Scheme of Work UED102

Semester March-August 2023

Lecturer: Assoc. Prof. Dr Azizan Zainuddin

Week Topics Content

1 Getting Ready to - Making the transition (from school to university)
Learn - Characteristics of successful students
- Using learning styles to enhance performance
Goal Setting - Setting goals for the new semester
- Writing effective goal statements
- Using the Learning Management System
2 Library & Campus - Using the resources in the library
Resources - Making the most of college resources
Time Management & - Optimising study time
Organizational - Organising study time
Skills - Using time-management strategies to stay
motivated
- Reducing procrastination
3 Memory, Learning & - Understanding memory processes
Improving - Memory strategies
Concentration - Understanding concentration
- Strategies for improving concentration
- Reading/study system (SQ3R)
4 Taking Lecture - Taking lecture notes
Notes - Effective note-taking system
Academic Integrity - Avoiding plagiarism
& Performance - Calculating grade point average

ASSESSMENTS:

1. Assignments 40%
2. Portfolio 60%
Total 100%

REFERENCE

Van Blerkom, D. L. (2009). College Study Skills: Becoming a strategic learner (6th ed.). MA:
Wadsworth Cengage Learning.
 ASSESSMENTS (100% COURSEWORK)

A. Assignment (40%) – Group Work

The purpose of the Assignment is to provide students with the platform to document
their experience as university students, and work as a team to complete the assigned
task.

Duration: Week 2 – assignment & submission

Students have to prepare a creative 10-minute video presentation of their visit to five
important places on campus (e.g. the HEP office, Bursary, library, food center, etc.).
They have to use their creativity to make their presentation as interesting as possible.
The video needs to be uploaded onto an online platform which will be identified by the
respective lecturer.

B. Study Skills Portfolio (60%) – optional: e-Portfolio [Individual Work]

Duration: Week 4 – assignment & submission

The purpose of the Study Skills Portfolio is to introduce the students to the concept
of documenting the processes in identifying learning strategies that they utilized
throughout the semester. It is anticipated that students will benefit from this task as
they determine systematically the learning strategies that fit their learning style and
personality, which in turn will enable them to observe the impact of these strategies
on their learning process. Furthermore, the portfolio may be used as a reference for
the students as they progress in their academic studies.

To develop a Study Skills portfolio, students are required to prepare documents that
demonstrate their individual study skills and strategies that they have utilized
throughout the semester. The documents are related to the chapters/subtopics within
the syllabus. The chapters/subtopics are:

Topic 1: Getting Ready to Learn

 Learning Style

Inventory Topic 2: Goals

Setting

 Goal Statements – The Five Step Approach

Topic 3: Library & Campus Resources

 Notes on Library Tour

Topic 4: Time Management & Organizational Skills

 Fixed-Commitment Calendar
 Job Task Analysis
 Prioritized To-Do List

Topic 5: Memory, Learning & Improving Concentration

 Memory Strategies (Activity 4-1: Van Blerkom, 2009, pg. 90)

 Organizational Strategies (Activity 4.7: Van Blerkom, 2009, pg. 107) - optional
 Concentration Strategies (Activity 6.1: Van Blerkom, 2009, pg. 144)
 Concentration Chart (Figure 6.4: Van Blerkom, 2009, pg. 161)
 Reading Text (Figure 12.3: Van Blerkom, 2009, pg.

309) Topic 6: Taking Lecture Notes

 Note-Taking Strategies (Activity 5-1: Van Blerkom, 2009, pg. 116)

 Note-taking Exercise using the Cornell Method Topic 7: Academic

Integrity & Performance

 GPA Worksheet

Students should begin preparing all documents at the beginning of the semester, and
continue doing it throughout the semester. Students should be able to present all the
documents to enable lecturers to provide feedback for further improvements. Unlike
the Assignment, this task does not necessarily have to be typed in a form of an essay,
as creativity is highly encouraged. However, it is crucial that the documents are neat
and legible.
 VIDEO PRESENTATION RUBRIC

Elements Exemplary Good Average Weak

20 – 15 Marks 14 – 10 Marks 9–5 0 – 4 Marks
Marks
Introduction Unique and Introduces the topic General introduction Introduction is not
memorable and purpose in an of the topic and included or does not
introduction engages engaging manner. purpose. Little make sense.
the audience creativity and only
The topic and
immediately and somewhat engaging.
purpose are not clear.
communicates the
purpose of the piece.

Delivery Narrator sounds Narrator has It doesn’t sound like It sounds like the
comfortable and has practiced the piece the narrator has presenter is reading a
practiced the piece for smooth delivery. practiced the piece. script. Delivery
for an excellent Delivery is better in interferes with ability
Words are clear and
delivery. Words are some places than to understand the
pacing is appropriate.
clear and pacing is others. piece.
appropriate.
Words aren’t always Words often aren’t
clear and/or pacing is clear and pacing
uneven. makes it difficult to
follow the piece.

Images & The graphics and The graphics are The graphics only The graphics are not
Graphics images are accurate accurate, relate to the marginally relate to related to the audio
and contribute to a audio and are helpful the audio and aren’t and the content.
creative and effective in communicating the always helpful in
presentation and content. communicating the
enhance key points content.
by contributing to the
concept explanation.

All shots are in focus Most shots are in Most shots are in Many shots are out of
and nicely cropped. focus and nicely focus, but pictures focus and many shots
The camera work is cropped. Most need additional need additional
smooth and steady. camera work is cropping. Some cropping. Shaky or
smooth and steady. camera work is shaky unsteady camera
or unsteady. work is distracting.
 Elements Exemplary Good Average Weak
20 – 15 Marks 14 – 10 Marks 9–5 0 – 4 Marks
Marks
Content Creativity and Creative elements are Creativity is lacking No creative elements
original content included, but don’t and doesn’t enhance are included, or the
enhance the purpose enhance the purpose the content and/or types of creative
of the piece in an of the piece. Creative purpose of the piece. elements used are
innovative way. elements don’t Creative elements inappropriate or
distract from the may distract from the distract from the
content or purpose. content or purpose. content and/or
purpose of the piece.

High level of Information is Some information is Information is

understanding of accurate and concise. inaccurate, unclear or inaccurate.
relevant concepts is rambling.
apparent.
Information is
accurate and concise

Audiences other than The intended The project reaches The project doesn’t
the presenter’s peers audience can the intended reach the intended
would learn understand the audience, but isn’t audience.
something from the project. educational.
project and find it
valuable.

Total Marks: 80

Adapted from Rubric for Podcasts

http://www.uwstout.edu/soe/profdev/podcastrubric.html by Ann Bell under the Creative
Commons Attribution-Noncommercial 3.0 United States License
 STUDY SKILLS PORTFOLIO RUBRIC

Marks Required Items Concepts Overall Presentation

90-100 All required items are The student displays a Items are clearly
included, with a significant understanding introduced, well
significant number of of the concepts and items organized, and creatively
additions. listed. displayed, showing
connection between
items.

75-89 All required items are The student displays a Items are introduced and
included, with a few general understanding of well organized, showing
additions. the concepts and items connection between
listed. items.

60-75 All required items are The student displays Items are introduced and
included. some understanding of somewhat organized,
the concepts and items showing some
listed. connection between
items.

40-59 A significant number of The student does not Items are not introduced
required items are display understanding of and lack organization.
missing. concepts and items listed.

0 No work submitted

Total Marks: 100

Adapted from Pierette Pheeney, in The Science Teacher, October 1998

Required Items

1. Learning Style Inventory

2. Goal Statements – The Five Step Approach
3. Notes on Library Tour
4. Fixed-Commitment Calendar
5. Job Task Analysis
6. Prioritized To-Do List
7. Memory Strategies (Activity 4-1: Van Blerkom, 2009, pg. 90)
8. Organizational Strategies (Activity 4.7: Van Blerkom, 2009, pg. 107) - optional
9. Concentration Strategies (Activity 6.1: Van Blerkom, 2009, pg. 144)
10.Concentration Chart (Figure 6.4: Van Blerkom, 2009, pg. 161)
11.Reading Text (Figure 12.3: Van Blerkom, 2009, pg. 309)
12.Note-Taking Strategies (Activity 5-1: Van Blerkom, 2009, pg. 116)
13.Note-taking Exercise using the Cornell Method
14.GPA Worksheet