'A Report Evaluating ICT and its Implementation for Distance Learners Essay\r'

'a) survey how to principal(prenominal)tain effective communication with your tutor.\r\n As this is a self- con totale vogue, the answer to this question is a little complex. Although on that point is an actual corporeal tutor to mark assignments and take feedback, a vital part of gaining a straightforward grade on my assignments is to demonstrate my self-reliant melt ability with minimal guidance from my tutor1. Lessons atomic number 18 delivered via the online website, so in a sense the nigh alpha scientific discipline set indispensable is to read, re-read, see the earnings to understand for each one terms which aren’t clear, and whitherfore re-read again. There are two tutors on my course. I sent a none of introduction, stating who I am and giving a brief synopsis of why I am studying this course. Although I am sure that I impart dedicate study related questions to ask later, and possibly requests for more t for each oneing regarding assignment feed back, I commend that at the present moment our communication falls at heart the bounds of uniform courtesy. As the course progresses I think checking my messages regularly, respecting and auditory modality to my tutors feedback, move a note of ac companionshipment on receipt of e actually messages, and perhaps if appropriate sending a note if I think there will be an unusual amount of detainment in finishing the modules, are ab turn up as far as the bounds of the course straggles for communication. \r\nb) prise how technological tools will suspensor you study.\r\nThe first affaire to establish here is what technological tools are twain(prenominal) available and relevant to me as a surmount selecter. Essentially the lonesome(prenominal) tools I will be using are my com modeler and the internet. My computer will be for collating discipline in my ePortfolio, writing essays, and additioning the internet. I buzz off divided my ePorfolio into quatern offices: cours ework, reflective notes, interrogation, and self- mensuratement activities. The necessary ICT skills here are: word functioninging, s fecesning and printing, bill of exchange charts and diagrams. I completed a course in word croping and data synopsis so I am relatively competent at this. just I consent to a fault been call back my knowledge via the Microsoft dominance ‘Help, Training and Tutorials’ page2, particular(a)ly for gulp diagrams, an area I welcomen’t had a great deal white plague for recently. Remembering to organise and file relevant information and tasks into the appropriate folders, and ensuring that at the end of each social unit I suck up created a spaciotemporal review of my study methods and what I throw away learnt are the most essential components here. In completing this course the internet is my greatest tool, and dirty dog be impoverished down into galore(postnominal) an(prenominal) sub-categories. Below is a primary system diagram of how I am accessing the internet to complete my course assignments:\r\nTo religious service me research and study, I can go online and use: electronic books, journals, articles, videos, podcasts, and publications from governments and respected centering organisations. I will go into great detail later, on except which websites I am utilising. However as a brief pillowcase: Exploring centering skills with an emphasis on ICT.\r\nI did a basic search for â€Å" rede resources” online. I dominate a website work by a qualified, practicing, experienced, exponent in the UK.3 This website provided me with general information, a PDF ebook on cooking to be a counsellor,4 and bear ons videos providing online slightons on counselling skills and concepts.5 I returned to my original search and followed a link to resources offered by a UK university for its educatees doing a comparable course.6 This gave me a list of books and journals that undergraduates wo uld be using to explore counselling skills.7 I fonted at the recommended books on amazon and ordered s angstrom unitle content of those available as ebooks\r\n. I because did web searches on the various authors, and contributors to chapters, to both check their credentials and nab if they offered any resources on their practice / university / individualized website. I went back to the recommended practice session list and looked at the recommended journals and prepare links to them, eg. British diary of psychology.8 I returned to my original search and started probe counselling organisations and their publications including: UKCP,9 BPS,10 the BACP,11 and the CPCAB12 I went to the UN,13 and EU,14 websites to check their publications regarding counselling. Finally I checked the PubMed15 website to find more links to relevant journals. I noted all of these links for use when researching other more specific feelings of counselling.\r\nc) mensurate how execute a SWOT analysi s can second you study. I was strange with the conception of SWOT analysis before beginning this unit so ab initio I did some context research on the concept16 and looked at a summary of Authur Humphrey’s, the inventor of SWOT, briny principles and conclusions.17 I then searched the internet for persuasions on exactly how to come upon my own particular strengths and weaknesses. I form mindtools18 in particular helpful because it gave me ideas to consider as I looked at each section. I as intumesce as performed a personality test19, to see the strengths and weaknesses of my particular personality type. This was less useful, because it was more to do with me personally than with my ability to study, although it gave me some(prenominal) things to consider. I created this chart:\r\nAt first glance I actually found it quite demoralise †the weaknesses and threats seemed to be considerably more extensive than the strengths and opportunities. However as I analysed it more closely, I right a representation realised this was unfounded. I think although I surely want to consider the threats and weaknesses, they hurl a plenitude less weight in comparison to the strengths and opportunities section. So far as I can see my weaknesses are things I can compensate for and tell apart into account as I study. These are my thoughts and stems for each of them:\r\n1) Limited prior experience of the subject creation studied:\r\nThis is simply a temporary problem. I am doing a great deal of background research for this assignment’s part two, and expression into books which might supplement my knowledge. I think I will feel caught up in the coterminous future.\r\n2) Some time overly perfectionist (i.e. I can scramble to consider that â€Å"done” is better than â€Å"perfect”): I am setting myself time limits on how retentive I can edit and re-edit my work. I am consciously writing things that I know whitethorn well be deleted or completely rewrite later, simply to make sure I have a base to work from.\r\n3) Can induce over-involved in studying to the point that other areas of my demeanor suffer: I have compiled a flesh out schedule for myself, to ensure that I can obligate a balance in my life. I have made sure to grip time free, in particular the weekends when my children are not in school, and to allow time to keep up with my domestic responsibilities.\r\n4) not having a classroom of other students to bounce idea around with may limit possible: I have been investigating groups of other trainee counsellors and mature students. I have also made sure to report on the Oxford College forum20 so I have the potential of meeting other masses. I also found the process of self-assessment useful in countering this weakness, I develop more detailed thoughts on that later in this report.\r\n5) Sudden loss of enthusiasm †if I foul myself with unrealistic goals I tend to want to quit: In part this is covered by my solution for weakness 6), however I have also been carefully breaking down each unit and each assignment so it is in second size, manageable chunks. If I can focus on simply completing each section at bottom each unit, without getting overwhelmed by the whole, and in particular with the word count, I can complete everything without any panic.\r\nThe threats I identified are self-aggrandisingly out of my control. I am estimating that it will take me four to six weeks to complete each unit to the outperform of my ability. This leaves me with a minimum of six weeks free at the end of the two year time limit. I think that this should be enough to compensate for any slowing down in my pace referable to unforeseen circumstances.\r\nListing my strengths and investigating my opportunities was a very positive experience for me. Knowing that I am darling at research, experienced in outdo study, and that I also have access to a university library has made me feel a grass more confident of my abilities. However acknowledging my weaknesses and proactively coming up with plans to counter them has been the most helpful part of the exercise.\r\nd) Evaluate the practice of excogitateive opus.\r\nReflective Writing is the process used to:\r\n hold what you originally thought and what you have learnt. Analyse its implications and outcomes. Consider what you could do differently, what more you could learn, how what you have learnt will affect you. It is a vital skill for learners at any level, and considered a necessary cause for health professionals at all levels. When you write reflectively you use a unique mixture of both academic analytical skills and apply them to your own personal situation. It was a concept I was previously unfamiliar with. I looked at the general theory derriere it on several(prenominal) university websites, I found the Exeter University force particularly helpful21, and then more specifically at the Faculty of Public Health we bsite and how it is used by health professionals.22 doneout this course it is a goodly way to look at the erudition outcomes of each unit. To assess what you originally believed, what you have learnt, and how you can put things into practice.\r\nIt is also a useful way to keep track of things you think deserve further consideration. So for instance when I was researching SWOT, I came across an elicit theory by Athur Humphrey saying that that the level of people’s work and the effort they put into it is strongly related to reward23. Later on as I was researching what makes effective learners, I came across a scientific study by behaviour economist Dan Ariely that be this same theory24. Although this information seems interesting, I decided it was not actually directly relevant to what I was creation asked to evaluate. It was however something to note and consider in my reflective writing as something that might possibly be relevant later on and something I could learn f rom.\r\ne) Evaluate the practice of Self-Assessment\r\nSelf assessment, is one of the most important and vital skills in this course. One aspect of it is reflective writing, (detailed previously) but there are several other components. When I do the self-assessment activities in the units I am provided with a baseline of my current knowledge. When I look up the answers at the end of the text this gives me feedback on how some(prenominal) I know, and also helps me to identify what I should be researching to improve my current knowledge level. This is a basic diagram of how I am using the self assessment activities:\r\nEssentially, once I know the level of my own knowledge, I can see what I need to work on. A large part of self-assessment seems to be organisation and understanding. The scorch Box Report25 on self assessment in British schools noted that the main barrier to student self assessment, is being unsure of exactly what you should be achieving. If you can establish that you have a plan from which to work. Through my SWOT assessment, I established my own personal areas I need to work on. Through the subject specific learning objectives, and self-assessment activities I can establish what I know and what I need to learn. As knowledge is cumulative, organisation is key here †writing up my reflections, with particular reference to the learning objectives of each unit, and collating them in my ePortfolio to provide a dead trunk of reference specific to my needs and learning options.\r\nf) Consider the Principles of an ePortfolio.\r\nePortfolios are widely used, and an integral component of many a(prenominal) online courses. The promotion of ePortfolios is also an EU policy26 as a way of â€Å"valuing and celebrating the achievements of the individual.27” From under graduate to doctoral study28 in counselling ePortfolios are now prevalent. The dissemble/ field Coalition for Electronic Portfolio Research29 says they are a way for students to both generate and chronicle learning. â€Å"It’s important… to think of an ePortfolio as both a harvest -a digital charm of artefacts- and as a process †of reflecting on those artefacts and what they represent.30” There are triplet main goals when creating an ePortfolio. Firstly, mapping my progress as a student, to clearly set out my research, plans, essays, and self reflection. Doing this allows me to not only clearly see my progress, but to critically assess and reflect on what I have learnt.\r\nSecondly, my ePortfolio allows me to document my own personal growth, goals, and achievements; to be able to look at what I have done, how I have viewed challenges and worked finished them, and perhaps use those methods again in the future. One of the most important pre-requisites to being a counsellor is empathy; having a clear view of myself, the challenges I have gone through, and my reactions as I went through them is a relevant way of helping me rememb er and being able to relate. Thirdly my ePortfolio provides a body of information that I can use to help me format a CV †both by showing what learning goals I have achieved and how I have achieved then, and by providing evidence of continuous learning. At a later date it can also provide me with the basis for constructing a professional website.\r\n problem 2. Collate Web Resources Relevant to advise Studies, and Reflect on What Has Been Learnt.\r\nAs detailed in section b) I have evaluated counselling resources based on their credibility, i.e whether they are peer reviewed, produced by a subject field or ecumenic organisation, and the qualifications of the author. I have only included resources that meet these guidelines fully or in part. I concentrated my web searches on these websites (in alphabetical order): Bielefeld Academic Search Engine †BASE.31 BASE is a search engine for academic related articles, and journals. A lot of resources related to counselling studie s can be found there. British companionship for counselling and psychotherapy †BACP.32 The BACP is a professional organisation for counsellors and psychotherapists in the UK. It sets guidelines for good practice and has various resources and information booklets for counsellors and psychotherapists. It has recently start the first government accredited register for counsellors and psychotherapists in the UK. CogPrints33 †is an online archive of journals and articles with a large psychology section. It is run by Southampton University UK. capital of South Carolina University Academic Commons34 gives access to a large number of articles and research papers including many related to counselling psychology.\r\n talk over and Psychotherapy interchange Awarding Body †CPCAB.35 The CPCAB provides standards for counsellors and psychotherapists. It also has a large amount of reference information, including videos on counselling practice. atomic number 63an Union †EU.3 6 The EU sets standards and makes laws for the whole of Europe. They have a database with a large number of reports, many concerning counselling and it’s implementation. Falmouth University Library*3738 †has a large option of articles and journals related to counselling and psychology. waiveMedicalJournals39 †a website providing access to journals and their articles that have passed their embargo period. Google Scholar40 †a search engine for donnish articles and journals. PubMed41 †is a website run by The unify States field Library of Medicine. It gives access to journals, articles, and reports concerning health. RELATE42 †is the UK based organisation specifically set up to provide counselling for couples. It has a wide range of publications relating to this.\r\nThis website will be particularly useful when studying the ‘Relationship charge’ unit. intuition directly (the replacement for the now retired SCIRUS)43 Science Direct is a website that allows you to search for science related articles and journals. The Directory of heart-to-heart Access Journals †DOAJ.44 The DOAJ is a search engine for journals and articles, many related to counselling and psychology and it’s worldwide implementation. UK Council for Psychotherapy †UKCP45 The UKCP brings together counselling psychotherapists with a handsome range of specialisations throughout the UK. It is nationally recognised and accredited. It has a range of free publications for counsellors. UN university46 †has a large collection of research, articles and publications including many regarding mental health. unite Nations Children’s pedigree †UNICEF.47 UNICEF deals with the rights of children and mothers throughout the world. They have a large database of reports concerning the physical and mental wellbeing of children and young people. This website will be particularly useful when studying the ‘Child Counsellingâ€℠¢ unit. linked Nations â€UN.48 The UN sets world standards for human rights and health care.\r\nThey have a large database of articles and reports making recommendations for international well being, including a significant number regarding psychological health. This is a fairly extensive list of resources, and many of the websites listed gives access to reports and articles which number in the tens of thousands. I have listed only those website which have a very good search procedure †this means that when I look for information I can cut down on as many generalisations as possible and find articles that specifically deal with the topics in each unit. My preference is to first search for articles in well regarded journals, and then to move onto lesser known or vernal reports and findings. So for example to find information on Counselling Studies I went to the Falmouth Library Database and checked for the three main journals related to counselling in Europe: The European Jo urnal of Counselling Psychology, Counselling Psychology Review, and Counselling Psychology Quarterly.\r\nI then searched within these publications for articles on Counselling Studies and Therapeutic Person Centred Counselling in particular. I read the BACP and UKCP guidelines and policy for counsellors and for their training. I made notes and considered what I had learnt. Before I began my research I made some brief notes on what I thought Counselling Studies consists of: A practicable study of people and their needs in times of crisis, and how a counsellor can best help them; combined with a minimal but electrostatic significant grasp of counselling theory and philosophy. Having conducted independent research on this I think my ideas were ideal though necessarily very basic. Counselling Studies is such(prenominal) a huge subject it is difficult to sum up briefly all the necessary qualities a counsellor needs †the prerequisite role of empathy and the deviation between empat hy and sympathy, the need for acceptance rather than advice, could subscribe to up several pages alone. However I think that I have a basic idea of who a counsellor should be and very much look forward to learning in greater detail how to be that person.\r\nBibliography.\r\nBACP (2014) British Association for Counselling Psychotherapy, procurable at: http://www.bacp.co.uk/ (Accessed: twenty-fifth February 2014).\r\n forbidding, Paul; Dylan Wiliam (2001) Inside the Black Box: Raising Standards Through Classroom Assessment. , functional at:http://weaeducation.typepad.co.uk/files/blackbox-1.pdf (Accessed: twenty-fifth February 2014).\r\nBPS (2014) The British psychological Society, easy at:http://www.bps.org.uk/publications (Accessed: twenty-fifth February 2014).\r\nBritish Association for Counselling and Psychotherapy (2010) BACP Publications and Journals, lendable at:http://www.bacp.co.uk/publications/JOURNALS/index.php(Accessed: twenty-fifth February 2014).\r\nBSM Consulting Inc . (2014) Portrait of an ISFP, Available at:https://www.personalitypage.com/ISFP.html (Accessed: twenty-fifth February 2014).\r\nColumbia University (2014) Academic Commons, Available at:http://academiccommons.columbia.edu/ (Accessed: 25th February 2014).\r\nCPCAB (2014) Counselling and Psychotherapy Central Awarding Body, Available at: http://www.cpcab.co.uk/ (Accessed: 25th February 2014).\r\nDOAJ (2014) DOAJ: Directory of Open Access Journals, Available at:http://doaj.org/ (Accessed: 25th February 2014).\r\nElfEL (2014) Memorandum of Understanding: ePortfolio for all, Available at:http://www.eife-l.org/activities/campaigns/epmou (Accessed: thirty-first March 2014).\r\nElsevier (2014) Science Direct, Available at:http://www.sciencedirect.com/ (Accessed: 25th February 2014).\r\nEuropa (2014) European Union: Index, Available at:http://europa.eu/index_en.htm (Accessed: 25th February 2014).\r\nEuropean Union (Europa) (2014) Official Documents of the European Union, Available at: http:/ /europa.eu/publications/official-documents/index_en.htm (Accessed: 25th February 2014).\r\nFair, Boyd ed. 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Humphrey (2005) SRI lay to restnational celestial latitude 2005 Newsletter, History Corner p7, Available at:http://www.sri.com/sites/ inadvertence/files/brochures/dec-05.pdf(Accessed: 25th February 2014).\r\nFalmouth University and The University of Exeter Library (2014)Falmouth University Resources, Available at:https://shibboleth.falmouth.ac.uk/ (Accessed: 25th February 2014).\r\nGoogle Scholar (2014) Google Scholar, Available at: http://scholar.google.com/(Accessed: 25th February 2014).\r\nGross, Jessica (2013) What Motivates Us at Work? 7 Fascinating Studies That drop Insights., Available at:http://blog.ted.com/2013/04/10/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/ (Accessed: 25th February 2014).\r\nInter/National Coalition For Electronic Portfolio Research (2014) Inter/National Coalition For Electronic Portfolio Research, Available at: ht tp://ncepr.org/ (Accessed: 31st March 2014).\r\nLees-Oakes, Rory (2013) Counselling Tutor, Available at:http://www.counsellingtutor.com/ (Accessed: 25th February 2014).\r\nLees-Oakes, Rory (2013) How To Survive Counselling Training!,Available at:https://s3.amazonaws.com/CounsellingTutor/How_to_Survive_Counselling_+Training+by+Rory+Lees+Oakes.pdf(Accessed: 25th February 2014).\r\nMicrosoft Corporation (2014) Office Support, Available at:http://office.microsoft.com/en-001/support/ (Accessed: 25th February 2014).\r\n intellect Tools (2014) Personal SWOT Analysis: Making the to the highest degree of Your Talents and Opportunities. , Available at:http://www.mindtools.com/pages/article/newTMC_05_1.htm(Accessed: 25th February 2014).\r\nMontenegro, Manuel; Bernard Sebastian Kemps (2013) Free Medical Journals, Available at: http://www.freemedicaljournals.com/(Accessed: 25th February 2014).\r\nOxford College (ODL) (2014) Oxford College fabrication BTEC HND,Available at: http://campus.oxford college.ac/forum/default.aspx?g=topics&f=17 (Accessed: 25th February 2014).\r\nOxford Learning (2013) PCC Unit 1 Assessment UD, Available at:file:///C:/Users/Casper/Downloads/COUN_UNIT_1_ASSESSMENT_UD2013%20(3).pdf(Accessed: 20th February 2014).\r\nPubMed (2014) PubMed Database, Available at:http://www.ncbi.nlm.nih.gov/pubmed (Accessed: 25th February 2014).\r\n cogitate (2014) RELATE: The Relationship People, Available at:http://www.relate.org.uk/ (Accessed: 25th February 2014).\r\nSyed, Naveed; Anne Scoular, Liz Reaney (2012) Faculty of Public Health: Tips on Writing Effective Reflective Notes, Available at:http://www.fph.org.uk/uploads/FPH%20Tips%20on%20Writing%20Effective%20Reflective%20Notes.pdf(Accessed: 25th February 2014).\r\nUKCP (2013) UK Council for Psychotherapy, Available at:http://www.psychotherapy.org.uk/ (Accessed: 25th February 2014).\r\nUN (2014) United Nations, Available at: http://www.un.org/en/(Accessed: 25th February 2014).\r\nUnited Nations (2014) United Na tions Publications and Reports, Available at: http://unbisnet.un.org:8080/ipac20/ipac.jsp?profile=bib&menu=search#focus (Accessed: 25th February 2014).\r\nUnited Nations Children’s Fund (2014) UNICEF, Available at:http://www.unicef.org/ (Accessed: 25th February 2014).\r\nUniversitat Bielefeld (2014) BASE: Bielefeld Academic Search Engine, Available at: http://www.base-search.net/ (Accessed: 25th February 2014).\r\nUniversity of Waterloo: Centre for Teaching Excellence (2012) ePortfolios: What, Why, and How, Available at: https://uwaterloo.ca/centre-for-teaching-excellence/resources/integrative-learning/eportfolios-what-why-and-how (Accessed: 31st March 2014).\r\nUniversity Southampton (2014) CogPrints: Cognitive Sciences Eprints Archive, Available at: http://cogprints.org/ (Accessed: 25th February 2014).\r\nUNU Office of Communications (2014) United Nations University, Available at: http://unu.edu/ (Accessed: 25th February 2014).\r\nWalker, Victoria; Mark, Rehfuss, Agatha , Parks-Savage (2012) Journal of Technology in focusing, Volume 5 income tax return 1: Using ePorfoliols in a Counseling Distance Learning Program, Available at: http://jtc.columbusstate.edu/Vol5_1/Walker.htm (Accessed: 31st March 2014).\r\n'