Welcome to the second L185 Elluminate tutorial!

A chance to review your learning on Block 1

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Aims

In this second tutorial session, you will be able to share some of your learning on Block 1, you will get more practice in some of the skills you have learned about in Block 1, you will review some of your learning in Block 1 of the course, and you will also get the chance to ask your tutor any questions you have about the course so far, or about Block 2.

Remember: it may be necessary for your question(s) about the course to be answered on the Forum, later, or indeed by a personal e-mail.

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Your main learning point from Block 1 …?

What is the main point you have learned from your study of Block 1?

Raise your hand to share your ideas …

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Putting what was learnt into practice …

In the last activity, you reflected on what you had learnt in Block 1. Now, for the next few activities, you are going to have a chance to practise some of the key academic skills you learnt in Block 1.

Skill practice 1: Guessing word meanings from context …

…….. several educational psychologists(e.g., Green & Azevedo, 2007; Pintrich, 2003; Schunk, Pintrich, &Meece, 2008) have indicated that there may be important developmentaldifferences in students' self-regulation, differences thatwarrant further empirical investigation. For example, Green andAzevedo (2007) have encouraged researchers to ask whether theremight be a developmental progression within self-regulated learning.

Use the last (2nd) sentence in this short example, to help you understand the meaning of an ‘empirical investigation’.

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What do you think?

If you think you know what ‘empirical investigation’ means, raise your hand and share with the group.

Then, go on to the next screen ... just to check!

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The clue …

…….. several educational psychologists(e.g., Green & Azevedo, 2007; Pintrich, 2003; Schunk, Pintrich, &Meece, 2008) have indicated that there may be important developmentaldifferences in students' self-regulation, differences thatwarrant further empirical investigation. For example, Green andAzevedo (2007) have encouraged researchers to ask whether theremight be a developmental progression within self-regulated learning.

The words ‘For example … researchers … ask’ provide the clues to the meaning of an ‘empirical investigation’. If you want more detail, check out ‘empirical’ in an online dictionary after the tutorial.

An ‘empirical investigation’ requires researchers to ask (research) questions. So, empirical investigation means ‘a research-based exploration’

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Skill Practice 1: Guessing word meanings from context, again …

The need for high levels of academic motivation and self-regulation is due, in part, to the relatively autonomous nature of online learning environmentscompared to traditional classroom contexts. As Dabbagh andKitsantas (2004) have argued, “in a web-based learning environment,students must exercise a high degree of self-regulatory competence toaccomplish their learning goals” (p. 40); whereas in a traditionalclassroom, the instructor tends to exercise considerable control overthe learning activities.

Use the sentence in blue to help you work out what ‘autonomous’ means.

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What do you think?

If you think you know what ‘autonomous’ means, raise your hand and share with the group.

Then, go to the next screen, just to check ….

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The clue …

The need for high levels of academic motivation and self-regulation is due, in part, to the relatively autonomous nature of online learning environments compared to traditional classroom contexts. As Dabbagh and Kitsantas (2004) have argued, “in a web-based learning environment, students must exercise a high degree of self-regulatory competence to accomplish their learning goals” (p. 40); whereas in a traditional classroom, the instructor tends to exercise considerable control over the learning activities.

The text compares ‘web-based learning environment’ and ‘a traditional classroom’; and, ‘self-regulatory competence’ is a key difference (the contrast is shown through ‘whereas’). The presence of an ‘instructor’ is also a key difference.

So, ‘autonomous’ relates to working on your own, rather than with a teacher.

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What do we need to know about these texts?

You have been working with some academic text from an academic journal … but, when we use any academic text from a journal, a chapter in a book, or a book, we need to provide some key information. What?

The Source

Ration Jr A R & Stephens JM (2009) ‘Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online’, in The Internet and Higher Education, Vol 12, Issues 3 – 4, December 2009, pp 146 - 151

The two extracts used in the last two activities were taken from this source, accessed through the Open Library.

Can you remember?

Inputs Transformation process Outputs

In Block 1, what process was this? Raise your hand if you think you can remember.

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Can you remember?

Inputssource material

Transformation processreading, thinking,

writing, paraphrasing

Outputs notes, summary,

assignment

This is the process you go though in order to turn your reading into academic writing – an assignment.

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Skills Practice 2: Paraphrasing

Do you remember what ‘paraphrasing’ means? If you do, raise your hand and share your explanation with the group.

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Skills Practice 2: Paraphrasing

Turning reading into ‘your own words’ is known as paraphrasing

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Skills Practice 2: Paraphrasing

What are the three main ways of turning sentences into your own words? If you remember, raise your hand and share with the group.

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Skills Practice 2: ParaphrasingThe 3 main ways of turning sentences into your own words are

-using different words that mean the same thing (a synonym)

- changing the order of the words

- changing the form of the word (growing to growth)

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Skills Practice 2: Paraphrasing - Finding the main point …

What is the main point in these sentences?

1 The migrant labour system has helped HIV/AIDS spread in Lesotho.

2 It is believed by some that the migrant labour system is likely to have helped HIV/AIDS spread in Lesotho.

Some have reported that, with so many going to work in neighbouring South Africa and sending money home, the resultant migrant labour system has helped HIV/AIDS spread extensively in Lesotho.

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Skills Practice 2: Paraphrasing - Finding the main point …

Maybe you realised that you had been asked a ‘trick question’ – the main point is the same in all 3 sentences.

1 The migrant labour system has helped HIV/AIDS spread in Lesotho.

2 It is believed by some that the migrant labour system is likely to have helped HIV/AIDS spread in Lesotho.

3 Some have reported that, with so many going to work in neighbouring South Africa and sending money home, the resultant migrant labour system has helped HIV/AIDS spread extensively in Lesotho.

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Skills Practice 2: Paraphrasing

Can you suggest a paraphrase for the sentence below? If you think you can, raise your hand.

The migrant labour system has helped HIV/AIDS spread in Lesotho.

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Skills Practice 2: ParaphrasingA suggested answer – with explanations - might be:

In Lesotho, {changing the word order} the number of people working outside the country for short periods (finding a ‘synonymous’ way of rephrasing ‘migrant labour system’} has contributed (synonym for ‘helped’} to HIV/AIDS spreading {noun ‘spread’ changed to a verb form ‘spreading’}.

Summarising: a review

In your academic writing as a student, what is the main reason for writing a summary of another text? If you have an answer, raise your hand.

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Summarising: a review

In your academic writing as a student, the main reason for writing a summary is to show the reader of your work (your tutor!) that you have understood what the writer is saying.

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Summarising: a review

What are the ‘5 Rs’ of summarising? Raise your hand if you can remember the ‘5Rs’ …

Summarising: a review

Reduce: this leads to your summary being shorter than the original text Reject: miss out points which are not ‘key’, not ‘vital’, for instance, any examples which simply illustrate or reinforce a main pointReword: Change a noun (growth) to a verb (grow), for instanceReproduce: Your summary needs to be accurate in the way it presents the main points of the original. Repackage: The example in Block 1 compressed Many non-governmental organizations tackle health issues into Involvement of NGO’s in health problems

Summarising: a review

Apart from the ‘5Rs’, what else do you need to consider when you are summarising a long text – an article in a journal, or a chapter in a book?

Summarising: a review

ORGANISATION – are you going to structure your presentation of the information in the original text in the same order, or in a different order? Is your proposed organisation coherent? Does it make sense?

Any questions for your tutor?

Now is the chance to ask your tutor any questions you have about what you studied on Block 1, or about any other aspect of the course.

Remember: it may be necessary for your question(s) about the course to be answered on the Forum, later, or indeed by a personal e-mail.

… thank you for attending …

… hope to see you next time …

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