Intro slides to our DMCM unit

1. An Overview of5A3150 DMCM David Edmundson-Bird & Brendan Keegan 5A3150 DMCM

3. Who are we?

4. What we'll do

5. How you'll learn

6. Commitments and responsibilities

7. Introduction to the assignment

8. Problem-based learning

9. The hardest piece of work you'll ever do

10. The most rewarding experience you'll ever have

12. DMCM What we'll do The unit descriptor Official university documentation What we'll really do Outcomes we've identified Outcomes you may identify now and later How will you know you have achieved our mutual outcomes?

13. Outcomes we've identified The University regulations recommend only a few outcomes from a unit In the unit descriptor We believe there can be a lot more (perhaps as many as 20 or 30) The components in each section of the assignment represent specific learning outcomes – have a look later at “what you’ll be able to do”

14. Outcomes for you Ask yourself after reading the assignment: Are there any surprises or omissions? Can you see from the assignment whether there’s something we’re not going to cover? Will any omissions be covered in other units? Is there anything we need to deal with urgently? Such as “Can I choose to study on another unit as this assignment looks scary?”

15. How you'll learn

16. How you'll learn Imagine you're all new medical students The medical professor takes you round a ward on your first day, shows you a sick patient How do you know what to do? How can you find out the solution? How will you know if you're right? Is there always a right answer?

17. Problem-based Learning Your assessment is your problem What do you need to learn: to pass? to excel? Who wants to "just get a 3rd"? Who wants to achieve a 1st? Who isn't worried about the grades and just wants to learn?

18. How to Learn at our Lectures Student learning is suffering This because lecturers often provide paper copies of the slides on the screen You might think this is helpful, but it actually makes learning more difficult And this is why.........

19. Paper Copies Paper copies of slides are a "security blanket" They make you feel safe, because you think you have the notes However, they act as a deterrent to learning because you don't "process" the information Watch what happens in a lecture where paper copies of notes are handed out

20. Paper copies If you look around, whilst the lecturer is talking, most people are not actually taking notes PUT UP YOUR HANDS IF YOU ARE NOT TAKING NOTES RIGHT NOW!!! They are just sitting listening, because the paper notes they have make them feel safe This is called "passive learning" It's like watching TV

21. Passive Learning Passive learners do not process learning Unprocessed information is less likely to be retained than processed information Words (and pictures to some extent) need to be "semantically processed" Semantics = having meaning attributed When you process words semantically, you give them a meaning

22. Semantic Processing Semantic processing can only be done through active learning Active learning encourages your brain to attribute meaning to words (and pictures) Retention rates are higher when you actively learn and process the information you receive How can you "learn actively" in a University lecture?

23. Active Learning for Lectures If there is reading and/tasks to be done prior to the lecture, make sure you do it! Don't have any paper print-outs in front of you Write down (on plain paper) annotated notes based on the lecturer's talk and the lecture slides Remember to title your notes so they match the slides

24. Active Learning for Lectures After the session, download the lecture slides to a computer Type up your notes into the notes page of the lecture slides as soon as possible Save them and print only what you need, when you need it Ask on the electronic forum or in the tutorial when you don't understand something

25. Where we fit it We've structured the teaching to meet the needs of your solving of the problem All of the classroom sessions and workshops are geared to completing the assignment You will need to identify any additional help you require through your continued analysis of the problem

26. What we don't do No spoon-feeding, no identification of the "right answer"- we don't always have the right answer No constant supervision of activities Sometimes it's important for you to make mistakes Mistakes are tolerated as long as you learn by them Mistakes aren’t failures. “Failure isn’t tolerated in this organisation” Dr Blofeld

27. Commitments & Responsibilities We will meet our agreed deadlines We will be available when we say we will We will be at every session where we have timetabled one on the schedule You will carry out the work you've agreed to do You will develop a deeper interest in the learning You will always ask questions when you don't understand You will do your best and be true to yourself You won't organise a beer at the end of the day without us

29. You have a lecture every week and a workshop every week, plus show & tell near assignment submission time

30. We also have to find time for assessment marking outside of these budgeted hours

32. Time Commitment Mathematics HOURS 200 160 120 80 40 GRADE 1st Class 2i 2ii 3rd Fail Ave time commitment over 24 weeks = about 8 hours 20 minutes per week

33. The assignment as a problem You need a copy of: The assessment design The assessment grading criteria Some of the language won't mean much until we've done some learning Read both documents really carefully Remember: individual submission of work based on a group context

34. What's the assignment really about? Find a company that wants to get into Digital Marketing Blog the plan (and optimize it for Search) Justify choices you make with academic models Show you understand the bits about DM & ERM Produce it in a format that makes it easy for us to grade The blog site The report The movie

35. Grading Sheet Pay attention to value-added qualities Look carefully at the statements that show you how the grades work out Think about how much effort you're prepared to commit Think about assessing yourself

36. The Core Texts Internet Marketing: Strategy, Implementation and Practice 4th Edition Chaffey, Mayer, Johnston and Ellis-Chadwick eMarketing eXcellence 3rd Edition Smith & Chaffey See the links for buying direct from Amazon Think about the team-book buying solution!

37. The Core texts We will give you a bit to read before every session It's up to you whether you do the reading We'll indicate bits that would be helpful in completing your assignment See the timetable

39. Some taught pieces

40. Some discussions in the lecture

41. Every weekly workshop

42. Some hands-on work in the tech workshop

43. You have to prepare for this!

44. Nearer to submission times – “Show and Tell Assist”

45. Some feedback on what you're doing so far

46. You have to sign up for this!

47. You have to prepare for this!

49. Summary You've had An introduction to this unit You know what we'll do You've heard how you'll learn You're aware of all of our commitments and responsibilities An introduction to the assignment We'll be practicing problem-based learning It will be the hardest piece of work you'll ever do We hope it's the most rewarding learning experience you'll ever have An overview of the programme of sessions Is there anything we've missed out?