Course
SMM - Self-management in studies
PDF Course Catalog Deutsche Version: SMM
Version: 1 | Last Change: 04.09.2019 10:15 | Draft: 0 | Status: vom verantwortlichen Dozent freigegeben
| Long name | Self-management in studies |
|---|---|
| Approving CModule | SMM_BaMT |
| Responsible |
Prof. Dr. Stefan Grünvogel
Professor Fakultät IME |
| Level | Bachelor |
| Semester in the year | winter semester |
| Duration | Semester |
| Hours in self-study | 21 |
| ECTS | 1 |
| Professors |
Prof. Dr. Stefan Grünvogel
Professor Fakultät IME |
| Requirements | none |
| Language | German, English if necessary |
| Separate final exam | Yes |
Literature
Christoph Metzger, Lern- und Arbeitsstrategien, WLI-Hochschule, 2010
Stella Cottrell, Studieren - Das Handbuch, Spektrum Akademischer Verlag, 2008
Stella Cottrell, Studieren - Das Handbuch, Spektrum Akademischer Verlag, 2008
Final exam
Details
Written elaboration in the form of a portfolioMinimum standard
A concrete plan for 2 courses will be submitted, which will be taken in the next semester.- based on learning experiences with 2 elements from the learning coachings (time management, learning strategies, feedback),
- correctly arranged correctly in two levels of the KomM pyramid.
Exam Type
Written elaboration in the form of a portfolioLearning goals
Knowledge
Describing learning strategies
Actively acquire knowledge / skills
Support learning processes
Coping with study situations
Describing a learning task
Present learning condition
Explain learning strategy protocol
Actively acquire knowledge / skills
Support learning processes
Coping with study situations
Describing a learning task
Present learning condition
Explain learning strategy protocol
Skills
Assessing learning behaviour yourself
Determine your own learning behaviour with questionnaires or electronic applications
Organise learning
Preparing
Participate
reworking
Repeat
practice
Prepare exam
determine own competences
assess skills
prioritise
reflect on your own development
Reflected learning
Update Portfolio
Using the learning diary
Use feedback
organize your own time
Divide time correctly and use it regularly
gain time
allow sufficient time
Using idle times
prioritise
Working with schedules
long-term, short-term, medium-term planning
Time budget and schedule
Perform time analyses
with the help of time recordings
Plan and prepare tasks independently
set goals
Create Schedule
Manage resources
Determine your own learning behaviour with questionnaires or electronic applications
Organise learning
Preparing
Participate
reworking
Repeat
practice
Prepare exam
determine own competences
assess skills
prioritise
reflect on your own development
Reflected learning
Update Portfolio
Using the learning diary
Use feedback
organize your own time
Divide time correctly and use it regularly
gain time
allow sufficient time
Using idle times
prioritise
Working with schedules
long-term, short-term, medium-term planning
Time budget and schedule
Perform time analyses
with the help of time recordings
Plan and prepare tasks independently
set goals
Create Schedule
Manage resources
Expenditure classroom teaching
| Type | Attendance (h/Wk.) |
|---|---|
| Lecture | 0.5 |
| Tutorial (voluntary) | 0.5 |
Special literature
keine/none
Special requirements
none
Accompanying material
electronic lecture slides for the lecture
electronic applications for learning portfolios and time organisation
electronic tutorials for self-study
theme scripts
auxiliary sheets
videos
electronic applications for learning portfolios and time organisation
electronic tutorials for self-study
theme scripts
auxiliary sheets
videos
Separate exam
Exam Type
undefinedDetails
Learning coaches introduce the students in small groups to learning strategies, methods of time management, feedback of their learning behaviour and the competence model and support them in creating their learning portfolio. This is built up successively over the semester, whereby several intermediate results with partial results must be submitted bindingly. The final delivery of the learning portfolio takes place at the end of the semester and is checked according to the levels presented.Minimum standard
Students formulate concrete plans for 2 subjects, which they will take in the next semester. They justify them with learning experiences on 2 elements of learning coaching (time management, learning strategies, feedback) and place them correctly in two levels of the KomM pyramid.
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