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Using learning

resources some
examples
Using learning
Using learning
resources
resources

some
some
examples
examples
Free State University Workshops
Free State University Workshops
Nov 2005 and Jan 2006
Nov 2005 and Jan 2006
Using learning Using learning Using learning
Course materials packages
tutorials in print
Comprehensive learning packages
Text written in an explanatory way using
examples and illustrations
Outcome statements
Study guidance is usually integrated
Variety of learning activities and self test
questions
Feedback is provided either in the text or
immediately after the activity
Course materials
packages - continued
Supplementary reading
References and further reading
Additional booklets about course work
assignments and study skills
Notes to accompany radio, television,
audio tape, computer-based support
material
Course readers
Collection of copyright-cleared
materials that provide core reading
material for the course
Overview of readings and linking
sections may be included
Questions to guide reading
Extended bibliography
Reading set
Collection of material on a particular topic or
component of the course
Consists of journal articles, chapters from
books, newspaper extracts or specially
written notes
Single copy is kept and lent out to students
Can be assembled at low cost because only
one copy of the material is made
Resource packs
These are used like reading sets but
include materials other than
straightforward reading matter, e.g.
data, maps, photographs, videos,
slides, audiotapes, computer assisted
learning software.
Resources that build on
other resources
Textbook study guides
Brief overviews
Questions to be answered by reading selected
sections of the textbook
Commentaries
Additional material to fill gaps or deal with difficult
material
Self check questions
Coursework assignments
Resources that build on
other resources
Course guides or study guides
Framework designed to help students to
select and exploit a range of other
resources effectively and to operate
independently within a course
About course/study guides
Course guides may contain:
Aims, outcomes or statements of learning
Summary or review of course content
Description of the relationship of the course to other
related courses
Description of the structure, sequence and operation
of the course with a timetable and deadlines
Listing and a brief description of all teaching
sessions: lectures, seminars, tutorials, lab sessions
What is included in
course/study guides
Listing of available resources including an
annotated reading list
Information about assessment: assessment
instructions, advice, criteria, past assessment
activities
Study guidance including information on how
components of the course operate. Advice on
how to make the most of the learning
opportunities available in order to succeed
Resources that support
specific learning activities
Manuals
Laboratory guides
Seminar guides
Fieldwork guides
Project guides
Work-placement guides
Staff use of student guides
Resources that support
learning processes
Skills guides
Skills profiles
Logs or journals
Using a workbook or activity guide to
reinforce concepts and strengthen
skills
Identify key concepts/skills
Collect relevant activities that range in level of
difficulty
Provide feedback: answers, hints and teaching
points
Prepare an introduction:
Purpose of the workbook
Description of what the workbook comprises
How to use the workbook
Why an activity guide?
We learn by doing. Learning activities are at the heart of the
learning and teaching process
Information abounds and content will keep on changing. No one
resource is adequate
Educators have to get used to harnessing different resources to
create relevant and stimulating learning environments
Our students have to learn to engage with a variety of resources.
This is a vital skill for coping in a technological and fast changing
world
An activity guide is a flexible resource that can be used in
conjunction with different resources in a variety of ways
The activity guide can be used to train educators to move to
outcomes based facilitation of learning
Possible format for an
activity guide
Introductory comments to learners and
educators
Overall introduction to the subject
Short introductions to themes and topics
Activities (Purpose, instructions, action grid)
Check your progress
Feedback section
Critical incident analysis
Describe the incident
Reflect on what happened
Analyze
Consider alternative actions
Learn from the reflection
Select and apply relevant theories
Learning to improve
practice
Scenarios in print, audio tape, video
Observation, reflection and review
sheets
Case studies
Skills cards
Step by step guidelines to follow
procedures
Managing the process
5. monitoring
6. managing time
7. using intuition
8. reviewing and
evaluating
9. summarising and
integrating
10. decision making
and action planning
Developing and
maintaining the
relationship
1. Practising empathy
2. attending and active
listening
3. reflecting back and
paraphrasing
4. self-disclosure
11. questioning
12. focusing
13. using silence
and paraphrasing
14. Giving constructive
feedback
15. Informing
16. Confronting
Carrying out the supervision tasks
Three sets of skills for a clinical supervisor
The Open University, K509 Clinical Supervision: a development pack for nurses
Case studies can:
Create credibility by reflecting actual events
Highlight contextual differences
Show processes and procedures in practice
Illustrate challenges and difficulties to be considered
when applying theory in practice
Stimulate an evaluation of practice
Encourage problem solving
Aid conceptual understanding
Using a newspaper article
Taking notes from
articles
Underline as you read
Make comments in the
margins
Use headings to group
the points you pick out
Summarize the main
points
Activity
As you read the article,
answer the following
questions:
What was the area
once like?
What has happened to
it?
Why did it happen?
How do people
remember the area?
How useful is problem based
learning?
High interest rating because it is linked to the learners
natural curiosity
Deepen understanding because learners are
encouraged to apply what they know to real life
situations
Through the process of learning students develop a
range of skills:
Academic skills: researching, critical thinking, analyzing, problem
solving, presenting logical arguments, reading and writing
Life/interpersonal skills: cooperation, communication, empathy,
resolving conflict

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