Course Outline & Administration Guide Template 2013 User Instructions
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Course Outline & Administration Guide template 2013 User Instructions
This template provides an outline for your paper’s Course Outline & Administration Guide. Whilst all content can be amended to suit your purpose, there are points within the template where ideas and suggestions are made (in italics), that will require your input – either to amend them for your students or to delete them. These points are marked by the “Your Input” icon. The icon can be deleted by clicking on the icon then pressing “Delete”.
Recommendation This guide should be sent out with a full listing of the materials posted e.g. Welcome letter, Information & Support handbook, Web (Otago Connect) and/or Audioconference Connection Instructions, Set of Readings, Study Guide etc. Pages 5 – 22 form the foundation of your guide. The appendices may be included as desired.
Help Available Staff at the Distance Learning Office are available to assist you with the compilation of your Course Outline & Administration Guide. Please contact: Bill Anderson tel 03 479 5809 email [email protected] Fiona Stuart tel 03 479 4138 email [email protected]
Updating the Table of Contents
The Contents list has been formatted using the automatic Table of Contents feature in Word. To make the contents page reformat and repaginate automatically to suit your amendments, follow these instructions: Word 2007 users Click on “References” tab on your toolbar. In the Table of Contents section, Click “Update Table”
Note: Pagination in this document is arranged to be printed double sided, with the contents page starting on the right. Acknowledgement We wish to thank all the distance programme administrators who have provided us with examples of their current course materials.
[Department]
[Paper name]
[Paper number]
Course Outline and Administration Guide [Year]
2 Course Outline and Administration Guide 3 All rights reserved. This material is for the sole use of students enrolled in the distance teaching course for which it was produced. It may not be reproduced by any means without the written authority of the Registrar, University of Otago, PO Box 56, Dunedin, New Zealand
4 Contents Page
Course Outline and Administration Guide 5 Introduction
Provide a general overview of the paper, how it fits into the programme and a brief outline of the areas topics covered.
Suggested length: ¼ – ½ page.
Contacts
Paper coordinator
Write a short personal introduction that’s both personal and engaging for your students. Include information about your personal and academic interests, and use the first person – “In my spare time I like to ...”
Include contact information.
Phone: Email: Number to leave messages: Postal address:
How I can help you Indicate your availability here, in terms such as:
I am generally in the office during these hours: Outside of these times, I endeavour to respond to emails within 48 hours.
6 Staff
Provide an introduction to any staff students are likely to contact, including the administrator and others teaching the paper. Indicate which aspects of the paper each staff member is responsible for. Include policy with regards to enquiries to staff.
Tell me about yourself
If you ask your students for a Student Profile (see Appendix 1), place your request here.
Communicating with you
The primary means of University communications with students is through the student email address allocated by the University.
IMPORTANT - DO THIS NOW: Forward your University email address to an email address that you do use regularly as follows: Log into your Student WebMail account (at www.otago.ac.nz/studentmail) using your student username and password Click Options > See All Options Under Account, select the Forward your email shortcut tab. At the bottom of the screen, type in the email address you want your email to be forwarded to. You can also choose to have a copy of these emails kept on your Student WebMail account, so please check the box if you would like this. Click the Start forwarding link at the bottom of the page.
Course Outline and Administration Guide 7 Paper organisation
Aims
State the overall aim of the paper in 2-3 sentences. This could be taken from the forms used for the course approvals process.
Learning objectives
List the learning objectives for the paper, drawing on the course approval documents. Write them as learning outcomes so students know what they will have learned after successfully completing the paper.
(E.g. On successful completion of this paper you will be able to: Articulate ways to move between text and context as you study the Bible, and consider the needs, learning styles, and faith development of the audience as you prepare for preaching Describe and critically evaluate trends in preaching styles Describe and critically analyze implications for congregations of new forms of electronic communication and the rise in visual communication Critically analyze the communication strategies of existing congregations) It will also be useful to include the specific learning objectives for each module within the relevant sections of the Study Guide.
Modules covered
You might organise material in key modules. Give a brief overview of the modules/topics in the Study Guide here, then use the calendar of events in the following section to detail a weekly or topic by topic approach.
8 Structure
Include any comments that will assist students to understand the scope of the paper and any specific requirements. Provide an indication of the paper’s structure that will let the students know about how to use the study materials and any particular teaching method that is important to the way students tackle the paper. Outline what your expectations for the paper are.
(eg, This paper is divided into seven themes. As we start each theme I will post an introduction online in a separate discussion forum. It will include some questions about the issues raised in the introduction and an activity that will help you engage with the course material. After reading the introduction, you should. ……etc)
Study time estimate
Advise students of study time expectations. You could include a note that 18 credits in a single semester = approx 15 hours per week in study related to the programme, including reading, research, audioconferences, OtagoConnect sessions and assignments. A 30 credit single semester paper will require 25 hours of study per week.
The following calendar of events is a suggested timetable. It shows assignment due dates, dates for attendance at any course component, plus exams. Amend as necessary. CHECK THE DATES EVERY YEAR.
Course Outline and Administration Guide 9 Calendar of events
Semester 1, 2013
Show audioconference, OtagoConnect session dates, residential school dates, study weeks, exam weeks, etc.
Week Week Module Audio/we Readings starting: No. b- conferenc e Date / Time 25 Feb 1 4 March 2 11 March 3 18 March 4 25 March 5 29 March – EASTER - MID SEMESTER BREAK 5 April 8 April 6 15 April 7 22 April 8 29 April 9 6 May 10 13 May 11 20 May 12 27 May 13 3 June STUDY BREAK 5 June EXAMINATIONS BEGIN 19 June EXAMINATIONS END
10 Semester 2, 2013
Show audioconference, OtagoConnect session dates, residential school dates, study weeks, exams weeks, etc.
Week Week Module Audio/we Readings Starting No. b- conferenc e Date / Time 8 July 1 15 July 2 22 July 3 29 July 4 5 August 5 12 August 6 19 August 7
26 August MID SEMESTER BREAK 2 September 8 9 September 9 16 10 September 23 11 September 30 12 September 7 October 13 14 October EXAMINATIONS BEGIN 9 November EXAMINATIONS END
Course Outline and Administration Guide 11 Summer School, 2013
Include exam week and contact or block course dates. Delete if not appropriate for your paper.
Week Module Audioconference Starting or OtagoConnect Date / Time 7 January 14 January 21 January 28 January 4 February 11 February 16 February EXAMINATIONS BEGIN 21 February EXAMINATIONS END
On-campus attendance
Include details about attendance at any course component i.e residential school, workshop or block course: (city, campus, dates, times). Advise students what they need to read/prepare before attending and what to expect, e.g. an outline of programme. (On-campus attendance often involves a substantial cost to students). Outline the benefits for the student of this component of the paper.
12 Technologies used on this course
List the technologies used during this paper, such as audioconferences, OtagoConnect, web conferences, podcasts, CDs and DVDs. Outline how they will be used. Appendix 2 sets out Audioconference connection instructions and OtagoConnect setup instructions (delete as appropriate)
In addition to print resources, this paper makes use of: …..
Refer to Appendix 2 for audioconference /OtagoConnect instructions.
Your online learning system
If you are using the web as a learning environment for your paper, please provide an indication of how it will be utilised (e.g. announcements, student learning materials available, lodging assignments, wikis, etc).
In this paper we use BlackBoard (Moodle/OceanBrowser) to provide a richer learning environment for you. The online environment makes it easier for you to communicate and work with other students and with me, to access course resources, to discuss questions raised during the course, and to ...etc.
During this course you will need to use the online environment to read my introduction to each course module. I will post the introduction at the beginning of each module and include links to other readings. You should access those readings ...etc
To benefit most from this environment you should:
send an introductory message to the group. In this you may like to introduce yourself by name, let people know some of your background, why you are taking the paper and what you are hoping to get out of it.
access the online environment to check for messages and changes to content several times per week
Course Outline and Administration Guide 13 Refer to Appendix 3 for instructions on how to access Blackboard.Textbooks: essential and recommended reading
Provide a list of essential and recommended texts. If you are also including this Guide as part of the online environment you might like to link to websites about the texts and their author(s).
[Reminder to paper coordinators and teaching staff: essential and recommended texts should be ordered from the University Book Shop by August of the previous year. Refer to the UBS publication: “Textbooks – a Guide for Teaching Staff” for details]
Order your textbooks from:
University Book Shop (Otago) Ltd Textbook Department PO Box 6060 Dunedin 9010
Tel 64 3 477 6976 ext. 878 Fax 64 3 477 6571 Email [email protected] Web www.unibooks.co.nz/
Include a reading list in the guide, either here or within each module. Remember to check that journals and chapters of books in reading lists have been added to the e- Reserve collection in the library. If not, send a request to the Distance Library Service using the form available on their website.
Internet links
Provide links to useful web sites, with a brief explanation why you have recommended them. Check these before printing as they change regularly.
14 Assessment
Provide assessment details here. Summarise requirements in an “at a glance” format. Remove what is not applicable.
Assignment Due Date Word Limit Weighting
Final Examination (If appropriate)
Let students know what the minimum requirement is for them to be successful in this paper e.g. To pass this paper, you will need to achieve a pass mark in all the assignments and achieve at least 50% in the final examination.
Assignments
Detail all assignments. Your learning outcomes/objectives for this paper should align with the assessment tasks you set out below.
Set out the details of each assignment including the marking criteria you will use. This information will help your distance students understand the nature of the assignment, how it should be written and presented and how it will be marked. Knowing this, students will be able to focus their attention on the essential aspects of the task and complete it more effectively. Distance students often ask if they are “on the right track”. By giving them adequate information about the assignments you will help them feel more confident as they complete these tasks.
Assignment One: (Title)
Due date:
Task:
Course Outline and Administration Guide 15 Learning outcome/s being assessed: (as per those stated for the paper)
Assignment weighting (% of final grade)
Word (or other) limit
Assignment Two: (Title)
Due date:
Task:
Learning outcome/s being assessed: (as per those stated for the paper)
Assignment weighting (% of final grade)
Word (or other) limit
For example;
Assignment One: Evaluating a distance and online education policy
Due date: 17 May
This assignment has two parts. You must complete both parts. The purpose of the assignment is to have you critique and evaluate a distance and online education policy in an institutional, national or international context and use that critique to identify implications for good practice in distance and online education.... etc
This assignment is worth 20% of your final grade in this paper.
Word Limit: The total length of the assignment should be 2500 – 3000 words.
16 Assignment submission
Advise students of submission method (e.g. via Blackboard, email, post, or fax). Marked assignments should be returned promptly. You can advise students here of the anticipated return time e.g.
Assignments will be returned within 3 weeks of the due date. For detailed instructions on assignment submission, see Appendix 4. Do not hesitate to consult your course administrator or coordinator if you are unsure how to proceed.
Assignments, no matter how they are sent, need to be clearly identified; with your name, student ID, paper code and name, and where applicable, the module, tutor, unit and/or assignment number. This will provide further assurance of smooth and safe processing.
Extensions
Provide information about assignment extensions at the beginning of the paper. Outline your Departmental policy here.
Penalties for late assignments
Outline your Department’s policy here
Course Outline and Administration Guide 17 18 Assignment marking guide
You should provide a marking guide or set of criteria that show students how you will be marking each assignment. You may need different guides for different assessment tasks. The following guide is an example only1.
Name of Student: ...... Name of Marker: ......
Please study this sheet together with the comments written on your assignment. If you have any further questions please contact the tutor or course coordinator.
Content
Answers question well Assignment does not address question Covers topic in depth Superficial treatment
Shows independent thought Only second hand ideas
Evidence
Argument well-supported Argument inadequately supported Adequate acknowledgement Inadequate acknowledge- of sources ment of sources Correct form for citations Incorrect form for citations
Adequate scope of reading Inadequate scope of reading
Structure and Argument
Clear, relevant introduction Poor introduction
Question effectively defined No attempt to define question
1 This marking guide has been adapted from one supplied by the Department of Theology and Religion
Course Outline and Administration Guide 19 20 Clearly and logically Inadequately structured structured Points made in well Poor use of paragraphing organised paragraphs Effective conclusion Weak or irrelevant conclusion Shows critical judgment Critical judgement lacking
Language
Connections of thought Connections unclear clearly expressed Correct sentence structure Ungrammatical sentences
Words used in appropriate Frequent misuse of words sense Correct spelling and Much incorrect spelling and punctuation punctuation
Other
Reasonable length Over/under length
Legible and well set out Difficult to read
Please note: there is no precise formula connecting the number of ticks in different boxes with your grade All grading will follow the University’s standard scale:
90-100 A+ 60-64 C+ 85-89 A 55-59 C 80-84 A- 50-54 C- 75-79 B+ 40-49 Fail D 70-74 B Below 40 Fail E 65-69 B-
Course Outline and Administration Guide 21 The benchmark criteria for each band are:
A- to A+: Very High Achievement Work reflects original and independent criticism, showing full awareness of the implications of the question, cogently argued with wide range of reference and appropriate illustration, fluently expressed.
B to B+: High Achievement Work shows depth of understanding and breadth of knowledge, ability to challenge the question, efficient organization and illustration, confident expression.
C+ to B-: Sound Achievement Work amounts to a sound, readable answer covering the essentials of the question, with points clearly stated, references relevant, evidence of insight and personal response.
C- to C: Pass Achievement Work is of average and predictable quality, rather derivative, covering obvious points, relevant but limited in discussion and in supporting evidence, reasonably expressed.
D: Fail Work indicates some ability to quote or refer to a text, but material does not properly fit the question, relevant only by implication, expression basic.
E: Clear Fail Work is in a range from complete incoherence or irrelevance to answers which show some knowledge of text(s) but little ability to apply it (them). Answers with substantial amounts of irrelevant material (biographical, narrative, and anecdotal) will usually fall in the upper end of this category.
22 Plagiarism and Dishonest Practice
Plagiarism is one form of dishonest practice. Plagiarism is defined as copying or paraphrasing another person's work and presenting it as one's own – whether intentionally, or through failure to take proper care. Being party to someone else's plagiarism (by allowing them to copy your work or by otherwise helping them plagiarise work for an assessment) is also dishonest practice. All Departments have access to a specialised originality checking tool.
Dishonest practice in relation to work submitted for assessment (including all course work, tests and examinations) is taken very seriously at the University of Otago. Any breach of established requirements or acceptable practice, intentional or not, will result in action being taken against those involved under the University's regulations. A range of penalties is established by those regulations, including forfeiture of marks for the piece of work submitted, a zero grade for the paper or, in extreme cases, exclusion from the University.
The above information is from the University of Otago’s webpage entitled Plagiarism, available online at: www.otago.ac.nz/study/plagiarism/
Acknowledge your Information Sources
Part of your study at university is about developing your own thoughts and ideas. Where you use other people's words or ideas in your work it is vital that you reference these correctly.
References & Citations There are many different referencing (citation) styles. They all contain details of author, title, publisher details and date of publication. Sources include books, journals & periodicals, the internet, and occasional publications such as technical reports. All sources must be acknowledged in short form within the text and in full standard bibliographical form under a heading “References” at the end of the assignment.
The following journal is presented in the Vancouver citation style (used in Health Sciences):
Course Outline and Administration Guide 23 Other common styles include APA, Harvard and Chicago.
Advise your students of the referencing style expected in written work.
To learn more about the reference style required in this paper, visit the University of Otago Library website: http://www.library.otago.ac.nz/research/citation.html
Presentation of written work
Adapt as necessary. Some points relate to hard copy submission and are not relevant to assignments submitted electronically. Refer to Appendix 4 for instructions on submitting assignments through Blackboard. Use A4 (21 cm x 29.7 cm) sized paper. All assignments to be typed. Use 1 ½ or double line spacing. Attach a cover page to your assignment in the form required by your Department. This will usually contain the following: your ID number, name of paper, Department, assignment title, your tutor of lecturer’s name and assignment due date. Put your ID number at the top right corner of each page. Number each page Staple the pages on the top left corner. Do not use paper clips as pages can be lost. Leave a 6 cm margin on the left-hand side for the marker’s comments. Indicate the beginning of a new paragraph by leaving 2 lines between paragraphs. Start the reference list on a new page, attached to the back of the assignment. Check that the word count complies with the assignment limit. (Check whether the word limit includes the reference list) Proof-read your final copy carefully. Ensure that spelling, punctuation and grammar are correct, language is appropriate and expression is clear. FINALLY: KEEP A HARD COPY! Assignments can and do occasionally get lost.
24 Final examination
Include details for the exam, such as the material covered and type of questions, for instance – short answers, essay type answers, solving problems. Electronic copies of past exams for some papers are available online through the University’s Library at http://www.library.otago.ac.nz/exams/ , so you may want to suggest students go there to access previous year papers.
Course Outline and Administration Guide 25 APPENDICES
26 Administration Guide Appendix 1: Student profile
Knowing a little about you is helpful to my teaching in this course. Please fill out this student profile and return it to me as soon as possible. The information is for my use only and is not kept in any official University records.
Name: ......
Address: ......
Occupation: ......
Educational background/qualifications: ......
List previous papers taken at Otago or elsewhere ......
Interests: ......
Reasons why you enrolled in this paper: ......
How did you hear about this course? ......
[Delete this if there is no residential school] Are there any particular topics you would like to cover this year or at the residential school? ......
Course Outline and Administration Guide 27 ...... Include here any other details which will enable us to enhance your learning experience (i.e learning difficulties, special exam requirements for those with disabilities): ......
[You may also wish to include the following question:]
How confident are you about searching online library databases to access resources for your study? (Tick one)
Not at all confident A bit confident Reasonably confident Extremely confident
Signed: ...... Date: ......
Please return this form to me at the following address:
[Enter your postal address]
28 Administration Guide Appendix 2: Otago Connect webconference and/or Audioconference Connection Instructions
Below are the connection instructions for Otago Connect. Audioconference connection instructions are held at UniPrint for insertion into the Course Outline and Administration Guide at Appendix 2. They are updated by Yvette Coutts each semester. UniPrint will insert them on request. If not using UniPrint, request a copy from Yvette. What is Otago Connect? Otago Connect is an Adobe web conferencing system provided by the University of Otago that can be used to conduct online meetings and more via your computer. Otago Connect meetings are held in online meeting rooms created for your class or group and your tutor will provide you with the link to join that meeting room. Your lecturer will provide the URL for your OtagoConnect session. It will look something like this: https://connect.otago.ac.nz/phcx101
Computer Requirements Internet access Internet Explorer , Firefox or Safari Adobe Flash Player 10.1 Headset with microphone
Setup and audio quality It is very important that you check out your computer setup at least a couple of days before your first Otago Connect session so there is time to address any connection problems. Instructions on how to setup your computer to participate in Otago Connect sessions can be found at: https://blogs.otago.ac.nz/connect/files/2011/06/OtagoConnect_GettingStarted_student.pdf
Testing setup and audio quality Test your setup at: https://connect.otago.ac.nz/common/help/en/support/meeting_test.htm Test your headset and mike at: https://connect.otago.ac.nz/setup 1. Login using your University username and password (or as Guest) 2. Click on ‘Meeting’ at top left of the screen. Click and follow ‘Audio Setup Wizard’
Course Outline and Administration Guide 29 Troubleshooting Much useful information about Otago Connect can be found at: https://blogs.otago.ac.nz/connect/ If you need further assistance contact the ITS Service Desk: 0800 479 888 OR [email protected]
30 Administration Guide Appendix 3: How to access Blackboard
Blackboard is an online learning environment at the University of Otago accessible via the web from your computer. Online learning environments provide access to course materials, discussion forums, workshops, quizzes, blogs and wikis and online assessment via the internet. Other features provided include the ability to upload assignments, engage in real-time chat and link directly from course material to other web-based information.. Not all papers at Otago use the Blackboard system, some use Oceanbrowser or Moodle. The following notes are designed as a quick start guide to the Blackboard system.
Access is usually available from the first day of the Semester once the enrolment process is complete and fees paid.
LOGGING IN...
Start your Internet browser i.e “Internet Explorer” or “Firefox” In the address window at the top of the browser type in the following web address: http://blackboard.otago.ac.nz and press the enter key. Type in your username and password and then click Login. (Your username is on your ID card.) This will take you to your Blackboard page. Now you can start using Blackboard
Login Problems: If you can’t log into Blackboard, you will see one of 2 error messages. For solutions, see http://www.otago.ac.nz/its/services/help/otago028618.html and choose the Blackboard link from the list, then the link called Why can’t I log into Blackboard?
STILL NEED HELP? Chat live with a Student IT Advisor: Log in at www.otago.ac.nz/studentonlinehelp Students can chat or even share their screen with student advisors if they wish. Advisors are online until 9pm every day during semester.
Course Outline and Administration Guide 31 Online guide within Blackboard: Click on the Help icon at the very top of the window.
Contact the ITS Service Desk: Phone: Freephone 0800 479 888 (within NZ) or 03 479 8888
Email: [email protected] Web www.otago.ac.nz/its/services/help/otago028618 Hours: 8:30am - 9:00pm Weekdays during Semester 1 & 2 10:00am-5:00pm Weekends during Semester 1 & 2 8:30am - 5:00pm Summer School and semester breaks After Hours Help from Student IT Services Phone: 03 479 4170 Hours 9am – 9pm Monday to Saturday, and 10am – 9pm on Sunday during semesters
32 Administration Guide Appendix 4: Assignment Submission
Posting Arrangements Enclosed with these materials is a set of freepost plastic envelopes and yellow address cards for the dispatch and return of assignments. Two sets are supplied and you are asked to recycle these if more than two assignments are required.
Points to note:
1. Staple or pin pages of your assignment in the top left-hand corner. 2. Please do not send assignments in folders. 3. Ensure that the University address is at the front. 4. Fill in your details on the freepost address cards (ie name, paper code and assignment number). 5. No postage stamps are required if posted within New Zealand. 6. You may send details of changes of address or other queries with an assignment but do remember to tick the yes/no section of the label which asks if other material is enclosed.
Remember that assignments must be received by the Department no later than the stated due date. Distance students should allow adequate time for postage.
Submitting Assignments Electronically in Blackboard
There are two methods of submitting an Assignment in Blackboard: by using the “Assignment” feature, or using SafeAssign. For instructions, see www.otago.ac.nz/its/services/help/otago028618 select the Blackboard link from the list, then choose the appropriate the link. If you have any problems submitting your assignment, contact the ITS Service Desk AND your course lecturer/tutor immediately.
Course Outline and Administration Guide 33 Appendix 5: Library Services
A Guide to Library Services Information about using Library Services, including a section on searching for material, can be found in the Distance Learning Information and Support handbook sent to all distance students at the beginning of the semester. This is also available online at www.otago.ac.nz/courses/distance_study/otago039789.pdf
Online guide specifically for distance students
Another excellent online library resource specifically for distance students can be found at: http://www.otago.ac.nz/courses/distance_study/ , under Support for Students – During your course –Library Skills.
Library Website The library website is: at http://www.otago.ac.nz/library
You can use the Library website to find useful resources by:
searching the Library catalogue to find and request books, journals and theses held at any of the Otago Libraries using Subject Guides (for key databases, websites and other resources in major subject areas) searching Article Databases (to find journal and newspaper articles written about a subject, often available in pdf or html format) printing copies of past exam papers
To learn how to find information see the online guide Searching for Information at: http://oil.otago.ac.nz/oil/module6.html
Requesting items from the Library Access the library catalogue at: http://otago.lconz.ac.nz
Use Call Slip on the library catalogue to request items from any location including all Dunedin branches, Storage, Canterbury Medical Library,
34 Administration Guide Wellington Medical Library and Southland Campus Library. Select pick up location of Distance to have the item posted to you.
Use Recall - to request an item currently on loan. Select pick up location of Distance to have the item posted to you.
Use Course Reserve to access electronic copies of recommended readings and e-books used in your course You can also renew books online using the Library catalogue.
To obtain scanned items or books not held by the University of Otago:
For scanned copies of journals or chapters of books; or to obtain books held at other libraries:
Go to: http://otago.libguides.com/distance Select Online Request Form Distance Library Service Request form Please provide full citation details for each request and send each request separately.
The Distance Library Service Any student enrolled in a Distance course or paper through the University of Otago is eligible to use the Distance Library Service.
How the Distance Library Service can help:
Books: We deliver to your home and pay return postage within New Zealand. Copies: Scanned copies of journal articles and book chapters emailed or posted directly to you Research Support: Distance Library staff provide help with basic requesting and reference queries, forwarding the more in depth enquiries to the relevant Subject Liaison Librarian. Access to resources not held within our collection via Interloan
Freephone: 0800 347 826 or 0800 DISTANT (NZ only) (24 hour answer phone). Phone: 64 3 479 8940 (24 hour answer phone) Email: [email protected]
Distance Library Service Hours: 8.30am - 6.00pm Monday to Friday.
Course Outline and Administration Guide 35 It is vital for distance students to allow plenty of time in case the material or assistance you need is not immediately available.
Subject Liaison Librarians Subject Liaison Librarians are available at all campus libraries to help you with your assignments and research. Contact them for help with searching for information for your assignments or literature reviews, citing your sources, Endnote and any research skills you might need. You will find the name and email address of the librarian for your subject in the online guide mentioned at the top of this page. Select the Subject Liaison Librarians tab at http://otago.libguides.com/distance
Using the Library in Person Visiting the campus libraries
Libraries are located at each of the campuses. Your course material will contain details of library locations, opening hours and contact details. You will need your ID card to borrow directly from the University’s libraries.
Other New Zealand university libraries
Otago has a reciprocal borrowing agreement with other New Zealand university libraries, except the University of Auckland. For further details, contact the Distance Library Service staff or visit http://otago.lconz.ac.nz.
EndNote If you are using a large number of references (books, journal articles, etc), you may find it helpful to use a citation management product, such as EndNote, to gather, sort and manage those references. Creating an EndNote Library enables you to:
gather your references, either directly from the database/catalogue/web (where you are searching), or by typing them manually into EndNote keep your references together, in one location save your references in the preferred citation style (EndNote will do this for you) drop the references into your assignment, both “in text” and in the Reference List (the references will be inserted into Word in your preferred citation style).
36 Administration Guide For further information, see the Library online Endnote manual and Unitube videos at: http://www.otago.ac.nz/library/quicklinks/citation/endnote.html. Phone or email ITS or Library staff for assistance with specific questions about this product.
EndNote availability and support
EndNote is available to distance students, through the University of Otago, at a highly reduced price – just $25 for the entire time a student is enrolled at the University of Otago. Contact ITS at [email protected] for further details about purchasing and also on-campus training (Dunedin, Christchurch and Wellington).
Course Outline and Administration Guide 37 Appendix 6: Assignment Guidelines
Include assignment writing guidelines here, if different from the style shown. The following examples cover essay and report writing, writing a critique and literature reviews. They may be adapted or deleted as appropriate to your paper’s requirements. The following extracts have been adapted from the Student Learning Centre's Study Guide, "Planning and Writing University Assignments". For the full guide and much other useful material, visit their website at: www.otago.ac.nz/slc and select “Writing”. These guidelines cover the following: Writing an Essay
Writing a Research Report
Writing a Critique Postgraduate students can find further useful information on this website, including literature reviews, at: http://hedc.otago.ac.nz/hedc/sld/Postgraduate-Students.html
Writing an Essay This section describes the process for writing a good essay, under the following headings: Interpreting the question or topic
Gathering information
Planning an essay framework
Developing an argument
Structuring the essay
Proofreading and editing
Interpreting the question or topic Essay questions rarely ask you to write down everything you've learnt about a topic, so it's crucial that your answer is focused and includes only relevant material. To help keep on track, it's useful to break down the question and perhaps re-write it in your own words. Look for words that tell you: What the essay should be about (the subject)
38 Administration Guide Which particular aspects of the subject you should focus on
The instructions for approaching the topic e.g. compare and contrast. (See the following table)
The table on the following page sets out a range of essay instructions and how they might be interpreted:
Instruction Suggested interpretation
Analyse Treat the topic in some depth, examining all relevant issues. Discuss Identify key components, theories, principles, or concepts. Consider After considering all perspectives, develop a viewpoint in response to the essay question, and support your reasoning with evidence as appropriate. Assess Examine all aspects and make a judgement as to quality or attributes. May involve identifying cause and effect, implications and impacts, or strengths and weaknesses. Compare And Analyse all issues, but focus on similarities and differences. Contrast Identify major underlying concepts or themes and discuss where they agree or disagree, what they have in common and where they diverge. Critique Treat in a detailed and analytical way. Will involve some Review description but most importantly a judgement as to quality, Evaluate highlighting strengths or weaknesses, advantages or disadvantages. Define Give precise meaning. Describe and clarify. May involve showing different interpretations, or explaining boundaries or limitations. Provide example/s if appropriate. Describe Provide accurate and precise information; illustrate with example/s where appropriate. Examine Inspect in detail, investigate thoroughly. Identify all important Explore aspects.
Outline Briefly describe, summarise main features or principles. Clearly define stages in a process. Omit lesser detail. Questions, Specify details, give precise, accurate information. Analyse e.g.: all relevant perspectives, issues. Answer must show How? conviction, supported by example/s if appropriate. Why? What? Summarise Provide a shortened version in your own words, highlighting
Course Outline and Administration Guide 39 major points and omitting less important detail.
40 Administration Guide Gathering Information Follow the tips for gathering information set out below.
Take a Library tour, Check the Central Library website and type Tour in or seek a one-on-one the Search field at: www.library.otago.ac.nz. tutorial Distance students can also contact the Distance Librarian.
Use only authoritative Information used in university assignments must sources be from reputable authors and publishers, such as universities, government departments or corporations. Avoid websites such as Wikipedia, where authors are unknown and information is often unreliable.
Choose journal Textbooks are good for a general overview but take articles over longer to read, and also may be out of date. On the textbooks other hand, journal articles are usually easier to read because they have a specific focus, and are also likely to be more up-to-date.
Use a starter If possible, identify a relevant, up-to-date journal reference article on your topic and find further sources from its reference list. This will save a lot of time in catalogue searching.
Know the major Every subject of study has its prominent journals. journals Identify these from your reading list, or ask your tutor. Check out recent volumes and scan tables of contents – titles of journal articles closely reflect their content so you’ll readily identify those relevant to your assignment.
Identify key authors Certain authors will repeatedly crop up in your readings and in other authors’ reference lists. Check databases for what else they have written on your topic.
Course Outline and Administration Guide 41 Know how much is Assignment instructions sometimes mention how enough many sources must be consulted for an assignment. If you’re not sure, ask your tutor or lecturer. There’s frequently the temptation to keep looking for more material: conscientious students can over research and become submerged in a mountain of information to the point of not being able to deal with the assignment.
42 Administration Guide Planning an essay Before you start writing, plan the shape of your essay. Initial planning has a number of advantages: Helps to decide the points for discussion. Shows how these can be most logically organised. Weeds out irrelevant information. Identifies overlaps and repetition. Further refines the research direction. Prompts thinking when it's difficult to "get into" an assignment. Makes it easier to put ideas on paper (points can readily be developed into sentences and paragraphs).
A plan can take the form of a linear list of key points, a table, or a concept map, whichever is your preference. Developing a framework you're happy with will likely be a matter of trial and error. It is important to spend time at the planning stage, and to keep as closely as possible to your framework once you have something you're reasonably happy with.
Developing an argument Once you have worked out an essay plan and know the points you want to include, you should have some sense of the main thrust of your argument. An "argument" is a sound and evidence-based line of reasoning that addresses the question.
Thesis statement Some departments like essay introductions to contain a clearly defined thesis, and some do not. If you like this approach, it is useful to explain to students just what a "thesis statement" means, and to give one or more examples, as it is a concept that students may find confusing. For example:
A "thesis statement" is one or more sentences that sum up a central argument, and that forms part of the introduction. The following are examples of a thesis statement: The usefulness of smoking cessation programmes is difficult to establish, as evidence of their success remains inconclusive. In the foreseeable future, New Zealand's tourist industry will, like tourism worldwide, be subject to a number of political, social and economic influences.
Course Outline and Administration Guide 43 A thesis statement will help you to maintain the focus and direction of your essay. As you introduce each point into the discussion, check that it relates to and supports your thesis statement.
Structuring the essay
It is helpful for students if departments make explicit their preferred essay structure, especially for students enrolled in more than one paper who may be required to structure essays differently across departments. For example, does your department require/accept sub-headings, bullet points, diagrams, or tables, or does it prefer the "traditional" essay structure of a continuous narrative?
An essay follows a three-part structure: introduction, body, and conclusion.
The introduction
The introduction should lead the reader into the discussion, setting the scene for what follows. It should be concise, without too much background detail (further context if necessary can be provided after the introduction), and state the precise focus of the essay. A good introduction: Provides a brief context for the essay question. Clearly states what the essay is about (without repeating the essay question). Tells the reader why the topic is important and/or interesting. Gives a clear central argument, or thesis (see Developing a thesis statement above). Indicates the scope of the discussion. Outlines how the essay will develop. As a rule of thumb, the introduction should be no more than one-tenth of the overall word count. Depending on the length of the essay, this would be 1-2 paragraphs.
The body
The body of the essay should develop the argument logically and cohesively. Introduce points in appropriate order (for example, according to chronology or importance), and ensure that each point builds on another, rather than be presented as isolated pieces of information. There should also be a sense of overall unity, and that you are leading to a conclusion.
44 Administration Guide Paragraphs Within the structure of an essay, paragraphs are generally referred to as the "building blocks" of an essay. Ideally, each paragraph will: focus on one main point introduce that point in the first sentence develop the point in the remainder of the paragraph not be longer than about 200 words. If further expansion is required, the point can be reintroduced in the first sentence of a new paragraph (e.g. Furthermore, ...).
The conclusion
Just as the introduction tells the reader where the discussion is heading, so the conclusion tells them where it has arrived. The length of the conclusion of an average essay is best kept to one or two paragraphs, and, as with the introduction, be no more than one-tenth of the overall word count. A good conclusion:
Gives a clear and unambiguous conclusion to the essay topic.
Briefly summaries the major discussion points.
Gives finality to the discussion, drawing the essay to a close.
The conclusion does not usually contain information not covered in the discussion section, but it might be appropriate to mention areas that could have been addressed but were outside the scope of the essay, or aspects of the topic where further investigation might be useful.
Proofreading and Editing The first draft of an assignment should be just that. Careful proofreading and editing is essential. Assignments passed in with spelling or grammatical errors, typing or other mistakes, or poor overall structure, will create a negative impression on the reader. Always check your work in hard copy. By all means, use a computer spell check and grammar check, but do not accept a change without ensuring it is correct.
Academic Language and Tone
Academic writing calls for a degree of formality. Demonstrate that you understand the language of your subject by using it appropriately.
Course Outline and Administration Guide 45 Avoid using jargon and clichés. Avoid addressing the reader as you, or using the first person singular. Before handing work in, run it through the following checklist:
Editing checklist
Spelling Have you checked all words you're unsure of in a dictionary (especially commonly confused words such as: all right, all together, definitely, persuade). Grammar Is every sentence grammatical, with at least a subject and a verb? Are there any comma splices or sentence fragments? Do nouns and verbs agree in number (e.g., singular with singular, plural with plural)?
Punctuation Have you used commas, apostrophes, semi-colons and colons correctly? Vocabulary Are there inappropriate slang terms or contractions? Have you used the specialist terms for your subject?
Expression Can you identify any clumsy expressions or wordiness? Are any sentences too long? Too complex?
Clarity Will the reader be able to easily follow your line of reasoning? Are your ideas expressed clearly? Is there a logical progression from one point to the next?
Paragraphs Does each paragraph focus on one central idea? Is the idea sufficiently developed, with explanation, evidence, or example as appropriate?
Overall structure Does the text flow smoothly and logically from one paragraph to the next?
Strength of Have you avoided making unsubstantiated claims or argument generalisations?
Overlaps/repetitio Is any idea or information mentioned more than once? n Referencing Is all source material fully and correctly cited? Have you avoided too many direct quotations?
46 Administration Guide Writing a Research Report
Section Content
Cover page Student name and assignment details. Table of contents List of main sections and sub-sections, with page numbers, including tables, illustrations, reference list, and appendices. Abstract A one-paragraph overview of aims, methods, results, and conclusions. OR One or more pages divided into the same sections as the report. Introduction Research aims and objectives, including any hypothesis. Rationale for the study, i.e., why the issues for investigation were important or significant. Might define technical or specialist terms. Outlines scope of the report. Briefly states how report is organised. Background to study: Survey of key literature: summary of major themes, concepts Literature Review and/or trends. Situates current research in relation to existing How your study fits in literature; e.g., how it will add to current knowledge, or address existing gap. Methods: Gives precise details of methods and procedures, e.g., How the study was study's participants, and how they were chosen; carried out; how data collection methods (e.g. surveys, interviews, data was analysed questionnaires, personal observation, case study); process of ethical consent if applicable. data analysis methods. Results* Presents results objectively, without discussion. Can include explanatory or supporting data (e.g., extracts from interviews). Include illustrations, figures or tables. Discussion* Evaluation and discussion of results. Comments on significant findings, and implications. (*Results and Might also include: Discussion might •whether any initial hypothesis was supported; be combined) •whether or not the findings met the aims of the study; •a comparison of your findings with other research; •limitations, flaws or problems in study design or methods. Conclusion Clearly and concise conclusion to study. Briefly re-states how well the study design met the study's aims. Emphasises major findings and implications of findings as addressed in discussion section. Briefly re-caps any faults or limitations covered in full in the discussion section. If applicable, suggests future research directions. Recommendations Summarises and lists in order of importance. (if applicable) Might also be numbered. References Alphabetical list of references. Start on new page, attach to end of report, before appendices. Appendices Relevant and necessary material not included elsewhere, e.g., copy of questionnaires or survey forms; participant consent form; large tables referred to but not included in the body of
Course Outline and Administration Guide 47 report; raw data. Start each appendix on a new page.
48 Administration Guide Writing a Critique
All research is open to question and should be approached with an enquiring mind, and this approach should be evident in your critique. Most importantly, you would want some assessment of the work; why the article is worth reading (if indeed it is), whether or not the author's arguments are convincing, and how the study contributes to current understanding. To critique an article effectively you need an in-depth understanding of its content. You should not attempt to comment on each section in the article, or organise your discussion in the same way as the article itself is organised, as this could lead to unnecessary detail, as well as the impression of a lack of analysis.
Framework for an article critique
Introduction Name and author of article. Briefly states what author set out to investigate, study aims and objectives.
Background and Briefly situates study in wider context. context Highlights main issues or problems to be addressed. States why the author thinks this area is important or significant.
Study design Briefly describes study methods and procedures. Summary of key Highlights major findings. findings Summarises key implications. Assess the strength of Were the conclusions supported? argument and evidence Were the conclusions convincing? Mention any Were there any questionable assumptions? limitations/ Was the study design (e.g., methodology, data weaknesses in study analysis) suitable for the author's aims and objectives or design objectives?
Key insights, What key insights does this study provide? implications How do these add to current understanding and knowledge in the field generally? What ideas or knowledge did you personally gain from reading the article?
Conclusion Sums up your overall reaction to the work: why you found it useful/interesting/valuable—or not. Mention areas that the study did not address and
Course Outline and Administration Guide 49 could / should have.
50 Administration Guide Literature Review
The information for this section will depend on the type of literature review departments require students to do, i.e. a one-off assignment, or as preparation for a project or thesis. It is helpful to students if instructions are explicit. The following are general guidelines intended as a starting point for departments to adapt to their specific requirements.
Purpose of a literature review The purpose of a literature review is to: find out what is already known about your topic; identify the main themes and trends pointed up by the research; compare, critique and contrast various perspectives and conclusions.
If your literature review is in preparation for a larger study it should also: identify gaps in the current research; indicate how your research will add to the body of knowledge. A literature review should more than just describe what is in the research: you need to offer some assessment of the various findings. Most importantly, a good literature review demonstrates a critical approach to the material. For example, you might: show areas where authors agree or disagree identify any assumptions that underpin research methodologies, data analysis methods, or other aspects of research design; discuss any unfounded conclusions: for example, weak methodology, generalisations or questionable assumptions.
Planning your discussion Normally, the best approach is to extract the key themes from the research and address one theme at a time. Once you have identified the key themes, it is a good idea to draw up a table (or other diagrammatical form such as a concept map) to help you to manage and order your material, and to ensure a cohesive and well-organised discussion.
(Departments might fill in appropriate examples in the table below.)
Theme References Provides insights into Comments e.g. similarities, differences to other research, strengths your topic because ... /weaknesses/ inconsistencies
Course Outline and Administration Guide 51 Structuring a literature review
Departments to include instructions on structure: i.e., whether to use headings or sub-headings, or to following a "traditional" essay format.
Introduction The introduction should be relatively brief (usually no more than one or two paragraphs) and include the following features (not necessarily in the order given): a brief wider context of your topic; why the topic is an important area to investigate; the aims and intentions of your review; its scope and boundaries (state the limits of your research); a brief outline of the key themes that will constitute your discussion.
Body Introduce themes in the most effective and logical order, for example according to importance, or where appropriate, chronologically. Follow the suggestions in the essay writing section, particularly in relation to paragraph development.
If departments are not including the section on Essay Writing they could insert the relevant content here.
Conclusion The conclusion should be concise; perhaps one or two paragraphs, and include the following: a brief summary of the major findings from the research: e.g., trends, agreements, disagreements, inconsistencies, or other key factors; areas that previous research has not yet addressed; if part of a longer project, state how your research proposes to add to current knowledge.
Tips: When taking notes from your readings, ensure that you keep full referencing details, including page numbers, so that you can correctly reference material, and also easily find it again for checking. Be ruthless about including only what is relevant to your topic; you will likely uncover a lot of related information in your literature search, but no matter how interesting it must relate directly to your topic or be discarded. Avoid using too many direct quotations. Over reliance on quotes gives the impression that you do not have a good understanding of the issues. Use effective paraphrasing (i.e., your own words), but take care that your paraphrases are not too close to the original wording as this could still be construed as plagiarism.
52 Administration Guide Appendix 7: Student Learning Centre
The Student Learning Centre (SLC) can provide academic skills support regardless of where you are based.
We offer the following resources and services:
On-line: see the print and interactive resources at www.otago.ac.nz/slc Workshops: run on the Dunedin, Christchurch and Wellington campuses. Email your nearest advisor for information. Consultations: phone, Skype or email consultations with an academic skills advisor.
Contact details
Wellington - Karen Johnson Email address: [email protected] Christchurch - Carole Acheson Email address: [email protected] Dunedin Email address: student-learning- [email protected] Phone: 0800 80 80 98 and ask for the Student Learning Centre (ext 5786)
Course Outline and Administration Guide 53 Appendix 8: Student Self Review
WEEKS – MODULES –
Complete this self review for your lecturer or tutor at various intervals, as advised. If you wish to have direct contact regarding a difficulty, please state this in Question 4 and your Paper Coordinator will be in touch.
Paper Name and Code: ......
Lecturer’s Name: ......
Student Name: ...... ID Number: ......
Put a tick in the box by the most appropriate answer:
1. I have covered all most some very little
of the course material for weeks …...to….… / the module on …………………..
2. I have understood all most some very little
of the course material for weeks …...to….… / the module on …………………..
54 Administration Guide 3. How is the paper going for you?
(a) I’ve completed work as far as Module _____ and I am very happy with my progress so far. The workload is fine and the course material easy to understand.
(b) I’m up to Module ____ and I’m doing reasonably well. Sometimes I have difficulty with aspects of the course work, and I occasionally find that I fall behind in the readings and written work. It might help if ......
(c) I’m having some difficulty coping with all the work in this paper. I’ve got as far as Module ____ but it is quite hard to understand some of the ideas and I often find I can’t keep up with the demands of the course. It might help if ......
(d) This paper is really difficult. I’m struggling with too many of the modules. The last one I completed was Module ___. Would you be able to contact me so that I can have a chat about my progress and how I might be able to do get on the right track again..
(e) This paper is really interesting and I’m reading all the course material really quickly. Is there more that you can send to me so that I can read more widely about this paper..
4. Use the lines below to let me know about your progress. If you have particular concerns or questions state them here and be sure to be specific enough so that I will know exactly which part of the paper you are referring to.
......
Thanks for letting me know how you are getting on
Please post to me at the following address:
[Fill in your postal address here.]
Course Outline and Administration Guide 55 Appendix 9: Does it all seem too hard?
Why is that? Are you… Feeling as if you don’t understand the subject? Wondering if you’ve got enough time to study? Thinking of dropping out?
What can you do…? Will a coffee break and a walk help? Can you talk over the problems with your local support team (partner, work colleagues, friends…)? Should you ring or email your lecturer?
You’re part way through, so… Can you ask for an extension just this once? Can you check with other students whether you’re on the right track? Are there people at the University who can help you?
Where to next…. Work out what the immediate tasks are and attend to them. Don’t worry about next week’s work. It is important to talk with your lecturer. You may be doing better than you think. Get in touch to find out how you are doing.
If you do decide to withdraw then … Check the Information & Support handbook. Note what date by which you need to withdraw if you don’t wish to have the paper recorded as a failure. All changes to your course must be made in writing. Please contact the University Information Centre or email [email protected] to withdraw. Contact your lecturer as well. There may be some way we can help you if you plan to study again in the future.
56 Administration Guide