Developing Academic Skills Portfolio of Tasks copy 4
Task One: Time Management
Demonstrate your time management skills by creating a timetable for study during this module. In your timetable highlight your work commitments, family time, study time and recreational time.
Write a reflection on how you managed your time, utilising the timetable and using Pomodoro or Eisenhower to manage your study. Use Gibb’s model to structure your reflection.
Like me many students have false expectations of themselves and their course, career, and institution prospects as they approach this new phase of academic life with insufficient knowledge about academic life. Individuals' expectations during this period of transition might be seen as a barrier to their long-term success, leading to dropout from the programme, interpersonal relationship problems, substance abuse, and social isolation. Student life may be stressful as they must learn new study techniques; cope with criticism, public speaking; endure family separation; as well as dissatisfaction with the expectations that have been placed on them. Consequently, the student may get anxious, demotivated, or even decide to drop out of the course and/or university. The commitment in learning and psychological development during a student's university career is jeopardised by the adaptability of students. Many elements, both personal and environmental, are involved in the process of adapting to university life. Theory and research in this field demonstrate problems in combining these aspects, despite the literature's recognition of their relevance In an effort to provide light on the process of adapting to the academic environment.
During the first evaluation of my study skills academic exam, I found that multitasking was my weakest area. Because I would often put things off till the last moment and strain myself out attempting to meet deadlines, this was a top priority for me in terms of developing my skill sets. I set a goal for myself at the start of the year to improve this. After a period of time, I may see the fruits of my labour. I was able to complete most of my tasks on time because to the wise objective I set for myself about time management. For homework assignments due over the week, I would evaluate and assemble them on Mondays. Additionally, the monthly calendar helped me keep track of forthcoming chores for the next week. I could log in to the syllabus to get additional information if I wanted it.
There are numerous more advantages to having a slower mind, such as its ability to keep reeling even if I don't think about it at all. In general, more time is needed to complete a project with a higher level of complexity or sensitivity. Prioritize the activities that are directly in front of me. Time management may be improved with the use of two kinds of prioritising grids.
As soon as I had confirmed that all of the assignments were due, I would divide up the burden depending on the importance of each one. As an example, I may have a short essay due on Friday that was due on Monday. To avoid having to write the full essay in one sitting, I would divide it up into smaller chunks over the course of many days. It's common for me to set aside one hour a day to write on an essay and finish it by the end of the day on Friday. Actually, this is merely a strategy in motion. The finest ideas come to me when I'm in the shower, not during a meeting.? Because, ladies and gentlemen, as much as it annoys us, humans have sluggish minds. These magnificently sluggish brains, however, hide a wealth of other abilities, one of which is the astonishing ability to keep spinning even while I'm not paying attention.
Task Two: Resources and reflection
Identify 4 key resources that you have used to support your study during this module. Explain how you used each resource in your studies.
Google Docs
There are several benefits to using Google Docs, such as the ability to collaborate with others and monitor changes to my work. The same document may be edited by many users at the same time. The professional version is more secure and gives workers more control but I have found that the free version can handle all of my requirements. Google Docs, like Microsoft Word, Open Office, and LibreOffice, may be used to create and modify documents using its sophisticated editing and layout capabilities. There are several typefaces to choose from, as well as the ability to search for photos, quotations, or text extracts right from the programme and then post them on the internet. It has the ability to access, edit, and save Microsoft Word files because of its interoperability with Microsoft office software. As a result, we are able to move Word documents into Google Docs and vice versa. Microsoft office file formats including docx, docm, and open-source office products like odt may be imported and exported to Google documents formats.
Evernote
This is the second best app for me for taking notes and organizing them in aprecise manners. The voice memo feature helps me to a lot specially in particular time. It's possible to take a picture of a handwritten page using a note-taking app like Evernote (available for both Android and iOS) and turn the notes into searchable digital text. Keep track of what matters by using tasks, reminders, and alerts. The Home dashboard and note layouts may be customised to fit my thinking style.
White Board
I use a personal white board in my home to keep my idea front of me this help me to understand my current task in hand and the upcoming schedule, the traditional way help me a lot.
Prezi
Whether I am presenting a project Prezi's multiplatform presentation solution can handle all of my needs. Unlike PowerPoint, Prezi's interactive platform lets me to include not just static images and graphs, but also moving pictures and videos. That’s help me a lot to make my presentation premium
Write a reflection on the development of your academic skills during this module. For example, writing skills, referencing skills, researching skills and summarising skills. Use Gibb’s model to structure your reflection.
Description,
My academic achievement will be enhanced if I improve my study and time management abilities. Learning and practising study skills is much like learning and practising arithmetic or English. I'll be able to get the most out of my college and high school education if I get a good start now. Begin by analysing my degree of familiarity with fundamental abilities like note-taking, test-taking, and time-management.
Feelings,
The next step is to devise an organising strategy that will help me learn the fundamentals of being a high-achieving student. When I'm taking notes, I pay attention to the important points made by the teacher. Subsequent to each of the main points, add any relevant details. No matter what my instructor says, I don't strive to write it all down. When I'm done with class, I'll go through my notes and fill in any missing information. I may check my notes against the material in my textbook. Also, I may want to join a study group with my other students so that we can all learn from one another.
Evaluation,
Re-write my notes and use a highlighter to underline the most critical details. This will help me remember what I learned in class. After following the note-taking advice above, I already have an advantage when it comes to exam preparation. Compare the material in a study guide to what I learned in class. Once I've done that, I'll make flash cards. Use my notes and the teacher's advice to come up with questions for the class. I will take a test on my own and work with a friend. Before taking an essay exam, I should write down my responses. The practise of putting down the knowledge will help me better understand it.
Analysis,
Preparation is the key to a successful outcome. If I wait until the last minute to study, I'll get a poorer grade and more stress. Make sure I get enough sleep and eat breakfast on the morning of my test, and I'll be sure to do well. A strong academic foundation can only be achieved via effective time management techniques. Creating and adhering to a timetable is essential if I have enough time to study, participate in school activities, and have a good time. My examinations and tasks will be organised in a daily planner and calendar.
Conclusion And Action Plan.
I need to Assume how long it will take to accomplish these activities and arrange study time at least two weeks before the due date. I make time for enjoyment in my routine. I am more productive if I am well-balanced. A good study atmosphere is essential if I want to enhance my academic abilities. I could create a designated study area in my house, for example. Make sure the environment is conducive to my ability to concentrate, since only I know what works best for me. Make studying a habit by doing it at the same time each day. I'll take breaks every hour if I'm studying for a long period of time. To achieve my objectives, I must ensure that I have the necessary circumstances for studying.
Task Three: Literature searching, note taking and evaluating
A) Find a book online using Perlego on the topic of Academic Integrity, plagiarism and referencing. Summarise the key points using the Cornell note taking method. State the full reference of the book (AU Harvard), demonstrate your note taking and then give a summary of the source in terms of its credibility (using the CAARP guidance, which is documented on iLearn).
- Pears, R & Shields, GJ 2010, Cite them right : the essential referencing guide, Palgrave Macmillan, Basingstoke.
CURRENCY .
This book is widely regarded as the most comprehensive and user-friendly reference guide on the market today. To teach students how to identify and cite sources of information and prevent plagiarism, tutors depend on the guidance they provide their pupils. In addition to the newest electronic sources, this updated version includes fresh and extended information.
AUTHORITY
At Durham University Library, Richard Pears serves as a Faculty Support Librarian. In addition to being a postgraduate research student, he has been working in libraries for the last fifteen years, both in academic and public. The University of Cumbria Library's Learning Adviser, GRAHAM SHIELDS, works in the United Kingdom. Over the course of his career, he has worked in university libraries, where he has developed strong relationships with faculty and students alike.
RELEVANCE & RELIABILITY
Over the last 25 years, the quantity and diversity of sources that may be cited in academic writing has grown exponentially. In 1992, Cite them correctly was born as a single A4 piece of advice on how to cite several print sources. Graham Shields and Graham Walton prepared a 20-page brochure in 1995 that served as a basic reference guide for students at the institution. As a result of this, the pamphlet expanded first into a booklet, and then into Cite them correctly the book, by Richard Pears and Graham Shields.
Each successive version of Cite them properly was groundbreaking in that it included new forms of source material. Additionally, Graham and Richard took great effort to include user input to make Cite them properly as current and valuable as possible for students and teachers.
With this new user-friendly platform, Cite them correctly has entered its eleventh edition. When you have instant access to Cite them correctly, it is simpler than ever to cite the sources that important to and increase scholarly conversation.
PURPOSE/POINT OF VIEW
Cite any source of information, from ancient writings to Twitter, as long as it's reliable.
Examples are provided in Harvard, APA, Chicago, IEEE, MHRA, MLA, OSCOLA, and Vancouver referencing styles..
Simple guidelines for citing internet sources
Non-English publications, graffiti, packaging, wills, medical photos, monuments, PowerPoint presentations, and more are included in the collection.
Tips on how to prevent plagiarising one's own work
B) Find a newspaper article or website online on the topic of Academic Integrity, plagiarism and referencing. Summarise the key points using a mind map note taking method. State the full reference of the book (AU Harvard), demonstrate your note taking and then give a summary of the source in terms of its credibility (using the CAARP guidance, which is documented on iLearn).
(Max 750 words) (25 marks)
Citation Five Pillars of Academic Integrity | Graduate Connections | Nebraska 2014, Unl.edu.
CURRENCY .
As a part of the university's mission to facilitate the interchange of ideas and the development of new knowledge, academic integrity is essential. In order to promote academic integrity, plagiarism, fabrication, and falsification are often listed as examples of academic dishonesty that should be avoided. There are times, though, when discussions on integrity are based on suspicion and distrust rather than trust, respect, and progress. There are five pillars of academic integrity outlined by the International Center for Academic Integrity (ICAI). Honesty is a kind of honesty. Honesty is the foundation of all other academic integrity pillars. To be honest, one must assess one's own talents and accurately describe one's work. When individuals have faith in one another and in the larger community, it makes it easier to work together. When everyone is doing their best job and the structure and regulations are fair, there is a sense of trust in the system. Trust is built on fairness.
AUTHORITY
The guidence is made by International Center for Academic Integrity
Everyone in the community should have faith that they will be treated equally and held to the same standards of conduct as the rest of the group. For example, you may be certain that r teachers will not provide preferential treatment to any one student. The finest work comes from a fair and equitable workplace. Respect allows for the sharing of different viewpoints and beliefs. Student respect is shown by listening to various points of view, being prepared, meeting deadlines, and performing to the best of their abilities. A fundamental value, Educators exhibit respect for their pupils by listening to their ideas and delivering full and honest criticism.
RELEVANCE & RELIABILITY
Taking responsibility for one's actions and one's job is admitting one's own agency and accountability. It's everyone's responsibility to do their job with honesty, and they urge others to do the same.
PURPOSE/POINT OF VIEW
Starting with individuals, academic integrity positively impacts everyone in the community.
Task Four: Plagiarism and referencing
Explain what is meant by plagiarism and academic integrity. Support your explanations with definitions and citations.
Integrity
Academic integrity or academic honesty is often referred to be the cornerstone of academic life by many sources. It refers to how to conduct oneself when doing research, producing a paper, or completing a project in an academic setting. Honesty, trustworthiness, respect, justice, and accountability are the cornerstones of academic life (Bouville 2008). In order to maintain academic integrity, one must abide by these ideals. Integrity in the classroom requires that students not use someone else's intellectual property without crediting them. Plagiarism falls under this category.
Plagivism is described as the act of stealing or passing off another person's thoughts or ideas as your own without giving due credit to the source of inspiration (Whitaker 1993).
Cheating is defined as copying from a peer, bringing unlawful aids or solutions it in to a test or exam, or any combination of these actions.
Fabrication and falsification are the acts of inventing evidence or altering outcomes in order to support an argument.
Submitting more than one paper for the same class when credit has already been granted in another class
Theft or destruction of library resources are examples of scholarly materials being misused.
Complicity in academic misconduct is defined as contributing to the academic dishonesty of another student.
Plagiarism:
Representing another's ideas and goods as own is a kind of plagiarism. Plagiarism is defined as the use of someone else's work without crediting the author or creator of that work.
When repeating or paraphrasing another person's remarks verbatim, it is important to recognise the source. When quote or paraphrase someone else's words or ideas without crediting them, are guilty of plagiarism as well (Neville 2016). Plagiarism is the act of using someone else's words or ideas without giving credit to the original author. There are many different types of plagiarism, including textual and electronic texts accessible on the internet. But it also applies to images, charts, graphs and statistics as well as content collected from lectures or television shows. The term "all generated sources" is used to describe this. A lack of familiarity with citation and document standards may lead to plagiarism among less-experienced authors, who may also be integrating norms from one area or culture into another. A novice writer may not know the difference among direct quoting, paraphrase and summarization. Plagiarism might also be the result of insufficient note-taking skills on the part of students.
It is widely recognised that ethical conduct in academic practice and job behaviour are significant graduate characteristics that must be met in order to be considered professional in the workplace. Academic integrity extends beyond the monitoring of university assessments to include the training of graduates as professionals, underlying their behavior at work and reflecting on the personal integrity and honesty in all parts of their lives.
Produce an ‘at a glance’ leaflet that gives examples and explanations on how to produce a reference list using AU Harvard referencing. Include examples on how to insert in-text citations and direct quotations.
Reference list
Bloch, J 2007, ‘Plagiarism across cultures: Is there a difference?’, Indonesian JELT: Indonesian Journal of English Language Teaching, vol. 3, no. 2, pp. 1–13.
Bouville, M 2008, ‘Plagiarism: Words and ideas’, Science and engineering ethics, vol. 14, Springer, no. 3, pp. 311–322.
Five Pillars of Academic Integrity | Graduate Connections | Nebraska 2014, Unl.edu.
Neville, C 2016, The complete guide to referencing and avoiding plagiarism, Open University Press, London.
Whitaker, EE 1993, ‘A pedagogy to address plagiarism’, College Composition and Communication, vol. 44, JSTOR, no. 4, pp. 509–514.
