and quantitative research	Find, read, note and critique articles. Effective database searching. What skills and strategies in that regard do you feel you need and/or would like to know more about?	最新糖心Vlog of Oxford n.d., Academic Good Practice - A Pratical Guide, viewed 23 February 2015, available:   Head, AJ & Eisenberg, MB 2010, ‘How today’s college students use Wikipedia for course-related research’, First Monday, vol. 15, no. 3, viewed 24 July 2014	Demonstrate effective communication, critical and reflective thinking. Demonstrate effective English language use in writing. Locate online and print information relevant to a specific question or issue. Evaluate written texts.
Mid-semester break
Week 9 'I say': An introduction to Academic Writing	Learning mode ethnography. Students visit lectures (see schedule).
Week 10 Valuing diverse social and cultural perspectives	Integrating evidence (quotations etc.) into your own writing Creating your own academic voice Using evidence from lecture visits and study guides to support ethnography essay	Birkenstein, C 2014 ‘They say / I say’: the moves that matter in academic writing, 3rd edn, WW Norton & Company, London, pp. 53-77.	Identify opportunities and challenges to diversity and intercultural communication in 最新糖心Vlog today, and evaluate how these challenges can be addressed.
Week 11 Academic discussion	Who am I relation to my co-learners? Valuing co-learners, learning from each other at university. In what ways are people diverse? Challenging stereotypes and generalisation. Intercultural interaction and communication.	最新糖心Vlogn Red Cross 2012, Diversity in 最新糖心Vlog today: A conversation with Waleed Ali, viewed 24 July 2014,   Bennet, MJ 2004, ‘Becoming interculturally competent’, in J Wurzel (ed), Toward multiculturalism: A reader in multicultural education, 2nd ed, Intercultural Resource Corporation, Newton, MA, pp. 62-77, viewed 24 July 2014,
Week 12 Where are we now? Where to next? Evaluation of the course	Academic discussion assessment		Self-evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills.   Provide feedback on the reflections of their peers.

To pass this course, students must attend at least 75% of face-to-face classes; in cases of absence for medical or compassionate reasons, documentation must be provided and student must still attend at least 50% of classes.

Students must attempt all assessment tasks to pass this course. Since the 最新糖心Vlog Preparatory Program is designed to prepare students for success at 最新糖心Vlog, completing and submitting all assignments is central to the intended learning outcomes of the program and each course within it. Often, at least attempting and submitting assignments in the face of difficulty or adversity is enough for success at 最新糖心Vlog and the UPP encourages this resilience by employing this policy in select courses. Penalties for lateness may apply.

If a student fails to submit all assessment tasks and would otherwise have received a grade greater than 45, they will be given a nominal grade of 45 Fail for that course in that semester. This will permit them to undertake additional assessment (formerly called academic supplementary assessment) at the Course Coordinator’s discretion, as per policy at 9.1.3 at

It is not necessary to apply for additional assessment; this assessment will usually consist of the missed pieces of assessment, but the course coordinator may require more. As per policy 9.1.3.3, if the student passes the additional assessment to the Course Coordinator’s satisfaction, the maximum grade they can get for the course is 50P. If a student’s raw grade is below 45, regardless of whether all tasks have been attempted, this score will stand unless exceptional, documented circumstances apply as per the 最新糖心Vlog’s Modified Arrangements for Coursework Assessment: /student/exams/mod_arrange.html

 

The 最新糖心Vlog of Adelaide has committed to a pedagogical approach termed the “Small Group Discovery Experience”, indicating that the SHDE will be a core component in a credit-bearing course of every undergraduate program, and that it will be part of every first-year level from 2014. Since the UPP is not
an award-based program, it is not strictly required to include an SGDE in the UPP.

However, since the UPP is designed to prepare students for first-year study, and the SGDE will be a core component of all first-year study, it is important for the UPP to provide some preparation in Small Group Discovery. These should be of a scaffolded, preparatory nature as befits each course within the program, and the philosophy and program objectives of the UPP. The Program has been designed to include preparation for small group work and research activity in many of its courses.

More specifically, this course aims to prepare students for their small-group discovery experience by enhancing their individual and peer reflective capacities and their ability to adapt to different cultural and academic contexts.

Assessment Task	Requirements	Due	Weighting	Student Learning Outcome
Reflective journal 1	Individual 400 words	Friday Week 3 5pm	10%	Self evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills
Reflective journal 2	Individual 300 words	Friday Week 6 5pm	15%	Self evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills
Response to reflective journal 2: Peer review	Individual 150 words Please respond to the reflective journal of your peer	Friday Week 7, 5pm	15%	Valuing diverse perspectives of fellow students Provide feedback on the reflections of peers
Learning mode ethnography	Individual 1000 words. Report on a minimum of four different lecture visits	Friday Week 10, 5pm	30%	Demonstrate an understanding of learning at university through engagement with course based activities
Academic discussion	Team 15 minute discussion on a topic of the team’s choice	In class Week 12	15%	Demonstrate effective English language use in academic oral/aural communication
Reflective journal three	Individual 300 words	Friday Week 13	15%	Self evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills

Students must attempt all assessment tasks to pass this course. Since the 最新糖心Vlog Preparatory Program is designed to prepare students for success at 最新糖心Vlog, completing and submitting all assignments is central to the intended learning outcomes of the program and each course within it. Often, at least attempting and submitting assignments in the face of difficulty or adversity is enough for success at 最新糖心Vlog and the UPP encourages this resilience by employing this policy in select courses. Please note that the absolute last date for the submission of assignments in Semester 1 is the end of Swot Vac week, which is one week after the final assignment is due.

If a student fails to submit all assessment tasks and would otherwise have received a grade greater than 45, they will be given a nominal grade of 45 (Fail) for that course in that semester. This will permit them to undertake additional assessment (formerly called academic supplementary assessment) at the Course Coordinator’s discretion, as per policy at http://www.adelaide.edu.au/student/exams/supps.html

It is not necessary to apply for additional assessment; this assessment will usually consist of the missed pieces of assessment, but the course coordinator may require more. As per policy 9.1.3.3, if the student
passes the additional assessment to the Course Coordinator’s satisfaction, the maximum grade they can get for the course is 50 (Pass). If a student’s raw grade is below 45, regardless of whether all tasks have been attempted, this score will stand unless exceptional, documented circumstances apply as per the 最新糖心Vlog’s Modified Arrangements for Coursework Assessment: /student/exams/mod_arrange.html  

Substantial non-engagement in this course (evidenced by repeated non-attendance at tutorials and failure to submit assessments) may result in students being withdrawn from the 最新糖心Vlog Preparatory Program and being required to apply for reinstatement if they wish to continue.

Reflective Journal 1

1. About yourself

As this is your  first reflective journal please tell me all about yourself-your biography, your family details, past experience, school, work experience, hobbies, social and leisure activities. Are you working while doing your studies? If so, where do you work and what is your role?  How many hours a week do you work?

2. Your prior life experience 

Please tell me about significant turning points in your life.  What were your feelings at the time? Why were these significant and what did you learn from them?

Self celebration: What have been your achievements or particular triumphs thus far in your life? What have you learned from them?

Challenges: What have been particular challenges thus far in your life? How have you addressed them and what have you learned from them? What were your feelings at the time of the experience?

It is essential to focus in very specific ways on method and strategies: How did you undertake a particular task? What tools, strategies or approaches did you use? What worked and what didn’t? What would you do differently in the future (or would you use exactly the same approach)? The journal is a place to celebrate your achievements and reflect on the challenges or difficulties you have experienced.

How do you think the skills you have gained from your life experiences can support you in your learning at university? 

3. Please reflect on your experience in this course in this past week/s

What are your goals in undertaking this program and course?
What are you expecting to learn/gain from the course/program?
What were some things that interested and excited you? Why?
What were some things that confused or frustrated you? How did you respond? What did you do
about it?
Record any changes in your thinking and what may have caused these.
Use may use mind maps or other illustrations to show the development of your thought processes.

4. Journal writing essentials

A journal is not a description of the events in your life. Rather, it is a deep analysis of how your life experiences have shaped the person you have become today and what you have learned about yourself.
Please write in the first person (using 'I') – a reflective journal is a personalised document.
Please use paragraphs. Please do not use sub headings.

Reflective Journal 2

1. UPP  and experience of this course

Please reflect on your formal learning experience in the UPP and in this course over the past weeks.

What have been some challenges and/or triumphs, in your learning journey? Think about particular  experiences, activities, the things that you have read, the teaching, your interactions with members of the class and/or staff. Are you developing friendships with other students?

What were some of your highs, things that interested and excited you in your learning? Why? What did you discover or re-discover about yourself as learner?

What were some things that confused or frustrated you? What method, tools and strategies did you use to manage and address your confusion?  What did you do about it?

How have you been affected, influenced, perhaps changed by your learning in the UPP and in this course thus far? Are there any changes in your thinking and yourself as a person? What caused these? If not, why not?

What did you understand from the course? What were some of the key ideas?

2. Engaging with diversity at university: Valuing perspectives of fellow students

Describe some positive interactions that you have had with your fellow students. Why were they positive?

Describe some challenges you may have had when interacting with your fellow students. Why were they challenges? How did you address them?  

How have you been affected, influenced, perhaps changed by interacting with your fellow students, their thinking, ideas, experiences?

Response to Reflective Journal 2: Peer Review

Respond to the journal of your peer
 
1. Compare learning experiences to that of your peer
 
What are the similarities?  Why?
What are the differences? Why?
What have you learned from your peer about how s/he manages her/his learning?
What advice can you give your peer to manage her/his learning better?
 
2. Compare experiences of positive and challenging interactions with you peer
 
What are the similarities? Why? 
What are the differences? Why? 
What have you learned from your peer about how to improve interactions with students? 

What advice can you give to your peer about how to improve interactions with students?
 
Response essentials
 
Please write in the first person (using 'I'). Please use paragraphs. Please do not use sub headings.

Learning mode ethnography essay

Class visits

1. Visit (audit) at least four classes in the weeks leading up to the assessment due date. The lecture schedule is on MyUni. The purpose of these visits is to consider the way the classes are being taught, the social interactions and the language used by the lecturer and the students. This is to be described and reported in your essay.

2. “Research” or find out as much as possible about the courses you are attending. Course guides or course profiles will help you to understand the course you are visiting and will explain the reasons behind some of the interactions you are observing. You can find Course Outlines for most 最新糖心Vlog courses at /course-outlines/

3. Write the essay

Describe, and report on the observations you have made in the class visits and how learning occurs in these different contexts. 

Compare aspects of language, communication, and social interactions of different lectures contexts.

Provide your honest, thoughtful, reflective observations on different styles of learning and how you feel about them.

Reflect on what you can do to be an effective learner in a lecture.

What impact did visiting lectures have on you and your thoughts on university learning?

Some of the questions to respond to in your essay are:

* What type of learning environment is it? Lecture? Tutorial? Laboratory?
* How many students are there in the classroom? How many teachers?
* What materials are used in the class? Are handouts given, or does the teacher refer to materials that have been made available previously or online?
* What visual and audio aids are used? Powerpoint? Video? Sound? Other props? How do you think they help students learn?
* Is there a sense of power or authority in the classroom? Who is the boss? Who does most of the talking?
* What is the relationship between the teacher and the students? Does the teacher appear to know the students’ names?
* Are students encouraged to ask questions? Do they take up this opportunity? Why do you think they do, or don’t?
* Are students encouraged to interact with one another in the course?
* How “engaged” in the learning do students appear to be? Are they paying attention, writing notes, asking questions, or are they just sleeping or checking their mobile phones?
* What did you learn from this experience about how you would prepare for lectures and how you would approach your learning in the future?
* From your perspective what do you think the lecture can do to make it easier for students to learn from lectures? 

Essay essentials

In this assignment you can use the personal pronoun (“I” or “we”).

Please use paragraphs. Please do not use sub headings. Please do not narrate what happened or what you saw in the lecture: focus on interpretation and analysis, not retelling your experience.
 
Academic Discussion

1.   Team development and planning 

All members of the team meet and get to know each other.

Discuss and clearly define the goals of the team. Clarify and agree on ground rules.

Develop strategy to address problems/issues that may impede progress of the team.

Plan for when, where and how often the team will meet.

Plan and develop time line for the preparation and completion of the discussion

Brainstorm and share ideas on how the discussion will proceed

The workload must be fairly and equally distributed amongst all team members

The personal interests and expertise of each team member must be taken into account. Each team member must be valued for her/his skills, knowledge and experience.

2.    Present your discussion to the class

All team members must actively include everyone in discussions

Develop a clear structure for your discussion

Introduce all participants and the main points which the discussion will focus on

Ensure that all team members are involved in the discussion. Each member presents his/her argument and views on the topic

The discussion must demonstrate that each member has an understanding of the main issues of the topic. Move through the main part of the discussion by presenting examples and evidence

Team members must question and challenge each other in appropriate ways

Prepare a conclusion which summarises all main points and close the discussion

Reflective Journal 3

As per Reflective Journal 2.

All assignments will be electronically submitted via MyUni, except for tests and in-class assessments.

Students may be granted extensions to assignments on medical or compassionate grounds; documentation to support these ground will be required. Requests for extension must be made before the due date; requests for extension submitted after the due date will not be considered. All extension requests must be submitted to the Course Coordinator (Dr Chad Habel: chad.habel@adelaide.edu.au); any extensions granted by the lecturer or tutor will not be considered valid.

All extension requests will be administered according to the Modified Arrangements for Coursework Assessment Policy: http://www.adelaide.edu.au/policies/3303/.  

For a concise information sheet on this policy, please visit  

Assignments not granted extensions which are submitted after the due date will be penalised at the rate of 5% per working day.

This course aims to return assessed work within two weeks of its submission. The resubmission of assignments is not possible for this course, except in exceptional circumstances as approved by the Course Coordinator.