ACC100: Assessment 1 -Template Use this template document as a guide to how you set out your submission. Section 1 -Personal Insights and Capabilities (600 words equivalent) Draw on your SuperStrong activity-tool and complete the Personal Insights and Capabilities Table below (see instructions in each box). Note: Students who have failed this unit previously should update this table by completing a ‘new’ SuperStrong activity and updating all areas. You may draw on feedback from your previous assessment. Personal Insights and Capabilities Table Top 3 Skills from Skills Audit Areas for Improvement -additional skills required for aspirational roles Academic Interests -consider study areas you enjoy or where you have done well (you may wish to include grades and projects) Personal Interests -complete or update this section to reflect what you enjoy doing or find fulfilling Skills and Capabilities Reflection: Write a 450-word (+/- 10%) reflection that draws on your Personal Insights and Capabilities Table. Critically review your strengths and weaknesses to arrive at a conclusion about your capabilities, skills, values, knowledge and interests as they relate to roles relevant to your course. Conclude by considering the results of your SuperStrong activity in relation to your strengths, weaknesses and possible career choice. Section 2 -Career Thinking (600 words +/- 10%) Using information gathered from (traditional/obvious, related and open) positions of interest to you, reflect on your career readiness. Base your discussion on academic and extracurricular opportunities you identify as needing to participate in to incrementally build your experiences and/or to address any skill gaps. Consider what factors hinder or support your ability to take advantage of developmental opportunities you have identified ‘Within Deakin’ and ‘Outside of Deakin’. TIPS: The weekly content offers examples of experiences in which you may want to engage to assist your development. Reflective writing should critically analyse and evaluate how you will apply what you have learnt to assist in building for your future (e.g. identify any changes or improvements needed or what actions you will take as a result of your new knowledge about the changing workforce etc.). Deakin’s study support services also offer guidance on reflective writing. deakintalent.deakin.edu.au Page 1 of 6 ACC100 -Communication in Everyday Life Assessment 1: Work Integrated Learning: Considering Careers 1200 words -30% Performance Indicator HIGH DISTINCTION DISTINCTION CREDIT PASS FAIL Criteria Skills and Capabilities Reflection – Strengths and weaknesses – Discussion of connections between inventory tool results, self and career – Reflects on the content of the Personal Dashboard Presents exceptional analysis of own strengths and weaknesses leading to conclusions based on details from all components of the Personal Dashboard. Sophisticated connections between inventory tool results, self and career, discussing the impact on career aspirations. Comprehensive examination of own capabilities, identifying opportunities and detailed methods to improve where needed. Reflects deeply on the content of the Personal Dashboard demonstrating a mature capacity to use own perspectives. Skills Audit submitted -complete / detailed / good quality. Presents clear and relevant reflection and analysis of own strengths and weaknesses. Logical connections made between inventory tool results, self and career indicating forward planning and preparation for career. Detailed examination of own capabilities, identifying opportunities and methods for improvement. Reflects on the content of the Personal Dashboard demonstrating a capacity to use own perspectives. Skills Audit submitted -complete / detailed. Solid, conclusive and appropriate reflection of own strengths and weaknesses. Connections made between inventory tool results and self and career are evidence based, and fully explained. Broad examination of own capabilities, identifying opportunities for improvement. Draws on multiple entries from the Personal Dashboard. Skills Audit submitted -complete / satisfactory. Rudimentary reflection of own strengths and weaknesses. Little to no insight of own strengths and weaknesses. Little connection or interpretation made of inventory tool results, self and/or career aspirations. No connection or interpretation made of inventory tool results, self and career aspirations. Demonstrates an elementary examination and understanding of own capabilities. Demonstrates no or superficial understanding of own capabilities. Basic use of contents of Personal Dashboard. Personal Dashboard not referred to at all or only minimally referred to. Skills Audit submitted -incomplete / poor. Skills Audit NOT submitted. Career Thinking and readiness – Breadth of professional options -in relation to current degree – – Positions selected cover all aspects of ‘Careers in’ and ‘Careers for’ and demonstrates a sophisticated appreciation of opportunities. Positions selected are varied indicating a curiosity for the future world of work demonstrated through ‘Careers in’ and ‘Careers for’ and the diversity of positions discussed. Responsibility to plan personal development in relation to selected positions Skill development carefully justified based on synthesised details from selected positions and Personal Dashboard. Discussion of a range of skills required to develop, appraising own skills levels of common skills required for the positions selected. Discussion and justification of becoming career readiness Experiences selected to develop career readiness shows personal responsibility, initiative, creativity, and an appreciation of the diversity of skills required to remain employed. Worksheet 4 submitted -complete / detailed / good quality. Worksheet 5 submitted -complete / detailed / good quality. Experiences highlighted indicates an understanding of career readiness and the impact experiences have on skill development, for both strengths and weaknesses. Worksheet 4 submitted -complete / detailed. Worksheet 5 submitted -complete / detailed. Positions selected demonstrates an understanding of ‘Careers in’ and ‘Careers for’, with some consideration of the future world of work. Positions selected demonstrates limited breadth, focusing on ‘Careers in’ and ‘Careers for’, and rudimentary understanding of the future world of work. Some skills relating to the positions identified and discussed, explaining the level of expertise required and relating to current capability. Identified limited range of skills for development, and summarised, focusing on level required. A range of experiences and career readiness identified; highlighting the skills developed; discussion illustrates personal responsibility for initiating these experience opportunities. Experiences selected with little consideration for career readiness or appreciation for development, not necessarily indicating personal responsibility for initiating these opportunities. Worksheet 4 submitted -complete / satisfactory. Worksheet 5 submitted -incomplete / poor. Worksheet 5 submitted -complete / satisfactory. Worksheet 5 submitted -incomplete / poor. Positions indicates careless selection with little or no consideration for ‘Careers in’ and ‘Careers for’ and the future world of work. Little or no attention paid to skills required to develop and selected skills have little relevance to the positions selected Experiences discussed demonstrates an underdeveloped sense of career readiness, responsibility for own development and poor understanding of the need to develop skills through experiences. Worksheet 4 NOT submitted. Worksheet 5 NOT submitted. WEEK 4: CAREER EDUCATION WORKSHEET UNIT: ACC100 COMMUNCATION IN EVERYDAY LIFE EXPLORE YOUR OPTIONS TASK Get into groups with others studying the same degree: Use the resources provided (Study Guide / SuperStrong / https://joboutlook.gov.au/careers/explore-careers/ to find 5 obvious, 5 related and 5 open jobs Fill out the table below with 15 of your findings: OBVIOUS JOBS RELATED JOBS OPEN JOBS SIMILAR REQUIREMENTS REQUIREMENT deakintalent.deakin.edu.au LIST OF JOBS THAT INCLUDE REQUIREMENT Deakin University CRICOS Provider Code: 00113B UNIQUE REQUIREMENTS REQUIREMENT deakintalent.deakin.edu.au JOB CATEGORY (TRADITIONAL/OBVIOUS, RELATED, OPEN) SUPERSTRONG ACTIVITY (USE THE RECOMMENDATIONS FROM THE SUPERSTRONG ACTIVITY FOR THIS SECTION.) Use the resources provided (Study Guide / SuperStrong / https://joboutlook.gov.au/careers/explore-careers/ to analyse 1 SuperStrong recommendation in detail.) Occupation/job title you are interested in Brief job description of the role Type of Role Is this an obvious, related or open job in relation to what you are studying? Main Responsibilities 1. • What do people in this occupation do? • List at least 4 specific responsibilities 2. 3. 4. • Key skills Requirements of the role • Key Skills and abilities required • Personality traits that are important for this occupation e.g. outgoing Employers • In what setting is this occupation found? Indoors? Outdoors? Both? • What kinds of employers? (E.g. agencies, small business, corporates, government, not for profit, freelancing -working for self-etc.) Education/Training • Any training/study suggested for entry into this occupation • Any licenses or certifications required? Job Outlook/Growth • See https://joboutlook.gov.au/careers/explorecareers/ • Salary Range • What is the typical salary for someone entering this occupation? See https://joboutlook.gov.au/Career.aspx deakintalent.deakin.edu.au • Personality traits • Search online (e.g. job boards) Career Pathways • What would be the entry point to this career? Positive Features 1. • List three positive aspects of this occupation 2. 3. Negative Features 1. • List three negative aspects of this occupation 2. 3. Steps to take • List three steps that you need to take to begin preparing for this occupation 1. 2. 3. deakintalent.deakin.edu.au CAREER ANALYSIS TABLE Use the resources provided (Study Guide / SuperStrong / https://joboutlook.gov.au/careers/explore-careers/ to analyse 1 obvious, 1 related and 1 open job in detail.) OBVIOUS ROLE JOB AVERAGE SALARY JOB GROWTH (NEXT 10 YEARS) QUALIFICATIONS NEEDED KEY JOB TASKS KEY SKILLS REQUIRED SKILLS YOU WILL NEED TO DEVELOP MAIN INDUSTRY EMPLOYERS deakintalent.deakin.edu.au RELATED ROLE OPEN ROLE WEEK 5: CAREER EDUCATION WORKSHEET UNIT: ACC100 COMMUNCATION IN EVERYDAY LIFE SKILL REQUIREMENTS ROLE TYPE OBVIOUS ROLE RELATED ROLE OPEN ROLE deakintalent.deakin.edu.au POSITION SKILL AND LEVEL REQUIREMENTS DEVELOPING TRANSFERRABLE SKILLS TYPE OF ROLE EXAMPLE (AT DEAKIN OR OUTSIDE) YOU MUST ‘ALTER’ THIS SECTION TO SUIT YOURSELF. THESE ROLES ARE SUGGESTIONS ONLY. Tutoring or teaching-based Tutoring/marking in Maths, Literacy, specific subjects, teaching swimming, personal training etc. Customer service-based roles Café, cast food outlet, restaurant, hotel, retail store, supermarket, hardware store, library, bookshop etc. Including Christmas casual roles Care-based roles Nannying, aged care, after-hours care, babysitting, personal care worker etc. Office-based roles Reception/administration/social media at medical centre, accounting/financial planning/real estate office, gym etc. Service-based roles at local community festival Melbourne International Film Festival, Melbourne Writers Festival, Usher at Australian Open, Melbourne Comedy Festival. Falls Music Festival Freelancing-based work Writing content, blogs. Data entry, transcribing, virtual assistant work etc. Ambassador/mentor/leader roles Peer mentor. Writing mentor, Residential leaders, Marketing ambassadors or Team Leaders etc. deakintalent.deakin.edu.au SKILLS BEING DEVELOPED HOW TO USE DEAKINTALENT 1. What workshop will help me build my resume? 2. What does it mean to have a Baseline Resume 3. How can I check if my resume meets baseline standards? 4. Where is the ‘Gaining experience’ resource 5. Where can I look for internships/part-time work and volunteering opportunities on the DeakinTALENT website? 6. What other DeakinTALENT workshops can I take advantage of? 7. What Deakin TALENT programs can I join? deakintalent.deakin.edu.au Skills Audit Your skills describe your ability to do something well. In addition, it’s also important to consider what you like to do. Most jobs require both technical skills (such as those related to a specific profession or industry) and soft skills which are generic and of broader value (such as communication and team work). You can develop skills through a wide variety of experiences, but only you can decide if you will enjoy using that skill. The below skills audit will help you assess your level of ability in a range of skills and identify those you enjoy. It will also help identify any skills gaps you have for you to work on in the future. I enjoy I don’t enjoy Skill (see below for definitions) Adaptability Agility Analysis Attention to detail Building relationships Communication Conflict resolution Continuous improvement Creativity/Innovation Critical thinking Customer service Decision making Delegation Digital literacy Emotional Intelligence Entrepreneurial Facilitation Flexibility Initiative Interpersonal skills Interpret complex data Leadership Mentoring Negotiating Networking Planning and Organising Presentations skills Problem solving Project management I have no ability I have some ability I have strong ability Questioning/Investigating Research Resilience Self–management Teamwork Teaching/Training others Technical skills Thinking on your feet Time management Verbal Communication Working under pressure Written Communication 5 skills I enjoy doing and have strong ability in? 1 ……………………………………………………………………… 2 ……………………………………………………………………… 3 ……………………………………………………………………… 4 ……………………………………………………………………… 5 ……………………………………………………………………… 5 skills I enjoy doing but need to develop further? What experiences will help me develop these skills? 1 ………………………………………………………………… 1 ……………………………………………………………….. 2 ………………………………………………………………… 2 ……………………………………………………………….. 3 ………………………………………………………………… 3 ……………………………………………………………….. 4 ………………………………………………………………… 4 ……………………………………………………………….. 5 ………………………………………………………………… 5 ……………………………………………………………….. 5 skills required in my future career or expected by future employers? 1 ……………………………………………………………………… 2 ……………………………………………………………………… 3 ……………………………………………………………………… 4 ……………………………………………………………………… 5 ……………………………………………………………………… Identifying your Skills This activity will help you identify what skills you are developing through your experiences. Think broadly about the activities you are or have been involved in- casual or part-time work, sport, leadership roles, church, youth group, music, tutoring, student clubs or societies, travelling, mentoring, internships. Your day-to-day experiences are helping you develop critical skills. Think of a success you have recently achieved… What was the success? What did you do to achieve the success? What skills did you draw on in this situation? What skills did you develop in this situation? Think of a challenge you have recently faced… What was this challenge? How did it impact you? How did you overcome/address the challenge? What skills did you draw on in this situation? What skills did you develop in this situation? Think of a problem that you recently solved… What was the problem? What did you do to solve it? What was the outcome? What skills did you draw on in this situation? What skills did you develop in this situation? Think of a time when you had to communicate differently to someone… What communication style/approach did you use first? Did it work? What other communication styles/approaches did you try? Did they work? What skills did you draw on in this situation? What skills did you develop in this situation? Think of a time when you received positive feedback… What did you do? How did you go above and beyond in this situation? What impact did your actions have and on who? What skills did you draw on in this situation? What skills did you develop in this situation? Think of a time when you were involved in a conflict… What was the situation? Did you try to resolve the conflict? What did you do? What skills did you draw on in this situation? What skills did you develop in this situation? Skills Glossary Skill Definition Adaptability Being able to adjust to new conditions Agility Able to change your ways quickly Analysis Detailed examination of something Attention to detail Ability to achieve thoroughness and accuracy when accomplishing a task Building relationships Being able to build strong relationships with others Communication Ability to convey or share ideas and feelings effectively Conflict resolution Continuous improvement The methods and processes involved in facilitating the peaceful ending of conflict Ongoing effort to improve something Creativity/Innovation The process of translating an idea or invention into a good or service Critical thinking Objective analysis of facts to make decisions Customer service The assistance provided to people who are buying a service or product Decision making The process of making important decisions Delegation Being able to assign responsibility to another person to carry out activities Digital literacy Entrepreneurial Someone’s ability to find, evaluate, produce and communicate information on various digital platforms. The capacity to be aware of, control, and express emotions and handle relationships empathetically Creation, development of economic adventures Facilitation The act of making something easier Flexibility Willingness to change or compromise Initiative Making change before others do Interpersonal skills Ability to communicate or interact well with other people Interpret complex data Being able to transfer technical data and report on it Leadership Being able to lead a group of people Mentoring Advise or train others Negotiating To deal/bargain with someone to reach an agreement Networking Interact with others to exchange information and develop professional or social contacts Ability to make arrangements and preparations in advance Emotional Intelligence Planning and Organising Presentation skills Project management Ability to deliver effective and engaging presentations to a variety of audiences Identifying problems, reviewing , developing and evaluating ideas and implementing The practice of initiating, planning and executing a project Questioning/Investigating Make enquiries to gain more information Research Studying materials and resources in order to establish facts Resilience The capacity to recover/bounce-back quickly from difficulties, misfortune or change Taking responsibility for your time and managing it effectively Problem solving Self–management Teamwork Working with others to achieve a goal or task Teaching/Training Being able to teach someone a particular skill or behaviour Technical skills Knowledge and abilities needed to accomplish tasks relating to a discipline Ability to react to something decisively, effectively and without prior thought. Managing your own time and time of others Thinking on your feet Time management Verbal Communication Working under pressure Ability to communicate information and ideas clearly and effectively verbally in a variety of situations Working well with stress and urgency of a task Written Communication Ability to communicate ideas and information effectively through writing Purchase answer to see full attachment

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.