mental wealth

Module Guide 2024/25 p. 1

HR4011

MENTAL WEALTH DIGITAL LITERACY

Term(s): 24/25 SEM C

Module Guide 2024/25 p. 2

INTERNATIONAL STUDY CENTRE

CONTACT INFORMATION ........................................................................................... 3

MODULE LEADER.......................................................................................................................................... 3

TEACHING TEAM ............................................................................................................................................... 3

OTHER CONTACT(S) ...................................................................................................................................... 3

MODULE INTRODUCTION........................................................................................... 4

MODULE AIMS AND LEARNING OUTCOMES ................................................................................................ 5

KEY INFORMATION ..................................................................................................... 6

ASSESSMENT INFORMATION ................................................................................... 7

FORMATIVE SUBMISSIONS AND FEEDBACK OPPORTUNITIES......................................................................................... 8

WEEK 6 – FORMATIVE PDP SUBMISSION ............................................................................................................... 8

WEEK 10 – PORTFOLIO FEEDBACK PRESENTATION (VERBAL, UNASSESSED) ................................................................... 8

HOW TO SUBMIT YOUR WORK ................................................................................................................... 12

REASSESSMENT ARRANGEMENTS ............................................................................................................. 12

RETURN OF WORK AND FEEDBACK ............................................................................................................ 13

ONLINE SYSTEM FAILURES ......................................................................................................................... 13

TEACHING SCHEDULE ............................................................................................. 15

ENGAGEMENT AND ATTENDANCE REQUIREMENTS .................................................................................. 20

REFERENCING ........................................................................................................... 21

ASSESSMENT FEEDBACK ....................................................................................... 22

WHY IS FEEDBACK IMPORTANT? ................................................................................................................ 22

WHERE DO I GET FEEDBACK? ..................................................................................................................... 22

READING AND RESOURCES ................................................................................... 24

CORE:.......................................................................................................................................................... 24

OTHER RESOURCES AND FORMS: ............................................................................................................... 24

KEY LINKS .................................................................................................................. 25

Module Guide 2024/25 p. 3

ACCESSIBILITY NOTICE

Click here for guidance on viewing this document in Word’s Immersive Reader

CONTACT INFORMATION

MODULE LEADER Name: Natalia Bruce Email: [email protected] Room Number: DL3.08

Teaching Team Name: Will Robinson Email: [email protected] Room Number: DL3.27 Name: Tom Harper Email: [email protected] Room Number: DL3.26 Name: J. Salma Hoque Email: [email protected] Room Number: DL3.08

OTHER CONTACT(S) Name: William Boyes Role: Programme Leader Email: [email protected] Room Number: DL3.16 Name: Ahmet Celik Role: Head of Learning & Teaching Email: [email protected] Room Number: DL3.17 Name: Andreia Areal Role: Centre Director Email: [email protected] Room Number: DL3.10 The Module Leader/Other Tutors and Contact Details were correct at point of publication. You will be notified of any changes.

Module Guide 2024/25 p. 4

MODULE INTRODUCTION

Welcome to the HR4011 module! This guide is an introduction to the module and includes important. Make sure you have this document downloaded and stored in your computer/laptop. If you’re not sure about something, please ask us. The International Study Centre (ISC) team will keep you informed of any changes. This will be via your UEL email account, so it is extremely important that you check your email account daily to avoid missing an important email. Key information and the course and assessment materials will be posted on Moodle. You can access Moodle using this link: University of East London Moodle (uel.ac.uk) The lessons will be delivered face to face and on campus. You are expected to participate and to take notes. There will be class, group and pair discussions and you are expected to interact in a respectful way with your fellow students and lecturer. All materials will be posted on Moodle so that if you miss a lesson, you are able to see the materials at home. You will submit your assignments on Moodle via Turnitin apart from time-constrained assessments. You must attend on time to your classes out of respect for the lecturer and the other students. It is expected that you will attend 100% of this module. This is to achieve the best possible result for your work. Also, you will gain much more from the course if you commit 100% to it.

Furthermore, as a condition of your Student Route visa your attendance must be at least 85% or you will be in breach of your visa conditions and the UK Home Office may be informed. You can find the Module Specification document for this module here: Course: HR4011 2425 (T2) Mental Wealth Digital Literacy (OC)

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MODULE AIMS AND LEARNING OUTCOMES

Aims ● To equip you with a range of digital skills and knowledge expected in a successful

graduate.

● To facilitate your understanding and practice of planned professional development in the area of digital technologies.

Learning outcomes

The following codes identify where a learning outcome meets one of the UEL core competencies,

• Digital Proficiency - Code = (DP)

• Industry Connections - Code = (IC)

• Social & Emotional Intelligence - Code = (SEI)

• Physical Intelligence - Code = (PI)

• Cultural Intelligence - Code = (CI)

• Community Connections & UEL Give Back - Code = (CC)

• Cognitive Intelligence – Code = (COI)

• Enterprise and Entrepreneurship (EE)

At the end of this module, students will be able to:

1. Identify, access, collate, interpret and evaluate evidence from different online sources (COI) (DP) (CI)

2. Select appropriate digital tools and demonstrate ability to improve upon your work and performance by means of this technology. (DP) (SEI) (CI) (EE) (IC)

3. Demonstrate evidence of reflection on your own digital learning skills and performance by implementing feedback (SEI) (DP) (IC)

4. Be able to implement and continually review own personal and professional development plan (SEI) (CI) (IC)

5. Demonstrate appropriate and professional approach to the use of technology (DP) (SEI) (CI) (PI) (IC)

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KEY INFORMATION

• This is a core module. • There are no pre-requisites for this module. • Your sessions will be divided into lectures, seminars/workshops. • There are pre-class activities you need to engage with before you come to

your taught session. • Students can keep up to date with any changes to the module and find key

information and material on UEL Moodle.

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ASSESSMENT INFORMATION

Assessment:

This module is assessed through a 2500-word portfolio, to be compiled and submitted at the end of the term using Microsoft Sway, a dynamic digital storytelling tool. The portfolio showcases a selection of your work throughout the term.

Submission Details:

• Submission Platform: Create your portfolio in Microsoft Sway and submit it via Moodle. Microsoft Sway allows for an integrated presentation of text, images, and other media. For guidance on using Microsoft Sway, refer to Microsoft's Sway tutorials.

• Responsibility for Work: You are responsible for the safekeeping of your coursework. Regular saving and backup on your device, OneDrive, or cloud storage are strongly recommended.

• Submission Requirement: Attach the Assessment Front Page, available in the Assessment section on Moodle, to your Sway portfolio.

• Referencing: Give clear in-text citations and make sure you include an accurate reference list using Harvard style. Here you can find a simple guide to Harvard referencing rules. Login via institution by typing University of East London.

Portfolio Components:

1. Development Plan: The Development Plan includes two components, both of which will be presented via formative presentations in Week 10 for feedback purposes:

a. Personal Development Plan (PDP): - Objective: Develop goals to enhance digital literacy in academia and the

workplace using the SMART framework. - Presentation for Feedback: In Week 10, present your PDP objectives

and planned LinkedIn Learning courses to enhance these skills. - Documentation: Detail how your objectives align with the SMART

criteria. - Citations: Use Harvard referencing for any cited sources. Suggested Length: 750 words.

b. Professional Development Plan (PrDP): - Presentation for Feedback: Explore and present digital competencies

required in your target career/industry, using the SMART framework. - Content: Outline necessary digital skills for your field and a plan to

develop these, including SMART objectives.

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- Suggested Length: 750 words.

2. Reflective Writing – Suggested Length: 1000 words

• Objective: Reflect on your technological skill development, using your reflective journal.

• Focus: Draw on your student journal and the provided source material for reflective frameworks.

• Content: Write clear, structured paragraphs analysing your progress, challenges, solutions, and areas for improvement.

• Integrity: Maintain academic integrity. Exchange of ideas is encouraged, but the final work must be your own.

• Total Portfolio: 2,500 words +/- 10% (excluding reference lists and bibliographies).

• Distribution: Flexible allocation of word count across sections, adhering to the total limit.

Weighting: Portfolio – 100%

Due date / time: 22nd July 2025 12pm

Learning outcomes assessed: All learning outcomes assessed

Tutor Support:

• Guidance: Templates and examples, along with resources for reflective frameworks and the SMART goal framework, will be provided on Moodle.

Formative Submissions and Feedback Opportunities

Week 6 – Formative PDP Submission

• In Week 6, you are required to submit your formative Personal Development Plan (PDP). This formative written submission will allow your tutor to provide individual feedback on your goals, structure, and use of the SMART framework before the final portfolio is due.

• Your PDP should clearly: o Identify your selected digital skills for improvement, o Apply SMART goal-setting principles (Specific, Measurable, Achievable,

Relevant, Time-bound), o Align with your personal and professional development needs.

• Submission: Upload your draft PDP via Moodle/Turnitin by the end of Week 6.

• Note: Although this submission is not graded, it is essential for receiving feedback that can significantly enhance your final portfolio. Missing this opportunity may affect your ability to make necessary improvements.

Week 10 – Portfolio Feedback Presentation (Verbal, Unassessed)

• In Week 10, you will deliver a Portfolio Feedback Presentation where you showcase your PDP, Professional Development Plan (PrDP), and Reflective Writing draft for live feedback from your tutor and peers.

• Presentation Details:

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o Duration: 5–8 minutes. o Focus on:

▪ Justifying the digital skills and competencies you have selected, ▪ Explaining your sources and decisions, ▪ Responding to questions and feedback during a Q&A session.

• Slides: o Create visually engaging slides using Canva. o Embed these slides into your Microsoft Sway portfolio. o Focus on content clarity, logical flow, and professional design.

• Resources to assist you with Canva: o Signing up and logging into Canva o Canva Beginner’s Tutorial on YouTube o Beginner’s Guide to Canva o Saving Canva presentations as PowerPoint files

• Citation Reminder: Use Harvard referencing for any sources cited within your presentation slides.

• Attendance: While the presentation is ungraded, attending and participating in Week 10 is strongly recommended. Missing this formative feedback session may limit your ability to refine your final portfolio.

Module Guide 2024/25 p. 10

Assessment criteria: Portfolio

Mark →

E

(39% or less)

D (Between 40 – 59%)

C (Between 60 – 69%)

B (Between 70 – 79%)

A (80% or more)

Assessment Criteria and Weighting ↓

Personal development plan

(25%)

Goals show initial structure and an emerging connection to SMART principles.

Goals demonstrate some structure, with developing connections to SMART principles and digital literacy.

Goals are structured and relevant, applying SMART principles and demonstrating an understanding of digital literacy needs.

Goals are well-defined and align strongly with SMART principles, with clear connections to digital literacy.

Goals are highly structured, demonstrating excellent application of SMART principles and integration of digital literacy skills.

Limited identification of digital skills, with minimal connection to personal development goals.

Some relevant digital skills are identified, but their connection to personal development goals is basic or unclear.

Relevant digital skills are identified, with reasonable alignment to personal development goals.

Strong selection of relevant digital skills, clearly aligned with SMART goals in the personal development plan.

Exceptionally relevant and well-justified selection of digital skills, demonstrating a strategic and thoughtful approach to personal development.

Professional development

(25%)

Goals are broad or unclear, with limited connection to SMART principles or career objectives.

Goals show some structure, demonstrating initial application of SMART principles but lack specific relevance to career objectives.

Goals are structured and relevant, applying SMART principles to demonstrate reasonable alignment with professional development objectives.

Goals are well-defined and fully align with SMART principles, demonstrating clear alignment with professional development objectives.

Goals are highly developed, demonstrating excellent application of SMART principles and strategic alignment with professional development objectives.

Minimal awareness of industry trends, with limited or no research to support goals.

Basic awareness of industry expectations, with initial research support but limited depth.

Good understanding of industry expectations, supported by relevant and reasonably detailed research.

Strong awareness of industry expectations, supported by well- integrated and thorough research.

Excellent understanding of industry trends, supported by critical evaluation and advanced analysis of research sources.

Limited or no justification for the connection between goals and industry research.

Justifications provide basic connections between goals and research, with opportunities for further depth.

Justifications are clear, explaining how the goals align with industry expectations and are supported by research.

Justifications are detailed and well- supported, clearly linking SMART goals to research and professional development needs.

Justifications are exceptionally well- articulated, critically linking SMART goals to industry research and demonstrating advanced professional planning.

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Reflective Writing (25%)

Reflection introduces key learning progress areas, with limited depth or clarity.

Reflection demonstrates basic discussion of learning progress, challenges, and solutions, though some areas lack detail.

Reflection is structured and clear, demonstrating awareness of skill development and providing reasonable analysis of progress and challenges.

Reflection is well-structured, providing a thoughtful analysis of learning progress, challenges, and solutions, with connections to personal and professional goals.

Reflection is highly insightful, offering detailed and critical analysis of learning progress, challenges, and future applications, with meaningful connections to broader development goals.

Writing lacks clarity, making it difficult to follow, with limited structure.

Writing is basic, with some organisation but inconsistent focus or structure.

Writing is clear and organised, with paragraphs logically structured to support the reflection.

Writing is highly organised and clear, with logical flow and well-structured paragraphs that enhance readability.

Writing is exemplary, with seamless organisation, precise language, and a professional, polished tone that enhances clarity and impact.

Organisation and Presentation

(15%)

Portfolio structure introduces key elements, with opportunities to improve clarity and coherence.

Portfolio shows basic organisation, though sections could be more effectively structured.

Portfolio is well-organised, with logical flow and structure that supports readability.

Portfolio is highly structured, visually engaging, and effectively integrates multimedia elements.

Portfolio is outstandingly organised, with seamless structure, advanced multimedia integration, and strong use of digital tools.

Limited integration of digital tools, with potential for enhancement in presentation.

Basic use of digital tools, though not always effective for engagement and clarity.

Good use of Sway and Canva, improving the visual appeal and engagement of the portfolio.

Strong integration of digital tools, making the portfolio engaging and professional.

Exceptional use of digital tools, combining multimedia elements effectively for a professional and dynamic portfolio.

Referencing (10%)

Referencing is minimal, with inconsistencies in formatting and application.

Referencing shows initial consistency, though some formatting errors are present.

Referencing is mostly accurate, with a good range of sources used.

Referencing is accurate and consistent, demonstrating effective use of Harvard referencing.

Referencing is flawless, with diverse sources integrated seamlessly and effectively in a digital format.

Module Guide 2024/25 p. 12

HOW TO SUBMIT YOUR WORK

All submissions for this component(s) of this Module must be submitted according to these instructions. If you fail to submit this component as directed, a mark of 0 will be awarded for the component.

All work must be submitted on Moodle, via a Turnitin submission link that you will find in the Moodle page for this module under the ‘Assessment and Feedback Tab’.

The exception for this is if you have a time-constrained assessment or practical task where you may be asked to complete this task during the taught session.

All deadlines need to be strictly adhered to. A non-submission is the same as failing the module. If you are having difficulties in submitting your coursework, please speak to the team at the ISC for advice and guidance.

Return of your work:

The work will be returned to you in two ways:

1. Moodle feedback: once the work has been marked and moderated, you will be able

to see your provisional results on UEL Direct and your feedback on Moodle. 2. After the assessment board has reviewed the submissions, your results will be

officially published by the University, and you will be able to see them in UEL Direct.

REASSESSMENT ARRANGEMENTS

Once your feedback on Moodle is visible it is important that you read it to make sure you understand it. If you have any questions, please contact your lecturer or Programme Leader who will help you.

We will contact you regarding support sessions, so you be supported during your resubmission. The resubmission deadlines will be published after the results have been published by the University. These rules normally only apply to coursework. It does not apply to examinations, presentations, performances, practical assessments or viva voce examinations. If you are unable to take advantage of these opportunities, then please see the guidance below.

You may be in a position where you cannot submit your coursework or take an exam due to circumstances that are:

• unforeseeable - in that you could have no prior knowledge of the event concerned, and

• unpreventable - in that you could do nothing reasonably in your power to prevent such an event, and

• expected to have a serious impact on performance.

Please follow this link for guidance on what to do.

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RETURN OF WORK AND FEEDBACK

Formal results are ONLY available in UEL Direct and will be published within 8 working days of the Board, where results are formally confirmed. Any other results are provisional / indicative but not approved. You will receive feedback throughout your course through the following:

X one-to-one or individualised (i.e. tutorials, conversations with supervisors, or individualised comments on assignments)

X generic feedback (i.e. use of rubrics, ‘Quickmarks’ in Turnitin or standardised forms)

X peer feedback (i.e. feedback from other students)

X informal feedback (i.e. through in-class discussions or online forums)

X self-evaluation (i.e. online checklists or reflective submissions)

other (see below)

Feedback and students’ marks should be provided within 15 working days of the due date for summative work (i.e. work that counts towards the final course grade) and formative work (i.e. work that is developmental and designed to help you improve). Whilst feedback will be given on draft/formative work, it shouldn’t be assumed that every aspect will be identified.

ONLINE SYSTEM FAILURES If you experience a problem submitting your work online, you should notify your lecturer/tutor by email immediately. Deadlines are not extended unless there are significant systems problems. If UEL finds that the issue with the system was significant, you will receive an email notifying you of the issue and that you have been given a 24-hour extension. If you don’t receive any email that specifically states you have been given an extension, then the original deadline has not been changed. Best advice: Don’t wait until the last minute to submit your assessments electronically.

Module Guide 2024/25 p. 14

• A guide to submitting your work through Turnitin

• A guide to viewing and understanding the similarity report in Turnitin

• Guide to Automatic Extensions

• Assessment & Feedback Policy

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TEACHING SCHEDULE

Week Title of the sessions Prepare (Pre-Session

Tasks) Engage (Lecture)

Engage (Seminar)

Engage (Workshop)

Consolidate (Post- Session Tasks)

References / Reading

1 Introduction to the Module

Introduction to the Module

Look at and analyse examples of personal development plans. SMART Goals Self-evaluation: analysis of digital skills

Introduction to LinkedIn Learning Courses Identify LinkedIn Learning courses to undertake. Independent drafting workshop: Students complete a short digital skills self- assessment form and begin drafting 2–3 SMART goals linked to their skills gap.

My Personal Development Plan Worksheet (Smart Goals) Homework: Draft Section 1 of the PDP ("Current Skills and Goals") using a template.

Part 1: “Employability and How Best to Manage Your Learning” (Cameron, 2016)

2 Online Research Guide to Evaluate Academic Sources

Introduction to inline research and tools

Learn how to use and find online sources.

Explore various ways to

Submit Personal SWOT analysis task

Part 4: “Conceptual Skills”

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Pre-session Task- Reading

presenting data accurately. Personal SWOT analysis task Structured worksheet task: Students connect their SWOT analysis to 1–2 SMART goals; guidance on identifying opportunities for digital upskilling (e.g., LinkedIn Learning).

Homework: Complete/update SWOT analysis and finalise 2–3 SMART goals based on feedback/self- review.

(Cameron, 2016)

3 Reflection and Reflective Writing

Pre- reading. Review the process of reflective writing. Pre-session task

Introduction to Reflective Writing Reflective Framework

Clarify how to write with self- reflection and critiquing their own work. Peer to peer review progress of skills development so far.

Reflection in Professional Life Work on Personal Development Plan Mini self- review task: Students use a checklist (SMART principles) to review their own goals. Tutor offers spot feedback. Start writing

Homework: Write the draft of Development Objectives (What skills to develop + how + timeline).

Core Reading: Williams, K., Woolliams, M., & Spiro, J. (2020). Reflective Writing (2nd ed.). London: Red Globe Press. (Relevant chapters) Reflective Writing: Writing Reflectively

Module Guide 2024/25 p. 17

Development Objectives section of PDP.

4 Online Communication

Pre-reading. Revise your personal SWOT. Pre- session Task (LinkedIn Learning Courses)

Explore various online platforms for collaborative study. Consider potential challenges as well as explore the positive values of collaborative online working.

Establish the dos and don’ts and general etiquette in online communication Work on Personal Development Plan

In-class feedback on the draft of Development Objectives (What skills to develop + how + timeline). PDP action plan workshop: Students build the Action Plan part of their PDP (resources needed, courses to complete, milestones). Tutor circulates and gives individual support.

Apply the feedback on the 1st draft of Development Objectives (What skills to develop + how + timeline). Track, measure and reflect on progress on Personal development plan Homework: Complete draft of PDP Action Plan (steps and resources clearly linked to goals).

Part 3: “Working With Others” (Cameron, 2016)

5 Digital Market Research

Pre-reading Online Market Research Pre- reading Task. Analyse digital and web- based resources. Give your comments. - Euromonitor - EBSCO - ProQuest - Other Library sources

Introduction to digital Market Research Explore a number of research project case studies from the Centre for Digital Business Research

Engage in digital market research of a specific business sector they are interested in joining.

Final PDP polishing workshop: Students work independently on polishing their full PDP (SMART goals + Development Plan + Action Steps). Tutor gives 1-1 help. Self-check

Homework: Finalise PDP and be ready for formative submission in Week 6. Research the industry that you are interested to work at in the future. What digital tools are necessary to

“Managing Online Information for Academic Study” (Cottrell, 2016)

Module Guide 2024/25 p. 18

using final checklist.

develop to succeed in this industry?

6 Critical Thinking Quiz – Critical thinking Introduction to critical thinking skills. Reading Critically

Critically evaluate online sources of information (including social media) on their desired industry using critical thinking skills.

Work on Personal / Professional Development Plans Formative PDP submission session: Brief drop-in opportunity for last-minute questions. Students submit PDPs during or after the session via Moodle/Turnitin.

Submit Personal Development Plan Formative Assessment

“Critical Thinking Skills” (Cottrell, 2017)

7 Critical Thinking Quiz – Critical thinking Introduction to critical thinking skills. Reading Critically

Critically evaluate online sources of information (including social media) on their desired industry using critical thinking skills.

Work on Personal / Professional Development Plans

Submit the draft Professional plan

“Critical Thinking Skills” (Cottrell, 2017)

8 Reflective Writing (Revision)

Revisit the reflective writing materials & content in week 3. Pre- session task

Revision of reflective writing Overall reflective writing organisation

Reflecting on the first half of the course: Revisit the SWOT analysis in week 4.

Drafting the Reflective Journal part of the portfolio

Submit the draft Reflective Journal

Spiro, J. (2020). Reflective Writing (2nd ed.). London: Red Globe Press. (Chapter on reflective

Module Guide 2024/25 p. 19

Plan and structure your practice reflective piece (Assessment) Reflect on the digital skills development.

writing for final reflection) Reflective Writing: Writing Reflectively

9 Presentation Skills Personal/professional Development Plans Preparing for your presentation.

Pre- reading. Review the digital tools. List the tools which you use.

Presenting using digital and online tools

Preparing for presentation and working on creating slides.

Preparing for presentation and working on creating slides.

Getting ready for the practice presentation

Presentation guide (Designing) Presentation Guide (Delivery)

10 Delivering your presentation (formative assessment)

SUBMIT YOUR Portfolio Feedback (Unassessed/Feedback Only) PRESENTATION

Delivering your Portfolio Feedback Presentation (Informal; not graded)

Reflection Task: Presentations

11 Assessment Overview

Prepare the portfolio to have 1-on-1 feedback

Assessment workshop: Portfolio

Check your assessment before the submission

12 Assessment Week Check your assessment before the submission

Assessment Support

Module Guide 2024/25 p. 20

ENGAGEMENT AND ATTENDANCE REQUIREMENTS As a UEL student you are expected to engage with all scheduled sessions, including lectures, seminars, group work and tutorials. During extended projects and dissertations, you must engage with dissertation work and follow attendance guidelines for dissertation supervision set out in dissertation module specifications. You are also expected to be punctual, to be respectful of others’ time as well as your own, to participate whilst present, to put in time to study between classes, to prepare for taught sessions and to be active participants in both groupwork and your own learning experience. Our Engagement and Attendance policy sets out your engagement and attendance requirements and why it so important to your success as a student.

• Link to your personal timetable

• Link to the Docklands Campus Map

• Link to the Stratford Campus Map

• Link to University Square Stratford

• Link to the Guide to Room Numbers

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REFERENCING

As a student you will be taught how to write correctly referenced essays. UEL's standard Harvard referencing system is from Cite Them Right. Cite them Right is the standard Harvard referencing style at UEL for all Schools, however professional body requirements will take precedence for instance the School of Psychology which uses the APA system.

• Link to Library support for referencing.

• Video guide to Getting Started on Zotero.

• Zotero Student Written Guide

• Link to the Student Handbook page on Academic Misconduct and Plagiarism.

• Link to MyFeedback – submitting your draft for advice on writing and

referencing.

• Link to Academic Tutoring drop-in sessions.

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ASSESSMENT FEEDBACK

Feedback is crucial for your learning and it is an important part of the academic cycle. It tells you what the strengths are of your work, what its weaknesses are and how it can be improved.

WHY IS FEEDBACK IMPORTANT? Feedback is the most effective way to:

• Help you understand how to succeed in your assessments.

• Help you produce better work for the future.

• Signpost you to other resources for assistance.

If you pay attention to feedback, particularly where the same comment is made in several modules, you can use the information to improve.

WHERE DO I GET FEEDBACK?

• When a tutor comments on your answers in seminars/lectures/workshops

• General comment on assessment performance in lectures and seminars

• General comment on questions prepared for seminars

• When another student makes comments on your presentation

• When you produce practice questions for a tutor who gives comments

• When you receive written comments on your work submitted either as coursework or exam

• When you look at general feedback on module performance on UEL Direct.

• When you see your Academic Adviser with all your assessment feedback for general advice. You should always do this after each assessment period.

Module Guide 2024/25 p. 23

• Link to information for advice on academic writing and statistics (Academic Tutoring / Student Engagement Retention and Success)

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READING AND RESOURCES

CORE:

• Cottrell, S, and Morris, N. (2012) Study Skills Connected: Using technology to support your studies. Basingstoke: Palgrave McMillan

• Williams, K., Woolliams, M. and Spiro, J. (2020) Reflective Writing. 2nd edn. London: Red Globe Press

OTHER RESOURCES AND FORMS:

• Cottrell, S. (2019) The Study Skills Handbook. 5th edn., London: Red Globe Press

• Cottrell, S. (2011) Critical thinking skills: developing effective analysis and argument. 2nd edn. Basingstoke: Palgrave McMillan

• Cameron, S. (2016) The Business Student’s handbook skills for study and Employment. 6th edn. Harlow: Pearson.

• Saunders, N. K. M., Lewis, P. and Thornhill, A. (2016) Research Methods for Business Students. London: Pearson.

• Trought, F. (2017) Employability Skills. 2nd ed. Harlow: Pearson.

Module Guide 2024/25 p. 25

KEY LINKS

• Academic Appeals

• Academic Integrity

• Academic Tutoring

• Assessment and Feedback Policy

• Bus Timetable

• Civic Engagement

• Complaints procedure

• Wellbeing Support

• Disability support

• Engagement & Attendance Policy

• Extensions

• Procedure for problems completing an assessment

• Frequently-Asked Questions

• Health and Safety

• IT Support

• Library Archives and Learning Services

• Manual of General Regulations

• Mentoring

• Office for Institutional Equity

• Student Engagement, Retention and Success

• Track My Future