Wakoopa

Tracks my top ten applications.

RSMET as a module for the second year

Research Methods is an interesting module.  I am enjoying the challenge presented within this module and I am learning new methods to help me perform research.  The overall presentation of the course is quite good, however a large element of it is outside of onsite study time (off campus) and I wonder if this is causing some students to not make the effort?  It might be good to schedule a further session in the week where access to a lab with pc's would allow those who don't seem to bother following the activities posted in Victory (University of Portsmouth e-learning portal) time to do the activities and get some support.

It is difficult to comment on postings as requested by the tutor if the rest of the unit participants are failing to post into the learning journals on Victory.  Will this prevent the rest of us who are making an effort from getting good marks?

As students we are creating our online profiles and building our network connections.  Blogging forms a part of this process and I have begun to enjoy this.  I have found it quite theraputic and have enjoyed a few comments and discussions on my blog.

In the image below I have added some of my network connections and shown some of the tools and social portals that I am connected too.  The MindMap was created using iMindMap V4.






 Hopefully the rest of my colleagues will join in soon and then the real discussion can begin, as this is a great way to learn new things.  If you say something it doesn't matter whether its right or wrong.  What's important is that you stop to listen to other people points of view and learn.

INSAD making me sad!!

Why is such an interesting topic proving to be so difficult? Fifteen Templates have been issued in a numbered pack, yet you should not approach it in a linear fashion! Some of the guidance notes and questions posed within the templates suggest that the client we are investigating would have approached us, and therefore this task would have been easier. A Problem Would Exist!!!  

Our task is to approach a Newsagent and ask them to complete a 60-point questionnaire. Then arrange for one or two interviews to understand how the business operates, concentrating solely on the Newsagent role, and disregarding the fact that they may operate as a convenience store. From this, we need to determine the process involved for papers, magazines, and journals. Somehow, invent a problem and investigate ways to solve the problem. I realise the format has been used to attempt to teach us the ETHICS method, however a case studywithout a real world interaction, could have offered a more realistic issue in terms of presenting a problem to be solved. Although the Newsagent I have approached is very helpful, I am not convinced that he is overly happy with me analysing his business to find fault then offer a solution, when he did not solicit the study.

Furthermore what use is a discussion on family matters in a lecture when the majority of students will be working in a business context? It has no relevance to the topic. I feel that solid business cases would be more appropriate. A real world example that a lecturer has investigated and worked on to resolve would have more benefit and provide greater insight. Theory is a useful tool for learning if supported by actual cases (even if they are anonymous) so that the practicalities and experience could be understood.

I wish I could understand why lecturers who have been emailed with a question choose not to reply to students. This only sets a bad example! I attempt to reply to all emails I receive, unless all the email contains is information. But colleagues I work with always get a response. So in my opinion it is bad practice and unethical to ignore a student’s request for support, even if all they need is a point in the right direction, to the correct location for the material. I have searched the INSAD Victory unit material for some notes that were issued in a seminar, after being told that they are stored on Victory. Still not, found! The lecture’s Hard-drive is also void of any material relating to the subject.

What now? Struggle on as best as I can and hope that there is light at the end of the tunnel not a train coming the other way!!!

Still climbing that Mountain

Well finally getting to grips with the new subjects and timetable for this semester. I really didn’t think a 5 day break from university would have left me with so much work to catch up on but I think I have finally turned the corner. The reading list is still large but the log book/diaries are coming together. Database coursework is due for phase one submission in a week so next wednesday (27-10-10) is a study day at my place with my colleague Taiwo.

Had an interesting conversation with Peter Millard today (Personal Tutor) about core subjects and delivery methods. I have been invited to be the course rep for Computing and Society for this year. I’m quite pleased as this will add extra activities to my CV and also give me an opportunity to investigate the workings of the university further. I have completed part of my PDP for this year. I don’t recall filling out anything like that last year but apparently its been in place for sometime. Was this another administration error?

My Personal Learning Network is growing with the help of  LinkedIn.

INSAD - It Depends!!!

Ok so the theme of the lecture on monday was trying to encourage us to consider the impact of a solution to a problem within an organisation.  Did every question by a student require the answer "It Depends" from the tutor.  Sure it's an important point but to spend a whole lecture asking the same questions and to keep recieving the same answer is not helpful.

Furthermore today's tutorial attempted to get the students to reflect on how a process works and the steps involved in that process.  Making coffee???  To be honest I got distracted with the sub-processes and the effect they could impart on the overall process.  I'm still trying to discover the relevant inputs and outputs.

Hopefully if I sleep on it things will become clearer and this fog that currently sits between me and the knowledge I crave will clear.

Groupwork

The benefits of group work are many and well documented. However is it necessary for all modules on a given course to incorporate this feature. As a mature student who has spent time in a variety of roles, the exercise of team work has become tiresome. I believe this practice needs review. It can be relevant for some subjects and a burden within others. In a work situation deadlines are not flexible. Some younger students who don’t have other commitments outside of their study fail to appreciate time management. This effects those of us with jobs and family lives outside of our field of study.

I am not saying teamwork has no value. Rather I am trying to stress that in some cases choice would be beneficial. The allocation of students to a given group could be counter productive. Where as the choice to join a workgroup would at least allow for working with like minded students.

UoP_RSMET

This module of the course is very interesting.  I am learning new methods of performing research and considering the importance of how questions are posed and how this affects the research being performed.