This badged open course, Succeeding in postgraduate study, will introduce you to the nature of Master's level study. It offers essential preparation for pursuing your learning at this level.Watch the following trailer in which the authors, Eric Addae-Kyeremeh and Payam Rezaie, introduce the course.TranscriptThis free course will help you to become familiar with the requirements and demands of postgraduate study, and to develop the skills and confidence to pursue your learning further. It will help you to consider some conventions for critiquing academic writing and develop your understanding of the challenges of demonstrating critical awareness of a subject area. It will also help you to communicate original ideas or a new perspective clearly and within coherent structures, making use of appropriate scholarly and research literature.You will explore the need to draw on theories, models, frameworks and evidence to support your writing, compare contrasting theoretical arguments, explain convincingly why you find an argument (position or standpoint) particularly compelling, and begin to be able to explain the implications of argument for your own practice within academic or professional contexts. You will also learn to plan and manage your studies, and reflect on your own learning. Parts of this course will introduce you to aspects of studying for Master's by distance learning, and communicating in an online environment.The course covers four thematic areas (over eight sessions):The nature of Master's level study and distance learning Essential information and digital literacy skills for postgraduate study Some approaches to critical thinking, analysis and reflection Applying critical and reflective thinking in academic and professional contexts.You will find this course useful if you are planning to study at postgraduate level. It will also be helpful if you are re-engaging with postgraduate study after a period of absence from academic study. If you are planning to move on to postgraduate study soon, do make sure that you complete this course well in advance of the start date of your postgraduate course.This course can be started at any time. You can work through the eight sessions at your own pace, and there are no restrictions on the length of time required to complete this course. As a guide, if you were to study one 3-hour session each week, then it is possible to complete the course over an eight-week period. Should you find that you do have time and wish to press on, you can complete the course over a shorter timescale to suit your circumstances. It's worth noting that everyone studies at a different pace, and the course may therefore take you more or less than the estimated 24 hours. Completing this course ahead of the start date for your intended postgraduate degree programme will ensure that you are better prepared for your postgraduate studies. Enrolling on the course will give you the opportunity to earn an Open University digital badge. Badges are not accredited by The Open University but they're a great way to demonstrate your interest in the subject and commitment to your career, and to provide evidence of continuing professional development.Once you are signed in, you can manage your digital badges online from My OpenLearn. In addition, you can download and print your OpenLearn statement of participation – which also displays your Open University badge. This course is accredited by the CPD Standards Office. It can be used to provide evidence of continuing professional development and on successful completion of the course you will be awarded 24 CPD points. Evidence of your CPD achievement is provided on the free Statement of Participation awarded on completion.Anyone wishing to provide evidence of their enrolment on this course is able to do so by sharing their Activity Record on their OpenLearn Profile, which is available before completion of the course and earning of the Statement of Participation.
Overview
Syllabus
- Introduction and guidance
- Introduction and guidance
- What is a badged course?
- How to get a badge
- Acknowledgements
- Session1Session 1: The nature of Master’s-level study
- Introduction
- 1 Master’s-level study and how it differs from undergraduate study
- 2Â Key differences between postgraduate and undergraduate study
- 3Â Intensity, workload and study style
- 4 Types and purpose of Master’s degrees
- 4.1Â Key skills required for postgraduate study
- 5 Characteristics of Master’s degree graduates
- 5.1Â Reflecting on Activity 3
- 6Â Qualification Frameworks and Levels in the UK and in Europe
- 7 Preparing for postgraduate study – evaluating your readiness
- 8 Top tips for success – comments from students
- 9Â Managing your study time
- 9.1Â Find a strategy that works well for you
- 9.2 Plan your time – look ahead, find out what you need to do and when
- 9.3Â Prioritise your tasks and identify how you spend your time
- 9.4Â Find a suitable place to study
- 9.5Â Focus on your study goals
- 9.6Â Use weekly schedules and to-do lists
- 9.7Â Prepare an action plan
- 9.8Â Deal effectively with distractions and procrastination
- 9.9Â Make the best use of time you have available
- 9.10Â What if you fall behind?
- 10 The nature of distance learning Master’s study
- 10.1Â Some misconceptions about distance and online learning
- 11 This session’s quiz
- 12Â Summary and reflection
- 13Â Closing remarks
- References
- Acknowledgements
- Session2Session 2: Reflective thinking, reflective learning and academic writing
- Introduction
- 1Â What is reflection?
- 2Â What is reflective thinking?
- 3Â Key features of reflection
- 4 Models of reflection – core concepts for reflective thinking
- 5 Reflective learning – reflection as a strategic study technique
- 6Â Tools to support reflective learning
- 6.1Â Learning journals
- 6.2Â Mind maps
- 7 Academic writing – general principles
- 8Â Understanding the assignment brief
- 9 Writing at postgraduate level – general characteristics
- 10 Academic language – useful phrases
- 11 English language requirements at Master’s level
- 12Â Summary and reflection
- 13 This session’s quiz
- 14Â Closing remarks
- References
- Acknowledgements
- Session3Session 3: Critical and analytical thinking
- Introduction
- 1Â What is critical thinking?
- 1.1 What constitutes ‘critical thinking’?
- 2Â Approaches to critical thinking
- 2.1Â The philosophical approach
- 2.2Â The cognitive psychology approach
- 3Â Fundamental aspects of critical thinking
- 4Â The importance of critical thinking and analysis in academic studies
- 5Â How to evaluate an argument
- 5.1Â Examples
- 6 Evaluating an argument – coherence and supporting evidence
- 7Â Summary and reflection
- 8 This session’s quiz
- 9Â Closing remarks
- References
- Acknowledgements
- Session4Session 4: Critical reading and writing
- Introduction
- 1Â Being critical in your reading
- 2Â A process for reading and selecting relevant material
- 3 Being critical in your writing – some practical suggestions
- 3.1Â Approaching the question
- 3.2Â Read the question critically
- 4Â The difference between descriptive and critical writing
- 4.1Â Using structuring devices in your writing
- 4.2Â Use context and examples
- 4.3Â Use themes
- 4.4Â Link and signpost
- 5Â Tips for writing a critical essay
- 6Â Summary and reflection
- 7 This session’s quiz
- 8Â Closing remarks
- References
- Acknowledgements
- Session5Session 5: Searching for, evaluating and keeping up-to-date with information
- Introduction
- 1 Digital and information literacy
- 2 Digital and information literacy skills framework
- 3 Assessing your current DIL skills
- 4 Recognising different types of information
- 4.1 Primary literature
- 4.2 Secondary literature
- 4.3 Grey literature
- 5 Searching for information
- 5.1 Using appropriate search engines and interrogating subject/discipline-specific databases
- 5.2 Selecting relevant keywords (search words)
- 5.3 Using bespoke library databases and search engines
- 5.4 Searching for information – Google Scholar
- 6 Evaluating information
- 6.1 Evaluating information on the internet
- 6.2 Evaluating information using the ‘PROMPT’ criteria
- 6.2.1 Evaluating the ‘Provenance’, ‘Relevance’ and ‘Objectivity’ of information
- 7 Keeping up-to-date with information
- 7.1 Mailing lists
- 7.2 RSS feeds
- 7.3 Podcasts
- 7.4 Alerts
- 7.5 Deciding which tool to use
- 7.6 Keeping up-to-date using RSS feeds
- 8 Citing and referencing sources
- 8.1 Referencing systems
- 8.2 Working with secondary (or indirect) references
- 8.3 Digital object identifiers (DOIs)
- 9 Developing your selective and critical reading skills
- 10 Summary and reflection
- 11 This session’s quiz
- 12 Closing remarks
- References
- Acknowledgements
- Session6Session 6: Using information responsibly and communicating in an online learning environment
- Introduction
- 1 Using social media
- 1.1 Internet forums
- 1.2 Blogs and microblogs
- 1.3 Social media tools for sharing multimedia
- 1.4 Social bookmarking
- 1.5 Social networking
- 2 Using Twitter to keep up-to-date with information
- 2.1 Useful features of Twitter
- 2.2 Using Twitter hashtags to follow conferences
- 2.3 Managing Twitter effectively
- 3 Intellectual property and copyright
- 3.1 What is intellectual property?
- 3.2 What is copyright?
- 3.3 Who owns copyright?
- 3.4 Finding images and copyright
- 3.4.1 Finding images using search engines
- 3.4.2 Finding images using image databases
- 3.4.3 Creative Commons and Flickr
- 4 Using and communicating information responsibly
- 4.1 What does plagiarism look like?
- 4.2 Developing your academic writing skills
- 4.2.1 Note-taking
- 4.2.2 Writing using your own words
- 4.2.3 Using quotations
- 5 Communicating and collaborating online
- 5.1 Giving constructive feedback
- 5.2 Assessing feedback
- 5.3 Receiving feedback
- 5.4 Acting on feedback
- 5.5 Dealing with conflicting feedback
- 5.6 Engaging in collaborative group work online
- 5.6.1 Participation
- 5.6.2 Asking difficult questions
- 5.6.3 Dealing with different views and approaches
- 5.6.4 Managing forum discussion threads
- 5.6.5 Summarising
- 6 Summary and reflection
- 7 This session’s quiz
- 8 Closing remarks
- References
- Acknowledgements
- Session7Session 7: Reflective writing, reflective practice and discipline perspectives
- Introduction
- 1 Reflective practice
- 1.1 What is ‘reflective practice’?
- 2 Applying reflective frameworks for professional development
- 3 Reflective writing
- 3.1 Some important points to consider
- 3.2 Examples of good and poor critical reflection
- 4 Applying critical and reflective thinking in academic and professional contexts: examples
- 5 Summary and reflection
- 6 This session’s quiz
- 7 Closing remarks
- References
- Acknowledgements
- Session8Session 8: Applying critical thinking skills
- Introduction
- 1 Barriers to critical thinking
- 2 Getting to grips with critical thinking
- 3 Showing evidence of your ability to think critically
- 3.1 What assessors will be looking for in your postgraduate assignments
- 3.2 Evidence of critical thinking in academic writing
- 4 Summary and reflection
- 5 This session’s quiz
- 6 Closing remarks
- Tell us what you think
- Where next?
- References
- Acknowledgements
