MODULE 1

(6 hours)
 Indicative Content

1. Learning to learn
2. Keeping a portfolio
3. Employability
Book 1: pp 5-68
LEARNING TO LEARN
Learning outcomes: After studying this chapter, you should be able to
❑Appreciate the main elements of the learning process
❑Distinguish between different learning styles
❑Identifying personal learning strengths and preferred learning style
❑Recognise the factors that influence learning
❑Identify some of the blocks that may hinder your learning
❑Identify effective learning strategies and ways to implement them
How do we learn? pp. 6-7
❑Formal educational system: Structured learning/ Conscious
learning: learning at educational institutions
❑Your own initiative (informal): Unstructured learning/
Unconscious learning
How do we learn? pp. 6-7
Learn to talk, walk, read, count, play a sport, sing, …
Some learning is related to physical development and some is linked
to intellectual development.
 Activity 1.1
Learning experiences (p. 7)
Write about your own learning experiences using the following
questions to guide you.
 Lifelong learning
Lifelong learning: pp. 7-9
❑Be a natural process and continues throughout life
❑Be the key to the future
❑Enable the learner to achieve his/ her full potential
❑Improve employment prospects
 Lifelong learning
Lifelong learning: pp. 7-9
Figure 1.1 (p.8)
 University/ College learning
University/ College learning: pp. 9-10:
You enter university/ college to learn not to be taught.
Types of learning delivery (table 1.1 p. 9)
 University/ College learning
Types of learning delivery (table 1.1 p. 9)
❑Workbook: book containing readings, exercises, inventories for you to work
through
❑Lecture: talk given to a large group on a particular topic providing basic
information
❑Seminar: meeting at scheduled intervals where a group of students discusses
concepts/ theories and gives presentations
❑Tutorial: intensive tuition provided to students
❑Workshop: session where students meet as a study group to undertake
exercises
 Independent learning
Independent learning: pp. 10-12.
Characteristics of the dependent and the independent learner
❑Taking more control over the process of learning
❑Showing initiative
❑Having a high level of curiosity and seeing problems as challenges not
obstacles
❑Identifying the own learning needs
❑Evaluating progress towards learning goal
 Independent learning
Independent learning: pp. 10-12.
Figure 1.2 The virtuous learning cycle (p. 11)
 Independent learning
Characteristics of the dependent and the independent learner (table 1.2
p.11)
 Learning cycle

Learning cycle: pp. 12-14

Kolb’s learning cycle/ Experiential learning Model (figure 1.3): 4-stage cycle:
 Learning cycle

Learning cycle: pp. 12-14

Kolb’s learning cycle/ Experiential learning Model (figure 1.3): 4-stage cycle:
❑Concrete experience (doing): the learner does something
❑Reflective observation (thinking): the learner reflects upon what he/she has
done
❑Abstract conceptualization (speculating): the learner theorises about possible
different actions
❑Active experimentation (experimenting): the learner tries out something else
 Learning cycle

Concrete experience (doing): The learner does something. Factually describe the
learning experience:
1. What did you do?
2. When did the experience happen?
3. Where did it take place?
4. How long did it last?
5. Were other people involved?
6. Why did you undertake the learning experience?
7. What did you hope to achieve?
 Learning cycle
Reflective observation (thinking): The learner reflects upon what he/she has done. Think
about the experience from different viewpoints.
1. What did you notice about the learning event?
2. Did any patterns emerge?
3. Was the learning event different from/ similar to others of your experience?
4. What conclusions can you draw about the way the learning event worked for you?
5. What didn’t work well and why?
6. Describe your feelings, thoughts and perceptions during the learning experience.
7. How many different perspectives have you been able to identify.
8. Use these alternatives views to add to your understanding of the learning
experience.
 Learning cycle

Abstract conceptualization (speculating): The learner theorises about possible

different actions. Use logic and ideas to understand the learning experience you
have identified.
1. What does it mean?
2. Can you provide explanations for what happened?
3. Why do you think some things work but not others?
4. What ideas did you develop about the learning experience and how were
they developed?
 Learning cycle

Active experimentation (experimenting): The learner tries out something else.

1. What will you do as a result of your reflection about and conceptualization of
your learning experience?
2. How can you use your knowledge in other learning experiences to ensure a
successful outcome?
3. What skills have you developed which you can transfer and adapt to test in
other learning situations?
4. Write about what you intend to do in the future to improve your effectiveness
when you encounter a similar situation
 Learning styles

Learning styles: pp. 12-14

Kolb’s four learning styles
1. Converger
2. Diverger
3. Assimilator
4. Accommodator
 Learning styles
Converger: learner best at using abstract conceptualization and active
experimentation. A converger will
❑Enjoy problem solving and decision making
❑Like the practical application of ideas, concepts and theories
❑Be good in situations where there is one correct answer or solution to a
problem
❑Prefer technical tasks to dealing with people
❑Not be able to express emotions easily.
 Learning styles
Diverger: learner is best at using concrete experience and reflection observation. A
diverger will
❑Be imaginative and feeling-orientated; Have an awareness of meaning and values
❑Be able to view situations from many angles; Be able to see how things fit together
❑Like alternative ideas; Be good at brainstorming
❑Be people-orientated; Have broad interests
❑Like group discussions; Prefer to watch events rather than participate in them
❑Possibly experience difficulty in reaching conclusions from quantitative or
technical information.
 Learning styles
Assimilator: learner is best at using abstract conceptualization and reflective
observation. An assimilator will
❑Be able to create theoretical models
❑Assimilate separate observations into a logical explanation
❑Prefer ideas and abstract concepts to people
❑Be tolerant of impractical ideas
❑Prefer theories to be logical
❑Disregard or re-examine the facts if the theory does not fit them
❑Like precision and accuracy
❑Possibly be cautious about experimenting and miss opportunities for learning
 Learning styles
Accommodator: learner is best at using concrete experience and active
experimentation. An accommodator will
❑Like doing things; Be action-orientated
❑Learn from hands-on experience; Implement plans and tasks
❑Get involved in new experiences; Seek opportunities
❑Be a risk taker, acting on intuition; Be able to adapt easily and improvise
❑Discount the theory if it does not fit the facts; Solve problems through trial and
error
❑Rely on others for information; like people but perhaps be impatient and pushy.
 Learning styles- Suggestions to broaden your learning style
Converger: Diverger:
You need to emphasize concrete You need to emphasize abstract
experience and reflective conceptualization and active
observation. experimentation.

Assimilator: Accommodator:
You need to emphasize concrete You need to emphasize reflective
experience and active observation and abstract
experimentation. conceptualization.
 Learning styles- Honey and Mumford’s learning styles
Honey and Mumford’s four learning styles: Activist, Reflectors, Theorists, and
Pragmatists
Activists:
❑Involve themselves fully in a new experience
❑Are open minded
❑Act first and consider consequences later
❑Thrive on challenges
❑Live in the present
❑Like the focus of attention to be on themselves
 Learning styles- Honey and Mumford’s learning styles
Honey and Mumford’s four learning styles: Activist, Reflectors, Theorists, and
Pragmatists
Reflectors:
❑Stand back and think about their experiences
❑Collect data before reaching conclusions
❑Listen carefully
❑Like to observe others
❑Live a cautious, thoughtful existence
❑Adopt a low profile and do not like to be the centre of attention
 Learning styles- Honey and Mumford’s learning styles
Honey and Mumford’s four learning styles: Activist, Reflectors, Theorists, and
Pragmatists
Theorists:
❑Think problems through logically
❑Assimilate observations into complex theories
❑Are rational and logical
❑Prefer analysis and synthesis
❑Live in a detached, rational world
❑Tend to display perfectionist traits
 Learning styles- Honey and Mumford’s learning styles
Honey and Mumford’s four learning styles: Activist, Reflectors, Theorists, and
Pragmatists
Pragmatists:
❑Like to apply concepts and theories to real situations
❑Become impatient with lengthy discussions
❑Prefer to solve problems through experiment
❑Meet deadlines
❑Live a down-to-earth, practical existence
❑Are practically minded when making decisions.
 Factors influencing learning (pp. 20-30)

1. Memory;
2. Conditions for learning;
3. Rewards for learning;
4. Blockages to learning
 Factors influencing learning (pp. 20-30)
Memory: ability of the brain to store thoughts and knowledge, and it enables
retrieval and use of what has been stored.
Memory Phases:
Immediate: the ability to retain information for seconds
Short-term: the ability to retain information long enough to use it, perform a
task and pursue a train of thought
Long-term: the ability to retain information over an extended period of time,
relatively permanent
 Factors influencing learning (pp. 20-30)
Memory: ability of the brain to store thoughts and knowledge, and it enables
retrieval and use of what has been stored.
 Factors influencing learning (pp. 20-30)
Blockages to learning
❑Not enough time
❑Too many other important things to deal with
❑Lack of resources
 Factors influencing learning (pp. 20-30)
Activity 1.7: Create a learning development plan (pp. 25-28)
❑Assess your objectives
❑Find out your learning and development needs
❑Design the process: learning methods (courses, conferences, mentoring, in-
person sessions), budget, timing, training contents, materials, …
❑Roll out the programs
❑Assess performance
❑Improve learning and development strategy
 Factors influencing learning (pp. 20-30)
Activity 1.7: Create a learning development plan
1. Core qualities
2. Main objectives
3. Target development program
4. Training methods
5. Expected outcomes
 Factors influencing learning (pp. 20-30)
Activity 1.8
Blockages to learning and how to overcome them (pp. 29-30)
 Summary
The chapter has outlined that
❑Learning is an ongoing process that takes place over time
❑Learning is not an isolated event
❑Learning takes place within each individual student and is influenced by personal and external factors
❑A knowledge-base society requires lifelong learners who move from being more dependent to being
more independent
❑Learning can take place through reading or watching and talking with others as well as through actual
experience
❑Learning styles can be used to build on learning strengths and to overcome weaknesses
❑Factors that influence learning can be focused upon, and a learning development plan can be used to
overcome any blockages to learning
❑The learning process is helped if individuals set learning goals and develop action plans to achieve
them.
 Keeping a portfolio
Learning outcomes: After studying this chapter, you should be
able to
❑Identify the essentials of a portfolio
❑Start to construct a portfolio to demonstrate skills
development
❑Begin to reflect about learning experiences
 Keeping a portfolio
Portfolio:
❑A record of achievement in higher education
❑Used to provide evidence about your development, learning and
competence over a period of time
❑Used to convince a prospective employer
A portfolio provides you with a focus for review, reflection and
action planning, enabling you to progress towards independence in
learning.
 Keeping a portfolio
A portfolio includes
❑A transcript
❑A personal development planning
❑A personal development records
 Keeping a portfolio
Benefits of a portfolio
❑Increased awareness of your level of competence and how it can
be developed.
❑Identification of your personal strengths and weaknesses to
improve your self-confidence.
❑Development into a reflective and reflexive practitioner through
the discipline of reflecting upon what you are doing.
 Compiling the portfolio
1. A cover: name, course, year
2. A content pages: list of each section with a page number
3. A transcript of achievements: normally provided by your university
4. A personal development plan: plan for your studies and your career
5. Personal development records: providing evidence of learning,
experiences, skills, etc.
6. A curriculum vitae (CV)
 Sources of Evidence
Academic: course work, such as assignments, case studies and simulations
Course-related roles and responsibilities
Qualifications:
Leisure/ social: voluntary work
Paid employment
Projects undertaken
Work experience placement
 Sources of Evidence
Reports Certificates
Peer assessments Training courses
Appraisals Self-evaluation
Questionnaires Personal development plan
Personal learning contracts Reflective learning journals/ diaries
Audio/ Video tapes of presentations
Assignments with written feedback from tutors
 Skills audit
pp. 37-41
 Reflection in your portfolio
What is reflection? Stand back and critically examine your beliefs,
assumptions, inferences, interpretations, judgements, purposes
Reflection will lead to self-understanding and enable you to change your
behaviour if necessary.
 Reflection in your portfolio
Figure 2.1 (p.42)
 Reflection in your portfolio
Figure 2.2 (p.44)
 Reflection in your portfolio
How to reflect
❑Return to experience. After the event you should think about it in
detail.
❑Attend to feelings. Think about your feelings at the time and identify
positive and negative emotions.
❑Re-evaluate the experience. At a later time or date you can be more
dispassionate about the experience and learn from it.
 Reflection in your portfolio
Activity 2.2: SWOT analysis

Strengths Weaknesses

Opportunities (available to you) Threats (which may hinder you)

 SUMMARY
The chapter has outlined
❑What a portfolio constitutes
❑How to compile a portfolio to demonstrate skills development
❑The kinds of evidence that could be included in a portfolio
❑The importance of reflection in learning
❑The process and essential elements of reflection.
 Employability (pp.48-68)
Learning outcomes: After studying this chapter, you should be able to
❑Conduct an effective job search
❑Develop a CV
❑Write a covering letter
❑Apply confidently for employment
 Employability (pp.48-68)
1. Conducting a self-analysis
2. Exploring career options
3. Understanding the job market
4. Developing a CV
5. Covering letters
6. Interviews
 Conducting a self-analysis
Consider what you want from a job, what you do not want and what it is
you have to offer prospective employers.
You need to identify and list:
❑Your values
❑Skills and interests
❑Personality traits
 Conducting a self-analysis
Your values: the qualities important and desirable to you in life and
career.
Two categories of work values:
Intrinsic values: these are from internal sources: work activities and their
social contributions: helping people, influencing government, policy
decisions, etc.
Extrinsic values: these are from external sources: the factors linked with
an occupational choice such as the physical setting, material rewards and
other external features
 Conducting a self-analysis
Interests: what you find appealing and which arouse your enthusiasm.
Personality traits: who you are now
❑Your aspirations for a job (p.51)
❑Personality traits and self-management skills (p.52)
 Exploring career options
Your chosen career field (pp.53-55)
Understanding the job market
Target employers: by undertaking rigorous research: annual reports,
industry analysis, local and national newspapers, professional journals,
university placement units, libraries and personal contacts. Activity 3.4
(p.56)
 Developing a curriculum vitae (CV)
A CV = resume: outline of your educational and professional history, containing
details of your skills and experience, usually prepared for job applications
Candidate should
❑Keep the layout simple
❑Focus the content on the needs of the company
❑Detail the contribution you made to meeting the needs of previous employers
❑Ensure that you understand the nature of the job you are applying for so that you
can mould your CV according to the job you are aiming for.
 Developing a curriculum vitae (CV)
The most effective CVs:
❑Two pages long
❑Make an impact
❑Are business focused
❑Contain relevant information about the applicant’s personal, educational and
employment life
It is best to avoid the use of computer graphics package.
Activity 3.5 (p.58)
 Developing a curriculum vitae (CV)
Component parts of a CV
Basic information
❑Name
❑Address (permanent and term time)
❑Telephone number
❑Email address
Career objective (optional): one or two-sentence statement about your career goals
 Developing a curriculum vitae (CV)
Component parts of a CV
Education (pp. 59-60)
❑The name of the educational institution attended
❑Dates of attendance
❑Qualification gained
❑Field in which qualification achieved (e.g. Business studies)
❑The year in which the qualification was confirmed.
 Developing a curriculum vitae (CV)
Component parts of a CV
Employment history/work experience
❑The date of employment
❑Job title or position
❑Name of the employer
❑Location of the employer
❑Responsibilities or major duties
 Developing a curriculum vitae (CV)
Component parts of a CV
Skills: foreign language proficiency, information technology skills
Achievements: highlight special awards/ achievements you have
Interests and activities: voluntary work if you have not worked in paid
employment.
 Developing a curriculum vitae (CV)
Component parts of a CV
Organisation of your CV: The sections of your CV should be organized according to
what is most important to the prospective employer and/ or your career objective.
❑Basic information
❑Employment history
❑Education
❑Achievements
❑Skills and interests and activities
 Covering letters
The CV and covering letter are two documents involving in your application for
employment.
What to include in a covering letter:
❑Your name and address
❑The employer’s name and title
❑The company name and address
❑The date
❑An appropriate salutation
❑First paragraph
❑Middle paragraphs
❑Final paragraph
 Covering letters

❑First paragraph: explain why you are writing, where you saw the advert,
which job you are applying for, etc.
❑Middle paragraphs: how your qualifications are a good match for the
organization’s needs and demonstrate how your background and experience
qualify you for the job. Highlight your strengths.
❑Final paragraph: make a specific request for an interview. End your letter by
thanking the employer for their time and consideration and finish with
appropriate closing signature
 Interviews
Dos
❑Find out as much as you can about the employer
❑Make sure you know the time and the place
❑Be on time for your interview appointment
❑Try to find out who will be interviewing and their role in the organization
❑Look your best, appropriately dressed
❑Stress your accomplishments and ability to do the job
❑Talk about your successes but do not overdo
❑Be enthusiastic, convincing, confident and positive
❑Answer questions honestly
 Interviews
Don’ts
❑Be disheartened
❑Be afraid to sell your qualities
❑Get flustered if the interviewer asks a difficult or awkward question
❑Volunteer information about your weaknesses
❑Argue with the interviewer, become aggressive or appear arrogant
❑Answer in monosyllables
❑Ask immediate about the salary
❑Say how much you need a job
 Summary
The chapter has outlined
❑That employers are looking for graduates who possess personal and
academic skills
❑How to undertake various job search activities (analysing career
options and understanding the job market)
❑The essentials of a CV and how to prepare one
❑How to write a covering letter
❑What to do and not to do in preparation for an interview.