Personal & Professional Development | My Assignment Tutor

1MODULE HANDBOOK2020-21Personal & Professional Development2Contents1 . Welcome to the Module 32. Contacts 73. Module Specification Details 84. Enquiry-Based Learning and Research-Led Teaching 85. Employability Skills Gained 96. Key Dates 1 07. Schedule of Teaching and Learning Activities 1 18. Assessment Tasks 1 48.1 Assessment Schedule 1 48.2 Assessment Details 1 59. Support for Re-sits 261 0. Reading Lists 271 1 . Glossary of Terms 271 2. Changes to the module 281 3. Other Details 2831 . Welcome to the ModuleDear studentsWelcome!The foundation for your career after your degree starts here. What you study and the additionalexperience you gain will give you a strong starting point for your life after graduation. That mightfeel like a long way off now but will come around quickly; getting into good habits in your firstyear is vital.Alongside excellent academic qualifications, employers increasingly look for graduates whoshow high levels of competence in communication, self-management, problem solving and teamworking. They want to employ individuals who can demonstrate self-confidence, flexibility andthe ability to learn effectively. They need employees who can deal with the unexpected as wellas the routine, who can be creative as well as methodical and who will maintain theircommitment to achieving objectives even when facing extreme difficulties. This is sometimescalled an ‘agile mindset’ or ‘growth mindset’ and you’ll explore how you can develop thatthroughout this moduleBroadly, you’ll be working out the direction of your personal academic and career journey,developing an understanding of the business landscape and how your degree fits into it,developing tools which will support you throughout your degree and learning about theprocesses which will get you, ultimately, onto the career path you want. You already have manyof these qualities. This module aims to give you the opportunity to develop them further so that,as a University of Greenwich graduate, you will have the best possible chance of a rewardingcareer.To get the maximum benefit from this module you need to commit to carrying out theassignments, activities, research or readings given in class, in the handbook and online in ourVirtual Learning Environment (VLE). As an independent learner, you will be required to checkyour handbook regularly, the VLE site and participate in the online discussions. If you participate,you will be pleasantly surprised at how interesting and valuable this topic can be to you.I wish you success in the course.Good Luck!!!Elizabeth BoothModule Leader[email protected]4Module aimsThis module aims to empower you, as unique individuals on the one hand and as futuremembers of a profession on the other, to take charge of your own development on bothpersonal and professional levels. The intention of the module is to create a supportiveenvironment, facilitated by your module tutor, which is inclusive of students of differentbackgrounds, ages and experience.The module is structured in a way that enables you to take an active part in discussions,exercises and other activities both in and out of class. This interactive, learner‐centeredphilosophy is reflected in the module activities.The components of your personal and professional developmentYou will engage with several tutors and lecturers throughout your learning journey.Here are some explanations of the various roles.Module leaderThe course leader has overall responsibility for the course including its content, design andassessments. You should contact your module leader during his/her office or online hours or byemail if you have any questions of an academic nature relating to this course. In the firstinstance, you must always contact your module tutor to raise questions and address difficulties.If your module tutor is unable to help, then you are advised to contact your Module leader.JourneyWho you are andwhere you aregoingLandscapeAcademic – howresearch supportsyour subject.Practical – thebroader businessworldToolsTechnical skills,Software,(MS Office etc),MyWritingLab, CVs,Cover Letters,LinkedIn profilesetcProcessesHow differentorganisationalstructures work,how you navigate arange of situations,recruitmentprocessesc5Module tutorYour module tutor will lead your small group work in online or face to face tutorials. He or shewill provide you with ongoing feedback, and expect you to ask questions, participate indiscussion, and engage with tutorial preparation and SDL (self-directed learning). The moduletutor will mark your assessment. In the first instance you should approach your module tutorwith any questions about the module or your week by week learning, during question time at yourtutorial, during the tutor’s office hours, or by email.Personal TutorEach student in the Department has a named personal tutor who is responsible for your welfareand general academic development during your time with us. Your personal tutor has access toinformation about your academic progress, and to systems within the University designed tohelp and support you throughout your journey. You are scheduled to meet with your personaltutor several times each term. Your personal tutor is there to support you in settling into life asa student at the University of Greenwich and to offer you advice, support and encouragementthroughout your studies. They’ll do this by checking in with you at various times throughout yourstudies to see how you are doing, to ask how you are managing with your studies andassignments, and to give you an opportunity to discuss any questions or concerns that mayarise throughout your studies. They’ll be able to provide you with a helpful answer to mostquestions. And often where they don’t have a ready answer, they’ll usually know who in theuniversity to contact to find out.Questions your personal tutor is usually not able to help with in detail are those relating tostudent services provided by the university such as: student housing, student finances orstudent counselling and mental health support. However, your personal tutor should still be ableto support you to find and access these services at the University of Greenwich- just ask them!Administrative Programme CoordinatorThe programme coordinator is responsible for the smooth administration of programmes withinthe Department. You may contact the programme coordinator if you are having problems withBanner, if your grades are incorrectly listed, if you have been absent from class through illness orif you have encountered difficulties making an appointment with your course tutor or courseleader.Your RoleIt is your responsibility to undertake all the work required of you in this module (i.e. assessment,reading, tutorial preparation and SDL). To do well in courses it is often necessary to make sureyou go beyond the minimum instructions (with reading, for example) and that you ask questionsor seek advice if you don’t understand reading topics, lectures, tutorial exercises or assessment.Please remember that although learning should be intellectually challenging it is important thatclasses run smoothly so it is important not to be disruptive (e.g. chatting during classes, leavingmobile phones on or being persistently late) and not to be impolite to other members of theclass.The University has several policies and codes of conduct to which you have agreed byregistering as a student. One of these policies is the attendance policy which makes it clearthat it is your responsibility to attend regularly, to participate in classes and homework, and tonotify the School if you are sick.See: https://www.gre.ac.uk/student-services/student-attendance-and-engagementFinally, remember that your assessments should be your own work unless group work isrequired by your tutor. Plagiarism and similar forms of cheating will be punished, and it isimportant not to engage in such behaviour or to make it easy for other members of your class tocheat. Please review the regulations governing suspected plagiarism and exam offences:https://www.gre.ac.uk/student-services/exams/regs6This handbook provides essential information that you will need during your undertaking of thismodule. It is not intended to be exhaustive, but should help you to see at a glance informationabout the module such as the aims and learning outcomes, the proposed schedule of delivery,assessment details, reading list and any additional resources that will be needed by you. Pleaseensure that you familiarise yourself with its contents.The university will do all that it reasonably can do to provide educational services to supportyour learning. Sometimes circumstances may mean that we cannot provide such educationalservices or that the university must withdraw or change aspects of this module and/or studentservices detailed in the information you have been provided with by the university. This might bebecause of, for example: industrial action by university staff or third parties; the unanticipated departure or absence of members of university staff; acts of terrorism; the acts of any government or local authority; academic changes within subject areas; or where the numbers expected on a module are so low that it is not possible to deliver anappropriate quality of education for students enrolled on it.In these circumstances, the university will take all reasonable steps to minimise the resultantdisruption to those services and to affected students, for example by making reasonablemodifications, but to the full extent that it is possible under the general law, the universityexcludes liability for any loss and/or damage suffered by any applicant or student as a result ofthese circumstances. The modifications we make may be to: the content and syllabus of modules, including in relation to placements; the timetable, location and number of classes; the content or method of delivery of your module; the examination process; and the timing and method of assessmentMany of the changes that we make are in response to feedback from students and are intendedto improve the experience of students and student outcomes.In making any changes, the university will aim to keep significant changes to the minimumnecessary and will notify and where reasonably possible also consult with you in advance aboutany significant changes that are required.72. ContactsThe list below summarises the contact details of individuals relevant to this module. Module Leader: Elizabeth BoothLocation: available onlineEmail: [email protected]Tel: TBCStudent hours: TBCModule Instructor: Kay DimentLocation: [insert details]Email: [insert address]Tel: [insert number]Student hours: [insert details]Module Instructor: Jelena FarkicLocation: [insert details]Email: [insert address]Tel: [insert number]Student hours: [insert details]Module Instructor: Dr Nicky GarstenLocation: [insert details]Email: [insert address]Tel: [insert number]Student hours: [insert details]Module Instructor: Dr Catherine KellyLocation: [insert details]Email: [insert address]Tel: [insert number]Student hours: [insert details]Module Instructor: Julie MundairLocation: [insert details]Email: [insert address]Tel: [insert number]Student hours: [insert details]Programme Coordinator: Melissa VasquezLocation: QA1 46Email: [email protected]Tel: 020 8331 7929External Examiner:This is level 4 module and. external examination is not required 3. Module Specification Details8School/Department: Business/METNumber of Credits: 1 5 creditsTerm of delivery: Term 1Site of delivery: Greenwich MaritimePre-requisites/Co-requisites: NoneAims:This course helps students to develop skills for independent and self-directed learning. Itintroduces students to the day to day expectations of university life and processes. It increasesthe ability to benefit from the academic learning process. The course also focuses on identifyingand building essential employability skills and abilities.Learning OutcomesOn successful completion of this Module a student will be able to:1 . Plan, organise and structure academic and reflective work.2. Develop written and verbal communications that are well-argued, coherent, accurate,grammatically sound and correctly referenced.3. Identify personal strengths and weaknesses, and develop responsive strategies usingopportunities and support at university (e.g. including entrepreneurial competitions,GEP, PG study, student societies and welfare resources).4. Develop soft skills to enhance employability.4. Enquiry-Based Learning and Research-Led TeachingEnquiry-Based Learning (EBL)Defined as ‘an approach based on self-directed enquiry or investigation in which the student isactively engaged in the process of enquiry facilitated by a teacher. EBL uses real lifescenarios (for example, from case studies, company visits, and project work) and studentsinvestigate topics of relevance that foster the skills of experimental design, data collection,critical analysis and problem-solving’.During the module you will be investigating companies’ presence on the internet includingLinkedIn. In addition, you will analyse some academic work and provide recommendation inspecific scenarios.Research-Led Teaching (RLT)An element of Enquiry Based Learning links to RLT, this involves Faculty staff in introducingstudents to their own research where it is relevant to the curriculum being taught as well asdrawing on their own knowledge of research developments in the field, introducing them tothe work of other researchers. RLT sees students as active participants in the researchprocess, not just as an audience. This is achieved by discussing such developments inlectures and classes and setting reading lists including recent research publications at thefrontier of the field. The definition of a diverse assessment regime at the programme level(incorporating an expectation of familiarity with, and use of, such publications inassignments) and the inclusion of projects at every level of the programme is alsofundamental to achieving these objectives.During the module activities, you will be looking at library resources including helping you tolearn how and where to find academic publications specific to your programme of study.BAME/ InclusiveLearning is designed to ensure that the curriculum is inclusive, and that the diversity of thestudent body is considered. Input from students and student curriculum consultants have informed the design andcontent of learning materials. Clear language is used in lecture materials and all handouts, presentations and coursematerials are accessible via Moodle. Assessment guidance is provided in good time.International9 This module is delivered at partner institutions in Malaysia. The curriculum is internationalised by use of case studies and by drawing fromdifferent backgrounds to enrich the design and content of learning materials. The teaching team works collaboratively with and is engaged in research withinternational colleagues.5. Employability Skills GainedIt is essential to develop various skills during your studies, skills that will allow you to besuccessful in you chosen career. Employability is an umbrella term that covers individualstudents’ achievements, understanding of the business environment and various personalattributes that make them more likely to gain employment and to be successful in their chosenoccupations. Employability and transferable skills are the central focus of this module and willbe developed through a variety of exercises and assignments. The activities in this module willhelp you develop a variety of employability skills that enable you to be successful in your futurecareer.Descriptors:a. Cognitive SkillsSeminar activities will give you the exposure to critical thinking, academic reading andwriting. You will be required to find solution to various of problems, start makingreasoned judgments and reflect on these judgments.b. Generic CompetenciesYou will develop generic competencies in searching for information, citing itappropriately, communicating in a business context and reflecting on your professionaldevelopment. Through constant participation in group work in class and by givingindividual presentations, you will learn how to influence, plan, question, listen, persuadeand be sensitive to the interpersonal dynamics of your groups. You will also strengthenyour presentation skills. Group work tasks include an element of reflection on how thetask was managed and how the group worked together. c.Personal CapabilitiesYou will be Introduce to the job market through sets of tailored lectures and tutorials activities. You will have opportunity to develop your CV and cover letter and practiceonline job application writing exercise. Draft path for your future career.In addition, the module offers extra-curricular opportunities such as careers events,outside speakers, entrepreneurship, team-building exercises, further group work andgroup competition towards the end of the year.d. Technical AbilityIntroduction to some of the practical skills and technologies needed for business. Youwill develop skills in using a wide variety of print and online sources to gatherinformation of relevance to your industry and to planning and developing your owncareer. This includes generic computer skills, presentation skills and public speakingskills. e.Organisational AwarenessThrough this module you will be encouraged to develop your own professional networks, with each other and with figures in the industry. f.Practical and Professional ElementsWithin the module you will have opportunity to learn about various professional activates such as Students Societies, Mentoring Scheme, students’ completions. Yourpersonal tutor will encourage you to take part in those valuable activities. g.Developing Professional Online IdentityTo instill a basic understanding of what a professional online presence means by introducing students to the LinkedIn. Introduce LinkedIn, or similar sector-relevant tool,1 0to establish a professional online identity through establishing a profile and an onlinenetwork of peers.The Greenwich Employability Passport (GEP) scheme is an initiative of the Business SchoolEmployability Office (BSEO). It is embedded into this module’s assessment; it requires you toengage in various activities in order to pass parts of the assessment. All proof of activity needsto be collected by the students and uploaded onto the Moodle Passport site in order toaccumulate points. Your tutor will mark your submissions twice per term.Reflections on activities undertaken for the Greenwich Employability Passport and the points youcollect for these activities will contribute to your mark on the final assignment on this module(see further details on Reflective Report, part of the assessment, later in this module handbook).You can find out more about the Greenwich Employability Passport online https://www.gre.ac.uk/articles/ils/greenwich-employability-passport-for-studentsInformation about the Career Centre is also available online https://www.abintegro.com/public/career-transition-and-job-searchYou can log on to the Career Centre with your Portal ID and Passwordhttps://orca.gre.ac.uk/cas/login?service=https://idp.gre.ac.uk/oala/auth.phpPlease see Section E.3 of your Programme Handbook for further information onAccommodation, Employability and Careers Services, Wellbeing Services etc6. Key Dates2020/21 Term DatesPlease note that dates may differ depending on when you start your programme of study, andwhere you are studying. Please refer to https://docs.gre.ac.uk/rep/sas/term-dates for fulldetails, and details of University closure dates. Welcome Week1 4th September 20201 8th September 2020Term 121 st September 20201 1 th December 2020Examination Period1 1 th January 20211 5th January 2021Term 21 1 th January 20219th April 2021Examination Period3rd May 202121 st May 2021Resit Examination Period1 9th July 202123rd July 2021 1 1 7. Schedule of Teaching and Learning ActivitiesAll materials for the module will be made available on Moodle (Moodle is what we call the VLE).In many instances, you will be offered a list of recommended reading as well as helpful websiteson specific topics. You are strongly advised to engage with these materials to deepen yourknowledge beyond the in-class discussions. Recommended textbooks will be available in thelibrary, and as far as possible we will reference to books available online.Each week this module will use a mixture of formal lectures and tutorials, either face to face oronline. Online learning will include various activities that you need to conduct online inMyWritingLab, on Moodle or using the internet prior to the tutorials. This will help you expandyour skills and knowledge and effectively participate in the in-class activities.MyWritingLab is a software maintained and administered by Pearson Publishing and is anintegral part of the PPD1 module and assessment. The software contains training materials aswell as recall exercises and application quizzes that aim to facilitate the improvement of yourwriting, referencing and critical reasoning skills. Students will be prompted to engage inexercises and take part in quizzes throughout the year. The quiz results will be integrated intothe overall module assessment. Details for initial student registration will be facilitated by aPearson’s.The Greenwich Employability Passport (GEP) scheme is an initiative instituted by the BusinessSchool Employability Office (BSEO). It is embedded into this module’s assessment; it requiresyou to engage in various activities in order to pass parts of the assessment. All proof of activityneeds to be collected by the students and uploaded onto the Moodle Passport site in order toaccumulate points. Your tutor will mark your submissions twice per term. 1 2 Term 1TeachingweekbeginningTeaching & learning sessionsHomework to complete ahead of next tutorialTeachingWeek 2Mon21 Sep 20Lecture: Welcome & Introduction toModule Module Leader, ElizabethBoothSeminar: Tutor introduction Module handbook review Intro to Study Goal App SDL1 : E-signature SDL2: Questions on reading of CarolDweck’s Mindset Chapter 2 Optional SDL: Growth mindsetintroduction: What it is, how it works, andwhy it matters SDL3: Edit your Moodle user profile SDL4: Change your forum preference (tomake your life easier!)Week 3Mon28 Sept 20Lecture: Settling In, Introduction toPersonal FinancialManagement & Goal Setting(Dr. Catherine Kelly & MrChris Wright)Tutorial: Critical Discussion of CarolDweck’s Mindset (Chapter2). Outline of how to conduct askills audit Intro to SWOT and SMARTgoals SDL1 : Five ways to wellbeing SDL2: Smart Goals & SWOT SDL3: Writing for academic purposes (forWk 4 tutorial)Week 4Mon5 Oct ‘20Lecture: Academic writing, writingsupport & critical thinking (DrMichael Alsford)Tutorial: Essay evaluation exercise SDL1 : How to find key businessinformation SDL2: Finding an article with library search SDL3: Read Cottrell (201 3) Ch 7 on CriticalAnalytical Thinking (for Wk 5 tutorial) Optional SDL: General principles ofassessment at UniversityWeek 5Mon1 2 Oct ‘20Lecture: Time management,procrastination, andresilience (Dr CatherineKelly)Tutorial: Oral application of criticalthinking reading Reading application ofcritical thinking reading SDL1 : Time Management Guidance andExercise SDL2: Harvard Referencing for University ofGreenwich Students (7:32) SDL3: Harvard Referencing Quiz Optional SDL: UoG referencing guide Optional SDL: Reading on ‘How ResilienceWorks’Deadline: 1 9 Oct 2020: MWL Test 1 ‘Planning & Writing and assignment’ dueWeek 6Mon1 9 Oct ‘20Lecture: Introduction to Employability(A&F & EIB: KatherineLeopold & Generator / HROB,MET & SMS: BSEO andGenerator)Tutorial: “In Your Own Words” game SMART goal application SDL1 : How to make a great presentation(1 8:1 0) SDL2: A biography of an entrepreneur Optional SDL: 7 Presentation StructuresUsed by the Best TED Talks (1 1 :22) Poll: Your progress on GEP?Week 726 Oct 20Directed learning weekProgramme specific task briefingWhat is an infographic?No Classes. Research topics forprogramme specific task. 1 3 Understanding how to developposters and infographicsSee Moodle for instructions.Deadline: 2 Nov 2020: MWL Test 2 ‘Referencing’ dueWeek 8Mon02 Nov ‘20Lecture: ProfessionalCommunication (Ms JosetteLesser)Tutorial: How to storyboard yourpresentation for the bestresults SDL1 : How to avoid death By PowerPoint(20:31 ) SDL2: TEDX speaker guide SDL3: PechaKucha by co-creater MarkDytham (7:38) SDL4: Gallo, C. (201 4). Talk like TED: the 9public-speaking secrets of the world’s topminds. Ch1 Unleash the Master WithinWeek 9Mon09 Nov ‘20Lecture: Placements, CV & CoverLetters (Ms KatherineLeopold)Tutorial: Placement presentationsand/or a CV tutorial &LinkedIn profile summaryexercise SDL1 : CV template (KL providing in liaisonwith BSEO) SDL2: How to write an effective CV (Guidancepublished by the Financial Times) SDL3: Submitting evidence of LinkedIn profilefor GEP SDL4: Cover letter template (KL providing inliaison with BSEO) Optional SDL: Opportunity to submit your CVfor feedback to BSEOWeek 1 0Mon1 6 Nov ‘20Lecture: Mock Job Application – MJA(Ms Katherine Leopold)Tutorial: CAR model practice Functional expertise SDL1 : GEP evidence submission SDL2: CAR application to MJADeadline: 1 6 Nov 2020: MWL Test 3 ‘Avoiding plagiarism & synthesising arguments’ dueWeek 1 1Mon23 Nov ‘20Live lecture : Assessmentoverview and Q and A with theModule LeaderRecorded Lecture: Introduction tostress management (DrCatherine Kelly) Tutorial:Presentation/sharing ofdraft infographics forPST/how to processfeedback/feedback literacy Critical Thinking Deep Diveinto Evaluating Sources SDL1 : NHS Sleep Diary (for Wk 1 1 lecture) SDL2: Five Ways to Wellbeing (for Wk 1 1lecture)Week 1 2Mon30 Nov ‘20Lecture: Live lecture by RosSmith. Using the library toaccess information forAdvertising Communications andMarketing, Events, Hospitality, PRand Tourism studentsTutorial: BSEO Champions/tutors– feedback to your draft MJA SDL1 Mental wellbeing audio guides fromthe NHS (each about 6 mins) SDL2 NHS breathing exercise SDL3 Video on reframing (1 :48) SDL4 Video on reflective writing (for Wk1 2 lecture) (6:07) Optional SDL: Schwartz & McCarthy (2007)Managing your energyWeek 1 3Mon07 Dec ‘20Lecture: Reflective writing (Dr EmmaMullen)Tutorial: SDL1 : Reflection (from Queen MargaretUniversity) SDL2: Drucker on Managing Oneself SDL3: Reflection Quiz 1 4  Discussion on Wellbeinggoal(s) Portfolio assessment helpDeadline:1 5th January 2021 , 3pm: Portfolio dueCHRISTMAS BREAK(1 8th December 2020 – 3rd January 2021 ) 8. Assessment TasksThe overall pass mark for this module is 40%.8.1 Assessment Schedule AssessmentWordcountDue datesFeedbackdueWeightL Oeuatcrnoimnges1MyWritingLab Online QuizzesFor specific task please look at detailed description of assessment20% oftotalgrade3,41 .1MyWritingLabOnline Quiz 1Notapplicable1 9/1 0/2020Notapplicable33.3% ofMWLgrade3,41 .2MyWritingLabOnline Quiz 2Notapplicable02/1 1 /2020Notapplicable33.3% ofMWLgrade3,41 .3MyWritingLabOnline Quiz 3Notapplicable1 6/1 1 /2020Notapplicable33.3% ofMWLgrade3,42PortfolioFor specific tasks and deadlines please look at detailed descriptionof assessment belowPortfolio elements:80% oftotalgrade1 ,2,3,42.1Programmespecific taskEquivalent500 words1 5/01 /20213pm5/02/202025% ofportfolio1 ,2,3,42.2Mock JobApplication200words/question1 5/01 /20213pm5/02/20202 p5o%rtfooflio1 ,2,3,42.3ReflectiveReport1 ,8001 5/01 /20213pm5/02/20205 p0o%rtfooflio1 ,2,3,4 You should submit all three parts of your portfolio together, as one document.If you don’t pass a module at the first attempt, you may be eligible for a resit opportunity – this will beconfirmed after the Progression and Award Board (PAB) at the end of the term in which the modulewas completed. Note that marks on re-sit assessments are capped at the pass mark unlessextenuation has been applied for and granted. – please see your programme handbook for moredetails.See Section G:1 ,2 & 3 of your Programme Handbook on Academic RegulationsPlease see Section D of your Programme Handbook for information on Extenuating Circumstances,Complaints and Appeals. Resit AssessmentDue dateFeedbackWeightLearning 1 5 dueOutcomesResitResit MyWritingLab OnlinequizzesFor specific task please lookat detailed description ofassessment9/07/202030/07/202120%3,4ResitResit PortfolioFor specific task please lookat detailed description ofassessment9/07/20209/07/202080%1 ,2,3,4 8.2 Assessment DetailsAssessment Element 1 :MyWritingLab Online Quizzes (3 tests) 20%Throughout Term 1 you are required to practice exercise and complete tests in MyWritingLab. Pleasemake sure that you register in MyWritingLab the moment the online system is introduced. This willhelp you improving your academic writing skills. The practice part allows you to test your knowledgein special areas and identify the areas that needs improvement. The tests show the progress youmade and counts towards your final marks.You need to do the practice part before you can start the test.There are 3 areas in MyWritingLab that you need to complete: MyWritingLab ScheduleDue dateTest 1 Planning and Writing an Assignment1 9.1 0.20Test 2 Referencing02.1 1 .20Test 3 Academic Writing: Avoiding Plagiarism and Synthesising Arguments1 6.1 1 .20 MyWritingLab – Frequently Asked QuestionsHow do I access the MyWritingLab resource and tests?You can access the MyWritingLab resource and the tests by going to the Moodle module page. On the homepage thereare a number of boxes leading to various resources. One of the boxes has the title ‘Academic Writing and MWL’ if youclick on it a new window opens up at the top of which there is a hyperlink called ‘Access to MyWritingLab’.If you click on this hyperlink you will be taken through to the MyWritingLab resource.Once you get to the landing page for the MyWritingLab activity please read the instructions attentively and follow themaccurately.I am experiencing problems accessing the MyWritingLab resource. What should I do?If for some reason you are unable to access the resource, a few tricks you may want to try are the following: It is recommended that you use Chrome or Firefox (if you are not using it already). You may also be experiencing issues if you are using a Mac (Apple) device. Try one of the Microsoft PCs oncampus working with a Windows OS.If trying a different browser and trying to access using a non-Apple device does not work please send an email to themodule leader. To allow us to more easily identify the reason you are unable to access the MyWritingLab resources pleasemake sure your email includes the following information: A screen shot of the error message you are getting Information on what operating system you are using, Which browser and Whether you have any add-ons/plugins installed within your browser.1 6Do I have to do the Practice Assignment before I can do the test?Yes. You need to have at least attempted the Practice Assignment before you can attempt the quiz for each topic. Readinstructions attentively and make sure you only access the link to the proper test when you’re ready to complete it.Can I reattempt questions in the Practice Assignments?Yes. You can go back and reattempt questions and you can revisit any time.Can I reattempt a test?No. Once you have attempted the test and submitted your answers, you cannot reattempt.Assessment Element 2: Portfolio 80%Portfolio task (2) – Programme-specific task – 25%Submission by Moodle as part of portfolio – 1 5th January 2021Your task is to produce an infographic or poster outlining a case study you find of interest within yourarea of study.Your presentation will include reference to reliable sources of information about your case study, andto at least three relevant pieces of academic reading (peer reviewed academic journal and/ortextbook).Examples of subject areas you could consider (discuss this with your tutor): The importance of heritage to the visitor economy in Greenwich The visitor welcome at the 02 Arena The importance of pricing to consumer perceptions of quality in Greenwich’s restaurants andbars Social media and its use in strategic digital marketing The impact of cruise tourism on the local environment in Greenwich The effectiveness of advertising of Greenwich as a destinationThere will be a workshop on how to produce an infographic in your lecture, and an opportunity for youto share your work and feedback on each other’s infographics. The final infographic should besubmitted as part of the portfolio on the 1 5th January 2021 .You will present your infographics and engage in peer review of them via the Moodle forum.Participation in this activity is compulsory. You will have time to reflect on your work and polish itbefore final submission as part of the portfolio.Your work will be assessed on the following criteria: CriteriaWeighting1Quality of research and sources202Well structured arguments and interest shown in subjectarea203Valid topic area relevant to subject of degree204Well presented work – spelling, quality of illustration,evidence of effort and engagement205Good referencing1 0 1 7Portfolio task (2) Mock Job application – 25%Submit as part of portfolio by Moodle by 3 pm on 1 5th January 2021You are also required to complete a job application task.Job application task – To give you experience of completing an application form format common tomany large employers. You will be marked on a system similar to scoring systems used in corporateorganisations. This gives you a rare chance to practice!You will be offered a workshop/lecture to give you insights how to approach this task. This is well worthdoing – students who engage with these sessions get better grades on this part of the portfolio and arebetter equipped to tackle real applications for internships, placement years, graduate roles and more.Read the job description- Spend time reading and dissecting the job description as the clues to whatthe employer is looking for are there. Take notes and highlight each of the skills required for the job,how can you show you have the relevant skills required? Don’t worry if that proof is in a different sector,it’s the skill you want to show off. For example, delivering results to targets and deadlines, deliveringexcellent customer service etc. Try to incorporate keywords from the job description and how thecompany describes themselves, such as ‘dynamic, solution orientated’. Remember skills can come outof the most unlikely places, so really think about what you’ve done to grow your own skills, using yourportfolio 1 work to help you.Take your time, applications are important documents and it’s better to spend the time to do a reallygood job than try and do hundreds of poor applications.You will need to use CAR approach to complete this task. The job application form will be on Moodleand completed from needs to be uploaded to Moodle as part of your complete portfolio.You will answer 3 questions. Two of them will be worth 30 marks and one 40 marks, so 1 00 marks intotal. You will be penalised for exceeding the word limit, each answer is 200 words1. Good spelling andgrammar are required to score well, so proof read and then proof read again!For 30 marks questions your answers will be scored using the following scale:Score: 0 – Not addressed or no evidence relevant to the criteriaScore: 4 – Few (1 0-20%) criteria addressed – evidence lacks detail, relevance or currencyScore: 8 – Some (21 %-50%) criteria addressed – evidence lacking detail, relevance or currencyScore: 1 2 – Most (60%) criteria addressed – evidence lacks detail or relevance or currencyScore: 1 6 – Most (75%) criteria addressed with current and relevant evidence and examplesScore: 20 – All (1 00%) criteria fully addressed with current and relevant evidence and examplesFor 40 marks question your answers will be scored using the following scale:Score: 0 – Not addressed or no evidence relevant to the criteriaScore: 8 – Few (1 0-20%) criteria addressed – evidence lacks detail, relevance or currencyScore: 1 6 – Some (21 %-50%) criteria addressed – evidence lacking detail, relevance or currencyScore: 24 – Most (60%) criteria addressed – evidence lacks detail or relevance or currencyScore: 36 – Most (75%) criteria addressed with current and relevant evidence and examplesScore: 40 – All (1 00%) criteria fully addressed with current and relevant evidence and examples​1Corporate selection procedures involve setting a strict limit on the number of words and yourresponses will be cut off after a certain point. This is why we are strict on this point – we want you tohave practice of working to the same kind of limitations as will be set by recruiters.1 8Portfolio task (2) Mock Job Application – Marking Rubric1 9 ExceptionalVery goodGoodSatisfactoryFailFailQuestion 1Marks4036241 680Amount of InformationAll (1 00%) primary criteriarelating to suitability are fullyaddressed within the 200 wordlimit. The answer makes acompelling case for why thestudent is suitable for theopportunity (Answers shorterthan 200 words won’t containenough detail)NOTE – the question is aboutsuitability not why they areinterested in the role.Quality of Evidence Evidenceclearly relates to criteria. Itincludes several supportingdetails and/or examples, usinga range of evidence fromdegree studies, work/volunteerexperience and extracurricular experience etcParagraph ConstructionAnswer is well structured,including introductorysentence which clearlysummarises why the studentshould be considered and thenexplanations or details, andconcluding sentence.MechanicsNo grammatical, spelling orpunctuation errors. Tone isprofessional, language isstraightforward, clear anddoesn’t rely on hyperbole.Amount of InformationMost (75%) criteria areaddressed within the 200 wordlimit. The answer shows howthe student is a good matchusing some detailed evidence.Doesn’t mention degreeprogramme of study anddoesn’t show a comprehensiveview of student’s suitability forthe role.Quality of EvidenceEvidence clearly relates to themain topic. Supporting detailsare offered, some supportingdetails using a range ofevidence from degree studies,work/volunteer experience andextra- curricular experience etcParagraph ConstructionAnswer has an introductorysentence, explanations anddetails, and concludingsentence.MechanicsAlmost no grammatical,spelling or punctuation errors.Tone is professional, languageis clear and doesn’t rely onhyperbole.Amount of InformationMost criteria areaddressed, answerdoesn’t containsufficient detail,relevance or currency tomake a compelling caseas to why the student issuitableQuality of EvidenceInformation clearlyrelates to the maintopic. Few detailsand/or examples aregiven.Paragraph ConstructionAnswer includes relatedinformation but isn’t wellconstructed.MechanicsA few grammaticalspelling, or punctuationerrors. Tone isprofessional, perhapseither too formal orheading towards tooinformalAmount ofInformationSome (21 %-50%)criteria addressed,answer lacks evidenceand detail. Informationpresented does notgive the reader anoverview of thestudent’s suitability.Quality of EvidenceInformation has littleor nothing to do withthe main topic.ParagraphConstructionParagraphingstructure is not clearand the ‘story’ doesn’tflow.MechanicsMany grammatical,spelling, orpunctuation errors.Tone is too informal,too ‘chatty’. Doesn’tcome across asprofessional.Amount of InformationFew (1 0%-20%) criteriaaddressed, poor evidencepresented, lack of detailand evidence.Information given doesnot give the reader eitheran overview of thestudent’s suitability, or asense that they havethought about how tomake a compelling casefor their suitability.Quality of EvidenceAnswer lacks detailedevidence and does notdemonstrate relevance ofevidence offeredParagraph ConstructionDifficult to follow theconstruction, lackscoherenceMechanicsExcessive grammatical,spelling or punctuationerrors. Tone is tooinformal and language ishard to follow, sentencesbadly structured.Amount ofInformationNo attempt madeto answer thequestion, eitherthrough lack oftext or through avery short answerwhich contains nodetail, no evidenceand no relevance Portfolio task (2) Mock Job Application – Marking Rubric20 Question 2Marks30251 51 050Amount of InformationAll (1 00%) primary criteriarelating to the question arefully addressed within the 200word limit. The answer makesa compelling case how thestudent has developed thenecessarycompetence/handled thesituation which demonstratestheir competence for the role(Answers shorter than 200words won’t contain enoughdetail)Quality of Evidence Evidenceclearly relates to criteria. Itincludes several supportingdetails and/or examples, usinga range of evidence fromdegree studies, work/volunteerexperience and extracurricular experience etcParagraph ConstructionAnswer is well structured,including introductorysentence which clearlysummarises why the studentshould be considered and thenexplanations or details, andconcluding sentence.MechanicsNo grammatical, spelling orpunctuation errors.Amount of InformationMost (75%) criteria areaddressed within the 200 wordlimit. The answer shows howthe student has developed thecompetence/dealt with thesituation using some detailedevidence. Doesn’t show acomprehensive view ofstudent’s suitability for therole.Quality of Evidence Evidenceclearly relates to the maintopic. Supporting details areoffered, some supportingdetails using a range ofevidence from degree studies,work/volunteer experience andextra- curricular experience etcParagraph ConstructionAnswer has an introductorysentence, explanations anddetails, and concludingsentence.MechanicsAlmost no grammatical,spelling or punctuation errorsAmount of InformationMost criteria areaddressed, answerdoesn’t containsufficient detail,relevance or currency tomake a compelling caseto show the student hasthe competence/dealtwith the situation.Quality of EvidenceInformation clearlyrelates to the maintopic. Few detailsand/or examples aregiven.Paragraph ConstructionAnswer includes relatedinformation but isn’t wellconstructed.Mechanics A fewgrammatical spelling, orpunctuation errors.Amount ofInformation Some(21 %-50%) criteriaaddressed, answerlacks evidence anddetail. Informationpresented does notgive the reader anoverview of thestudent’s suitability.Quality of EvidenceInformation has littleor nothing to do withthe main topic.ParagraphConstructionParagraphingstructure is not clearand the ‘story’ doesn’tflow.Mechanics Manygrammatical, spelling,or punctuation errors.Amount of InformationFew (1 0%-20%) criteriaaddressed, poor evidencepresented, lack of detailand evidence.Information given doesnot give the reader eitheran overview of thestudent’s suitability, or asense that they havethought about how tomake a compelling casefor their suitability.Quality of EvidenceAnswer lacks detailedevidence and does notdemonstrate relevance ofevidence offeredParagraph ConstructionDifficult to follow theconstruction, lackscoherenceMechanics Excessivegrammatical, spelling orpunctuation errors.Amount ofInformationNo attempt madeto answer thequestion, eitherthrough lack oftext or through avery short answerwhich contains nodetail, no evidenceand no relevance Portfolio task (2) Mock Job Application – Marking Rubric21 Question 3Marks30251 51 050Amount of InformationAll (1 00%) primary criteriarelating to the question arefully addressed within the 200word limit. The answer makesa compelling case how thestudent has developed thenecessarycompetence/handled thesituation which demonstratestheir competence for the role(Answers shorter than 200words won’t contain enoughdetail)Quality of EvidenceEvidence clearly relates tocriteria. It includes severalsupporting details and/orexamples, using a range ofevidence from degree studies,work/volunteer experience andextra- curricular experience etcParagraph ConstructionAnswer is well structured,including introductorysentence which clearlysummarises why the studentshould be considered and thenexplanations or details, andconcluding sentence.MechanicsNo grammatical, spelling orpunctuation errors.Amount of InformationMost (75%) criteria areaddressed within the 200 wordlimit. The answer shows howthe student has developed thecompetence/dealt with thesituation using some detailedevidence. Doesn’t show acomprehensive view ofstudent’s suitability for therole.Quality of Evidence: Evidenceclearly relates to the maintopic. Supporting details areoffered, some supportingdetails using a range ofevidence from degree studies,work/volunteer experience andextra- curricular experience etc. Paragraph ConstructionAnswer has an introductorysentence, explanations anddetails, and concludingsentence.MechanicsAlmost no grammatical,spelling or punctuation errorsAmount of InformationMost criteria areaddressed, answerdoesn’t containsufficient detail,relevance or currency tomake a compelling caseto show the student hasthe competence/dealtwith the situation.Quality of EvidenceInformation clearlyrelates to the maintopic. Few detailsand/or examples aregiven.Paragraph ConstructionAnswer includes relatedinformation but isn’t wellconstructed.MechanicsA few grammaticalspelling, or punctuationerrors.Amount ofInformation Some(21 %-50%) criteriaaddressed, answerlacks evidence anddetail. Informationpresented does notgive the reader anoverview of thestudent’s suitability.Quality of EvidenceInformation has littleor nothing to do withthe main topic.ParagraphConstructionParagraphingstructure is not clearand the ‘story’ doesn’tflow.Mechanics Manygrammatical, spelling,or punctuation errors.Amount of InformationFew (1 0%-20%) criteriaaddressed, poor evidencepresented, lack of detailand evidence.Information given doesnot give the reader eitheran overview of thestudent’s suitability, or asense that they havethought about how tomake a compelling casefor their suitability.Quality of EvidenceAnswer lacks detailedevidence and does notdemonstrate relevance ofevidence offeredParagraph ConstructionDifficult to follow theconstruction, lackscoherenceMechanics Excessivegrammatical, spelling orpunctuation errors.Amount ofInformation Noattempt made toanswer thequestion, eitherthrough lack oftext or through avery short answerwhich contains nodetail, no evidenceand no relevance. 22Portfolio task (3) Reflective report – 50%Submit through Moodle as part of the portfolio by 3 pm on January 1 5th, 2021The purpose of this report is to reflect on the activities you have completed within the first year. Thereport should be 1 ,800 words. At the beginning of the year you have been asked to set threedevelopment goals a):1 ). one academic goal2). one employability goal3). one Wellbeing goal.Now is the time to reflect if and how you achieved them, and your reflection should address all thesethree areas, for the purpose of the reflection you should use Kolb’s reflective Cycle. You should includeat least 5 relevant academic references to support your discussion.Your report should include:1 ) Introduction: what is this report about, what will be discussed and in what order? (around 1 50words)2) Reflection on academic skills development activity (around 600 words)a. Explain why you chose this goalb. Explain what you did to develop yourselfc. Explain what went well, what went less well and what did you learn from it?d. What activities did you complete on Moodle and what badges did you collect? How didthis support your learning?3) Reflection on your employability goal (around 600 words)a. Explain why you chose this goalb. Set out what actions you took to achieve your goalc. Explain what went well, what went less well and what you learnt from itd. Set out what GEP points (you need to collect at least 80 GEP points prior to thesubmission of the report) you collected, what activities did you complete on Moodleand what badges did you collect? How did GEP points and employability badgessupport your learning and how this helped you to develop4) Reflection on your Wellbeing goal (around 300 words)a. Explain why you chose this goalb. Set out what action you took to achieve your goalc. Explain what went well, what went less well and what you learnt from it5) Summary and Conclusions of your further actions – What do you need to do now as a result ofyour reflection (around 1 50 words)6) Appendix – you must include:a) you SWOT analysis and your SMART goal table (that you completed and the beginningof term 123b) a form demonstrating what GEP points you have collected (see module Moodle for theTemplate)c) Series of print screen of badges completedReflective report – Marking Rubric TASKS%ExceptionalExcellentVery GoodGoodSatisfactoryFailFailMoodlebadges1 21 2 MarksMaster level(Advanced +all level 3)1 0 MarksAdvanced level(Intermediate+all level 2)6 MarksIntermediate level(Novice+ all level 1 )6 MarksNovice level(All 1 8 SDLs)4 Mark.At least 1 4 SDLs0 Markless that 1 4 8SDLs0 Marksless than 1 48SDLsReflection onacademicgoal1 21 2 MarksIn addition to theprevious, you havegone beyond therequirements andshow initiative andinsight.1 0 MarksThe focus is very clear,argument is catchingand persuasive, keyconcepts are wellresearched andcontextualised,personal experience isquite rich andinteresting. Reflectivecycle is skillfully usedto link academic skillstheory and experience,emotional impact isclearly articulated, andinsights are derivedfrom that for futuredevelopment.8 MarksThe focus is clear andengaging, key conceptshave been well researchedand link together, personalexperience is brought inand well explained.Very links are madebetween academic skillsconcepts, experience andreflective cycle is used topresent the report, withclear emphasis on selfreflection, possibilities ofdevelopment are offered,6 MarksGood focus and wellresearched. Clear linksare made betweenacademic skilldevelopment and ownexperience, thepresentation is static,some reflection isevident, but littlediscussion in offeredon possibilities fordevelopment.4 MarksAdequate focus, butleaves much space forimprovement. Evidenceof insufficient timespent researching keyconcepts, somepersonal experience ismentioned Some linksare made betweenacademic skillsconcepts and ownexperience, thepresentation is static,some reflection isevident, but littlediscussion in offeredon possibilities fordevelopment.. 2 MarksAbsence of anycoherent argument orreference to personalexperienceMinimalunderstanding ofacademic skills isdemonstrated, verysuperficial effort atthe analysis and/orreflection0 MarksCompletelyunfocused orabsentNo understandingof academic skillsand/or relatedconcepts areevidentGEPGreenwichEmployabilityPassport1 81 8 Marks1 20GEP points ormoreOutstanding1 5 MarksMore than 1 00 GEPpointsExcellent.1 2 MarksMore than 80 GEP pointsVery Good attempt.9 MarksMore than 80 GEPpointsGood attempt6 MarkMore than 60 GEPpointsSatisfactory attempt.3 Markless than 40 GEPpointsPoor attempt.0 MarksLess than 40 GEPpointsVery poor attempt.Reflection on1 21 2 Marks1 0 Marks8 Marks6 Marks4 Marks. 2 Marks0 Marks 25 employabilitygoalIn addition to theprevious, you havegone beyond therequirements andshow initiative andinsight. This caninclude, discussingemployability inrelation to socialdevelopment,competentlycritiquing rather thansimply embracingemployability andpossibly discussingyour own educationalgoals in relation toemployability).The focus is very clear,argument is catchingand persuasive, keyconcepts are wellresearched andcontextualised,personal experience isquite rich andinteresting. Reflectivecycle is skillfully usedto link employabilitytheory and experience,emotional impact isclearly articulated, andinsights are derivedfrom that for futuredevelopment.Excellent links to GEPpoints activities andemployability MoodletasksThe focus is clear andengaging, key conceptshave been well researchedand link together, personalexperience is brought inand well explained.Very links are madebetween employabilityconcepts, experience andreflective cycle is used topresent the report, withclear emphasis on selfreflection, possibilities ofdevelopment are offered,Very good links to GEPpoints activities andemployability Moodle tasksGood focus and wellresearched. Clear linksare made betweenemployability conceptsand own experience,the presentation isstatic, some reflectionis evident, but littlediscussion in offeredon possibilities fordevelopment. Goodlinks to GEP pointsactivities andemployability MoodletasksAdequate focus, butleaves much space forimprovement. Evidenceof insufficient timespent researching keyconcepts, somepersonal experience ismentioned Some linksare made betweenemployability conceptsand own experience,the presentation isstatic, some reflectionis evident, but littlediscussion in offeredon possibilities fordevelopment.Some links to GEPpoints activities andemployability MoodletasksAbsence of anycoherent argument orreference to personalexperienceMinimalunderstanding ofemployability skills isdemonstrated, verysuperficial effort atthe analysis and/orreflectionLack of links to GEPpoints activities andemployability MoodletasksCompletelyunfocused orabsentNo understandingof employabilityand/or relatedconcepts areevidentReflection onwellbeinggoal1 21 2 MarksIn addition to theprevious, you havegone beyond therequirements andshow initiative andinsight. This caninclude, discussingwellbeing in a widercontext, linkingindividual wellbeing tosocial and economicneeds of any givencountry or region,1 0 MarksThe focus is very clear,argument is catchingand persuasive, keyconcepts are wellresearched andcontextualised,personal experience isquite rich andinteresting Reflectivecycle is skillfully usedto link wellbeing theoryand experience,emotional impact isclearly articulated andinsights are derivedfrom that for futuredevelopment.8 MarksThe focus is clear andengaging, key conceptshave been well researchedand link together, personalexperience is brought inand well explained.Very good links are madebetween wellbeingconcepts, experience andreflective cycle is used topresent the report, withclear emphasis on selfreflection, possibilities ofdevelopment are offered,6 MarksGood focus and wellresearched. Clear linksare made betweenwellbeing concepts andown experience, thepresentation is static,some reflection isevident, but littlediscussion in offeredon possibilities fordevelopment.4 MarksAdequate focus, butleaves much space forimprovement. Evidenceof insufficient timespent researching keyconcepts, somepersonal experience ismentioned Some linksare made betweenwellbeing concepts andown experience, thepresentation is static,some reflection isevident, but littlediscussion in offeredon possibilities fordevelopment.2 MarksAbsence of anycoherent argument orreference to personalexperienceMinimalunderstanding ofwellbeing skills isdemonstrated, verysuperficial effort atthe analysis and/orreflection0 MarksCompletelyunfocused orabsentNo understandingof wellbeing and/orrelated conceptsare evident 26 References1 41 4 MarksOver 8 relevant andgood qualityreferences used thatshow understandingof wider context,linking personalexperience, theoryand practice1 0 MarksOver 7 relevant andgood references qualityused that putplacement experienceinto wider contextlinking personalexperience, theory andpractice8 Marks. Over 6 relevant and goodquality references usedappropriately used. Somelinks between personalexperience, theory andpractice6 MarksOver 5 relevant andgood quality referencesused appropriatelyused. Some linksbetween personalexperience, theory andpractice.4 MarksOver 4 references used,some of them notclearly link withdiscussion someproblems with Harvardstyle2 MarksToo few referencesused (3 or less),problems withHarvard style.0 MarksNo references, e 2728Support for Re-sitsPlease check your module homepage for resit instructions and support to be made available.The Progression and Award Board (PAB) will determine whether students who have failed items ofcoursework or exams will be permitted to complete re-sits. These normally take place inJuly/August. If your results letter advises you that you have been given a re-sit opportunity you willneed to check the portal for details of the assessment element(s) that you will need to completeand for the timings of re-sit examinations.For non-exam re-sits (e.g. coursework, essay, presentation, group work assessments), pleaseconsult the relevant module’s Moodle page for instructions on what is required of your re-sitassessment. The due date will be Wednesday 9th July 2021 .If you were asked to Resit MyWritingLab Online tests please complete “Resit Test 1 ”, “Resit Test 2“and “Resit Test 3 “ in MyWritingLab before Wednesday 9th July 2021 .If you were asked to Resit Portfolio your resit assignment will consist of 2 parts1 . Part 1 describe how completing programme specific task and job application task canhelped you becoming more employable and secure internships or placement roles (max500 words)2. Reflective report on “Employability and Transferrable Skills” you submitted in March –consider any feedback you may have received and submit your revised assignment. Inaddition, include a new section at the beginning of the assignment (up to a maximum of200 words) in which you comment on what you changed in your assignment in responseto any feedback received or your reflection on the task. If this is your first submission dueto an initial non-submission, you should include this as a statement.You should be aware that there is no automatic right to take re-sits; this is at the discretion of thePAB and dependent on the scale of failure and your overall profile. If you are offered a re-sitopportunity which you do not take up, you will be recorded as having a non-submission; you will notkeep the original grade for that item if you are told by a PAB that they want you to re-sit.1 0. Reading Lists29 Recommended ReadingYearReferencePublisherISBNBillingham, J.2003Giving PresentationsOxfordUniversityPress978-01 9860681 9Provan, Dr.2008Giving Great PresentationsIn EasySteps978-1 84078371 1Cottrell, S.201 7Critical Thinking Skills;Developing EffectiveAnalysis & ArgumentPalgrave978-1 1 37550507Cottrell, S.201 5Skills for Success: PersonalDevelopment andEmployabilityPalgraveStudy Skills978-1 1 374265291 1 37426527Denicolo, P. and Reeves,J.201 4Developing TransferableSkillsSage978-1 -4462-6034-0Jay, R.201 5How To Succeed In AnyInterviewPearson978-1 -292-081 08-3Purkiss, J. and RoystonLee, D.201 2Brand You: Turn YourUnique Talent into aWinning Formula.Pearson978-0273777694 For more information on Support Service, see Section EPlease refer to Section H of your Programme Handbook on Resources (Library and IT Services,Academic Skills). https://www.gre.ac.uk/academicskills https://docs.gre.ac.uk/rep/sas/student-protection-plan1 1 . Glossary of Terms Pre-requisites/Co-requisitesThis describes the learning you are expected to havecompleted before starting the module or the learning (or othermodules) that you should be undertaking alongside it.AimsThese define the overall educational purpose of the moduleLearning OutcomesThese are subject specific statements that define the learningthat will be assessed during this moduleAssessment WeightThis refers to the proportion of the overall result for themodule that is based on your performance in each of theassessment tasks 1 2. Changes to the moduleAt the University of Greenwich, we value feedback from students as well as external examiners andother stakeholders and we use this information to help us improve our provision.30Based on student and tutor feedback received via focus groups and other feedback mechanisms inthe past year this year’s module contents and materials have been reviewed in line with thefollowing design principles:1 . Clarity and Simplicity We took out many learning activities from 1 9-20 as student feedback revealedMoodle site difficult to navigate and tutors thought some activities are bitty. We consolidated information in one place with clearly signposted headings.For example, “Everything you need to know about xxx.”2. Engaging and sometimes, fun Short descriptions to activities are added to catch student interests Videos are timed, so students can control their learning pace and choose onesthat suit them in a given circumstance.3. Accessibility Many learning resources are presented in rich formats (e.g. videos, audios,written) to allow students with different preferences/needs to access.4. Flexibility & Autonomy Blended: The online SDL is designed to educate students blended learning.Most SDLs can be taken after weekly lecture and seminar, a few SDLs arerequired to take to prepare for lecture or seminar in the following week. Self-directed learning (SDL) activities allow students to control their own pacein learning. They can revisit a SDL whenever and however many they want.Some SDLs are optional for students who want to go extra miles to take. We try to limit the number of SDLs to 4 and provide optional SDLs.1 3. Other DetailsThe majority of information relevant to you while you study at the University has been broughttogether into your programme handbook. Please refer to your programme handbook for anyfurther information you might require including: Deadlines and extenuating circumstances, Plagiarism and referencing, Who to go to for advice or if you are concerned, How to provide us with feedback, Key administrative procedures.

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