Academic advisees and everyone
The surf is up for the new year, and we are all running to ride the waves. I think I need to get my board first and my wetsuit if this is england. It might be worth checking the when the tide is... oh no I missed the wave - typical. Well, that is what experience is about. I will catch the next one and be prepared for it.
I have now sent out to everyone on my list a welcome email and I hope that it makes some degree of sense. This week is the time to read everything through if you have not already, and connect back with me at whatever stage you are in the process. We had a number of late applicants who are still being processed and we have people trying to complete their final inquiry or project, so there is a range.
Remember to put links to blogs on your Google Reader as it helps following those that are unread. Also - check to see if you have ticked the box to allow public comments...
I will try to catch up with everyone who sends me updates by the end of the week - I need to do some planning for the first campus session of 3760 (Module 3).
Several people have blogged about induction , i.e. Michelle Yarwood, and Liam is already of the tasks so he is a bit ahead. We have a number of people who are not based in the UK right now. i.e. Victoria Ellingham is in Canada.
From the continuing folks: Amal I just saw your blogs up, Amal is in the Sept 2009 blogs, Emma Balaam is posting about her inquiry as is Mark Iles and others.
Glad to have almost everyone back - the Web2.0 fun comes from the collective.
Tuesday, 27 September 2011
Wednesday, 21 September 2011
Grief at the National
Grief at the National.... I have not been to this yet but Mike Leigh's process is an interesting one and well knownin British film and theatre.
Monday, 19 September 2011
Tuesday, 6 September 2011
Welcome back everyone
Right - we are back in the office - I passed in my thesis in August! and 2 individuals in my household are going to university this semester.
We are working on the enrolment procedures and will put all the information up on BAPP Libguide.
More later...
We are working on the enrolment procedures and will put all the information up on BAPP Libguide.
More later...
Sunday, 24 July 2011
2nd Writing Class July 25 2011
Looking forward to seeing what is in store Monday night... Here is some information that I had in earlier blogs about academic writing
Also - if you have not already - check out the level descriptors that MDX use for assessment.
Here is a definition I really like...
The idea of being 'critical' is also to talk about what things mean. You might even add an argument. "The word argument in higher education means a proposition or propositions (or conclusion/s) combined with a reason or reasons. A proposition is a statement, a way of thinking, or an idea that you believe to be true. It is also a way of persuading a reader of your views" (Institute of Education, 2008).
Structure in writing is important, because formal structure (sentences and paragraphs) allow you to say what you mean in a way that communicates well. My rule of thumb 'american style' is the classic essay form of an introductory sentence, key points, and a concluding sentence... so at least three to five sentences in the paragraph (you may have more).
Critical thinking is process that is used to think about topics and issues.
Glaser (influenced by Dewey) said “Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends” (extract from Fisher 2001).
“Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do” (Norris and Ennis, 1989,extracts from Fisher 2001).
Stella Cottrell (The Study Skills Handbook 3rd ed., 1999) says that Glaser emphasises 3 main points about critical thinking: 1. persistence 2. evidence 3. implications
You use critical reasoning to:
• Identify elements of a reasoned case
• Identify and evaluate assumptions
• Clarify and interpret expressions and ideas
• Judge the acceptability and credibility of the claims
• Evaluate the arguments of different kinds
• Analyse, evaluate and produce explanations
• Analyse, evaluate and make decisions
• Draw inferences
• Produce arguments (Fisher 2001)
Cottrell also suggests applying analytical thinking - being able to do things like
• “ looking for possible flaws in the reasoning of evidence, or the way in which the conclusions were drawn”
• “comparing the same issue from the point of view of other theorists or writers” and “checking for hidden assumptions” (Cottrell 1999).
These ideas are linked to what I call critical curiosity, your ability to want to know about something using a framework that is wider than what you already know…(Nottingham, 2009). This means extending your knowledge and understanding to learning that includes sources that go beyond the self to peers, professional networks and academic-related literature.
Also - if you have not already - check out the level descriptors that MDX use for assessment.
Here is a definition I really like...
The idea of being 'critical' is also to talk about what things mean. You might even add an argument. "The word argument in higher education means a proposition or propositions (or conclusion/s) combined with a reason or reasons. A proposition is a statement, a way of thinking, or an idea that you believe to be true. It is also a way of persuading a reader of your views" (Institute of Education, 2008).
Structure in writing is important, because formal structure (sentences and paragraphs) allow you to say what you mean in a way that communicates well. My rule of thumb 'american style' is the classic essay form of an introductory sentence, key points, and a concluding sentence... so at least three to five sentences in the paragraph (you may have more).
Critical thinking is process that is used to think about topics and issues.
Glaser (influenced by Dewey) said “Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends” (extract from Fisher 2001).
“Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do” (Norris and Ennis, 1989,extracts from Fisher 2001).
Stella Cottrell (The Study Skills Handbook 3rd ed., 1999) says that Glaser emphasises 3 main points about critical thinking: 1. persistence 2. evidence 3. implications
You use critical reasoning to:
• Identify elements of a reasoned case
• Identify and evaluate assumptions
• Clarify and interpret expressions and ideas
• Judge the acceptability and credibility of the claims
• Evaluate the arguments of different kinds
• Analyse, evaluate and produce explanations
• Analyse, evaluate and make decisions
• Draw inferences
• Produce arguments (Fisher 2001)
Cottrell also suggests applying analytical thinking - being able to do things like
• “ looking for possible flaws in the reasoning of evidence, or the way in which the conclusions were drawn”
• “comparing the same issue from the point of view of other theorists or writers” and “checking for hidden assumptions” (Cottrell 1999).
These ideas are linked to what I call critical curiosity, your ability to want to know about something using a framework that is wider than what you already know…(Nottingham, 2009). This means extending your knowledge and understanding to learning that includes sources that go beyond the self to peers, professional networks and academic-related literature.
Tuesday, 19 July 2011
Writing Class Wiki 1
Please add to the writing wiki about a writing style that you like... Just click on the link that is embedded in the title. It is a public wiki.
Please leave a comment on the blog to say how you are getting on with the writing outside of the workshops.
Also add a comment on this blog if you are having any problems accessing the wiki or contact Paula on p.nottingham@mdx.ac.uk
Good luck with the writing.
Please leave a comment on the blog to say how you are getting on with the writing outside of the workshops.
Also add a comment on this blog if you are having any problems accessing the wiki or contact Paula on p.nottingham@mdx.ac.uk
Good luck with the writing.
Sunday, 5 June 2011
Where has the time gone?
Apologies for not posting - we have been looking at all the hard work people have been doing and it has been rather intense for the past few weeks.
I saw this blog about a primary school dancing in the am - so it was a bit of a wake up call if you don't mind the pun.
Boards are coming up to finalise marking process, so I will be posting things on the BAPP site soon about when to expect marks, ethical approval, and the next module up.
My thesis work is going into overdrive as I too am trying to complete in before the summer terms ends.
Salute
I saw this blog about a primary school dancing in the am - so it was a bit of a wake up call if you don't mind the pun.
Boards are coming up to finalise marking process, so I will be posting things on the BAPP site soon about when to expect marks, ethical approval, and the next module up.
My thesis work is going into overdrive as I too am trying to complete in before the summer terms ends.
Salute
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