Laying the foundation for effective learning: Establishing

study and critical thinking habits to successfully meet HCT

graduate outcomes

Authors: Emma Durham, Hazel Owen, and David Moran

Please cite as: Durham, E., Owen, H., & Moran, D. (2007). Laying the
foundation for effective learning: Establishing study and critical
thinking habits to successfully meet HCT graduate outcomes. In P.
Barr (Ed.), Foundations for the future: Working towards graduate
outcomes (pp. 58-68). Abu Dhabi: HCT Press.

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Introduction

Education ministries in the Gulf region in general, and the UAE in particular, have
recognised that reforms are required at all levels of education. The Ministry of
Education and Youth has developed Vision 2020, an ambitious initiative to shift the
focus from passive to active learning in order to successfully meet graduate outcomes
at tertiary level. Tertiary graduate outcomes encompass linguistic, technical,
intellectual and leadership skills which are interdependent. At this stage there remains
a great need to ‘bridge the gap’ between secondary and tertiary education to equip
graduates with the vocational competencies demanded in the employment world.

This paper aims to outline the background, design and implementation of the 40-week
Research Skills and Projects (RS&P) course that was designed and built specifically
for Higher Diploma Foundations (HDF) students at Dubai Men’s College (DMC).
Having designed and built a prototype blended learning course, a number of data
collection methods were employed during the pilot year, thereby measuring the
effectiveness of the course, while also gathering attitudinal and evaluative feedback.
Following the pilot of the RS&P blended learning course in the academic year
2004/2005, the academic year 2005-2006, and the first semester of 2006-2007 have
provided opportunities to improve the course in response to stakeholder feedback, as
well as make enhancements based on other forms of data collection and findings
(Silverman, 2001, p. 44). As such, this paper succinctly describes the research
process, while also suggesting the future potential of the course within the HCT
system, and beyond.

Design framework for RS&P

Employing a design underpinned by sociocultural theory and adult learning

principles, the RS&P course is administered using a blended learning approach and
utilises WebCT as its Learning Management System (LMS). Thus, it incorporates
recognition of, and support for, the challenges facing post-secondary Emirati students
entering an English-medium, western-style tertiary education environment. These
challenges range from time management issues to renegotiation of ethical concepts
such as plagiarism. RS&P therefore effectively facilitates students’ transition to self-
directed, independent learning, as well as assisting in the acquisition of the study,
critical thinking, interpersonal and analytical skills necessary to enter the Business,
Engineering, Communications Technology or Information Technology programs at
DMC. Further benefits of the innovative course design include the ‘scaffolding’ of
new lexical items and concepts, and reinforcement of teaching and learning
expectations that differ from those expected in high school.

Sociocultural theory imbues the RS&P course with the flexibility to enhance second
language acquisition (SLA) while also fostering academic, study and critical thinking
skills. Encompassing a combination of theories and beliefs, Sociocultural theory has
many of its roots in Vygotskyan cultural psychology which situates learning within
the social structure of an activity, as opposed to the mental structure of the individual
(Crook, 1994). The central hypothesis of Sociocultural theory is that the process of

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human development, context and cognition are inseparable. As such, it is the social
interaction of the individual with external social world (communities, rules, tools, and
activities) that leads to the development of higher mental functions including logical
memory, verbal and conceptual thought, and multifaceted emotions. Vygotsky also
developed the notion of the Zone of Proximal Development (ZPD) which suggests
that opportunities can be provided where the gap between a learner’s already
assimilated knowledge or skills, and knowledge or skills yet to be assimilated, can be
bridged when assisted by a more advanced peer or teacher - a concept known as
‘scaffolding’.

Educational context: The issues

Prior to college entry, most of the students in the HDF learning community at DMC
have been educated through strategies such as rote memorisation. While these
strategies are suitable for learning and reproducing information, they are not suitable
for developing effective second language learning skills, or for meeting the demands
of tertiary level education studied through the medium of English (Zimmerman,
1990). For DMC students, the majority of whom are direct entry from high-school, to
adapt their whole approach to learning, alter their expectation of themselves as
learners and of the role of the teacher, and also adjust their way of thinking, is an
essential but challenging process (Peach, 1997). However, during this transition it is
paramount to provide enough support for learners to develop the strategies that enable
them to assimilate the necessary research and study skills, along with critical,
evaluative and analytical skills, (McGrath & Noble, 1995) that will enable them to
study at higher diploma level.

RS&P: The foundations for meeting HCT graduate outcomes

RS&P lays the foundation that enables students to meet graduate outcomes – *see
table. For example, the course encourages interdisciplinary exploration, problem
solving and self-management through a series of linked tasks within each project.
These tasks comprise an “off campus” activity, a math task and critical thinking /
decision analysis tasks. Group work and data sharing inherently instigate displays of
teamwork and leadership as well as providing opportunities to use functional, target
language in authentic contexts. Cross-over assessment is a key focus in RS&P; thus,
in addition to assessing English curriculum objectives, assessment criteria from the
math, computing and Arabic courses are also embedded within the tasks. The cross-
curricular integration of assessment adds authenticity and validity to the tasks.

RS&P therefore uses the combination of a variety of e-learning toolsi combined with
two one-hour face-to-face sessions per week to explain the stages of collecting,
evaluating, analysing, presenting and referencing information. Though topics differ,
the required processes to complete the research projects are repeated and developed as
the scaffolding support is gradually reduced. While assimilating and applying
research skills, students must simultaneously acquire basic study skills including the
ability to self-direct their learning. Responsibility for the students’ own learning must
therefore be fostered and the results mentioned below indicate that the pedagogical
design of RS&P encourages experiential learning. Furthermore, through counselling,

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activities, and PDA interviews students are encouraged, through critical reflection, to
link what they have experienced to the outcome, thereby increasing the impact of the
experiential learning (Dubai Women’s College, 2001). As such, each individual
constructs his own understanding and evaluation what happened and why, and this is
one of the first steps toward the awareness of his own responsibility as a learner.

Using blended learning

During the 40 weeks, a variety of educational software tools are utilised alongside
face-to-face sessions to assist the acquisition of skills necessary to achieve graduate
outcomes. The RS&P course makes use of a variety of formats and media that help
meet the needs of different learning styles of the learners (visual, aural, read / write,
kinaesthetic, multimodal) (Fleming & Bonwell, 1998). Furthermore, in spite of the
constraints created by individual student needs, time limitations and access to suitable
material, the design still attempts to extend the benefits of collaborative tasks, while
also providing opportunities for a battery of tools, including annotated links to Web
sites that assist with language and study skills. The key focus on the use of these tools
is to enhance learning by encouraging communication between learners via tools such
as MSN, rather than simply using the LMS to administer documents and instructions.
Further examples include the use of Camtasia Studio to produce “how to” videos
(usually with audio) for self-directed, “just in time” learning. In addition, the
referencing tool, NoodleBib is utilised to mentor students in the ethical use of
copyrighted resources.

Software applications such as Camtasia, Hot Potatoes, Flash and Swishmax have been
used to develop attractive, interesting, interactive activities. Additional benefits to
these activities is that they encourage learners to become more self-directed - for
instance, they have access to ‘how to’ videos which they can play, pause, stop and
replay as many times as required. The power is placed firmly in the hands of the
learner, who is in turn rewarded by a successful outcome to the skill that he is learning
and practising.

The RS&P course is designed to have a strong focus on subjects that are relevant and
culturally sensitive for Emirati students. Social issues are addressed in the content of
the course, with one of the most important being Emiratisation and careers in the
UAE. Tanmia is invited to visit students to give them a realistic overview of career
opportunities and working conditions; a range of literature and Web sites are made
available for students to research; and active discussion is facilitated, with a particular
focus on the issues of Emirati women in the workplace. Positive role models are
provided (male and female) and the finding of a mentor is encouraged. The career
advisor is also involved with helping students design their CV; this in turn leads to
thought and discussion of the future. Thus, research, study, and critical thinking skills
are taught and practised in a blended-learning environment that acknowledges
students’ educational background and beliefs, and which innovatively supports
students while also challenging them.

Examples and models are used extensively in the RS&P course to provide students
with a clear idea of the product that is expected for assessment. For example, in
semester one, students are given a clear model for their first presentation that

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illustrates the key concepts and the phases of a formal presentation. The ‘model’
PowerPoint is uploaded to WebCT for students to access, clearly demonstrating ‘best
practise’ for PowerPoint slides. One criticism that could be levelled at this approach
is that students’ creativity is stifled. However, quite the opposite appears to be the
case. Students become secure in the knowledge that they are meeting the
requirements of the assessment, thereby allowing them to concentrate on issues such
as gaining the skills and confidence to speak in public in English for the first time. By
semester two, fewer models are used, and instead examples are provided which
students have the flexibility to adapt and change as they desire. The final project has
no example thus encouraging students to apply all they have learned in the other three
projects. The use of models appears to be extremely effective, and students go on to
employ what they have learned in HDF in the higher diploma courses without the
necessity of scaffolding.

Other aims include the level of transparency regarding assessment methods, and the
amount student collaboration is not only permitted but encouraged. For instance,
quizzes are not run in ‘traditional’ exam-type conditions, but rather students work in
pairs or groups to complete the task. Furthermore, they are given the opportunity for
multiple attempts at quizzes whereby the highest score is the one that counts. Students
are often motivated to repeat a quiz several times. As such, there is a high level of
revision and reinforcement.

Online tasks using synchronous and asynchronous communication through emails,

chat (MSN or Skype), and a discussion board have also been integrated into the
course, with postings and replies to postings required as part of a final ‘task
completion’ assessment grade. The chance to ‘chat’ with teachers and other
classmates has been a great success, with students using the tool for clarification
purposes, as well as enhancing the learning community - particularly important for
mature students who usually attend college in the evenings. Peers and teachers
become more accessible, and when project deadlines approach there is much less of a
sense of isolation when students can ask for help from their home rather than having
to come into college. The benefit of chat over phone communication is that the
written record can be archived by the student so that answers or instructions can be
followed and not forgotten or written down incorrectly. An additional benefit is that
because a student has to identify his problem to ask the question this in turn
encourages the student to isolate and reflect on the difficulty (i.e. he has to reflect on
what he “does not know how to”, which in turn assists the teacher to target the
problem directly).

All students are given opportunities to participate equally. CMC forums such as MSN
or Skype and the discussion board in WebCT mean that those students who do not like
to speak out in face-to-face sessions are given opportunities to contribute. All
students are assessed equally, and ethical issues such as plagiarism are addressed.
Every participant is supported in his decisions about his future study and employment,
and one-to-one tutoring sessions and counselling interviews help motivate students to
contemplate challenging issues.

The research study

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Over the course of two academic years (2004/2005 and 2005/2006) the RS&P course
has formed the basis of a comparative research study that investigated improvements
in learner skills as well as using data to make improvements to the course. Data was
collected whole students took part in the two hours per week face-to-face sessions, as
well as their interaction through the synchronous medium of MSN as well as in the
online WebCT environment (including a range of associated assessed and non-
assessed tasks set within four key projects: The Country Project, The Famous Person
Project, The Career Project, and the Inventions, Developments and Change Project).

Data collection

Data collection (based on and shaped by the finding of the research carried out during
the pilot study and in semester one 2004), used the following instruments:
• student interviews (semi-structured);
• teacher interviews (semi-structured)
• work and other items produced by participants during the RS&P course;
• questionnaires;
• student assessment results;
• usage statistics from WebCT;
• email, interpersonal communication; and
• observations (semi- and non-participant).

Feedback has been collected using a number of instruments. Formal surveys are
administered at the beginning and end of every semester (for teachers and students, as
well as other stakeholders who are affected by cross-over assessment or who have
input into the course, such as the LC). Group discussions are also held with each of
the 10-12 classes. Informal verbal and written feedback is gathered frequently
(usually anonymous), and feedback for improvements is actively encouraged.
Changes are made as soon as possible, so students and teachers can observe their
contribution and its result. Access has been given to all the other subject areas of
Foundations, and papers have been presented at conferences, and will be published in
conference proceedings (forthcoming).

Findings and Implications

Questionnaires and face-to-face semi-structures group interviews were administered

to HD Foundations students at the beginning and end of semesters one and two
2004/2005 and 2005/2006, and semester one 2005. The responses can be summarised
in seven categorical statements:
1. Students felt they improved their research and language skillsii.
2. Students believe RS&P has real-world relevanceiii.
3. Most students prefer to work in groups.

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 4. The college environment is often more conducive to study as opposed to
studying at home.
5. Students find e-learning tools, such as NoodleBib, very useful.
6. The assessed tasks are demanding but interestingiv.
7. Practical and technical problems are frustrating.
Observations carried out during the three semesters that the RS&P course has been
implemented also suggest that students learn to use:
• problem solving skills;
• time management skills;
• evaluative and analytical skills;
• instructions;
• peer support;
• peer instruction;
• synchronous/asynchronous communication;
• WebCT (e-learning tools, course information/outlines/learning outcomes,
rubrics, quizzes, models/videos, skills support);
• the library / learning center; and
• the consequences for not evaluating and prioritising workload and problems.

Faculty feedback (from Learning Centre faculty, HD course leaders, COMP100,

Math070, Arab100, and ENGL070) was collected through interviews, email, and the
completion of online questionnaires at the end of semester two 2004/2005 and at the
end of semester one 2005. The feedback can be divided into eight main categorical
statements:

1) The RS&P course is most effective at fostering skills acquisition (PDA

associated skills and awareness, and research, study, and critical
thinking skills).
2) The skills acquired in HD Foundations are being applied when students
graduate to HD.
3) When task completion expectations are high students are ‘challenged’
by these expectations and a higher quality of work is produced and
submitted.
4) The use of content material, resources, and skills across Foundations
courses through authentic tasks, coupled with cross-over assessment, is
motivational and valuable.

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 5) Overload can be caused when deadlines on other courses coincide with
RS&P project deadlines.
6) More integration of tasks and assessments across courses is required.
7) Concepts taught in RS&P should be recycled in other courses.
8) The WebCT course is presented professionally and is well-tailored to
suit HDF students’ needs.

The feedback has been implemented and has resulted in a greater integration of skills
across courses, recycling of key concepts and vocabulary, as well as increased focus
on cross-over assessment. As such, each project has an associated math and Arabic
task, and is also marked for English language and computer skills as well as research
and study skills. This approach has been highly successful in semester one
2005/2006. Furthermore, throughout semesters one and two, peak assessment points
have been rationalised across courses and altered where appropriate, to minimise
overload on students, with the emphasis being placed on quality as opposed to
quantity.

Findings from the data, in particular semi- and non-participant observations, suggest
that students are empowered by the blended approach that the RS&P course uses, and
some students’ responsibility for their own learning is increased. In other words,
students are introduced to skills and strategies, which they then apply them in a real-
world situation, and as such the level of experiential learning is extensive. The focus
of the course is therefore as much on the process as the end product, with students
discovering through experience what they have been told verbally on innumerable
occasions in class, but do not assimilate until they see the consequences and results of
their action or inaction.

One of the impacts of the experiential approach that RS&P utilises is that semester
one results have a relatively high failure rate, in particular because a zero tolerance
approach is applied to aspects such as plagiarism. For example, results from the
semester one 2005 Country project Web site assessment (Figure one) provide a useful
illustration of the decrease in instances of plagiarism compared with the second Web
site produced by students in semester two of the pilot year, 2005 (Figure two)
(students cannot pass either assessment if there are any instances of plagiarism). As
such, it can be extrapolated that the rate of plagiarism reduces by approximately 15%
over the course of 20 weeks with students being given the opportunity to apply what
they have learned.

The RS&P course design is tailored to Emirati students and their specific needs as
learners, with the emphasis being placed on the learning experience itself as well as
other key aims of the curriculum. The blended learning approach is perceived as being
valuable by students, which provides a supported shift toward self-directed learning
that recognises the importance of the training and empowerment of students that
enables them to become lifelong learners. As such, learners are encouraged to adapt
to a new learning culture where research, original production, and creativity are
particularly valued. The RS&P course employs a functional, ‘authentic’ approach
with the focus being on process with ‘real-world’ significance. Thus, the relevance of

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both content and skills to current and future learning, in addition to their future
workplace is consistently re-enforced through realistic examples and tasks.

Results to date suggest that participation in the RS&P course impacts students’
approaches to learning and research, and also teaches and develops the acquisition of
critical thinking skills. As such, any learner who needs to acquire or enhance their
critical thinking, research, study, interpersonal and IT skills will benefit from the
RS&P course.

Conclusion

The RS&P course is dynamic and therefore improvement and development are an
ongoing process. The addition of further tools and features is planned. The easily
adaptable format means that it has the flexibility to be used in the variety of
educational settings in HCT, and possibly at other institutions around the world. The
online component of the RS&P course in particular could easily be adapted for any
institute or business that had access to a Web-based management platform, or could
be made available as a Web site. As such, the opportunities for commercialization are
many.

Technology in the RS&P course has not been used in a behaviourist sense where it is
seen as a variety of tutor, but rather it provides a range of tools which provide a
greater variety of methods and approaches to learning. Dynamic interaction is
encouraged through the tools, and scaffolding is provided by peers, models and
examples, as well as problem solving scenarios, and opportunities to analyse,
evaluate, and negotiate. Computer-supported collaborative learning (CSCL) thereby
shifts “the dynamic from learners’ interaction with computers to interaction with other
humans via the computer” (Warschauer & Kern, 2000, p. 11).

The Emirati students who participate in the course are equipped with a range of skills
through the employment of which they are able to execute a formal presentation,
design brochures and posters, design and build Web sites, utilise effective time-
management, meet deadlines, and work in and lead teams. In addition, the Career
Project gives them the opportunity to develop a Career Web site that includes their CV
and autobiography. They also find out more about the HD course they plan to study
the following year, research Emiratisation, have a visit by Tanmia, interview alumni,
and go out and interview people who are already working. The combination of the
skills and the information that students discover serves to raise their awareness of
career opportunities in the UAE and ensures that they consider their future career in
relation to their study at DMC.

Overall, the active, experiential learning focus and iterative nature of the projects
maximises opportunities for the externalisation of the skills and concepts specified in
the HCT graduate outcomes. The article will therefore refer to a qualitative and
quantitative research study that was undertaken to evaluate the effectiveness of the
RS&P course.

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RS&P Fit To HCT Graduate Outcomes
Graduate Outcome Skill
1. Communications and Information
Literacy
1.1 Locate information from a self-selected
range of sources
1.2 Apply appropriate search strategies to
retrieve information relevant to a given,
ill-defined issue
1.3 Evaluate self-selected information for
its validity, reliability, extensiveness
and relevance
1.4 Organise and communicate ideas,
concepts and information competently
in English in order to carry out a wide
range of social, work and college
related functions
1.5 Appraise the needs of an audience, and
respond effectively to them
1.6 Act ethically in the use and distribution
of information
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Emma Durham, Hazel Owen and Dav
RS&P Fit
 Searching for information (strategies)
 Searching for information (methods)
 Using the Learning Centre (LC)
 Searching the LC database
 Evaluating resource validity – requisite skills
 Consciously selecting useful resource to locate
correct sort of information (eg statistics)
 Finding out & meeting deadlines
 Solving problems independently
 Recognising problems & requesting assistance
 Using models, examples, marking criteria & other
‘scaffolding’ to ensure fulfilment of task/project
requirements
 Presenting information orally (using PowerPoint)
 Presenting/Displaying information in website
format
 Learning appropriacy of asking questions/seeking
assistance (both content and register)
 Including Academic Honesty Statement on
documents
 Referencing: Why and how
 Selecting appropriate vocabulary
 Awareness of group responsibilities (sharing
workload, peer tuition)
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Supplementary Skills
 Comparing websites to assess optimal
validity for a specific purpose
 Boolean searching
 Search engines
 Brainstorming key words for a topic to
find information
 Searching using key terms
 Recognising resource validity for
specific purpose
 Comparing resource type (eg
encyclopaedia, website)
 Justifying resource selection (eg
Encarta over general website)
 Meeting bi-semester project deadlines
 Meeting weekly homework/task
deadlines
 Communicating with peers & teachers
via MSN, email & face-to-face contact
 Self-directed learning using ‘steps’ in
place (e.g. models & examples)
 Adapting communication to audience
of teachers
 Learning appropriacy of information
inclusion
  Learning about register
 Learning to interact with both genders
 Using NoodleBib referencing tool
 Awareness of original research (e.g. interviews)
 Paraphrasing & summarising skills
 Awareness of plagiarism
 Including footer in documents
 Recognising appropriate interview
styles & questions

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Graduate Outcome Skill RS&P Fit Supplementary Skills

2. Critical thinking, Problem-solving

and Interdisciplinary Exploration

2.1 Identify and address a self-selected, ill-  Meeting deadlines: Time & resource  Experiential learning activities
defined problem and generate possible management strategies giving students several
solutions independently  Raising student awareness of critical analysis opportunities to encounter & solve
& higher order thinking problems; students receive
2.4 Apply concepts and principles from  Problem solving supportive feedback to help reflect
one discipline to another  Considering and evaluating relevant criteria on their experience
when making a decision  Evaluating websites & their
 Self-managing semi-independent & validity & suitability
independent learning tasks  Critically analysing concepts (eg
 Cross-over tasks fame & its contextual implications
 Cross-over assessment (timed essays, in Famous Person Project)
PowerPoint presentations)  Decision analysis (considering
future career options&
Emiratisation & comparing HD
courses, Career Project)
 Discussing use of different tools &
strategies to solve specific
problems
 Semi-independent & Beyond-the-
classroom tasks: planning,
contacting, arranging, working as
an effective group, recording data,
basic analysis of self-generated
data, fulfilling criteria within task
 Applying study, research & critical

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 thinking skills
 Meeting deadlines
 Communicating with teacher,
peers, supervisor & learning
community
 Selecting of & applying skills &
concepts appropriately


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Graduate Outcome Skill
3. Global Awareness
3.1 Analyze given global issues for their
impact on local issues, evaluating their
causes & effects
3.2 Recognize the influence of culture and
context on the achievement of specific
tasks and demonstrate the ability to
address these in performing specific
tasks
3.3 Use historical information as a part
determinant of solutions to given
contemporary problems
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Emma Durham, Hazel Owen and Dav
RS&P Fit
 Career Project (raising awareness about
Emiratisation focus of job market plus global
employment and expatriate influences in the
UAE
 Inventions, Developments & Change Project;
looking at past, present, future of a specific
invention, development or change
 Identifying cause & effect cycles
 Japanese exchange program via discussion
board & organised visit
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Supplementary Skills
 Career interview tasks – self-
generating authentic data from a
range of nationalities, ages and
genders (from a multi-national
community
 Emiratisation: generating a local
response to a given global issue
(e.g. career choices, expatriate
workers, terms & conditions of
work)
 Becoming aware of development
& influence in society; inevitable
or forced change
 Looking ahead & planning for the
future
 Developing cultural curiosity and
awareness
Graduate Outcome Skill RS&P Fit Supplementary Skills

4. Information Technology (IT)

4.1 Explore the features of advanced Using :  Understanding how IT suite items
applications from an IT suite and  Web CT as Learning Management System can assist learning
produce final products to professional (LMS); ‘scaffolded’ approach  Selecting IT suite item for specific
standards  PowerPoint for presentations task/objective
 Dreamweaver for website creation  Raising awareness of scope of self-
4.2 Select appropriate items from an IT  Encarta for research directed learning (availability of
suite and apply them effectively to  MSN for communication & sending files resources, anytime, anywhere -
assist in problem-solving and decision ability to work at home, ability to
 Google/Google image for searching
making to professional standards make up missed classes
 NoodleBib for referencing
 Camtasia Studio 3 videos as instruction  Paraphrasing strategies using
4.3 Evaluate the legal & ethical issues TextStat
surrounding the use of IT, and apply assistance (viewing only)
 Excel to record data results  Installing Dreamweaver
appropriate ethical standards when
 Word for writing & editing all of the above in  Understanding inappropriacy of
using IT
authentic/semi-authentic tasks & contexts ‘copy-paste’
4.4 Evaluate the scope of the potential
impact in their professional & personal Raising awareness of:
lives, and identify ways of adjusting to  Referencing, including images
this potential  Licensing software requirements
 Plagiarism through Turn-it-in
 Placing Academic Honesty Statement on all
pages of documents/website

 Demonstrating authentic uses of software for

study, professional & personal reasons

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Graduate Outcome Skill
5. Self-management and Lifelong
Learning
5.1 Respond to challenges in an effective
& socially mature way
5.2 Evaluate their own learning processes
and identify needed improvements
5.3 Create a personal development
program
5.4 Display a positive attitude and good
work habits in the workplace
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RS&P Fit
 ‘Scaffolding’ of projects to allow self-
direction & ownership by student;
‘scaffolding’ gradually removed during
iterative cycle of project work
 Promoting reflective practice at every stage
(face-to-face, via feedback, through specific
task)
 Self-analysing problems & pinpointing the
information & skills needed before asking the
question
 Recognising iterative cycle of projects, RS&P
& research process
 Participating in end-of-semester course
evaluation
 Time management and project planning
 Attending classes and being punctual
 Making up missed work independently
 Meeting deadlines
 Communicating effectively (ie prior to
deadline to fix problem)

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Supplementary Skills
 Meeting deadlines
 Completing tasks to high standard
 Maintaining communication with
teacher (any method)
 Describing own learning timeframe
& style
 Understanding micro & macro
learning objectives for tasks
 Raising awareness of cumulative
learning process & task completion
 Students identifying what they did,
how they did it, what problems
they encountered &why & how
they solved them
 Self-checking of Web CT calendar
 Accessing support resources
independently
 Conducting ‘appropriate’ interview
tasks – content, style & manner
(politeness)
Graduate Outcome Skill RS&P Fit Supplementary Skills

6. Teamwork and Leadership

6.1 Offer constructive input to, and accept  Famous Person Project: Discussing types of  Signing group forms
& utilize feedback from, a group fame & its implications  Signing group Academic Honesty
6.2 Use group dynamics to facilitate group  Career Project: Presenting as a group Statements
processes  Evaluating peers’ websites, presentations &  Assigning own roles &
6.3 Contributed to group decision-making tasks (formally) responsibilities within a team
using a number of recognised  Evaluating peers informally (inside & outside  Distributing tasks &
alternative strategies & assess their classroom) responsibilities according to
resulting effectiveness individual strengths, talents &
6.4 Act ethically when participating in a contacts within a team
group  Communicating as a group through
6.5 Act as a group representative & MSN, mobile phones, discussion
effectively communicate results of any boards, organised meetings &
representation back to the group practice sessions
6.8 Recommend an effective leadership
 Acquiring basic awareness of types
styles for a range of contexts
and contexts of leadership & their
6.9 Communicate goals & strategies to
related styles
others to generate synergy of purpose,
and measure the effectiveness of this
communication

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Graduate Outcome Skill
7. Vocational Competencies
7.2 Analyse their experiences in college
and in the workplace, and review them
in relation to possible career paths in
their chosen vocation
7.3 Evaluate current practices within their
chosen vocation & suggest alternatives
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RS&P Fit
 Career Project
 Analysing the authentic & future uses of the
skills & strategies being learnt (choosing
career/ HD course according to given criteria)
 Study, research & analytical skills
 Analysing macro & micro learning
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Supplementary Skills
 Understanding that various basic,
underlying strategies are generic
and applicable to all future
vocations (time management,
meeting deadlines, presenting data
for a specific purpose and
audience)
 Understanding metalanguage and
register
i
The WebCT component of the RS&P course can be accessed as follows:
• Go to http://e-learning.hct.ac.ae:8900/webct/public/home.pl
• Login: dmcguest ; password: dmcguest (all lower case, all one word)
• Scroll down to Click on Research Skills and Projects - Semester One, and click to enter the site
ii
Example student comment: “Revision of vocabulary…we use it every day. We learn a lot by revision and use it…the
word. We shouldn’t memories[sic] because don’t learn it properly.”
iii
Example student comment: “Presentation was the easiest and it was better because we’ll use it in job [sic].”
iv
Example student comment: “Web site was hard but interesting.”