UCL MEDICAL SCHOOL
Postgraduate Modules Student Manual 2014/15
December 2013
1 Contents
1. Introduction 3 1.1 What’s in this Manual? 3 1.2 How to use this Manual 3 1.3 UCL Medical School Postgraduate Faculty 4 1.4 Welcome to University College London 4 1.5 Where to go for help and advice 5
2. Course and Assessment Information 6 2.1 UCLMS Postgraduate Modules 6 2.1.1 Teaching and Learning in Medical Education 6 2.1.2 Leadership Skills for the Healthcare Professional 7 2.1.3 Quality Improvement in Health Care 8 2.1.4 Additional Modules for 2014/15 9 2.2 Course Schedule 10 2.3 Course Assessment Regulations 11 2.4 Academic Regulations 12
3. Studying at Masters level 13 3.1 Studying at Masters level 13 3.2 Writing at Masters level 17 3.3 Plagiarism 24 3.4 Referencing your work 25
4. Studying at a distance in an online environment 27 4.1 Working on your own - virtually speaking 27 4.2 Twelve tips for potential distance learners 28 4.3 Working in a virtual group 35 4.4 The discussion area of this course 42 4.5 Ground rules for virtual seminars 46 4.4 Emoticons 47
5. Student Support 49 5.1 Student Welfare 49 5.2 Module Tutor 49 5.3 Personal Tutor 49 5.4 Local Mentor 50 5.5 Feedback and Complaints Procedure 51 5.6 Interruptions of Study 51
6. Technology and Support 52 6.1 PORTICO and Enrolment 52 6.2 UCL online library resources 53 6.3 Moodle 5.4 6.4 Email 5.4
7. Additional Information and Links 56
2 1. Introduction
1.1 What's in this Manual?
Welcome to the Student Manual for UCL Medical School’s Postgraduate Modules. The aim of this Manual is to provide you with a resource to use from day one of the course right though to when you complete your studies with us. It contains a wealth of information to help you get the most out of your studies and should provide the answers to a lot of the questions you are likely to have.
The Manual includes: A survivor's guide to this study stream: On the following pages you will find suggestions about how to organise yourself and manage your time. You will also be challenged to reconsider what learning means (especially supported open learning), and how learning at postgraduate level is different from learning at undergraduate level. There are some tips on learning effectively at a distance and advice on studying in a virtual environment. There is also general advice on study skills and academic writing, how to prepare for exams, how to make effective use of your tutors, and how to work effectively with your fellow students.
The formal bit - Regulations, course procedures and guidelines: You will also find details of the University's Regulations regarding assessment, codes of conduct, complaints procedure, and overall details of the structure of the course, including an outline of all the modules. These sections should provide answers to most of the questions you have about the University's administrative and organisational policies and procedures.
1.2 How to use this Manual
Initially, as a new student, you will probably find it helpful to read this Manual through from start to finish. We envisage that you will also want to dip into the Manual regularly during your studies; indeed, we encourage you to look at the pages again and again and particularly at the beginning of each academic year. If you are looking for specific information in this Manual: Use the table of contents for each section of the Manual to search for the relevant page. If you can't find what you are looking for please email your personal tutor or the module tutor.
IMPORTANT NOTE: The student Manual is updated annually in August so please ensure that in addition to reading the information here, you keep up-to-date with any updates posted in the important notices forum during the academic year.
3 If you have further questions If, after reading this Manual, you still have questions about the learning process or any aspect of the individual modules: Post a query in the Main forum in Moodle. Contact your personal tutor to discuss any issues that concern you. Follow the instructions about who to contact about what in the Help section of this Manual. If you have more general questions about study skills take a look at the further resources on study skills in this Manual.
Feedback on this Manual Please let us know if you can suggest a better way of presenting the information here or if there are additional sections you would like us to prepare.
1.3 UCL Medical School Postgraduate Faculty The key members of staff involved in the design and delivery of post graduate modules within the Medical School are listed below. In addition to those listed, we often draw on the experience and expertise of other members of academic staff and Clinical Teaching Fellows within the department.
Ann Griffin Director of Post Graduate Medical Education, Senior Lecturer in Medical Education, UCL Medical School
Ceri Butler Academic Lead Post Graduate Modules, UCL Medical School Module lead for Teaching and Learning in Medical Education and Quality Improvement in Health Care
Deirdre Wallace Clinical Skills Manager, Clinical Skills Tutor, UCL Medical School Module tutor for Leadership Skills for Health Care Professionals
Paul McGovern Clinical Teaching Fellow, UCL Medical School Module tutor on UCL Medical School Postgraduate Modules
Jeannine Attreed Postgraduate Scholarship Administrator, UCL Medical School
4 1.4 Welcome to University College London and the Medical School
University College London and the Student Union provide many services to help you make the most of your time at UCL. Together we provide support and advice in many of the areas that will affect you during your studies. There are a range of welfare and support services should you find yourself in any difficulty as well as plenty of entertainment and activities that should appeal to all.
As a UCL student you will be issued with a userid and password to allow you to set up your IT and IS account. This will provide you with access to email, the intranet and PORTICO, the student registry system. UCL will contact your UCL email address to inform you of important information so please ensure that you check it regularly or set up a forwarding system to an email account you use regularly. More details on IT support, emails and the virtual learning environment are provided in Section 6 of this Manual.
Your responsibilities as a graduate student are: 1. To carry out your work effectively, to an adequate standard and within prescribed timetabled periods. 2. To submit your written work on time. 3. To bring any problems, including those of a social or medical nature, to the attention of your programme director or personal tutor, or divisional graduate tutor, where a problem may be interfering with your work. 4. To consult in confidence with the divisional graduate tutor if you feel that there is a problem with your programme that the programme director is unable to resolve. 5. To follow the procedures set out in UCL’s ‘Academic Regulations for Students’ http://www.ucl.ac.uk/registry/acd_regs
The section below highlights who you should go to or where you should go if you have any problems with the module you are studying or any technological problems. Answers to general UCL enquiries can be found online at: http://www.ucl.ac.uk/current-students/
1.5 Wheretogoforadviceandhelp
Help with technical problems
If you encounter technical problems while accessing the module you need first to determine the source of the problem. We are unable to provide support for you if you have problems with your computer, the software on it or your Internet connection, although we may be able to offer you some simple advice. You should therefore arrange for appropriate local technical support if needed.
If you are having problems accessing the module please check that you can access the Internet by bringing up a web page from a site that you know. If you are accessing Moodle and can login but are having technical problems within the course,
5 please post a message in the Help forum. If you cannot get into Moodle at all please email UCL Learning Technology Support Service on [email protected].
6 2. Course and Assessment Information
2.1 UCLMS Postgraduate Modules
UCL Medical School are running three postgraduate modules in the 2014-15 Academic Year. These modules can be taken as credit bearing Masters Level modules or as CPD. Further details about each of these modules are provided below.
Please note that the reading materials and course structures are set out in each of the separate Moodle courses online. You will be given access to these courses once you have completed the necessary enrolment procedures.
2.1.1 Teaching and Learning in Medical Education
Module Overview
Using a combination of interactive distance learning and face-to-face lectures this module will provide students with an up to date knowledge of teaching and learning practice in medical education. Participants will be introduced to the theoretical underpinnings of teaching and learning (drawing on medical education research and the wider educational community) in addition to covering basic teaching skills in medical education, skills for teaching in clinical settings and teaching large groups. Participants will be required to participate in one online virtual seminar and submit one written assignment reflecting on their understanding of teaching practice.
Aims
This module aims to enable participants to recognise and develop the attributes of a good medical teacher; gain great knowledge of teaching and learning processes; plan effective teaching; develop practical skills and techniques to become more effective educators and; maximise teaching opportunities in the clinic or on the ward.
Module Learning Outcomes
Participants will develop skills that enable them to: Plan and organise a teaching session in any setting Use methods that help students become active participants Formulate objectives appropriate to own teaching setting Formulate questions that promote thinking Apply these principles to timetabled and opportunistic clinical teaching Teach clinical skills in a structured way that enhances learning Adopt teaching practices that encourage clinical reasoning Describe techniques for promoting interaction in both large and small groups Select appropriate support materials for both large and small group teaching Evaluate their own teaching behaviour Reflect on and use feedback on their teaching skills to develop future practice
7 Mode of Delivery
This module will be delivered primarily through Moodle, a Virtual Learning Environment (VLE). This approach combines educational methods that encourage self-directed learning, reflection on personal experience, critical thinking and access to extensive online resources. This will enable students to engage in collaborative learning and to be in regular contact with module tutors for a high level of academic support.
During this module participants will work through course materials and readings, undertake directed learning activities and participate in a two week asynchronous virtual seminar. This will build the foundations for their assessed teaching session and reflective assignment.
One full teaching day (seven hours) comprising of three hours of lectures followed by four hours of small group work will take place. Participants will build on their work in the VLE to plan and deliver a teaching session. This teaching session will be observed and assessed by module tutors.
Administration Pre-requisite module: N/A UCL module code: ACMEG011 Module tutor: Ceri Butler M level credits: 15, or as CPD
2.1.2 Leadership Skills for the Healthcare Professional
Aims
Leadership is an imperative component of contemporary healthcare. In a changing societal and healthcare landscape, delivering progressive healthcare is a challenging process. This module has been developed to allow professionals who take responsibility for the resourceful and safe organisation of healthcare practice to develop their skills and understanding of workplace based leadership and its application. This module will suit participants from all medical specialities as well as from professional backgrounds allied to medicine, such as nursing, midwifery and paramedicine.
Intended learning outcomes
Participants will develop skills that enable them to: Describe the scope, role and academic responsibilities of leadership in contemporary healthcare Establish and maintain effective teamwork and communication. Manage team members’ progression, including the struggling team member. Guide the personal and professional development of team members.
8 Enhance leadership effectiveness through the use of assessment, including workplace-based assessment, supervision and feedback. Determine appropriate levels of leadership autonomy to ensure safe and effective patient care whilst allowing team members to develop and extend their expertise. Facilitate leadership development through developmental conversations to identify and address learning needs, improve their reflective practice and safely develop their clinical leadership. Understand why transformation efforts fail. Understand power in organisations
Course contents
This module will provide a range of activities and resources that will help participants to develop an understanding of leadership in contemporary healthcare and improve their skills and competencies as leaders in a multidisciplinary environment.
Method of delivery
Four days of traditional face to face teaching. Participants will also carry out leadership of agreed projects in their own clinical workplace. This will be discussed with the tutor through email exchanges and direct supervision and with peers during tutorial classes.
Administration
Pre-requisite module: N/A UCL module code: ACMEG012 Module tutor: Deirdre Wallace M Level credits: 15, or as CPD
2.1.3 Quality Improvement in Health Care
Module Overview
This distance-learning module on Quality Improvement is relevant to development and improvement in all health care systems. Drawing largely on UK/European and North American literature participants will explore the theories and methods of healthcare quality improvement. This module will enable participants to appraise these theories in the context of their own organizational setting to understand what initiatives could improve the quality of health care delivered. Participants will be required to participate in online discussions, one online virtual seminar and submit one written assignment reflecting on their understanding, and application, of quality improvement.
9 Aims
This module aims to enable participants to: explore the different meanings of quality in the context of health care; appraise a range of approaches and tools for promoting quality in health care; assess the role of governments, organizations, professionals and service users in quality improvement initiatives; study the research evidence on what works best in quality improvement and to apply these findings to their own organizational contexts.
Module Learning Outcomes Participants will develop skills that enable them to: Offer and negotiate definitions for the significant terms used in defining and assessing quality in health care Identify a range of approaches, tools and strategies to quality Improvement, and critical success factors Assess the role of government, non-governmental organisations, managers, purchasers, professionals and service users in quality improvement initiatives Identify the different ways and levels in which users can be involved in quality improvement in health care Be familiar with a range of approaches and tools for promoting quality in health care Appraise one chosen approach/tool for promoting quality in their own organizational context
Mode of Delivery
This module will be delivered entirely through Moodle, a Virtual Learning Environment (VLE). This approach combines educational methods that encourage self-directed learning, reflection on personal experience, critical thinking and access to extensive online resources. This will enable students to engage in collaborative learning and to be in regular contact with module tutors for a high level of academic support.
Participants will work through course materials and readings, undertake directed learning activities and participate in a two week asynchronous virtual seminar. This will build the foundations for their written assignments.
Administration Pre-requisite module: N/A UCL module code: UCLMG001 Module tutor: Ceri Butler M level credits: 15, or as CPD
10 2.1.4 Additional Modules for 2014-15
Drawing on the expertise of staff within UCL Medical School, we have a range of modules which, subject to demand, may become available later in the 2014-15 academic year. These include:
Practical Aspects of Assessment Education for Healthcare Professionals
If you would like to register your interest in any of these please contact the Postgraduate Scholarship Administrator Jeannine Attreed.
2.2 Programme Schedule
The postgraduate academic year is split into four teaching blocks. Each module is delivered in one or more of these blocks.
Teaching Block 2: 05 January - 27 February 2015 Teaching Block 3: 27 April – 19 June 2015
TeachingBlock Teachingand Leadership Skills Quality Learning in for the Healthcare Improvement in Medical Education Professional Health Care 2 Yes No Yes 3 Yes Yes Yes
Teaching and Learning in Medical Education and Quality Improvement in Health Care run for the whole of the teaching block. However, Leadership Skills for the Healthcare Professional will run on four specific dates which will be confirmed in due course.
You will be provided with more details about the start date and deadline for your assessment (if applicable) by the respective module tutor.
2.3 Course Assessment Regulations
If you choose to take a module as a credit bearing course you will be required to complete an assignment. This assignment will comprise 100% of your total module score.
You will be provided with details in each module of the specific submission instructions but in general an electronic version of your assignment should be submitted via Turnitin on the Moodle page no later than 17:00 on the day of the deadline. We recommend that you check you can login to Moodle in advance of the deadline to avoid last-minute problems.
11 Your assignment should be submitted as one file. The file name should follow the naming convention outlined below:
Assignments file naming convention = Student number_module code Example: 120988083_ACMEG011
You should submit an assignment cover sheet at the beginning of each assignment. This cover sheet will be made available to you at the start of each module and includes space for your student number, title of your assignment and word count. It also provides you with the opportunity to ask for feedback on three specific areas. Please make sure you take advantage of this opportunity to get specific tutor feedback on your assignments.
Word Limits UCL has a strict policy on over-length coursework and penalties will be imposed on students who have written over the word count or misstated the word count on their assignments.
Quotations in the main body of an assignment and in-text references must be counted as part of the overall word count. The cover sheet, tabulated data in the main body of the assignment, appendices and the list of references do not, however, form part of the word count.
It is the student’s responsibility to check that their assignments meet the word count requirements. The number of words must be declared at the start of an assignment. Participants are advised to seek support from their tutor and peers if they feel they are in danger of exceeding or failing to meet a word limit on an assignment.
Penalties for Over-length Assignments 1. Assessed work should not exceed the prescribed length. 2. For work that exceeds the specified maximum length by less than 10% the mark will be reduced by ten percentage marks, but the penalised mark will not be reduced below the pass mark, assuming the work merited a pass. 3. For work that exceeds the specified maximum length by 10% or more, a mark of zero will be recorded.
Penalties for Late Submission of Assignments 1. A penalty of 5 percentage marks will be applied to coursework submitted the calendar day after the deadline (calendar day 1). 2. A penalty of 15 percentage marks will be applied to coursework submitted on calendar day 2 after the deadline through to calendar day 7. 3. A mark of zero will be recorded for coursework submitted on calendar day 8 after the deadline 4. Where there are extenuating circumstances that have been recognised by the Board of Examiners or its representative (the lead tutor), these penalties will not apply until the agreed extension period has been exceeded.
12 5. Providing the work has been awarded 50% or more, penalties for work submitted up to seven days late cannot take the final awarded mark below 50%. 5pointdeduction 15point Markof0Faildeduction If an assignment is submitted both over the word count and late, it will be referred to the faculty for a decision on the penalties that will apply.
Extensions and Extenuating Circumstances Deadline extensions may be requested in exceptional circumstances. All such requests must be made in advance of the deadline concerned, by emailing the lead tutor. Reasons for requesting an extension must be clearly stated.
Whether an extension request is granted is at the discretion of the lead tutor. Scenarios where extensions have been approved in the past include significant personal illness, significant and unanticipated increase in workload or significant unplanned life events, such as the death or serious illness of a close relative. Extensions have also been granted where an assignment requires a specific event to have happened (eg a specific teaching session) and this event has had to be postponed, or is known to be timetabled too close to or after the deadline.
Scenarios where extensions would not be granted include anticipated workload fluctuation – eg because of being on call or doing nights, or where the work is just not written up on time.
Further information regarding extenuating circumstances can be found on the UCL website: http://www.ucl.ac.uk/medicalschool/staff-students/general-information/a- z
2.4 Academic Regulations
The academic regulations for all Graduate Taught Degrees can be accessed via UCL’s website. A link is included below for your convenience:
Academic Regulations and Guidelines for Taught Graduate Students
13 3. Studying at Masters level
3.1 Studying at Masters level
Having taken the plunge and signed up for a Masters level module that can be used towards a Postgraduate Certificate, Diploma or full MSc, you may now be wondering what it will entail and what commitment it will require from you.
Two concerns which students typically come up with are: ◦ Where will I start - and who will be there to help me? ◦ What will it be like?
It is not unusual to have such feelings, and we hope that you will take the opportunity to think about these issues early on in your studies.
Where will I start - and who will be there to help me?
The method of study you will use on the distance or blended learning modules delivered by UCL Medical School is what the Open University has called 'supported open learning'. This means that the course is carefully structured and you are taken through the different sections step by step. All you need to do is to begin with the first page in the first study unit which you can access via the 'Course content' icon on the module homepage and work through methodically, following the instructions in each section. Most of the course materials are available in full text on the Internet or on our own course server, but you may wish to buy additional books to supplement your studies. Suggestions for such texts are made in the supplementary reading pages of the course materials.
You will be learning mostly on your own, in your own time and in the space that you have organised yourself, but with the ongoing support of your fellow students and tutors. You will find that the first two weeks or so of each study unit is mainly an individual experience in which you follow reading and activities set by the module tutor. The second half of the study unit involves a lot more interaction, as it includes the virtual seminar and informal discussion.
Supported open learning involves you in becoming an active learner, taking responsibility for motivating yourself, pacing your studies and managing your workload to suit your own circumstances. There are deadlines to meet - such as assignments and virtual seminar dates - but matters such as how, when and where you study are very much up to you.
We anticipate that you will gain an enormous amount of support, encouragement, ideas and contacts from your fellow students. This is a multidisciplinary course which depends on people bringing their different perspectives and background practical experience. Whatever your background, qualifications, profession, status, age, nationality or gender, you have an important contribution to make and you will
14 have something to gain from all your fellow students - whatever their background, qualifications etc. In previous years most students on our online courses have quickly realised that the student group is one of their most important resources.
What will it be like?
In order to learn effectively using supported open learning you need to become actively involved in your own learning process. This means both assessing what you have learned as you go along and testing out new ideas and concepts. One way of being an active learner is to keep in regular contact with your personal tutor, letting him or her know if you are having any difficulties with your studies, or if things are happening that may affect your ability to study.
Most of you will have gained a first degree already and may feel that studying for a Masters degree will entail more of the same. However, besides differences between the two levels of study it may be several years since you completed your first degree and it is important to realise that your circumstances may have changed radically from when you were last a student. The main differences between studying at undergraduate and postgraduate level, as identified by students and tutors, fall into five categories:
1. The time factor
You probably completed your first degree as a full-time student at a traditional university. Studying was your main occupation. This time, things may be different. You will now probably be in full-time or near full-time employment, possibly in a position of some responsibility, which entails working long hours and perhaps bringing work home with you. You may have a family and other domestic responsibilities. What you will definitely have less of is spare time. This Manual includes some tips from part-time Masters students on ways in which it may be possible to negotiate study time with employers.
2. Self-discipline
All distance courses require considerable self-discipline - we're not going to be there to stand over you! Studying at Master's level, even without the distance component, also requires considerable self-discipline. You will be expected to become able to cope with increasingly independent learning and to learn to use your tutor as a resource rather than as an instructor. Some modules include project work, which means planning and executing a small piece of research. Although your tutor will expect to see the plan for your project, and may check up on your progress, there may not be an opportunity for lengthy discussions or feedback as your project develops - a luxury you may have enjoyed at more junior levels of study. Moreover, you will have to organise your time and motivate yourself to keep to your timetable if you want to avoid last minute panic. Likewise, the amount of reading you do will be your own responsibility and, if time is scarce, it can be tempting to cut corners and miss out on some essential background reading.
15 One of the advantages of supported open learning is that it allows you to have more autonomy as a student, and gives you the flexibility to study how, where, and to some extent, when you choose to do so. But the other side of the coin is that you need self-discipline in order to meet deadlines and submit work on time - ultimately, you are responsible for your own learning. Do make sure that you have familiarised yourself with the assignment deadlines listed in the course timetable in this Manual.
3. Reading
Studying at Masters level may mean that you have to do a lot more reading than in your first degree. This can be both an opportunity and a threat! Students very often quote the amount of reading involved in their course as one of the key differences between study at undergraduate level and postgraduate level.
Students at undergraduate level often receive reading lists of recommended books or articles that have been tailored to what the student needs to know for a particular purpose (e.g. writing a specific essay). On this course, like most quality Masters degree programmes, you will have to do much more of this sifting yourself and read much more extensively before deciding on the relevance or otherwise of material to your particular needs. We have given you lists of (and links to) required standard reading but we hope that you will explore some of the supplementary reading and follow up references, make decisions about what is relevant for you to read more widely on, explore your own sources and share these with your fellow students.
4. 'Higher level' academic skills
Studying at Masters level will require you to engage in higher level educational tasks. You are expected not to take what you read for granted. Rather, you will be expected to be able to interpret what you read, compare and contrast differing viewpoints and put what you read into context. You will also be expected to disagree on occasions and be able to argue logically and consistently to prove your point of view, backing it up with supporting evidence. There will also be greater use of abstract concepts and theoretical approaches than you might previously have been used to.
5. Motivation
Most students on Masters programmes are studying because they are already interested in the subject and wish to study it in more depth, or for reasons of professional development. Whatever the reason, their motivation is generally high and it is this high level of motivation which enables students to keep studying, largely on their own, on top of other demands for their time and energy.
16 Study skills
The study skills you need for this course can be categorised into four main types: 1. organisational skills 2. literacy skills 3. intellectual skills 4. research skills Most graduates have acquired the first three of these during their first degree. Research skills are the ones that you will be encouraged to develop as part of the Masters programme.
1. Organisational skills
These include the ability to: ◦ organise your time and plan ahead ◦ motivate yourself ◦ study independently ◦ make the most of your tutors and instigate debate
2. Literacy skills
These include the ability to: ◦ read large quantities of text quickly, accurately, critically and selectively ◦ write clear, concise, grammatically correct and accurately spelt prose
3. Intellectual skills
These include the ability to: ◦ absorb complex abstract concepts ◦ analyse what you are reading and make connections ◦ classify evidence precisely and assess its value ◦ be critical and question assumptions ◦ argue logically and consistently ◦ marshall various sorts of evidence to support a logical argument ◦ identify, synthesise and discuss a broad range of issues and concerns
4. Research skills
These include the ability to: ◦ investigate local academic libraries and see what they have to offer ◦ use a catalogue in an academic library ◦ use online access to a range of bibliographic databases ◦ compile a bibliography and reference list ◦ present your work according to academic protocol ◦ carry out independent project work ◦ carry out a literature search ◦ select and apply appropriate research methods
17 These lists may appear daunting but it is worth remembering that many students will have acquired many of these skills to some degree during their undergraduate studies. It may be more a question of enhancing and refreshing skills than of learning them from scratch. However, many students who register for a Masters degree have a gap of more than a decade since they completed their first degree, and can find getting back into the routine of studying difficult. As one student put it, “studying is a habit that one can quickly grow out of”. There are several ways in which you can revive your study skills. One way is simply to practice, and you will have plenty of opportunity while you are studying, but it is a good idea to think about how you can prepare yourself from the start.
Resources on study skills
If you would like to access some resources on study skills, we recommend the following as a good starting point: 1. Northedge, A. The Good Study Guide. Milton Keynes, Open University. 2002. 2. The WISE courses in Moodle. WISE is a comprehensive, step-by-step guide to finding and using information effectively. You might be interested in the more advanced faculty-specific module for the Biomedical and Life Sciences 3. SAFARI – Skills in Accessing, Finding and Retrieving Information. This is a toolkit tutorial developed by the Open University. 4. Extending and developing your thinking skills – this is a self-study unit, part of a series of study skills units developed by the Open University which will help you to develop your analysis, argument and critical thinking.
3.2 Writing at Masters level
What are tutors looking for in a good essay?
As part of our MSc programmes we run occasional workshops in writing skills. One of the activities we set is for students to discuss the following:
'The task is to think yourself into the role of a tutor who is cycling home on a Friday evening with ten or so 3000-word assignments in his or her basket. As s/he is wearily pedaling up the hill after a long day's work, the tutor thinks to him/herself "I do hope these are GOOD assignments ...... ” WHAT does the tutor mean by "good"? What sort of things will make this tutor smile when they read your assignment? What will make them groan?'
18 The table below summarises the points raised by students/tutors in response to this.
Good essays Poor essays Focus/content The essay clearly answers the Deviates a lot from the question of the essay question set; does not have a clear focus
Balance between theory, general Excessive quoting principles, prior research (“what we know” and “what we don’t Lack of original thinking or know” as well as core texts from interpretation reading) and how those are applied to the specifics of the study area Lack of explanation of terms
Covers all the areas identified in the marking schedule - in a creative way
Use of reading Well researched and well Irrelevant, unselective, purely material referenced, with a wide range of descriptive literature included
Relevant, selective, imaginative
General layout Clearly layed out; attractive, easy Long wordy paragraphs to read and pleasing to the eye. Short paragraphs each with a single Excess use of colour, mix of fonts, subject lack of consistency in use of sub- heading styles, badly labelled Keeps to word limit diagrams or tables
Consistent quoting style No page numbers
Appropriate use of appendices
Organisational Clear, logical sequence and Lengthy build up structure progression Padding Abstract clearly laying out main thoughts No clear structure, pages of text unbroken by sub-headings Clear route map throughout - where are we going and how are Muddled we getting there?
Clear use of sub-headings
Do the conclusions flow from what is written?
19 Style Grab/hook your audience! Rambling
Make it interesting Unclear
Use conventions for academic Repetitive writing Boring
English Clarity Pompous, wordy
Flows easily Spelling blunders or poor grammar will jar and distract the Grammar and spelling correct reader from the meaning and content
Long complex sentences
Understanding Are abstract concepts adequately Regurgitation of other peoples explained? Is the theoretical work framework covered? No evidence of understanding or Masters level thinking - student original thought has a thorough grasp of the subject area, including contemporary Superficial debates and controversies in the field
Shows a critical approach to both theory and methods used in sources
Has developed own ideas
20 Linking a critical approach to your reading with a self-critical approach to your writing
One of the issues that tutors often talk about is making sure you are being both critical of the literature and self-critical of your own writing. The table below might help you in this regard.
As a critical reader of the literature you: As a self-critical writer of assessed work you: ◦ consider the author's purpose in ◦ state your purpose in what you write writing the account to make it clear to your readers ◦ examine the structure of the account ◦ create a logical structure for your to help you understand how the account that assists you with authors develop their argument developing your argument, and make it clear to your readers ◦ seek to identify the main claims the ◦ state your own main claims clearly to authors make in putting forward their help your readers understand your argument argument ◦ adopt a sceptical stance towards the ◦ assume that your readers adopt a author's claims, checking whether sceptical stance to your work, so you they support convincingly what they must convince them by supporting assert your claims as far as possible ◦ question whether the authors have ◦ avoid making sweeping generalistions sufficient backing for the in your writing which you cannot generalisations they assert justify to your readers ◦ check what the authors mean by key ◦ define the key terms you employ in terms in the account and whether your account so that your readers are they use these terms consistently clear what you mean and use these terms consistently ◦ consider whether and how any values ◦ make explicit any values that guide guiding the authors' work may affect what you write what they claim ◦ distinguish between respecting the ◦ avoid attacking authors as people but authors as people and being sceptical be sceptical about what they write about what they write ◦ keep an open mind, retaining a ◦ assume that your readers are open- conditional willingness to be minded about your work and are convinced willing to be convinced if you can adequately support your claims ◦ check that everything the authors ◦ sustain your focus throughout your have written is relevant to their account, and avoid irrelevances and purpose in writing the account and digressions in what you write the argument they develop ◦ expect to be given the information ◦ ensure that your referencing in the that is needed for you to be in a text and the reference list is complete position to check any other literature and accurate so that your readers are sources to which the authors refer in a position to check your sources The above table is taken from the study materials of the University of London External System MA in Applied Educational Leadership and Management (Institute of Education). 21 At Masters level your writing should be academically critical. Hart (1998) suggests the following as the key characteristics of effective criticism:
◦ Agreeing with, or defending a position, or confirming its usefulness through an evaluation of its strengths and weaknesses; ◦ Conceding that an existing approach or point of view has some merits which can be useful, but that others need to be rejected; ◦ Focusing on ideas, theories and arguments and not on the author of those arguments, so as to produce careful, considered and justified evaluation; ◦ Being aware of your own critical stance; identifying your reasons for selecting the work you have criticised and recognising the weakness in your critique; ◦ Selecting elements from existing arguments and reformulating them to form a synthesis: a new point of view on some subject matter; ◦ Finding fault in an argument by identifying fallacies, inadequacies, lack of evidence or lack of plausibility; ◦ Identifying errors in a criticism made by another to provide correction and balanced criticism thereby advocating the usefulness of the original work and reasons for rejecting the criticism made of it. Hart C (1998) Doing a literature review. London, Sage
Checklist for essay writing
You might find this checklist for essay writing useful when it comes to completing the assessment for each module.
Stage 1: Choosing a title
◦ Does the title I have chosen for my essay identify the key topic areas I cover? (For example, NOT 'Teaching evidence based medicine' but 'A description and evaluation of a one-day evidence based medicine course for postgraduate nurses'.) ◦ Does the title reflect the assignment question/task?
Stage 2: Researching
◦ Have I read the required reading relating to this assignment? ◦ Have I read around the subject - explored some of the supplementary reading, followed up references etc? ◦ Have I explored the issues with colleagues to help make connections between my reading and work? ◦ Have I re-read the virtual seminar discussions and pulled out the key issues of relevance?
22 Stage 3: Planning
◦ Have I got a clear structure for my essay? ◦ Am I covering all the areas identified in the marking schedule? ◦ Have I got sub-headings that provide an outline to work to? ◦ Am I clear about the central arguments I am trying to develop through the essay? ◦ Does my introduction make clear how I intend to structure the essay and explore the topic in question?
Stage 4: Writing
◦ Is what I have written relevant to the title? ◦ Is there a logical development and conclusion to the essay? ◦ Are my facts and quotations accurate? ◦ Have I written in an academic style and at a Masters level? (see below on 'what is academic writing'?)
Stage 5: Presentation
◦ Have I quoted my sources? ◦ Have I written enough (but not too much)? ◦ Have I listed the books and articles referred to in my bibliography? ◦ Are my references in VANCOUVER (BMJ) or HARVARD style? ◦ Is the bibliography in the appropriate format?
Stage 6: Checking
◦ Is each major idea developed in a separate paragraph? ◦ Have I avoided clichés, jargon and slang? ◦ Have I checked carefully for mis-spellings? ◦ Have I left any words out? ◦ Have I used punctuation properly? ◦ Have I made my essay anonymous through the use of a student number? ◦ Have I kept a copy of the essay?
What is academic writing?
The German academic, explorer and philanthropist Alexander von Humboldt (1769- 1859) is said to have defined the purpose of higher education as promoting four core academic skills:
◦ To think logically ◦ To argue coherently ◦ To judge dispassionately ◦ To solve problems creatively
23 These traditional academic skills have stood the test of time, but I would add three more (which I term 'contemporary academic skills) to Humboldt's list:
◦ To communicate effectively with the non-expert ◦ To work effectively as a member of a multidisciplinary team ◦ To manage knowledge (that is, to find, store, index, evaluate, summarise, transmit, and share information efficiently)
In other words, an academic course in medical education is, in addition to a way of learning more about the topic itself, an opportunity to learn some general intellectual skills and ways of working that will be transferable to any other field of study.
A question that MSc students often ask is "Am I thinking / writing at Masters level yet?" They know that a good Masters course is intellectually demanding, and that at the beginning of the course, their general intellectual skills will be somewhat 'rusty' from lack of use over the years since they last undertook a rigorous academic course.
One way of measuring whether you are 'thinking at Masters level' is to apply Humboldt's list of core academic skills, as well as the three additional contemporary academic skills, to the written reports you produce as part of your day to day work. For example, in the last report you wrote:
◦ Did your writing display evidence of logical thinking? For example, did you ensure that a statement 'X caused Y' was backed up by appropriate inferences from verifiable observations, and could not have any other alternative explanation such as 'X and Y were both caused by Z'? ◦ Were your arguments coherent? For example, can you trace a clear flow of ideas and inferences as you move from one paragraph or section to the next? ◦ Were your judgements dispassionate? For example, did you clearly distinguish facts (such as 'the children of drug addicts do less well at school') from your own preconceptions ('drug addicts don't look after their children very well') and values ('drug addicts should not be allowed to bring up children')? ◦ Did you offer creative approaches to problems? For example, did you do more than reproduce recommendations written by others, and did you build in appropriate methods to evaluate and build on your new ideas as they are applied in practice? ◦ Did you communicate your key concepts in non-technical language so that people who are not experts in your discipline could understand your arguments? · Did you acknowledge and incorporate the perspective of people from different professions and disciplines? ◦ Did you manage the information needed for this piece of work efficiently (for example, did you conduct a thorough search of the relevant literature and evaluate it critically; did you reference these sources appropriately using agreed conventions; and could you access your sources readily to verify your claims)?
24 3.3 Plagiarism
We are subject to UCL’s General Regulations for Internal Students and the policy highlighted below has been drawn up in accordance with those Regulations.
1. Plagiarism is defined as the presentation of another person's thoughts or words or artefacts or software as though they were a student's own.
2. Any quotation from the published or unpublished works of other persons must, therefore, be clearly identified as such by being placed inside quotation marks, and students should identify their sources as accurately and fully as possible.
3. A series of short quotations from several different sources, if not clearly identified as such, constitutes plagiarism just as much as does a single unacknowledged long quotation from a single source. Equally, if a student summarises another person's ideas, judgements, figures, diagrams or software, a reference to that person in the text must be made and the work referred to must be included in the bibliography.
4. Recourse to the services of 'ghost-writing' agencies (for example in the preparation of essays or reports) or of outside word-processing agencies which offer correction/improvement of English is strictly forbidden, and students who make use of the services of such agencies render themselves liable for an academic penalty.
5. Changing the words of an original source is not sufficient to prevent plagiarism. If you have retained the essential idea of an original source, and have not cited it, then no matter how drastically you may have altered its context or presentation, you have still plagiarised.
Most cases of plagiarism can be avoided, however, by citing sources. Simply acknowledging that certain material has been borrowed, and providing your audience with the information necessary to find that source, is usually enough to prevent plagiarism.
It doesn't matter if you intend to plagiarise or not. In the eyes of the law, and most publishers and academic institutions, any form of plagiarism is an offence that demands punitive action. Ignorance is never an excuse.
Failure to observe any of the provisions of this policy or of approved departmental guidelines constitutes an examination offence under UCL and University of London Regulations. Examination offences will normally be treated as cheating or irregularities under the Regulations in respect of Examination Irregularities. Under these Regulations students found to have committed an offence may be excluded from all further examinations of UCL.
PLEASE NOTE, IF YOU ARE A HEALTH CARE PROFESIONAL REGISTERED TO PRACTICE IN THE UK AND UCL BELIEVES THAT YOU HAVE PLAGIARISED ANY MATERIALS WE MAY BE OBLIGATED TO INFORM YOUR REGULATORY BODY ON MATTERS OF PROBITY. THIS COULD IMPACT ON YOUR PROFESSIONAL PRACTICE.
25 UCL uses a sophisticated detection system (Turnitin) to scan work for evidence of plagiarism. This system has access to billions of sources worldwide (websites, journals etc.) as well as work previously submitted to UCL and other universities.
Self-plagiarism If you have previously written an essay and you use part of that essay for another piece of assessment you must still cite yourself as the author of the source, and acknowledge where the text has come from.
If an assessment enables you to address your choice of topic or to write your own essay question, then it is against Departmental regulations for you to edit a previous assessment and submit that. This is because you cannot be awarded credit for a given piece more than once.
For further information please see UCL’s guidelines: http://www.ucl.ac.uk/current-students/guidelines/plagiarism.
3.4 Referencingyourwork
What is referencing?
Whenever you quote from another source, refer to it, or even allude to it, you are expected to reference it, i.e. to identify the place where the original citation can be found. Referencing, therefore, is the standardised method of acknowledging sources of information. Knowledge of referencing is thus an essential academic skill.
Why is referencing important?
Important reasons for referencing include: ◦ To avoid plagiarism ◦ To enable the reader to trace, verify and/or follow up the source material ◦ To demonstrate that you are not just giving your own opinions, but are substantiating this with evidence.
What are the steps involved in referencing?
There are three basic steps involved in referencing: ◦ Recording all the necessary bibliographic details (i.e. author(s), year of publication, editor(s), book title or title of article, journal name, volume number, issue number, page number(s), publisher, etc.) at the time of collecting the information. ◦ Citing the reference in the appropriate place and in the appropriate format within your essay. ◦ Providing a reference list (i.e. a list of all the sources you have referred to in your text) or a bibliography (an A - Z list of all the sources you have referred to in your text) at the end of your essay.
26 Please note that a list of "references used" or "bibliography" at the end of your assignment, without clear indication within the text as to which parts of the argument draw on which references, is inadequate.
Referencing styles
On this course you should use either the VANCOUVER style of referencing, which is the standard for biomedical publications (see the BMJ for example), or the HARVARD system.
Vancouver
In the text, number the references as superscripts at the end of the relevant sentence, and at the end, list in numerical order: Journal reference: Smith GJ, Patel H. Making omelettes - a short overview. British Journal of Cookery Tips 1999; 32: 2-6. Book chapter reference: Smith GJ, Patel H. Selecting the best eggs for omelettes. In Brown CN (ed). Omelette making for beginners. London: Penguin, 1999.
Harvard
In the text, reference as (say) (Smith and Patel 1999), and at the end, in alphabetical order: Journal reference: Smith GJ, Patel H (1999). Making omelettes - a short overview. British Journal of Cookery Tips 32: 2-6. Book chapter: Smith GJ, Patel H (1999). Selecting the best eggs for omelettes. In Brown CN (ed). Omelette making for beginners. London: Penguin.
For detailed information and examples of how to use Vancouver and Harvard referencing styles please see section 5.1 of the UCL WISE module.
Bibliographic software
We recommend that you consider using one of the electronic referencing systems commercially available (Reference Manager, EndNote) and use this to index, store and recall your references for this course. For more information on bibliographic software see section 5.2 of the UCL WISE module.
27 4. Studying at a distance in an online learning environment
4.1 Working on your own - virtually speaking
If you went to a conventional university or college, you may recall that there is a lot more to academic life than just the written study material. You could discuss things face to face with your tutor and your fellow students, ask questions if you didn't understand, and challenge your lecturers on points of detail. Perhaps most crucially, the university provided places where you could socialise and 'unwind' after a long day's studying. It was probably during these informal contacts that you discovered you weren't the only person who was puzzled or irritated by some aspect of the course.
Distance learning courses have traditionally involved working on your own from a set of study packs, at your own pace and in your own time. They were a tough and lonely path to tread, but they were often the only way people could combine work, family and academic study. Apart from being computer-based, this course is different from most distance learning courses in two ways. First, it involves far more interaction than is possible in conventional distance learning. We expect you to communicate with your course tutor and fellow students on a regular basis, both by email and via the virtual seminars. If we do not hear from you we will contact you to make sure you are keeping up. This is not a course in which you can just sign on occasionally, make an observation, and then fade into the background. The participation level of this course is what creates the synergy of a 'learning community' online. It is dependent on all student being involved and actively sharing.
The second difference between this course and most distance learning courses is that because of the regular virtual seminars (see the course timetable for details of when these are held), we require you to pace your work evenly through the year to ensure that you have covered the study material in advance of the seminars. Thus, although you will be 'alone' for most of your studies, you will need to be as strict with your own personal study timetable as you would for a lecture-based course. Of course, you will have much more flexibility about when you do the work and when you log on to send your messages to the seminar (virtual seminars do not require everyone to be online at the same time), but you will not be able to save up a large backlog of work to be done, say, during a vacation.
28 4.2 Twelve tips for potential distance learners
Dr Sarah Hartley, Dr Frances Carter, Imperial College School of Medicine
Dr Deborah Gill, Dr Kate Walters, Dr Pauline Bryant, UCL Medical School
This article was written by some medical educators who have all had first hand experience of studying by distance learning. We have adapted it for the web, with the permission of the authors, from the following published article: Hartley S, Gill D, Walters K, Bryant P, Carter F. Twelve tips for potential distance learners. Med Teach 2001;23: 12-15.
Introduction
In the current culture of continuing professional education and revalidation an attractive solution to the educational needs of organisations and individuals is the development of distance learning programmes. While popular in other professions, programmes have been slow to develop in medicine, but are likely to become more widely used (Kent, 1997). The flexibility of distance learning is the main attraction for many professionals, who can continue their professional and personal commitments while developing their skills (Bagnall, 1995). Courses are often much cheaper than taught courses, and the minimal disruption to the learners professional activities (Moore, 1995) is valued by learners and institutions alike.
Distance learning courses are not without disadvantages however, which are evidenced by high 'drop-out' or attrition rates. For many professionals, their first experiences with distance learning will be long after their initial qualification and exposure to a new way of learning may be unsettling. There is a prevailing (although often unvoiced) feeling that distance learning courses are in some way second-rate. It is important to recognise however that students who persist with distance learning courses perform as well as students on taught courses (Treloar, 1998; Long, 1994). As distance learning is critically dependant on the materials used these have usually been carefully designed and are often excellent.
This article was written by a group of North London GPs who have been studying on a Masters degree course in medical education by distance learning. We would like to offer a number of reflections that have grown out of our experience of distance learning over the last eighteen months.
Selecting the right mode of study
This is the most important decision that you will make. It is likely that you will be affected by external considerations such as cost, convenience and career progression. Before starting it is worth considering whether distance learning really is the most appropriate way for you to develop your skills. In making this decision you will need to consider whether a shorter but more intense taught course may be more suitable for your circumstances. You will need to think about what changes you may personally and professionally undergo during the intended duration of the
29 study. To accommodate such changes a course will need to be flexible. A modular format is ideal, preferably with recognition of partial course completion. If the course is based at a centre known for its expertise in producing distance learning packages, then you can have some confidence in the quality of the course. Finally, check whether your employer or institution supports staff through particular courses at recognised institutions. This may mean that your fees are very much reduced.
Tip 1: Choose a course carefully that is suited to your needs and lifestyle
Finding out about the course you are considering
Completion rates: Finding out about the course is of prime importance so you should try and get information from as many sources as possible. Talk to the course organiser, other students and alumni. Try to ascertain how many students successfully complete the course ( as a percentage of those who start the course) and, if the attrition rate seems particularly high, try to discover why. There may be good reasons for non-completion. Contact with alumni will give you a clearer idea of the outcomes of the course. They will be able to tell you how they have benefited personally and the impact of the course on their career. The course organiser should be able to answer many of your questions and produce detailed documentation. Check which subjects are core and which are optional. Request sample course materials and check whether they seem appropriate to your needs. For maximum flexibility, modules should be quite small and independent so you can take them in any order. Some courses have mandatory taught components, and this may be a serious disadvantage to participants with personal or professional commitments.
Resources: Next consider the resources you will need. Some courses can be completed entirely by post, while others will require access to the Internet. The library resources you need may not be available locally - some courses will supply you with the literature you need, either in photocopies or over the Internet.
Finances: Finally, you will need to consider your financial situation. Check whether you can pay by instalments for long courses and be refunded for parts of the course not completed. If the course organisers are unable or unwilling to give straightforward and detailed answers you should be concerned and question why this is the case.
Tip 2: Find out as much as you can about the course, preferably from a number of sources, before committing yourself
Obtaining funding
It is likely that you will need to seek some financial support. The key to obtaining funding is 'ASK FOR IT'. It may only take a few minutes and the price of a stamp. Small sums of money are often easier to obtain so many sources need to be approached if a suitable sum is to be built up. The quickest and easiest way to do this is to write a brief universal letter outlining who you are, what you do, and what you are asking for. Keep it short, as short letters get read. Further details e.g. CV, a copy
30 of the course outline and other sources of funding obtained can be attached. The letter should be personalised and saved so that if further possible sources of funding appear it can be reproduced.
The most obvious sources of funding, such as the regional postgraduate deanery, often seem oversubscribed so it is worth considering smaller institutions such as charities, minority groups, and local research groups. The bigger institutions e.g. Royal Colleges, Health Authorities, and pharmaceutical companies may have more strict regulations on funding along with copious forms to fill in. Check with colleagues and keep an eye on university notice boards and relevant journals.
Tip 3: funding is available from many sources, but you have to ask for it
Establishing a support network
Distance learning can be an isolating and frustrating pursuit, especially for those used to studying and working with others. One of the keys to successful progress and completion of a course is to form a support network. Some courses may arrange summer schools, while others offer regular structured contact with tutors. We would advise trying to form a peer support group of fellow students. You do not necessarily need to meet with your group in person - it may be possible to share experiences by phone or using the Internet. While the main benefit of working in a group is to enrich the academic experience, the social and support benefits of group learning should also not be overlooked. Course organisers should be willing to put you in contact with other students and may consider developing web-based resources for the group. A study group itself needs some ground rules but the nature of the course may allow substantial degrees of flexibility with regard to the frequency and nature of meetings. Consider planning dates at least three months in advance to accommodate busy personal and professional commitments. Between meetings you can share ideas and draft assessments, if possible, by electronic mail.
Tip 4: Distance learning is enriched by the formation of a well-functioning support network
Understanding the course requirements
The standard of work required to successfully complete the course modules may not seem obvious at first. The standard and depth required for each module/assignment will depend on three factors: the length of core and background material, assignment length - the maximum word count should be clearly stated, and the amount each assignment contributes to the final assessment. The first assignment can seem very daunting to the distance learner and a feeling of not knowing where to begin is common. It helps to see how others have tackled the same task, especially in the early stages. You may want to consider asking for sample essays from your course organiser, linking up with peers on the same course to exchange ideas and rough drafts, or submitting a draft assignment for feedback from your tutor before final submission.
31 Remember that a good basic textbook will often give a review of the current thinking and literature in the area, which can provide a starting point.
Tip 5 : Determine the standard required of you
Planning your study time
In drawing up your timetable it is worthwhile considering a few preliminary points. Find out the maximum length of time for course completion and set yourself a target completion date. Consider all the possible things that might happen to you in that time-span which will affect your workload (maternity leave, changing jobs or taking a sabbatical). Next break up your overall target in to a series of smaller achievable targets (which you can then reward yourself for completing - see tip 12). You will probably find that you need much more time for your first few assignments - try to allow for this in your planning and not to get dispirited as you will get quicker with time. You can never plan for every eventuality and you should make sure your course has the flexibility to allow you to take 'time out' when required. If you are in a study group make the most of group time by reading the core/background reading material. Consider building into your timetable 'catch-up' times where there are no meetings and you can bring yourselves up to date with modules missed.
Tip 6: Set yourself a realistic timetable with achievable goals... and try to stick to it!
Time management
To fit a distance learning course around your normal routine you have to be organised, ruthless with your time, and prepared to give something else up. This involves careful consideration of your current commitments and advanced planning. You will probably have chosen a distance learning course because of professional or domestic commitments, and you will have been attracted by the relative flexibility and potential for working at your own pace.
However, you are likely to feel that working full-time or running a home should take precedence over studying. In taught courses your peers and tutors provide motivation to keep up with assignments but in distance learning you are on your own. Make time for your studies - arrange protected time free from distractions. A fixed time each week and a study area where you can concentrate will put you in the best frame of mind to set to work. You may need to be ruthless with yourself to arrange your mental and physical space but it will be hard to continue unless you do so.
Tip 7: Organise protected time for yourself
Getting used to a different quality of support: feeling part of the course
On a taught course support is available immediately from peers and teachers, as well as from the institution. On a distance learning course it is easy to feel isolated and dissociated from the course organisation, making it hard to know whom to contact if
32 you need help or encouragement. You will gain support and a sense of 'belonging' to the course by making and sustaining links with the course organisers. If at all possible it is worth going to visit the organisation in order to put faces to names. You will be in regular contact with the course administrator for materials and assignments, so building a good relationship is vital. The administrator is then more likely to help you, whether this be sending out copies of invoices to help funding, or liasing with the course organiser to develop entirely new course materials or assignments to meet your needs. Your tutors will also appreciate knowing you when you contact them, and you may feel motivated to try harder in order to meet their expectations.
Tip 8: Make and sustain links with the administrator and course organizer
Getting used to a different type of academic feedback
Prior to your distance learning course most of your experience of learning will have been in a directly taught environment. You will have been used to immediate feedback from your teacher and peers on your contribution in the classroom / seminar environment, whereas in the distance learning environment you will study alone. If peer feedback is important for you it is imperative that you form a study group. Assignments are usually submitted and returned by post with written feedback. It is unlikely that you will get feedback in less than 10 days, and you may find that you wait much longer.
While electronic mail is quicker, the motivating immediacy of verbal feedback is still lost. You will find that the quality of feedback is affected by a purely written response. Many courses use standardised forms and the area for comments does not permit the tutor to expand on the merits of your work. You may feel demoralised that an assignment that took hours to write is returned marked 'pass' together with two sentences of more or less superficial comment. Remember that this is a reflection of the limitation of the course design and not of your work. It is always possible to contact the tutor who marked your work for further discussion, and discuss the assignments with your group
Tip 9: Remember that the timing and the quality of feedback are affected by the nature of a distance learning course
Seeking help
Working alone and at a distance can be quite disempowering. When you don't understand the course material or assignment it is tempting to blame your own lack of knowledge or experience in the area. It is important to not assume that the course materials are always error free or written in an understandable form. If you are not sure you should always seek clarification from others. The course tutors should be helpful, and there may be others locally who can help too, such as work colleagues. One of the great advantages of linking up with your peers to follow a distance learning course is being able to discuss potential areas of misunderstanding.
33 Knowing that others are having similar problems encourages you to realise that it is the course material not you and gives you the confidence to feed this back to course organisers.
Tip 10: If you don't understand something don't assume that you are at fault; ask for clarification
Evaluating the course
This is a very important part of a distance learning course. In a taught course, teachers gain significant feedback from the way in which students react to the session and the course materials and then supplement this with informal or formal evaluation procedures. On a distance learning course the course organisers will not know how boring / confusing / incomprehensible a module is unless you tell them. Ideally a course will have formal evaluation procedures in place, but if not you should feedback on each module to the author.
When completing an evaluation first consider the aims and objectives. Were they clear? Were they appropriate to your learning needs? Then consider the materials. Did they meet the stated aims and objectives? Were they clear and well laid out? Were they stimulating? Finally consider the assignment. Was it appropriate? Was the feedback adequate? Remember to make your feedback constructive, and offer praise where praise is due. By doing this you will improve the module for future students and you will benefit as you influence future units of the course that are still in preparation.
Tip 11: your constructive evaluation of the modules is valuable for improving the course
Maintaining motivation
Distance Learning is hard work whether you are struggling on your own or supporting each other in a study group. Your studying will not have the external structure imposed by terms or semesters and you will not have set holidays and weekend breaks. When you finish a module, complete a critical number of assignments or get a good mark there may be no-one to celebrate your achievements. So reward yourself! Plan small treats for small achievements and bigger ones for bigger steps towards your goal of finishing the course. You should inform external agencies - for example your employer, or people involved in your appraisal and promotion about your progress. You will find that their enquiries about your work act as a further incentive. If you can meet with fellow students, try to build in some social time to congratulate yourselves on what you have achieved over time. You could plan to meet yearly or more frequently. This will reinforce your desire to continue, and thus act as both a reward and an incentive.
Tip 12: Reward yourself
34 Discussion
Distance learning courses offer huge advantages to students with personal and professional commitments that preclude attendance at a taught course. Their disadvantages include student isolation, and consequent reduction in motivation. Courses tend to be part-time, and of long duration. Students may fail to fully understand the commitment required, or find that the course does not meet their needs. While some students prefer to work alone and can sustain motivation for several years, others fail to complete the course (Long, 1994). This attrition represents an enormous waste of effort and funding.
Many of these problems can be overcome by developing a support network (Robinson, 1995). While these networks can take many forms, they should provide regular academic and social support. Virtual support has not yet been fully developed, but may provide a valuable resource to many distance learning students. Its potential should be further investigated by institutions developing distance learning courses and funding bodies.
References Bagnall, G. (1995) Postgraduate training in health education / promotion. The demand from potential students for distance learning. Health Education Journal 54: 163-175. Kent, A. (1997) Medical Schools without walls. Medical Education 31: 157-158. Long, M. (1994) A study of the academic results of on-campus and off-campus students: comparative performance within four Australian tertiary institutions, (Canberra, Australian Government Publishing Service) Moore, M.G. (1995) American distance education: a short literature review. In: Lockwood, F., (Ed.) Open and distance learning today, London, Routledge. Robinson, B. (1995) Research and pragmatism in learner support. In: Lockwood, F., (Ed.) Open and distance learning today 221-231. London, Routledge. Treolar, C. (1998) Evaluation of a national and international distance education programme in clinical epidemiology. Medical Education 32: 70-75.
35 4.3 Workinginavirtualgroup
Introduction
Working and learning together with fellow students and tutors in small groups is a central feature of this course. At UCL Medical School we see learning as not just an individual activity (although private study is still an important component) but also as a social process, involving the active construction of new knowledge and understandings through group interaction and peer discussion.
This combination of private study and group work is a powerful one. As a group member you will benefit from the individual efforts of each student grappling with ideas in the course material, and at the same time, advances in collective understanding within the group will give a huge boost to your private study.
We believe that group work is such an important component of your study that we allocate 10% of marks for each assignment to your participation in virtual seminars, and we expect you to demonstrate in your essays how the group discussions have informed and developed your own thinking. Working in virtual groups is therefore NOT an optional part of the course, but a key requirement. The participation level of this course is what creates the synergy of a 'learning community' online. It is dependent on all students being involved and actively sharing.
Why is groupwork such an important part of the course?
'...Computers can provide a conversational environment in which the learner can apply knowledge to problems and consider their actions as reusable events. Learners can control their learning, learn from others and develop reflection on actions as metacognitive skills.... We believe that learning environments should support collaborative construction of knowledge involving both teachers and students. [...] Collaborative knowledge construction environments enable all members of a class or learning group the opportunity to contribute their interpretation. It is important for advanced knowledge acquisition that learners realise that there exist multiple interpretations for every event or object. Those interpretations may be dissonant or consonant, but they reflect the natural complexity that define most advanced knowledge domains. Collaborative environments enable learners to identify and reconcile those multiple perspectives in order to solve problems (Jonassen et al, 1993).'
Some of the advantages of collaborative learning that we have identified from our experience of small group teaching and learning are that students: ◦ Are able to actively construct knowledge. In other words, knowledge is not something transmitted to a passive group, but the result of social interaction between active learners. ◦ Have the opportunity to practice and develop their higher level academic skills - arguing logically and consistently, comparing and contrasting differing viewpoints etc (you can read more about higher level academic skills in the Student Manual.)
36 ◦ Share and learn from each others' experiences. You will have the opportunity to learn about each others' health care systems, each others' professional and disciplinary backgrounds, and different perspectives on issues under discussion. We anticipate that you will learn as much from each other as from the course materials and tutors on this course. ◦ Get motivating feedback from other students as well as from tutors. ◦ Get exposure to different approaches to problem solving and learning.
Although there are clear advantages to collaborative learning, it is important to be aware of some of the problems and limitations: ◦ All learners have different learning styles and preferences. Some learners enjoy working in groups and 'holding the floor', whilst others find it much harder to participate in group discussions. In addition, learners have different reactions to working in a virtual environment. Some of you are likely to find you take to the virtual environment easily, for others it will feel much more unnatural. McMahon (1993) distinguished between students who 'lose themselves' and those who 'find themselves' in the virtual environment, and Salmon (ref) observed similarly that whereas some students perceived their virtual group to be part of a warm, friendly and supportive online community ('in-here'), others regarded themselves as facing a whole sea of others ('out there'). Although we consider group work such an important part of this course that we make some participation a requirement, we do recognise that, as in any group, participation levels will vary and some will find participation harder than others. If you feel shy or unsure about contributing to group discussions, particularly at the beginning of the course, don't worry, you won't be penalised for being the last to say something! You may like to send your first suggestion in a private email to your tutor or a fellow student and ask for their comments before posting to the whole group. ◦ Not all attempts at collaborative learning will succeed: in some cases, collaboration can lead to conformity ('groupthink'), conflict, misunderstandings, and compromise, and so the potential benefits are not realised.
How does the virtual group differ from face-to-face groups?
Dependence on technology
To participate in virtual group work, you need to be able to use the technology effectively, and the technology you have needs to be working properly! Gilly Salmon has developed a five step model of teaching and learning online which emphasises that before information exchange and collaborative learning can take place, learners must have access and be confident in sending and receiving messages. You can look at Salmon's model of online teaching and learning here.
37 Communication is text based
Some people find it harder to discuss things through text rather than the spoken word, whilst others flourish by being able to communicate through text rather than verbally. For all of us, online communication (including email) has meant learning a new way of communicating, which is somewhere between the written and spoken word. It has been suggested that online discussions can be thought of as like 'talking with our fingers - a sort of half-way house between spoken conversation and written discourse'.
Communication by text can easily be more time consuming than verbal communication. We tend to take time to compose our messages and then read and maybe edit them before posting, rather than responding spontaneously as in verbal communication. Similarly, we tend to take longer over reading others' messages than if we were simply listening in a face-to-face group, and may re-read contributions to understand and reflect on what is being said.
Absence of non-verbal cues
The entire culture of virtual communication is profoundly different from face-to-face interaction. In a conventional face-to-face group, participants are essentially using the same communication skills they learned from an early age, namely facial expressions such as smiling or frowning, changes in verbal emphasis or tone of voice, hand gestures, and the subtle use of eye contact. Although many aspects of face-to- face group work must be learned and agreed as 'ground rules', the basic currency of communication does not need to be relearned.
In contrast, the participants in a virtual group must, in addition to becoming technically adept in using the software, learn a host of different cues and techniques for communication. They cannot see from 'body language' whether their fellow participants are receptive, supportive, bored, hostile or inattentive. The lack of non- verbal cues means that it is easy for misunderstandings to occur. The table below suggests some virtual equivalents of traditional non-verbal cues.
The absence of non-verbal cues also mean that it is much more likely that it is your message people will respond to rather than to personal characteristics such as your appearance, accent, race or social class.
38 Usual interpretation of this Indicator of similar emotional Traditional non-verbal cue behaviour response in virtual group Explicit postings (e.g. 'Well Smiling, positive facial Support, warmth, empathy, said' or 'I agree') which have expression, leaning forward interest been termed say-writing, or use of 'emoticons' Empathy, peer support 'Secret' body language (especially when there is between two members (e.g. Private email message aggression or negative winking, eye contact) feedback from a third party) Laughter or other emotional Relief of tension Verbal humour or emoticons 'releases' Sitting outside the circle of Reduction in frequency of group members; using 'closed' Withdrawal from the group postings from that member or body language emoticons Few or no responses on this Boredom (especially if Yawning topic from other group displayed by several members) members, or emoticons Use of capital letters (e.g. Aggressive gestures Attempt to convey strong 'DON'T FLY OFF THE HANDLE - I accompanying speech (e.g. emotion (e.g. anger) WAS ONLY TRYING TO HELP') standing up, table thumping) or emoticon Use of asterisks around the key Emphatic gestures Drawing attention to key words (e.g. 'I think we should accompanying speech (e.g. words or phrases discuss the *sexual* hand waving, drawing on pipe) implications of this case'.)
Place of interaction
A virtual group can have members anywhere in the world. Apart from the obvious liberation from travel, this enhances the potential for bringing together people from very different backgrounds. Members of a virtual group may have far fewer shared assumptions and values, and they may speak different languages. These differences can provide a rich learning experience, but they also require participants to recognise the contextual nature of their own perspective and acknowledge the existence of very different ways of looking at and talking about issues. This may mean explaining abbreviations, metaphors, etc., or it may require greater understanding of different religious, socio-economic, and political perspectives.
Timing of interaction
There are two fundamental ways in which people can interact by computer: ◦ Synchronous (real time) interaction - in which everyone logs on at the same time and sees the letters on the screen as they are typed in by different participants. This method, usually referred to as 'chat', is commonly
39 employed for recreational purposes, but is relatively little used in formal courses. ◦ Asynchronous interaction - in which members of the group each log in at their own convenience, check for new contributions from their fellow participants, and post their own new messages for others to see.
Asynchronous interaction has a number of theoretical advantages, which research is now beginning to confirm in practice. First, participants are freed of temporal as well as geographical constraints. This means that as busy professionals with unpredictable workloads and domestic and other commitments, you can choose to do your 'group work' at a time convenient to you.
Secondly, and perhaps more significantly, the virtual group process allows more reflection than does face-to-face interaction. You can take as much time as you wish to consider the contribution of another group member and formulate your response. This also means that less confident group members can draft a response and reflect on it before sending it to the rest of the group. People who feel that they 'never get a word in edgeways' can create additional opportunities to participate by logging on more frequently.
Conversely, individuals with a tendency to make hasty comments that they later regret can construct a response but delay sending it until the following day, when a more measured contribution may have occurred to them.
Finally, because contributions are 'threaded' (i.e. responses are automatically linked to the comment to which they pertain), asynchronous communication allows discussion to proceed in a non-linear manner. The use of threads is one aspect of virtual group work that all participants must learn and adhere to, since inadvertently posting a response to one message as a reply to a different message will quickly generate confusion in the group.
Potential for private interaction in parallel with group work
In face-to-face group work, if the tutor sees someone displaying antisocial behaviour, they can only intervene publicly, or else must wait until the session has finished. In the virtual group situation, it is possible to send a private email either to the disruptive member (thus sparing him or her the embarrassment of a confrontation in front of the whole group) or to another member to offer support or suggest a way of responding.
Recording of the group process
The electronic medium automatically creates a detailed, permanent and fully indexed record of the entire group process. Individual group members can look back over the contributions that have been made, and remind their fellow participants of messages which were sent several days or weeks previously.
40 Tutors may call attention to particular sequences of communication in order to illustrate lessons about the group process. We encourage you to see the transcript of virtual seminar discussions as another source of material for you to draw upon when writing your assignments.
Advantages and disadvantages of virtual group learning Advantages Disadvantages ◦ Communication takes place via ◦ Time and place independence written messages so learners ◦ No need to travel to place of with poor writing skills may be learning at a disadvantage ◦ Speakers of other languages ◦ Non-verbal cues as to a have added time to read and participants' intention are not compose answers available, except through a ◦ Questions can be asked without combination of keystrokes waiting for a 'turn' (emoticons) or the use of ◦ It allows all students to have a typeface emphasis (italics, bold, voice without the need to fight capital letters) for 'airtime', as in a face-to-face ◦ Time gaps within exchanges may situation affect the pace and rhythm of ◦ The lack of visual cues provides communications leading to a participants with a more equal possible loss in textual footing coherence ◦ Many to many interaction ◦ The medium is socially opaque; enhances peer learning participants may not know who ◦ Answers to questions can be or how many people they may seen by all be addressing ◦ Messages are archived centrally ◦ The normal repair strategies of providing a database of face-to-face communication are interactions which can be not available and revisited misunderstandings may be ◦ The process of learning becomes harder to overcome more visible to learners and ◦ Context and reference of tutors messages may be unclear and misunderstandings may occur
Getting the most out of participating in virtual group work
Participation in online discussions is clearly an important part of this course. How can you ensure that you are getting the most out of your participation? Here we provide a checklist to help you assess your participation in the virtual seminars and ways in which you can make them effective as learning experiences for yourself and your fellow students. The list below contains ideals that may be hard to always implement in practice, but the points serve as a useful reminder of the ultimate purpose of participation in group discussion:
41 1. Become aware of diversity: Are a variety of perspectives explored in discussion? What views from outside the mainstream are you or others trying to bring into the group? Are there questions, issues or perspectives that you find the group is trying to avoid during discussion, and how do you or others try to bring these to the attention of the group?
2. Appreciate ambiguity and complexity: Is the discussion open-ended, and do participants show respect for the complexity of the issues being discussed? Are as many questions raised as are answered during discussion? Does the tutor guide the discussion toward a predetermined end point, or does the discussion conclude more ambiguously, stimulating further inquiry and reflection?
3. Hunt for assumptions: Are there opportunities in the discussion for you to increase your awareness of the assumptions you and others hold and to critique these?
4. Listen attentively and respectfully: What can you do in discussion to show others that you are listening attentively? What signals do you receive from others that show they are or are not 'listening'?
5. Acknowledge continuing differences: Are there open and frank disagreements in discussion? If so, is there a willingness on the part of those who disagree to acknowledge and respect differing viewpoints?
6. Work at increasing intellectual agility: As you participate more in the discussions, are you finding it increasingly easy to express yourself? Are you able to respond to unexpected comments with more success and confidence? Do other students appear to understand your comments more clearly?
7. See connections: How do the discussions connect with your own work and life experiences? What ideas have surfaced that have implications for how you'll think and act in the future?
8. Communicate clearly: What do you and others do to ensure that you are communicating clearly across cultural, gender, and ideological differences?
9. Synthesize and integrate: Are you able to connect your contributions to the contribution of others? In what ways does the discussion lead you to a deeper understanding of an idea or issue? How does it give you a new appreciation of a topic's complexity? Are you able to summarise the key points to emerge from discussion?
10. Transform ideas into actions: In what ways do the discussions in the virtual seminars prompt you to think about acting differently outside the course?
(This checklist is adapted from Brookfield, S and Preskill S (1999). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. San Francisco: Jossey-Bass Publishers.)
42 References
Doolittle P (1999) Constructivism and online education. Virginia Polytechnic Institute and State University. http://edpsychserver.ed.vt.edu/workshops/tohe1999/tohe2.html Jonassen D, Mayes T and McAleese R (1993) A manifesto for a constructivist approach to uses of technology in higher education. In Duffy TM, Lowyck J, Jonassen D (eds) Designing environments for constructive learning. NATO ASI series, F105, Heidelberg, Springer-Verlag, 231-247. Elwyn G, Greenhalgh T and Macfarlane F (2001) Groups. A guide to small group work in healthcare, management, education and research. Abington, Radcliffe Medical Press. Kaye T (1995) Computer supported collaborative learning. In Heap N, Thomas R, Einon G, Mason R and Mackay H (eds) Information Technology and Society. London, Sage in association with The Open University. Salmon G (2000) E-moderating. The key to teaching and learning online. London, Kogan Page.
4.4 The discussion area of this course
Introduction
We have created a number of interactive groups within the course (called 'Forums') and within each of these Forums you can interact with other students and tutors.
Virtual seminars
These are the most formal of the various Forums. There will be a virtual seminar for module, and you are required to take part in these. If you have not already done so, please make a note of the dates of each virtual seminar in your diary. The seminars run for 17 days of each module. We expect you to have explored the required reading for the study unit and the suggested activities before the seminar begins. We also expect you to make regular contributions to every seminar and respond constructively to the contributions of your fellow students. You can read more about virtual seminars here.
The student cafe
This is an informal student-only space, which the course team tutors do not enter. This is the place you can visit at any time to have those chats about life, the universe and so on! You can join fellow students to exchange experiences and have a good moan about any aspect of the course! There are no official rules for what goes on in the cafe. You will have to let us know if anything untoward is going on in the cafe, as we make a point as tutors of not entering this forum to keep it a student-only space for discussion.
43 Main Forum
This is the equivalent of the general course noticeboard. Everyone has access to this Forum. This is the place for tutors and students to post messages about interesting resources, website, conferences, or news to want to share.
Important notices
This is where the course team will post any important administrative information about the course e.g. deadlines for examination registration, information about examination results, etc. Please make sure you check for new messages in this Forum each time you log on.
Help (including technical problems)
This is the Forum to post any messages about technical difficulties you are having, any queries about navigating your way around the course, any 'dead links' you come across etc. It is also the room to post any queries you have that you cannot find an answer to in the student Manual (but DO check the HELP! page in this Manual before posting a message in this Forum).
Senior common room
You may hear tutors refer to discussions they have had in this Forum which is closed to students. It is where staff conduct their virtual staff meetings.
Feedback
This discussion Forum is the place for you to feed back to us your informal comments on the course. You can comment on any aspect of the course material or practical and organisational matters. This Forum will remain open throughout the course and is intended to supplement the evaluation questionnaires which you will be asked to complete at the end of each unit. Please use this room whenever you have any feedback to give us - we welcome feedback and see evaluative discussion amongst students and tutors as an important way of improving the quality of the course.
44 Frequently asked questions about the virtual seminars Please ask more questions by posting in the Help Forum and we'll update this page with answers.
Q: Do I have to join in the virtual seminars? A: Yes! Satisfactory participation in virtual seminars is not an optional extra on this MSc but a course requirement. Satisfactory participation means a) posting a minimum number of contributions relevant to the set topic within the stated time period; b) offering relevant responses to a minimum number of contributions from other participants within the stated time period. As a general rule, the minimum number of contributions expected is five per virtual seminar and five responses to others' contributions.
Q: I work odd hours and I would prefer to join in the virtual seminar at 3 a.m. A: That's fine. You can post your messages and read other people's replies at whatever time of day or night you want. People don't have to be logged on at the same time. However, check the timetable for the time window of each virtual seminar. The seminars run for 17 days of each unit. We expect you to have explored the reading for the study unit and have an idea of the activities before the seminar begins.
Q: I'm very shy, and I think the other people on this course are better than me. I know I won't have much to contribute A: That is almost certainly an illusion. This course welcomes students from a range of backgrounds and we know from the research literature that a multidisciplinary, mutually supportive group is a powerful tool for supporting deep learning. It's not really a question of whether you're 'clever' enough to join in the group, but whether you can bring a different perspective or encourage another group member to reflect on their own perspective. But if you're reluctant to join in at the beginning, don't worry, you won't be penalised for being the last to say something! You may like to send your first suggestion in a private email to your module tutor or a fellow student and ask if he or she thinks it's worth posting for the whole group.
Q: The dates of the virtual seminar clash with my holiday A: If in exceptional circumstances you need to be absent from the course during term time, please ensure that a) you inform the module tutor and b) it is not during the entire period of a virtual seminar.
Q: Someone keeps putting long and/or irrelevant and/or rude messages in our seminar A: At the beginning of the course you will have discussed, as a group, a set of 'ground rules' for contributing to the group discussions.
However, it would be naive to think that such rules and codes mean that everyone will behave well all of the time. We know that small groups, virtual or face-to-face, tend to go through a cycle of forming, storming, norming and conforming, and you should not be surprised if your group 'storms' at some stage. If you feel that someone is not behaving well in a group, or their messages are upsetting you or
45 other group members there are various ways of responding. You could tell this person that their behaviour is bothering you, and if you do, you may get a cross response back which will spark off a general discussion about everyone's virtual idiosyncrasies! It may however be better to send the person a private email so you don't embarrass them in front of the group. You might also like to tell your tutor that you're finding that person difficult to handle.
There are no easy answers on how to handle these situations. We are still learning on our web-based courses how virtual small groups can best keep the dynamics of virtual groups on an even keel.
Q: The person who is supposed to be tutoring this seminar hardly says anything. We seem to be floundering on our own A: This course is based heavily on the principle that knowledge is socially constructed - i.e. that students actively build rather than passively consume knowledge. The tutor in your virtual seminar is there to facilitate your active learning, not to impart facts! As adult learners, you will all undoubtedly have useful experience to bring to the group, and helping one another through hurdles of understanding is a crucial part of the learning process. Even if your tutor 'knows the answer' he or she may hold back from contributing directly to the seminar, although they may be interacting by private email with the student moderator. If you really feel that the module tutor is conspicuous by their absence in the virtual seminar, feel free to say so, but remember that they are probably 'lurking' and sharing in the learning process all along. As a general rule (although there may be exceptional circumstances) tutors will log in every day during the weeks the virtual seminar is running.
Q: I am down to moderate the next seminar and I am nervous about how I will cope A: Most people get this feeling when their time comes round! If it really is more than ordinary 'hot seat nerves' try to identify why you are feeling under-confident and take the appropriate action: ◦ If you are worried you won't know what to say, try a private email to the module tutor which begins, "Dear X, I was wondering if the following would be a good way to kick off/ sum up/ deal with the contribution from Y." ◦ If you are under-confident about the subject matter, remember the 'chair' does not have to be the expert. You could even use your ignorance or uncertainty for the benefit of the group. For example you could start a thread called 'clarification of concepts' and say something like "Well everyone, I must admit that [subject xxxx] had me really confused. Can anyone enlighten me on it?" ◦ If you simply don't have time to do it this time round, try to arrange a swap with someone well in advance of the start date. In the first year pairs of students may co-moderate a virtual seminar rather than an individual student taking on the role on their own. ◦ If you are concerned about a virtual bully or other dysfunctional behaviour, remember that the rest of the group is probably strongly behind you when you try to manage him or her!
46 If necessary engage in private email with the module tutor or one of the group to plan a response to a cutting or unnecessary posting.
Q: The person who is moderating our seminar is not performing very well A: Give them a chance! Some of us are better than others at this task, and if one of your colleagues is having problems you should be thinking of ways to support them. One way of making it easier for the moderator is for the other students to start one or two useful threads and get going on a conversation so they have something concrete to 'sum up'. Another is to send them a private email giving positive feedback for something they've done well (rather than a blast for something they've done less well!). If it's really interfering with your learning, email them making a suggestion of how things might be improved - e.g. "I think it might be better if we split into two groups at this point".
Q: Where can I find out more about learning and communicating online in small groups? A: You may be interested in a book by Gilly Salmon ("E-moderating: the key to teaching and learning online") in which she describes a 5 stage model of online learning. You might like to bear this model in mind and consider its relevance to the stages of online interaction and learning within your own virtual seminars. Another resource for those interested in reading more about learning online in small groups (and maybe something to look at before your turn at being the student moderator for a virtual seminar) is the online tutoring e-book.
4.5 Ground rules for virtual seminars
These ground rules were developed by students. Please let us know if you can add to them, or if they don't seem to work for you.
We also recommend that you read UCL's general principles of online communication.
What works well? ◦ Consider the needs of the group. Log on regularly and check ongoing threads. ◦ Keep to the point. ◦ Remember the 'virtual nod' - make encouraging comments to others. ◦ Any criticisms should be supportive,timely and specific. Positive feedback should be included. ◦ Keep your message brief (one screen) if possible. Use attachments (only if necessary) and summarise it clearly. ◦ Use 'declarative titles' - i.e. when starting a new thread, make sure the title of the posting gives people a good idea of what the message is about. ◦ Follow the threading structure. ◦ Keep abbreviations to a minimum. Any used should be explained. ◦ All genuine contributions are welcome. ◦ Be considerate and respectful.
47 What doesn't work well? ◦ Do not be selfish ◦ Do not show off ◦ Do not 'talk' for the sake of it - and avoid overlong contributions
Student moderator ◦ Start the seminar on the advertised date with a series of threads covering themes supported/advised by module tutor ◦ Make sure that all group members are aware of the group tasks and are organised accordingly ◦ Encourage everyone to contribute ◦ You will be supported by the module tutor - use private email if necessary ◦ Log on at least once a day ◦ Try and 'weave' together the points coming out of discussion and summarise regularly
Module tutor ◦ Will log on regularly during virtual seminars ◦ 'Virtual nod' also needed from tutor!
Other points ◦ Interesting but not directly related contributions should go in the discussion room ◦ Between virtual seminars, try to contribute to the discussion room once or twice a week
If you want to recommend a website or reference, you should explain why people might find it useful so that other students don't waste time following links of marginal relevance to them.
4.6 Emoticons ('visual' expressions for virtual communication)
These symbols, intended for use in email and bulletin board communication, have been collated from a number of Internet sources. Most people only use three emoticons: happy, sad and wink. The rest we show here just for information and fun only! Please don't over-use them, or we could get very cliquey :-0.
48 Frequently used Emoticons
HAPPY UNHAPPY SURPRISED :-) smiling; agreeing :-( frowning; boo hoo :> What? :-D laughing :( sad :-o surprised |-) hee hee :-< really sad ;-) sardonic incredulity |-D ho ho :-c really unhappy :O shocked :-> hey hey &-| tearful 8-| wide-eyed surprise ;-) so happy I'm crying :-| grim :-/ skeptical :'-) crying with joy :[ really down 8-O "Ohmygod!!" \~/ "my glass is full" :-[ pouting |-{ Good Grief! \_/ "my glass is empty" (Charlie Brown)
ANGRY/ SARCASTIC SUPPORTING STUPID/BORED >:-< angry :^D "Great! I like it!" :~/ mixed up :-|| angry 8-] "Wow, maaan" %-) braindead :-@ screaming :-o "Wow!" (:I egghead :-V shouting ^5 high five <:-I dunce :-r stickingtongueout ^ thumbs up :-[ blockhead >:-< absolutely livid!! :] a friendly midget :-] smiling blockhead :-, smirk befriends you |-O yawning :-P nyahhhh! (::()::) bandaid |-I asleep :-> bitingly sarcastic (offering help) :-6 exhausted; wipeout O :-) being an angel :-I indifferent \-o bored
TRYING TO SAY.... TEASING FLIRTING :-& tonguetied ;-) winking : * polite kiss :-S incoherent '-) winking :-X big wet kiss :-\ undecided ;-> devilishwink :-{} blowing a kiss :- I "hmmm..." :*) clowning (( )):** hugs and kisses :-X "My lips are sealed" :-T keepinga }{ face-to-face :-Y a quiet aside straight face [ ] wanting to hug :-" pursing lips :-P tongue hanging () connecting :-W forked tongue out in anticipation ] ? moving away and :( ) can't stop talking wondering about you [ ? moving toward you, wondering about you ((((name)))) big hug
49 5. Student Support
5.1 StudentWelfare
There is information regarding student welfare services available on the UCL website: http://www.ucl.ac.uk/support-pages/
There is information and advice about various issues, such as depression, anxiety and coping with stress. Students can contact the UCL student counselor whose contact details are on the website. There is also an online student support group where students can discuss any issue anonymously.
5.2 Moduletutors
Each module has a module tutor. You can see who the tutor is for each module by looking in the course timetable. The module tutor for the module you are studying will be the member of academic staff with whom you will have most frequent contact. The role of the module tutor is:
Ensuring that the course content for a particular module is accurate and up- to-date. Facilitating the online discussion during a study module, and in particular, the virtual seminar. Marking and providing written feedback on your course assignments (along with co-markers).
5.3 Your personal tutor
If you are studying solely with us you will be allocated a personal tutor. If you are studying with us for one or two modules then the personal tutor from your home department will remain your personal tutor for the duration of your time with us.
Your personal tutor is responsible for giving you overall support in academic matters. On a day-to-day basis you will have more contact with the module tutor of the module you are studying, but your personal tutor is someone you can contact to discuss any difficulties you are experiencing with your studies, or if you would like advice on which modules to study and your general direction within the programme.
Your personal tutor is also there to give you support if personal or work circumstances are affecting your studies. All information shared with your personal tutor will only be passed on to others with your agreement and on a 'need-to-know' basis. For example, if you would like your problems to count as mitigating circumstances (e.g. if you are requesting an extension of a deadline for your assignment), we will need to have some idea of the reason and share this information with the Exam Board.
50 You should contact your personal tutor if you want advice on:
how best to tailor your studies to fit in with your personal learning plan general questions about academic aspects of the course your choice of additional modules to study
Personal tutors should NOT be used for:
commenting on draft assignments content-specific queries about modules (such as 'I didn't understand x.')
Please bear in mind that personal tutors are providing support to a large number of students and that time is limited. As a rough guide, averaged out over the academic year, you should expect to be in communication with your personal tutor no more than once a month. On the whole, your personal tutor will wait to hear from you rather than initiate contact, but he or she will contact you once a term to see if there is anything you wish to feed back to us about the course or your progress in general.
5.4 Localmentors
Although not a course requirement, you might like to try and find someone who can provide an informal mentoring role during the period of your studies. This might be an educational supervisor or individual responsible for your professional development within your employer.
Some of the modules offered by UCL Medical School are delivered solely or predominantly through distance learning. Studying at a distance can be a lonely experience, and there are times when it may help to have someone with whom you can meet face-to-face or chat on the telephone to provide you with additional support.
We define a mentor as someone who lives and works close to you who is able to offer friendly, local support during the course of your studies. They may be able to put you in touch with local contacts e.g. with key individuals working in particular areas, or assist you with library and journal access locally. You and your local mentor should be very clear that it is NOT the mentor's role to do anything that is provided by the module tutors i.e. you should NOT expect them to check or mark assignments, provide tutorials on the course content, or coach for examinations.
Who you choose is entirely up to you. It may be a work colleague, a friend who has studied at Masters level, or a member of your family. There may be advantages and disadvantages of a mentor who is in your own work group. The advantages are access, shared experiences, etc. The disadvantages are that day-to-day work may take priority in discussions, there may be a reluctance to talk openly about difficulties, and it may be difficult to criticise your mentor if they are also your line manager. Your mentor should be someone you respect, who understands your work,
51 and possibly whom you see as a role model. Sometimes the most appropriate mentor may be a peer, friend, spouse etc. - it's very individual and there are no fixed rules. In general, however, husbands and wives should not be expected to fulfil this role!
Once you have established a relationship with your mentor, it is important to agree arrangements for making contact. Will you contact them or will they contact you? Will you make a regular arrangement (monthly, termly, etc.) or will you agree for contact to be as and when needed? How will you make contact - email, face-to-face or by phone? Find out about each other's academic interests and work. Discuss what you perceive to be your strengths and weaknesses with your mentor and how you think they can best support you through your study for this course. Try and build in regular review of the relationship. It might be quite appropriate for you and your mentor to 'move on' after a year or two, and neither of you need feel you have failed if this happens.
5.5 Feedback and Complaints Procedure
You will be asked for feedback as part of the regular evaluation of these modules. These evaluation forms will be distributed either on paper or electronically at the end of individual modules and any face to face sessions.
However, if you wish to submit additional feedback to the module tutor then you should email the individual tutor. If you feel that the feedback should be directed at the Programme Director then you should email the Deputy Director of the Medical School, Ann Griffin: [email protected]
Information on the complaints procedure can be found in the Academic Regulations for Students, which is available on UCL’s website: http://www.ucl.ac.uk/registry/ucl- staff/academic-regulations-students/
5.6 InterruptionsofStudy
If you are considering an interruption of your studies, you should first discuss any changes in registration with your personal tutor/ postgraduate tutor/supervisor in your department. The department will discuss your options with you and help you make the right decision.
Applications must be made in advance of the effective date of change. Retrospective changes of more than one month back will NOT be approved. You must read the Academic Regulations before making requests to any changes to your academic record and should also refer to the Handbook & Codes of Practice for Graduate Students - http://www.grad.ucl.ac.uk/codes/
52 6. Technology and Support
6.1 PORTICO and Enrolment
PORTICO is the online system for student registrations, enrolment and monitoring. You can access it via: www.ucl.ac.uk/PORTICO
Once you have received a positive decision on your application to study a postgraduate module with UCL Medical School you will be contacted by UCL Student Services setting out details of your pre-enrolment.
What is pre-enrolment?
UCL wishes to make your registration with us as easy as possible by providing an on- line service for new students to pre-enrol. This allows you to:
* provide or confirm personal details that we are required to hold on you * ensure that all details regarding your programme or course fees are correct before you commence your studies
UCL will also be asking you to accept academic and financial regulations, the Data Protection statement and draw your attention to the 'UCL - Student Relationship' document. If all is correct, you are also offered the opportunity to pay fees on-line or confirm sponsorship.
Stage 1
The first thing you need to do is obtain your UCL userid (your unique UCL user code) and set a password. If you already know your userid and password you can skip stage 1 and 2 of the process and go directly to PORTICO to complete online pre- enrolment at: http://www.ucl.ac.uk/PORTICO
To obtain your userid and set your password go to our Online User Registration service at: https://www.ucl.ac.uk/our/regForm.do
You will be asked to provide some details, including your Student Number, to match you with your student record. Once this is done, you will be presented with your UCL userid and emailed a token (in the form of a reference number) with further instructions. This token is used in Stage 2 before you set your password.
Stage 2
Follow the link provided in the email and enter your UCL userid and the token. You will be asked to accept UCL’s Computing Regulations and to set a password for your UCL userid. This UCL userid will remain with you during your time at UCL. You will be asked to change your password at regular intervals. We strongly advise you to
53 register for the User Authentication Service so that you can reset and obtain a new password without having to contact the ISD Service Desk.
To register for the User Authentication Service, go to the MyAccount page at: https://myaccount.ucl.ac.uk/
Stage 3
To complete pre-enrolment logon using your UCL userid and UCL password to PORTICO at: http://www.ucl.ac.uk/PORTICO
Throughout the pre-enrolment procedure help text or links to more details contained on our website are provided. If you successfully complete pre-enrolment, to complete your registration and enrolment at UCL you will need to:
* provide acceptable evidence of your identity and where applicable, visa and ATAS credentials when you arrive. * pay your tuition fees, or provide evidence of a sponsor who will pay your tuition fees, if you have not already done this.
You will be sent an email telling you how to do this once you have successfully completed pre-enrolment.
Enrolment
These modules are registered as part of the UCL Medical School programme of short courses and courses for professional development. As such the programme is designated as a distance learning programme which removes the need for students to attend UCL in person to complete the enrolment process. However, you will be required to make a scanned copy of your passport (or either form of identity) and any visas (if relevant or required) for the course administrator to submit to complete your enrolment.
6.2 UCL online library resources
Through UCL's extensive online library resources you will have access to a wide range of learning and information resources and related services from wherever you are based. UCL's e-resources aim to replicate as far as possible the services provided by a traditional academic library. Rather than buying shelves full of books and journals it purchases resources such as full text e-journals and electronic databases for searching. Our librarians have produced a series of step-by-step guides for students to familiarise themselves with the full range of UCL's electronic resources, and for learning how to find and use information effectively. These guides are available as online self-study WISE 'courses' within Moodle. You will be encouraged to work your way through the introductory WISE course at the start of your studies.
54 Our experience as tutors on the Masters programmes indicates that students who take time to develop their information skills and become confident and competent users of the electronic resources available through UCL library are more likely to do well in their MSc studies.
6.3 Moodle
Moodle is hosted by UCL Information Systems Division as part of their core services to the University, and endeavours to provide a resilient and robust service to its users. Although system failures are rare, there are occasions when the Moodle service may be unavailable, either due to planned maintenance, or due to system failure. UCL, in keeping with most other universities, is unable to provide 24-7 support. This means that in the unlikely event of a system failure outside of normal working hours (Weekends, during a holiday period, or outside 8.00 to 5.00pm GMT) the problem may not be rectified until the next working day. Planned system outages are listed under 'announcements' on your Moodle login page. Please check regularly for any planned outages.
In the event of an unexpected Moodle failure, we will email you personally as soon as we are aware of it. Please ensure that you keep your personal tutor informed of your up-to-date personal email on which we can contact you. We will then advise you on how to communicate with the course team and fellow students until service is resumed.
Help with technical problems
If you encounter technical problems while accessing the module, you need first to determine the source of the problem. We are unable to provide support for you if you have problems with your computer, the software on it, or your Internet connection, although we may be able to offer you some simple advice. You should therefore arrange for appropriate local technical support if needed.
If you are having problems accessing the module, please check that you can access the Internet, and bring up a web page from a site that you know. If you are accessing Moodle and can login, but are having technical problems within the course, please post a message in the Help forum. If you cannot get into Moodle at all, then please email UCL Learning Technology Support Service on [email protected]
6.4 Email
For security purposes UCL requires all users of its Information Systems to change their passwords every few months. You will always be prompted to do this by an email sent to your UCL email account. It is very important that you check your UCL email account regularly and change your password when prompted to do so.
55 Failure to follow the instructions below will result in you being ‘locked out’ of the virtual learning environment and losing valuable study time.
Changing your Password
When you first receive your UCL userid and password please change your password immediately by logging into MyAccount and following the links to changing your password.
Registering for the User Authentication Service
You MUST register for the User Authentication Service through MyAccount as this authorises the IS Helpdesk to give the password to you over the telephone and provides them with security information so they can check your identity.
NOTE: MSc staff will not be able to reset a new password for you for security reasons. It is your responsibility to ensure you do not get locked out of the virtual learning environment.
Checking your UCL Email
Reminders to change your password will be sent to your UCL email address. You must therefore check your UCL emails on a regular basis. Alternatively you should set up a forwarding rule from the UCL account to an email account you use regularly.
If you do not change your password when reminded, your password will expire and you will be locked out of the virtual learning environment. Your email address is of the form ‘[email protected]’ (e.g. [email protected]).
56 7. Additional Information/Links
For more information on the UCL Postgraduate Modules please see our website: http://www.ucl.ac.uk/medicalschool/postgraduate
You can access additional information on Taught Postgraduate Programmes through the Graduate School website: http://www.grad.ucl.ac.uk/
Other useful information can be found at the following websites:
New Students: http://www.ucl.ac.uk/new-students/
Money: http://www.ucl.ac.uk/current-students/money
Scholarships & Funding: http://www.ucl.ac.uk/prospective-students/scholarships
Residences: http://www.ucl.ac.uk/prospective-students/accommodation/residences
Immigration: http://www.ucl.ac.uk/prospective-students/international- students/after-you-apply/immigration/
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