5.4.4 Monitor and critically reflect on your use of IT skills As you use IT in your work, refer back to the outcomes you hope to achieve and the goals you have set yourself. Ask yourself questions such as: am I on track to achieve my outcomes? what difficulties in using information technology have I experienced and what have I done about them? how have the choices and decisions I made impacted on the quality of my work? do I need to make any changes in the way I
5.4.2 Develop and exchange relevant information to meet your purposes How does the way you communicate information affect the way you work? What opportunities do you have for developing or exploring different ways of working or sharing information using IT (e.g. using email, computer conferencing, video conferencing, web pages, sharing documents)? Depending on your requirements, you may need to consider factors such as the security, archiving and back-up of your data. What steps do you need to take to guard against the loss or misuse of your information? Can yo
5.4 Monitoring progress This stage of the framework is about keeping track of how you are doing and what progress you are making. Are you using IT effectively for your purposes? How do you know? Could you have done things differently, such as made use of different facilities and software packages, taken more advantage of training sessions or local expertise, or recognised that such support would have helped you? Monitoring your own performance and progress needs practice; try to stand back and look at what you
5.2 Developing a strategy In developing a strategy for improving your IT skills you are aiming to: identify the opportunities you can use to develop and practise your IT skills; establish the outcomes you hope to achieve and targets for meeting them; identify the resources you might use for developing your skills, including people who might be able to help you as well as books, study guides, tutorials, specialist training, databases, libraries
4.4.1 Organise and clearly present relevant information You need to know how to present information in ways that best suit your purpose, subject and audience, that is how to structure coherently what you say so that a sequence of ideas may be followed easily; how to use a range of techniques to help present information and support your argument (such as diagrams and models), and when to use technical vocabulary and conventions. Check that your work meets relevant guidelines and conventions. You may have guidelines about this at work and different
4.3.4 Monitor and critically reflect on your use of communication skills You need to know how to track and record your progress on your use of communication skills. Try to assess the overall quality of your written and oral work and the way you produced the work. Checklists and criteria provided as part of the project or assignment and those set out in the Bookmark can be very useful tools in helping you to assess for yourself precisely what you are doing and how well you are doing it. Unless you know what you are doing wrong, it is very difficult to improve.
4.3.2 Synthesise information Synthesising information is about assessing the new information and prior information in relation to each other, looking for logical relationships in the material, identifying the important ideas, and taking a critical attitude towards the material by relating it to your own views and experiences and thinking about how the material can be used. Synthesising information is not just summarising the information or identifying main points. 3.10 Drawing ideas together This key skill has used a three-stage framework for developing your skills. By developing a strategy, monitoring your progress and evaluating your overall approach, you take an active role in your own learning. But learning does not necessarily follow a path of steady improvement, it involves change: revisiting ideas, seeing things from different perspectives, tackling things in different ways. You are unlikely to be able to complete your work by working through it from beginning to end 3.4 Monitoring progress Monitoring progress is about keeping track of what you are doing and how well you are doing it as you work towards your targets. It is about being able to make an assessment about yourself and being ‘self aware’ about your own capabilities, how you learn best, things that have helped you and so on. One problem in becoming more aware of yourself and making a self-assessment is that you may not know enough terms to describe yourself. Think of the first time you were asked to describe a pain 3.2.5 Plan how these targets will be met You may be anxious to get on with achieving your targets but think first before you plunge in. In setting targets, think about how they will be achieved by identifying action points and deadlines, prioritising tasks and identifying resources and support from others. Include opportunities to discuss ideas/work with others and build in time to receive feedback and reflect on it. Planning how to achieve your targets involves all of the functions that take place before you start on the actual tas 2.3.1 Developing a strategy A common feature of how effective people work is that they take time to prepare well. They know which aspects they are competent to do and those that they need to work on, plan carefully and identify possible sources of information and support. In other words they develop a strategy. A strategy is a plan for taking you towards and achieving a goal. The purpose of planning is to anticipate opportunities to learn that will improve your performance and develop your capabilities. A strategy 5 Becoming an effective team member The purpose of this assessment unit is for you to create a portfolio of your work to represent you as an effective team member within your study or work activities. This will involve using criteria to help you select examples of your work that clearly show you can use and improve your skills in working with others. However, by far the most important aim is that you can use this assessment process to support your learning and improve your performance in working with others. Very few peop 9 Notes to help you complete your assessment To complete your portfolio, you must include a contents page indicating how your reflective commentary in Part A and your evidence in Part B are related. An example of a suitable format for the contents page is shown in Figure 1. Figure 1 (PDF, 1 page, 0.1MB). Acknowledgements This unit was originally prepared for TeachandLearn.net by Dr Kate Daubney, Visiting Research Fellow in Film Music Studies at the University of Leeds. She has taught film music to students from musical and non-musical backgrounds, and her research interests include comparative analysis of film music as written and aural texts. The content acknowledged belo 5.2 Scientists as a community of practice Science has been described as involving observation, description, categorisation, investigation, experimentation and formation of theoretical explanations for naturally occurring phenomena – activities performed by scientists using scientific methods. Jacob Bronowski (1973) said, ‘That is the essence of science: ask an impertinent question, and you are on the way to a pertinent answer’ – an apt way to put it, as with science, we set off from a starting point of curiosity and inc 2.5 Communicating with language It has been suggested that our ‘linguistic competence’ (Chomsky, 1965) consists simply of the ability to construct ‘well-formed sentences’. The sociolinguist Del Hymes (1979) considered this notion to be far too narrow, and proposed the term ‘communicative competence’ to account for speakers’ ability to use language appropriately. Communicative competence lets us know when to speak and when not to speak, how to take turns in conversations and how to start and end them, and how t 3.6 Features of speech: dysfluency Another of the differences between conversation and writing is sometimes referred to as dysfluency. This is the use of hesitators (sounds such as erm, urn), pauses and repetitions which reflect the difficulty of mental planning at speed. We can see all three of these dysfluencies in the next example. That's a very good – er very good precaution to take, yes. (Biber et al., 1999, p. 1053) 3.5 Features of speech: ellipsis Another feature of relying on the shared linguistic or sociocultural context is ellipsis. This occurs when some elements of a phrase or other unit of language are not specified because they can be inferred from the context. Ellipsis occurs in both speech and writing, but is more common in speech. The following two-part exchange between myself and my daughter is an illustration. We have a cordless phone which can be used anywhere in the house and my daughter, like many teenagers, is con 3.4 Features of speech: interaction Once we start to consider the ongoing interactive nature of speech, many of the differences between speech and writing become explicable. Read the e What's in a title: Understanding meanings in community care
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Other acknowledgements
Activity 5
What do we mean by ‘community’, ‘care’ and ‘welfare’? In this unit you will explore the meanings of these words in their historical and cultural settings. The unit does not discuss these terms exclusively in terms of social work practice so service users, carers or anyone interested in community care and the ways in which welfare services are provided would find this unit useful.Author(s):
