Learning at Third Level

Course details

The aim of this module is to support students in their transition to becoming independent learners in higher education by enabling them to develop learning skills and strategies essential for success at this level.

Description/Learning Outcomes

• Identify individual learning requirements and pursue appropriate learning strategies.
• Demonstrate an ability to organise ideas coherently in writing and apply appropriate academic writing conventions
• Source, evaluate, summarise and reference information
• Participate effectively in lectures, other learning activities and other learning environments
• Perform effectively in a range of assessment methods

Learning Strategies

It is intended that the module should be as interactive as possible, with a focus on student participation in activities designed to facilitate development of learning skills and strategies. Learner independence should be encouraged through the use of self-assessment and other techniques. It is recommended that, where feasible, learning activities should be integrated with work being done in other modules. The specific choice of content underpinning each learning outcome will reflect the needs expressed by individual course boards.

Content

Learning requirements and strategies

• Nature of learning and memory
• Different kinds of knowledge
• The adult learner (including differences between second and third level education and responsibilities of the third level student)
• Learner profile/self-evaluation: objectives, goals, professional aims, priorities; self-expectation; motivation; identifying strengths and weaknesses; learner styles e.g. learning styles questionnaire results: implications, strengths and weaknesses as a learner; identification and development of appropriate learning strategies.
• Learner self-management: time and task management; beneficial learning environment; stress management; work/life balance

Writing skills

• Brain storm, use spider web
• Structure and organisation, clarity and coherency, paragraphing, signposting
• Accuracy: proof- reading, grammar, punctuation, spelling, syntax etc.
• Formulate ideas and arguments
• Academic writing conventions/style (linked to academic level required, Blooms Taxonomy and assessment grids)
• Apply referencing guidelines
• Report writing

Using and referencing source material

• Library skills/locating information, including online sources, search engines and meta-search engines
• Reading skills, including active/effective reading
• Critical thinking
• Selection of reading materials/critical evaluation of sources (primary versus secondary sources, reliability)
• Summarising/paraphrasing
• Plagiarism/college plagiarism policy

Learning activities/environments

• Participation in lectures: active/effective listening, asking questions
• Effective note-taking, revising and enhancing notes
• Using tutorials/practicals/labs effectively.
• Reflection: The what, why and how of reflection and reflective practice
• Presentation skills
• Teamwork; learning in a diverse student environment
• Information Technology
• Nursing: the Clinical Learning Environment: Practice placement: learning outcomes. Assessment in clinical practice: the interview process. Clinical competency: levels and domains.

Assessment

• Purpose of assessment: formative and summative; assessment as a reflection of the syllabus/learning outcomes
• Understanding the various kinds of assessment: long answer, short answer, multiple-choice questions, written essay assignments and projects, presentations etc.; how to do your best in the various assessment methods
• Marking grids.
• Revision skills and exam techniques: understanding and preparation for assessments and exams
• Effective use of feedback; self-assessment
• Peer-assessment

Assessment Strategies

• Initial assessment strategy: two items of continuous assessment are to be completed. Sequencing and timing of assessments may be adapted to meet the needs of individual courses. Both pieces of assessment must be attempted in order to pass the module at the first sitting.
• Assessments may include elements of in-class testing, where relevant.
• Repeat assessment strategy: submit repeat CA • weighting 100%