Welcome! Preparation for Higher Education (P4HE) Training the Trainers / CPD Module Day two: Study skills in Higher Education.

Welcome!

Preparation for HigherEducation (P4HE)

Training the Trainers / CPD Module

Day two: Study skills in Higher Education

Day Two Programme (see pack)

Includes:• Presentations – first group• Raising awareness about HE• Sources of information, advice and

guidance for apprentices (part one)• Study skills:

ReadingNote-taking and mind mapsPlagiarism and referencingPreparing assignmentsReportsWorking in teams

• Preparing for HE visits• Home study

Home study feedback

One of course aims:

To provide an initial higher education programme for advanced apprentices in our region

This includes experiencing different forms of assessment:

• Presentation - day two or four• Report – at end• Essay – at end

• Plus learning log – throughout, not assessed

Criteria for a good presentation

• Content addresses the topic

• Interesting and informative - yet

concise

• Engage audience

• Use standard presentation structure

and logical order

• Visuals - consistent style and layout,

standardised format

• Demonstrate background

reading/research

• Discuss how topic relates to your

own work

• Speak clearly and confidently,

assertive body

language

• Keep to time!

Presentation Topic

Independent Learning

Choose one or more topics from day one. Discuss how this topic/s will be relevant to the apprentices you work with. How might you introduce this topic/s into your work with apprentices in a way that would engage them? Refer to different sources of information in your presentation.

Raising Awareness about Higher Education

What is higher education?

Higher education is …

Oxford English Dictionary Definition:

n. Education at universities or similar educational establishments, especially to degree level

UCAS website:

Higher education offers a diverse range of courses and qualifications … Many courses take place in universities, but plenty are also taught at higher education colleges, specialist art institutions and agricultural colleges.

http://www.ucas.com/students/wheretostart/heexplained/ (accessed 13 March 2011)

Why do people go to university?

What are universities like?

What kinds of misconceptions do some people have (and why)?

Why do people go to university?

Means to an end•Get a “good” qualification•Increase earning potential•Get a “good” job – direct route to chosen to career

Other reasons•Parents and school expect you to go to uni•Get an interesting job, one you like•Better quality of life – house, car, holidays•For the experience - have fun, new experiences•Develop self – find out what want to do in life•Like the subject, want to learn more•Want to learn from a particular expert

Aimhigher says …

Higher education can open up new career options and help you find your dream job. What’s more, you’ll immerse yourself in a subject you love, having new experiences and meeting new people.

Aimhigher website accessed 13 May 2011http://www.direct.gov.uk/en/EducationAndLearning/UniversityAndHigherEducation/DG_073697

Who are these people?

Statistics on HE population: England 2009/10

• 2.5 million HE students (UG and PG)• 2m UG students• 165 HE institutions• 2/3 full time, 1/3 part time• 44% male, 56% female• 84% UK, 5% EU, 11% rest of world• Largest subject areas are Business and

administration, creative arts and design, social studies

• 61% students are 19 or under, 25% aged 20–30 yrs, 14% over 30 yrs

• 18% from ethnic minorities (UK students)• 8% known disability• 49% first degree, 3.5% foundation degree,

16% other UG – e.g. HND, not first degree

Higher education statistics Agency website, last accessed on 18 May 2011 http://www.hesa.ac.uk/index.php?option=com_content&task=view&id=1974&Itemid=278

Types of HE qualification

Certificate of Higher Education (CertHE): 1st year of degree course.

Diploma of Higher Education (DipHE): 2 yrs, full-time - can give entry to 3rd yr of related degree course. Mainly vocational areas e.g. nursing, social work.

Higher National Diploma (HND): 2 yr course. High grades can lead to 3rd yr of degree.

Foundation degree: also equiv. first 2 yrs degree, full or part time, academic study plus work-based learning, can top up to honours degree.

Degree: 3 or 4 yrs, leads to bachelor's degree e.g. BA, BSc, BEd, BEng, ordinary/honours.

Postgraduate: masters, PhD, law, medical.

Qualification Frameworks

See handout mapping NQF and QCF

BUT Equivalency in level and demand on the learner does not equal

equivalency of content and duration

Types of HE providers

University groups share ideas and resources regarding issues and procedures in the higher education sector.

1994 Group Million+The Russell GroupUniversity AllianceUKADIA

Group members tend to have particular characteristics in common

New / old

Teaching focussed / research focussed

Widening participation / Post grad and international

Lower cost / maximum cost

Higher Education in Lancashire

How many universities in Lancashire?

How many colleges with HE provision?

Map exercise

Provider Thumb Nails

• Inclusive Catholic College• FE and HE• City based – new buildings• 1500 students – local, non-residential• Teaching• Full and part degrees – validated by

Liverpool Hope University and UCLan • Only centre in E Lancs with evening

degree study• Degree courses in 4 subject areas• FD in one subject area• PGCE• Recuiting

Blackburn College

• City based - £50 million state-of-the-art campus

• FE and HE• 2nd largest college with

a University Centre in England • 15,000 students - mainly local/regional• Mainly teaching, some research• Sixth Form Centre plus wide range

degree, foundation and professional qualifications, short courses for employers

• PT or FT• Around 40 FDs and 40 degrees - validated

by Lancaster, Uclan possibly others, plus HNC & HND.

• Some PG – Masters in Law• Recuiting

Lancaster University

• Campus based• New buildings all over• HE only• Research intensive, top Uni in NW, top

10 in UK, top 125 in world• 10,000 students - mainly national and

international students• Mainly residential • One FD• 45 plus degrees• FT• Lots of PG• No HNC, HND• Selecting• Validates courses

at other HEIs

What types of teaching and learning take place in HE?

What assessment methods are used?

UNIVERSITY JARGON

A game to build awareness of different types of learning in higher

education and the jargon that is used.

PRIZE!!!

Weird and wonderful courses

Adolescence StudiesLiverpool John Moores University

Culinary Arts & Spa ManagementDerby

Adventure Recreation ManagementUniversity of Cumbria

Aerospace EngineeringLiverpool University

Brewing & DistillingHeriott-Watt

E-BusinessLiverpool Uni

Equine LeisureUCLAN

Real or not real?

Are these real university degree courses - or have I made them up?

At least 4 are not real (as far as I know!!)

It’s not all about study – what do you think these student societies are for?

ROCSOC

SLUJ

LUMAS

PULSAR

LUMC

SAC

Student life can be a combination of …

BEING MORE INDEPENDENT

WORKINGSTUDYING

ENJOYING LIFE

Potentially your role covers three areas:

Raising awareness, and building confidence

Developing skills in preparation for HE

IAG - answering questions and sign posting

Information, advice and guidance – few definitive answers!

Information changes about courses available,

finances and grants, progression routes

Many questions about progression arevery specific to individual circumstances

Typical questions

What courses will I be able to access after my current course?

How will I know if I meet the entry requirements?

Where do different courses run and how long are they?

How much would it cost and how could I afford it?

How much time will I need to spend at uni? Will I

have to spend much time in the library and studying

at home?

I don’t like essays and exams - is the work really hard?

How can I apply? What is UCAS?

When I graduate what sort of job could I get?

Lancashire Lifelong Learning Network

Raising awareness of progression routes for vocational learners

All HEIs in Lancashire are partners

Develop new progression routes

Information about progression via website and Visa Routehttp://www.lancashirelln.org.uk/

Recap – HE awareness

Preconceptions about HE might be misconceptions

Different providers – different courses, different student experience, potentially different career opportunities

Lots of choice – even within Lancashire

HE doesn’t necessarily mean a degree

Students experience different types of teaching, learning and assessment in HE

Next time – more about sources of IAG

Lunch!

Start again at 1pm

Reading in HE – issues for students

Not used to reading at all

Not used to reading academic books

Having to do a lot of reading

Reading difficult material

Trying to remember what you have read

Using critical thinking skills to question what you are reading

Reading - what, where?

• Tend not to have one course book, but a reading list. Maybe 12 or more books, journal articles/papers, URLs

• Some books may be essential, others just recommended

• Don’t buy all the books! Use university library, internet, on-line course site, borrow, buy second hand (check edition)

• Great to find books/articles that are relevant and not on the list. Show off your research skills!

Reading - why? Reading for different purposes

• Background – context, wider understanding, contemporary/linked events

• Focusing in – detailed understanding,differing opinions, evidence

• Checking facts - dates, quotes, details, names, numbers

How could you help apprentices to develop their skills in reading, and their interest?

Devise a reading exercise …

Tips for effective reading

• Be selective - find relevant materials (stop reading if it isn’t relevant)

• Use the index pages to find relevant sections

• Once you’ve decided what to read, set manageable targets (a chapter a night?)

• Write down good quotes as you go along (more later)

• Take notes as you go along(more later)

Are you struggling to take in what you’re reading?

Read from paper and read short sections at a time

Look up words you don’t know then read it again

Take notes as you go along - paraphrase (put it in your own words)

Test yourself - write down two or three key points from memory after each short section

Slow down, trying reading aloud

Are you a “slow” reader?

• Does that matter so long as you are taking in the information?

• You can work out your reading

speed and try to speed up, if you think it would be useful:

Read for ten minutes at a speed where you can understand what you read

Divide total words by ten to work out number of words per minute – only approximate.

Tips for speeding up your reading

• Start with small chunks of text – two large paragraphs, just under one page in a text book

• Use finger-tracking• Don’t read aloud• Force yourself to read as fast as you

can, while still taking in the information

• Read more every day - increase the amount of text slightly

• Build up to a point where you can read a whole chapter of quite difficult text with reasonable ease

Okay to look up words you don’t know

Practise makes perfect!

Practise reading a subject or book you like

Keep going - even if initially you think you’re not taking it in

Check your speed again after ten days

The more you read the:• quicker you’ll get• better you’ll become at taking in the

information• and deciding whether the text is really

relevant

Note-taking – key part of reading

What: While reading, researching, in a lecture or seminar *

Why? Record key pointsRecord references and quotesHelp memory and understandingHelp assignments and exam revision

In a lecture:Helps you to listen activelyExpands or amplifies lecturers’ notesRecords questions and discussion –

not in the lecture notes

Having good notes can save you a lot of time when doing assignments

* make sure you join in the discussion too!

Tactics for note-taking

HeadingDate, subject/course, topic, lecturer

Clear layoutSub-headings, space between sections

ConciseBe selective, highlight key points, use

abbreviations

ALSO• Read your notes the next day – do you still

understand?• Keep all your notes for subject together• Separate sheet for all references for that

subject (books, articles, quotes you might use in your assignment)

Like reading, note-taking gets better with practise!

Types of note-taking

Linear Notes – usually used in lectures etc.

• Use a numerical system for sub-sections, or alphabetise

• Leave space for adding information / comments later

• Use lined paper you can tear out and ring-bind later

Patterned Notes

Also called nuclear, spider-grams, mind-maps, diagrammatic, and organic

Use large sheet blank paper

Use lots of colour and pictures

Start from a central point and “grow”

“Mirror” how the brain organises information - can be easier for visual learners to recall than linear notes

Which of these do you use – linear or patterned?Do you have a preference?Tend to use mind maps for brainstorming, not as a learning tool?

Mind Maps• Developed by Tony Buzan in 1960s• Use right side of brain to teach and learn -

imaging, colour, rhythm, imagination, etc

http://www.thinkbuzan.com/uk/company/about/tony-buzan,

(last accessed 14 May 2011)

What’s wrong with this mind map?

Is this a mind map?

7 Steps to Making a Mind Map - Tony Buzanhttp://www.buzanworld.com/Mind_Maps.htm

• Start in the CENTRE of a blank page turned sideways. Give your Brain freedom to spread out & express itself

• Use an IMAGE or PICTURE for your central idea - worth a thousand words and helps use your Imagination.

• Use COLOURS throughout - exciting to your Brain

• CONNECT your MAIN BRANCHES to the central image and connect your second- and third-level branches to the first and second levels, etc. - helps to understand and remember.

• Make branches CURVED rather than straight-lined – straight lines are boring to your Brain.

• Use as FEW WORDS as possible (ONE if poss.)

• Use IMAGES throughout – if you have only 10 images in your Mind Map, it's already the equal of 10,000 words of notes!

Exercise - using a mind map as a study aid

The central topic is:Reading and note-taking skills

• Create a mind map using the seven steps

(handout in pack)

• Look back at the two topics we’ve just covered and include the key points on your mind map

• Use colour and images, draw links between related points

Recap and home study

Did this exercise help to embed the two topics?

What was easy about it? What was difficult?

Would you use this technique again (apart from brainstorming)?

Software available online – plus to convert mind maps into notes

Try doing a mind map on a different topic as part of home study – include some theory/research and how it links to your work, as well as key points about the subject

Plagiarism and Referencing

Referencing is when you credit the source of your ideas (if you are talking about a general concept or theory) or exact words / data (if you are quoting directly).

Plagiarism is when you pass off someone else’s work as your own, either through using their ideas and not crediting them or through direct copying e.g. an assignment

Plagiarism

Serious crime in academia!

If you don’t reference properly you can be:

• Accused of academic dishonesty – making out someone else’s work, ideas or words are your own when they are not

• Penalised whether intentional or unintentional

• Marks deducted, or thrown off the course

Referencing

You MUST use a reference whenever you:

• Use a direct quotation from a source of information

• Paraphrase someone else’s words or ideas

• Use statistics or other pieces of specific information, which are drawn from a source you have read

Referencing

Demonstrates the research and evidence

on which we have based our conclusions

Most institutions use Harvard stylereference, author then date

Always check first – your institution will have guidelines – follow them

Consistency is crucial!

References and Bibliography – what’s the difference?

Reference list - only books, articles, and web pages etc cited in the text.

Bibliography - all sources of background reading, including references. In an essay or other work for assessment would normally use bibliography.

”

How to reference

Record full bibliographic details (more later) as you research and read, with relevant page numbers

For books, take reference details from the title and/or back page not cover

Keep all details together for each course

Then – 2 steps• Citation in text - indicate in written work that some material is not original - provide short 'identifier' for the source

• Bibliography at end of writing - full details all sources, including those you haven’t cited in text

In-text citations

Usually, name of the author(s) and year of publication e.g.

Carson (1970) argued that humans evolved from chickens

The theory developed by Carson (1970) asserts that …

Include page number for:• direct quotes or paraphrasing a passage• longer works where your reference is specific to one part

e.g. Berkman (1994 p135-166) said “Humans did not evolve from chickens because we don’t have feathers”

AVOID RANDOM QUOTE DUMPING!

How to create a reference list/bibliography

• Arrange alphabetically by author’s surname

• If no author, by title

• If more than one item with same author, list chronologically, starting with earliest

• New line for each reference

• No indentations or numbering

NB check which system the institution uses before you start.

For books, usually …

Author(s) of book – family name and initials Year of publication

Title of book – italicised (underline only if italics not available)

Edition

Publisher

Place of publication

Houseman, RI 1994, How Not To Be Expelled For Plagiarism, 2nd edn, HarperPerennial, New York.

BUT BUT BUT ….

Hull University

Author(s) of book –

Title of book

Edition

Place of publication

Publisher

Houseman, RI 1994, How Not To Be Expelled For Plagiarism, 2nd edn, New York, HarperPerennial.

For journals and other articles/papers, usually

Author(s) of journal article – family name and initials

Year of publication

‘Title of journal article – in single quotation marks’

Title of journal – italicized

Volume, Issue or number

Page number(s)

(viewed date-in-full, URL – if accessed electronically)

Journal article examples

Huffman, L.M. 1996, ‘Cheating Made Easy’, Student Weekly, vol. 50, no. 2, pp. 49-52.

Daniel, T. 2009, 'Where to buy essays on-line', Buying A Degree, vol. 56, no. 1, pp. 40-44, viewed 30 January 2011, <http://proquest.umi.com/>.

What’s wrong with this example:

Cengel, Albert & Boles, Michael June 1994, Thermodynamics: an engineering approach, 2nd edn, McGraw Hill (London).

• Author’s first name should be initials• Should be year only, not month and

year• Title should be italicised• Place of publication shouldn’t be in

brackets

Cengel, A. & Boles, M. 1994, Thermodynamics: an engineering approach, 2nd edn, London, McGraw Hill.

And this one:

Donahue-Wallace & Chanda 2005, A case study in integrating the best practices of face-to-face art history and online teaching, “Interactive Multimedia Electronic Journal of Computer-Enhanced Learning”, vol. 7, no. 1, viewed on-line 2009.

• Authors’ initials missing• Article title should be single quotes not

italic• Journal title should be italics not quotes• Needs full date of viewing not just year• URL missing

Donahue-Wallace, K. & Chanda, J. 2005, 'A case study in integrating the best practices of face-to-face art history and online teaching', Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, vol. 7, no. 1, viewed 30 January 2009, <http://imej.wfu.edu/articles/2005/1/01/index.asp>.

Referencing exercise

1.In text citation

2.Details for a bibliography

Referencing

And again! Before you start, checksystem used by your institution

Reference creating software http://www.neilstoolbox.com/

bibliography-creator/index.htm (URL is on wiki site)

Assignments

PREPARATION!PREPARATION!PREPARATION!

Essay, report, oral assignment (presentation), short questions (we’ll focus on essay and report)

Before you start checklist• Title – have you written it down correctly, do

you understand what it means• Length – how many words, minutes (for

presentation)• Format – single side, two sided? Single line

spacing, double line spacing? Must be typed? Page numbering?

• Deadline – which day and time, check!• How to hand in – electronic submission, hard

copy? Cover sheet?

Steps in preparing an assignment

(recognise from time management session?)

Draw up a schedule

1. Clarify the task2. Collect and record information –

research, reading, notes3. Organise and plan – key points 4. Write an outline plan - check what

the structure should be

5. First draft6. Editing, writing, revisions7. Final Draft8. Submission

Clarify the task

Analyse the title:

• Pick it to bits• Make sure you fully understand what

you’re being asked – ask if not sure• Is there more than one thing to

address e.g. identify barriers and suggest how they can they be overcome

• Put title where you can see it and keep checking the wording

• Refer to key points of title in Introduction and Conclusion

Collect and collate information

• Lecture notes/handouts• Books• Journals• Reference books • Internet• Other printed media –

newspapers, reports,academic papers

• Videos• Experiments• Fieldwork• Other people

Organise and plan

• Group your notes and ideas• Work out outline of assignment’s

sections – clear, logical structure • Add the outline of content for each

section• What will your conclusion be? Rough

idea – may change• Start drafting• Go back and revise

as your thoughtscrystallise

Report writing

Similar to essay writing - some key differences

Report writing skills

• Identified as a learning gap for those studying apprenticeships and NVQs

• Not a part of the Edexcel curriculum

• Apprentices need to practise and develop report writing skills

Report writing

• Not an essay!• Different structure and writing style• Short sections• Sub-headings• Emphasis on facts and methods• Objective• Usually includes conclusions and

recommendations based on research findings

KISS – keep it shortand simple!

Go through the before you start checklist

• Check the Title – Length – Format – Deadline – How to submit

Work out your schedule

• Clarify task – collect information – plan each section etc.

Typical report structure

• Contents page (if report more than two sides)

• Introduction including aims andobjectives (what is the report about)

• Methodology (how you researched the topic)

• Findings/results (factual report)• Discussion (your interpretation of the

findings)• Conclusions and recommendations

(logical, what next)• Appendices (if relevant)• Bibliography

Contents page

If more than 2 pages: list of headings, sub headings, tables, diagrams, appendices, page numbers

Appendices

Information such as details of your methodology or findings that you’ve summarised in main report

Not part of word count – but beware of over-use!

Mark “Appendix A”, “Appendix B” etc

After conclusion, before bibliography

Report writing assignment

TOPIC

Look at the website of a Lancashire HE provider and consider the extent to which it meets the needs of an apprentice who is thinking about progressing to higher education.

POINTERS: What information might an apprentice be looking for? Is it easy to find? Is it written in a way that would encourage an apprentice? Compare your chosen provider’s website with that of one or two other Lancashire HE providers.

Report writing exercise – handout

Work through the two questions and be ready to report back

Report writing assignment

• Identify and list key questions - putting self in position of apprentice

• Try to answer key questions using website/s

• Are answers informative, easy to find etc.?

• Is the website helpful, what is missing? What types of student is it aimed at?

• Conclusions & Recommendations – answer the question! Suggest how the website be improved.

• Use the standard structure and headings

Report writing assignmentFORMAT

• 400 - 600 words (2 pages or less)• 1.5 line spacing• Single sides of paper• Header – REPORT and title in full• Page numbers• Typed • Submit in hard copy - part of

assessment portfolio• Date 5pm Friday 5 August 2011

Report writing style

• Concise but full sentences• Precise detail• Objective - no ‘flowery’ or emotive

language• Bullet points – useful way to reduce

text• Include charts, graphs, tables• Formal tone – avoid first person e.g.

“The following questions were identifiedas being relevant for an apprentice …”

Rather than, “These are the questions Ithought an apprentice might ask …”

More study skills resources

Cottrell, S. (2008) The Study Skills Handbook, 3rd edn. Basingstoke: Palgrave Macmillan

Northedge, A. (1990) The Good Study Guide, Milton Keynes: Open University

www.skills4study.com

www.hull.ac.uk/studyadvice - well worth a look

24 June – day four

Essays – preparation and planning, writing style

Proof-reading and editing

Student support

Group work in HE

AssessedProject – some research, present back to lecturer, write reportConsultancy team – real clientFieldwork teamLab / practical work

Not assessedStudy group – supportResearch group – sharing findings

Are groups the same as teams?

Assessed Group work in HE – what’s the point?

Develop different range of skills - different to written work e.g.

• Working with others• Communication – listening and

speaking, ensuring common understanding

• Assertiveness and confidence• Relevant to employment• Presentation skills• Other …

In your experience, what kinds of issues arise in group work?

Are there particular issues for HE students?

TASK – you are part of a GROUP doing the report assignment on HE websites. Your group will have to research the topic, write a report and make a presentation.

1) Write a set of ground rules for how your group will work together – think about how you’ll organise yourselves, your meetings, how you’ll divide up the work, how you’ll make decisions etc.

2) One person is a “monopoliser” – only their view can be heard. Two group members never express a view. Is there anything you can do about this?

3) One member of the group is a “saboteur”, constantly saying things won’t work and suggesting other options, even after a decision has been made. Is there anything you can do about this?

4) At your second meeting, one person hasn’t done the work they had agreed to do. How should the group react?

Team roles in brief!

Differentiate between functional roles (finance officer, sales rep) and team role (personality-based)

Belbin (1981) – balance of team roles essential to success of team – 9 team types

Extensive testing of Belbin model

Apollo Syndrome – a team consisting only of very clever people will fail, need a balance

“Nobody's Perfect but a Team Can Be”

Taken from Malcolm Yates’ paper – see Wiki site, Belbin Team Roles handoutBelbin, M. (1981) Management Teams: Why they Succeed or Fail, London, Heinemann)

Belbin’s team typesPlant - creative, original, innovative, the ideas person

Resource Investigator – liaison person, extrovert, good at making outside contacts and developing ideas

Monitor Evaluator – shrewd, prudent, analytical, critical

Shaper - dynamic and challenging, pushes the group to achieve the task

Co-ordinator - respected, mature, ensures talents are used effectively and opinions are heard, coordinates the group’s efforts - the leader

Implementer - practical, loyal and task orientated, pushes on with getting tasks done

Completer Finisher - meticulous and with attention to detail, makes sure deadlines are met

Team Worker – supportive, good for morale, maintains team spirit and cohesion, caring, person orientated

Specialist - high level of technical / professional skill

Working in groups in HE

Teams self-selecting – not “appointed”

Awareness of what is needed to make a team work

Worth spending time at outset discussing how team will operate – clarify goals, set ground rules

Review this as you go along

Self awareness:•What is your natural role?•Can you / do you switch between roles?•Can you develop good team habits and curtail bad habits?

HE Visits Friday 10 June 2011

9.15am Refreshments available

9.30am Tour of BCUCTalk on student financesQ&A with subject specialists?

12 noon Lunch12.30pm Leave for UCLan

Foster car parkMeet Foster Building Reception

1pm Tour of UCLan2pm Library visit incl. on-line facilities3pm Refreshments (Adelphi Cmttee Rm)

Talk with Admissions

4pm Leave4.30pm Arrive back at BCUC

HE Visits Friday 10 June 2011

Transport and directions

Questions to ask:

• Finance (BCUC)

• Subject specialists (BCUC)

• Library and student facilities incl. on-line (UCLan)

• Admissions (UCLan)

• Other?

Next steps session - day four, 24 June

2 - 4pm

Present your thoughts on:• What gained from course• How course could be improved• What you want to do next to support

apps• What support/resources you need to

achieve this

Who should attend from Blackburn College and Burnley College?

Home study

• Bring hard copy of knowledge and skills audit to day four

• Continue learning log – What did you think about today’s

presentations (incl. your own if you did one) – did you pick up ideas on what to do/not to do in future?

Study skills – which parts useful to use in own work, and how?

Team roles – think about your own role in teams, also useful for apprentice to explore this?

HE awareness – were the exercises useful?

• Second set presentations for day four

• Think about possible essay topics

• Use resources on Wiki site and do own research and reading esp. more on study skills!

See you here 9.30, Friday 10 June