DLSH101

Faculty of Information
Technology and Multimedia

Communication
Learning Skills For Open

Distance Learners
Module DLS101
Adapted by: L.S.T. Nyuke
Editor: Sithembile Manyuchi

MADE IGNOU, India
MADE IGNOU, India
B.Ed (UZ)
CE (TI) GTC
Published by: The Zimbabwe Open University
P.O. Box MP1119
Mount Pleasant
Harare, ZIMBABWE
The Zimbabwe Open University is a distance teaching and open

learning institution.
Year: 2012
Cover design: B. Pillay
Layout and design: C. S. Nhari
Typeset in Garamond, 12 point on auto leading
© Zimbabwe Open University. All rights reserved. No part of this publication

may be reproduced, stored in a retrieval system, or transmitted, in any form or by
any means, electronic, mechanical, photocopying, recording or otherwise, without the
prior permission of the Zimbabwe Open University.
To the student
The demand for skills and knowledge academics, technologists and
and the requirement to adjust and administrators of varied backgrounds,
change with changing technology, places training, skills, experiences and personal
on us a need to learn continually interests. The combination of all these
throughout life. As all people need an qualities inevitably facilitates the
education of one form or another, it has production of learning materials that
been found that conventional education teach successfully any student, anywhere
institutions cannot cope with the and far removed from the tutor in space
demand for education of this magnitude. and time. We emphasize that our
It has, however, been discovered that learning materials should enable you to
distance education and open learning, solve both work-related problems and
now also exploiting e-learning other life challenges.
technology, itself an offshoot of e-
commerce, has become the most To avoid stereotyping and professional
effective way of transmitting these narrowness, our teams of learning
appropriate skills and knowledge materials producers come from different
required for national and international universities in and outside Zimbabwe,
development. and from Commerce and Industry. This
openness enables ZOU to produce
Since attainment of independence in materials that have a long shelf life and
1980, the Zimbabwe Government has are sufficiently comprehensive to cater
spearheaded the development of for the needs of all of you, our learners
distance education and open learning at in different walks of life. You, the
tertiary level, resulting in the learner, have a large number of optional
establishment of the Zimbabwe Open courses to choose from so that the
University (ZOU) on 1 March, 1999. knowledge and skills developed suit the
career path that you choose. Thus, we
ZOU is the first, leading, and currently strive to tailor-make the learning
materials so that they can suit your
the only university in Zimbabwe entirely
personal and professional needs. In
dedicated to teaching by distance
developing the ZOU learning materials,
education and open learning. We are
we are guided by the desire to provide
determined to maintain our leading
you, the learner, with all the knowledge
position by both satisfying our clients
and skill that will make you a better
and maintaining high academic performer all round, be this at certificate,
standards. To achieve the leading diploma, undergraduate or postgraduate
position, we have adopted the course level. We aim for products that will settle
team approach to producing the varied comfortably in the global village and
learning materials that will holistically competing successfully with anyone. Our
shape you, the learner to be an all-round target is, therefore, to satisfy your quest
performer in the field of your own for knowledge and skills through
choice. Our course teams comprise distance education and open learning
Any course or programme launched by ZOU is you may never meet in life. It is our intention
conceived from the cross-pollination of ideas to bring the computer, email, internet chat-
from consumers of the product, chief among rooms, whiteboards and other modern methods
whom are you, the students and your employers. of delivering learning to all the doorsteps of
We consult you and listen to your critical analysis our learners, wherever they may be. For all these
of the concepts and how they are presented. We developments and for the latest information on
also consult other academics from universities what is taking place at ZOU, visit the ZOU
the world over and other international bodies website at www.zou.ac.zw
whose reputation in distance education and open
learning is of a very high calibre. We carry out Having worked as best we can to prepare your
pilot studies of the course outlines, the content learning path, hopefully like John the Baptist
and the programme component. We are only prepared for the coming of Jesus Christ, it is my
too glad to subject our learning materials to hope as your Vice Chancellor that all of you,
academic and professional criticism with the will experience unimpeded success in your
hope of improving them all the time. We are educational endeavours. We, on our part, shall
determined to continue improving by changing continually strive to improve the learning
the learning materials to suit the idiosyncratic materials through evaluation, transformation of
needs of our learners, their employers, research, delivery methodologies, adjustments and
economic circumstances, technological sometimes complete overhauls of both the
development, changing times and geographic materials and organizational structures and
location, in order to maintain our leading culture that are central to providing you with
position. We aim at giving you an education the high quality education that you deserve. Note
that will work for you at any time anywhere and that your needs, the learner ‘s needs, occupy a
in varying circumstances and that your central position within ZOU’s core activities.
performance should be second to none.
Best wishes and success in your studies.
As a progressive university that is forward
looking and determined to be a successful part
of the twenty-first century, ZOU has started to
introduce e-learning materials that will enable
you, our students, to access any source of
information, anywhere in the world through
internet and to communicate, converse, discuss _____________________
and collaborate synchronously and Prof. Primrose Kurasha
asynchronously, with peers and tutors whom Vice Chancellor
The Six Hour Tutorial Session At
The Zimbabwe Open University
A s you embark on your studies with the Zimbabwe
Open University (ZOU) by open and distance
learning, we need to advise you so that you can make
This is where the six hour tutorial comes in. For it
to work, you need to know that:
· There is insufficient time for the tutor to
the best use of the learning materials, your time and
the tutors who are based at your regional office. lecture you
· Any ideas that you discuss in the tutorial,
The most important point that you need to note is originate from your experience as you
that in distance education and open learning, there work on the materials. All the issues
are no lectures like those found in conventional raised above are a good source of topics
universities. Instead, you have learning packages that (as they pertain to your learning) for
may comprise written modules, tapes, CDs, DVDs discussion during the tutorial
and other referral materials for extra reading. All these
· The answers come from you while the
including radio, television, telephone, fax and email
can be used to deliver learning to you. As such, at tutor’s task is to confirm, spur further
the ZOU, we do not expect the tutor to lecture you discussion, clarify, explain, give
when you meet him/her. We believe that that task is additional information, guide the
accomplished by the learning package that you receive discussion and help you put together full
at registration. What then is the purpose of the six answers for each question that you bring
hour tutorial for each course on offer? · You must prepare for the tutorial by
bringing all the questions and answers
At the ZOU, as at any other distance and open that you have found out on the topics to
learning university, you the student are at the centre the discussion
of learning. After you receive the learning package, · For the tutor to help you effectively, give
you study the tutorial letter and other guiding him/her the topics beforehand so that in
documents before using the learning materials. During cases where information has to be
the study, it is obvious that you will come across gathered, there is sufficient time to do
concepts/ideas that may not be that easy to understand so. If the questions can get to the tutor
or that are not so clearly explained. You may also at least two weeks before the tutorial,
come across issues that you do not agree with, that that will create enough time for thorough
actually conflict with the practice that you are familiar preparation.
with. In your discussion groups, your friends can bring
ideas that are totally different from yours and In the tutorial, you are expected and required to
arguments may begin. You may also find that an idea take part all the time through contributing in every
is not clearly explained and you remain with more way possible. You can give your views, even if
questions than answers. You need someone to help they are wrong, (many students may hold the same
you in such matters. wrong views and the discussion will help correct
The Six Hour Tutorial Session At The Zimbabwe Open University
the errors), they still help you learn the correct thing as the tutor may dwell on matters irrelevant to the
as much as the correct ideas. You also need to be ZOU course.
open-minded, frank, inquisitive and should leave no
stone unturned as you analyze ideas and seek
clarification on any issues. It has been found that Distance education, by its nature, keeps the tutor
those who take part in tutorials actively, do better in and student separate. By introducing the six hour
assignments and examinations because their ideas are tutorial, ZOU hopes to help you come in touch with
streamlined. Taking part properly means that you the physical being, who marks your assignments,
prepare for the tutorial beforehand by putting together assesses them, guides you on preparing for writing
relevant questions and their possible answers and examinations and assignments and who runs your
those areas that cause you confusion. general academic affairs. This helps you to settle
down in your course having been advised on how
Only in cases where the information being discussed to go about your learning. Personal human contact
is not found in the learning package can the tutor is, therefore, upheld by the ZOU.
provide extra learning materials, but this should not
be the dominant feature of the six hour tutorial. As
stated, it should be rare because the information
needed for the course is found in the learning package
together with the sources to which you are referred.
Fully-fledged lectures can, therefore, be misleading
The six hour tutorials should be so structured that the

tasks for each session are very clear. Work for each
session, as much as possible, follows the structure given
below.
Session I (Two Hours)

Session I should be held at the beginning of the semester. The main aim
of this session is to guide you, the student, on how you are going to
approach the course. During the session, you will be given the overview
of the course, how to tackle the assignments, how to organize the logistics
of the course and formation of study groups that you will belong to. It is
also during this session that you will be advised on how to use your
learning materials effectively.
The Six Hour Tutorial Session At The Zimbabwe Open University
Session II (Two Hours)

This session comes in the middle of the semester to respond to the
challenges, queries, experiences, uncertainties, and ideas that you are
facing as you go through the course. In this session, difficult areas in the
module are explained through the combined effort of the students and
the tutor. It should also give direction and feedback where you have not
done well in the first assignment as well as reinforce those areas where
performance in the first assignment is good.
Session III (Two Hours)

The final session, Session III, comes towards the end of the semester.
In this session, you polish up any areas that you still need clarification on.
Your tutor gives you feedback on the assignments so that you can use
the experience for preparation for the end of semester examination.
Note that in all the three sessions, you identify the areas
that your tutor should give help. You also take a very
important part in finding answers to the problems posed.
You are the most important part of the solutions to your
learning challenges.
Conclusion for this course, but also to prepare yourself to

contribute in the best way possible so that you
In conclusion, we should be very clear that six can maximally benefit from it. We also urge you
hours is too little for lectures and it is not to avoid forcing the tutor to lecture you.
necessary, in view of the provision of fully self-
contained learning materials in the package, to BEST WISHES IN YOUR STUDIES.
turn the little time into lectures. We, therefore,
urge you not only to attend the six hour tutorials ZOU
Contents
Foreword & Module Overview ___________________________________ 1

Introduction _________________________________________________________________ 1
Module Overview ____________________________________________________________ 2
Text Arrangement Guide _______________________________________________________ 4
Prior Knowledge _____________________________________________________________ 5
Assessment Method ___________________________________________________________ 5
Unit One: Managing Your Learning

1.0 ________ Introduction _____________________________________________________ 7
1.1 ________ Objectives _______________________________________________________ 8
1.2 ________ ZOU’s Learning Environment _______________________________________ 8
__________ 1.2.1 Getting to know ZOU’s learning modes ____________________________ 8
__________ Activity 1.1 _______________________________________________________ 10
__________ 1.2.2 Being independent ____________________________________________ 11
__________ 1.2.3 Maximising ZOU learning facilities ______________________________ 11
1.3 ________ Coping with Learning ______________________________________________ 12
__________ 1.3.1 Managing stress _______________________________________________ 12
__________ 1.3.2 Strategies for managing stress ____________________________________ 13
__________ 1.3.3 Coping with everyday study problems _____________________________ 15
__________ 1.3.4 Anxiety ______________________________________________________ 15
__________ Activity 1.2 _______________________________________________________ 16
1.4 ________ Goal Setting ______________________________________________________ 17
__________ 1.4.2 Characteristics of effective goals _________________________________ 17
__________ Activity 1.3 _______________________________________________________ 18
__________ 1.4.2 A five-step approach to setting goals ______________________________ 18
__________ Activity 1.4 _______________________________________________________ 19
1.5 ________ Motivational Strategies for Successful Learning _________________________ 19
__________ Activity 1.5 _______________________________________________________ 21
1.6 ________ Time Management _______________________________________________ 22
__________ Activity 1.6 ______________________________________________________ 23
__________ Activity 1.7 ______________________________________________________ 23
__________ Activity 1.8 ______________________________________________________ 24
1.7 ________ Concentration Strategies for Better Learning __________________________ 25
__________ 1.7.1 Causes of poor concentration ___________________________________ 25
__________ 1.7.2 Strategies for improving _______________________________________ 26
__________ 1.7.3 Conducive study area for improving concentration __________________ 26
1.8 ________ Personal Learning Styles __________________________________________ 27
__________ Activity 1.9 ______________________________________________________ 27
1.9 ________ Summary _______________________________________________________ 28
__________ Key Terms ______________________________________________________ 28
APPENDIX 1.1 INDEX OF LEARNING STYLES _________________________________ 29
APPENDIX 1.2 ILS SCORING SHEET _________________________________________ 33
APPENDIX 1.3 LEARNING STYLES AND STRATEGIES _________________________ 35
Unit Two: Online Learning Environment in ZOU

2.0 ________ Introduction _____________________________________________________ 41
2.1 ________ Objectives ______________________________________________________ 42
2.2 ________ The Personal Computer ___________________________________________ 42
__________ Activity 2.1 ______________________________________________________ 44
2.3 ________ Using the Internet ________________________________________________ 44
__________ 2.3.1 The Internet _________________________________________________ 44
__________ 2.3.2 Connecting the Internet _______________________________________ 44
__________ 2.3.3 What can you do with the Internet? ______________________________ 46
__________ 2.3.4 Understanding Internet concepts ________________________________ 47
__________ Activity 2.2 ______________________________________________________ 49
__________ 2.3.5 Microsoft Internet Explorer (MSIE) _____________________________ 49
2.4 ________ ZOU’s virtual learning environment _________________________________ 58
__________ 2.4.1 How to access my Vista? _______________________________________ 58
__________ 2.4.2 What is available in my Vista? ___________________________________ 63
__________ 2.4.3 How can my Vista enhance your learning? ________________________ 63
2.5 ________ Important information on my vista __________________________________ 65
__________ 2.5.1 How to change password at my Vista _____________________________ 65
2.6 ________ Summary _______________________________________________________ 66
__________ Key-Terms ______________________________________________________ 66
Unit Three: Reading for Information

3.0 ________ Introduction ____________________________________________________ 67
3.1 ________ Objectives ______________________________________________________ 68
3.2 ________ What do you read? ________________________________________________ 68
__________ Self-check 3.1 ____________________________________________________ 70
3.3 ________ How to read? ____________________________________________________ 70
__________ 3.3.1 Fast reading _________________________________________________ 70
__________ Activity 3.1 ______________________________________________________ 73
__________ 3.3.2 Slow Reading _______________________________________________ 73
__________ Activity 3.2 ______________________________________________________ 75
3.4 ________ Summary of your reading __________________________________________ 76
3.5 ________ How to read your module __________________________________________ 76
__________ 3.5.1 Table of contents _____________________________________________ 77
__________ 3.5.2 The course guide _____________________________________________ 77
__________ 3.5.3 Getting acquainted with course content ___________________________ 77
__________ Activity 3.3 ______________________________________________________ 78
__________ Activity 3.4 ______________________________________________________ 78
3.6 ________ Summary _______________________________________________________ 79
__________ Key terms ______________________________________________________ 79
Unit Four: Note-making and Note-taking Skills

4.0 ________ Introduction _____________________________________________________ 81
4.1 ________ Objectives ______________________________________________________ 82
4.2 ________ Ways of Making Notes ____________________________________________ 82
__________ 4.2.1 Annotation __________________________________________________ 83
__________ 4.2.2 Outline notes ________________________________________________ 83
__________ 4.2.3 Column notes _______________________________________________ 84
__________ 4.2.4 Mind maps __________________________________________________ 84
__________ 4.2.5 Summary notes ______________________________________________ 85
4.3 ________ Making Notes from Printed Matter __________________________________ 85
__________ Activity 4.1 ______________________________________________________ 86
4.4 ________ Taking Notes During Tutorials _____________________________________ 86
__________ 4.4.1 Preparing yourself for tutorials _________________________________ 86
__________ Activity 4.2 ______________________________________________________ 87
__________ 4.4.2 Listening during tutorials ______________________________________ 87
__________ Activity 4.3 ______________________________________________________ 87
__________ Activity 4.4 ______________________________________________________ 89
__________ 4.4.3 Review after tutorial __________________________________________ 90
__________ Activity 4.5 ______________________________________________________ 90
__________ Activity 4.6 ______________________________________________________ 90
4.5 ________ Summary ________________________________________________________ 91
__________ Key Terms _______________________________________________________ 91
Unit Five: Presenting Information

5.0 ________ Introduction ____________________________________________________ 93
5.1 ________ Objectives ______________________________________________________ 94
5.2 ________ Written Assignment ______________________________________________ 94
__________ 5.2.1 Steps of writing an assignment __________________________________ 94
__________ Activity 5.1 ______________________________________________________ 96
__________ 5.2.2 Common faults found in assignments ____________________________ 97
5.3 ________ Writing the First Draft ____________________________________________ 97
__________ 5.3.1 Introduction _________________________________________________ 98
__________ 5.3.2 Body of content ______________________________________________ 99
__________ 5.3.3 Conclusion _________________________________________________ 99
__________ 5.3.4 Accompanying information ____________________________________ 100
__________ References ______________________________________________________ 101
__________ Activity 5.2 ______________________________________________________ 102
__________ 5.3.5 Quotations and paraphrasing ___________________________________ 102
__________ 5.3.6 Citation style ________________________________________________ 103
__________ Activity 5.3 ______________________________________________________ 108
__________ Activity 5.4 ______________________________________________________ 108
5.4 ________ The Final Draft __________________________________________________ 109
__________ Activity 5.5 ______________________________________________________ 109
5.5 ________ Assignment Format ______________________________________________ 109
5.6 ________ Writing Essays under Examination Conditions ________________________ 111
5.7 ________ Oral Presentation ________________________________________________ 111
__________ 5.7.1 Audience and purpose of presentation ____________________________ 112
__________ 5.7.2 Planning and preparation ______________________________________ 112
__________ 5.7.3 Techniques in PowerPoint and OHP presentation __________________ 113
__________ Activity 5.6 ______________________________________________________ 118
__________ 5.7.4 Definition of learning object ___________________________________ 118
__________ Activity 5.7 ______________________________________________________ 118
__________ 5.7.5 The effects of television on society _______________________________ 118
5.8 ________ Summary ______________________________________________________ 119
__________ Key Terms ______________________________________________________ 119
Unit Six: Coping with Your Assessment

6.0 ________ Introduction ____________________________________________________ 121
6.1 ________ Objectives ______________________________________________________ 122
6.2 ________ Types of Assessment ______________________________________________ 122
6.3 ________ Preparing for Assessment __________________________________________ 123
__________ 6.3.1 Gather notes _________________________________________________ 123
__________ 6.3.2 Revise and memorise _________________________________________ 123
__________ 6.3.3 Practise answering questions ___________________________________ 127
__________ 6.3.4 Plan and schedule ____________________________________________ 128
6.4 ________ Basic Preparation for Examinations _________________________________ 128
__________ Activity 6.1 ______________________________________________________ 128
6.5 ________ Types of Assessment Questions _____________________________________ 129
__________ 6.5.1 Objective questions ___________________________________________ 129
__________ Activity 6.2 ______________________________________________________ 131
__________ Self-check 6.1 ____________________________________________________ 134
__________ 6.5.2 Subjective questions __________________________________________ 134
__________ Activity 6.3 ______________________________________________________ 138
6.6 ________ Doing the Assignment ____________________________________________ 138
__________ 6.6.1 Avoid plagiarism _____________________________________________ 138
__________ 6.6.2 Improve your assignment ______________________________________ 138
6.7 ________ Doing the Test ___________________________________________________ 139
__________ Activity 6.4 ______________________________________________________ 139
6.8 ________ Participating in Online Discussions __________________________________ 139
6.9 ________ Ethics __________________________________________________________ 140
__________ 6.9.1 Ethics in writing theses, essays and assignments ____________________ 141
__________ Activity 6.5 ______________________________________________________ 142
6.10 _______ Summary _______________________________________________________ 142
__________ Key Terms ______________________________________________________ 142
Unit Seven: Information Gathering Process

7.0 ________ Introduction ____________________________________________________ 143
7.1 ________ Objectives ______________________________________________________ 144
7.2 ________ Why Do You Need Information? ____________________________________ 144
7.3 ________ Where To Get Information? ________________________________________ 145
__________ Self-check 7.1 ____________________________________________________ 146
__________ Activity 7.1 ______________________________________________________ 146
7.4 ________ Using Digital Library for Information Gathering _______________________ 146
__________ 7.4.1 What is a digital library? _______________________________________ 146
__________ 7.4.2 Components of a digital library _________________________________ 147
__________ Self-check 7.2 ____________________________________________________ 149
7.5 ________ The Information Trail ____________________________________________ 149
__________ Activity 7.2 ______________________________________________________ 151
__________ 7.5.1 Identifying and analysing topic of assignment ______________________ 151
__________ 7.5.2 Recognising information ______________________________________ 151
__________ Activity 7.3 ______________________________________________________ 152
__________ 7.5.3 Search strategies for information retrieval _________________________ 155
7.6 ________ Summary _______________________________________________________ 161
__________ Key Terms ______________________________________________________ 161
Unit Eight: Skills in Information Retrieval

8.0 ________ Introduction ____________________________________________________ 163
8.1 ________ Objectives ______________________________________________________ 164
8.2 ________ Searching OPAC _________________________________________________ 164
__________ 8.2.1 OPAC search strategies ________________________________________ 164
__________ 8.2.2 Searching the ZOU OPAC _____________________________________ 166
8.3 ________ Searching Electronic Databases _____________________________________ 173
__________ 8.3.1 Searching for digital books (e-books) ____________________________ 174
__________ 8.3.2 Ebrary reader toolbar _________________________________________ 181
__________ 8.3.3 Functions of the info tools menu ________________________________ 181
8.4 ________ Searching for e-journals/databases/digital journals _____________________ 183
8.5 ________ Searching for information on the internet _____________________________ 188
__________ 8.5.1 Search strategy _______________________________________________ 188
__________ 8.5.2 Internet search tools __________________________________________ 189
__________ 8.5.3 Internet search tool sites _______________________________________ 195
__________ Self-check 8.1 ____________________________________________________ 196
__________ Activity 8.2 ______________________________________________________ 196
8.6 ________ Summary _______________________________________________________ 196
__________ Key Terms ______________________________________________________ 196
Unit Nine: Evaluating and Citing Information Sources

9.0 ________ Introduction ____________________________________________________ 197
9.1 ________ Objectives ______________________________________________________ 198
9.2 ________ Evaluation Criteria _______________________________________________ 198
9.3 ________ Initial Evaluation ________________________________________________ 198
__________ 9.3.1 Author _____________________________________________________ 198
__________ 9.3.2 Date of publication ___________________________________________ 199
__________ 9.3.3 Edition or revision ___________________________________________ 199
__________ 9.3.4 Publisher ___________________________________________________ 199
__________ 9.3.5 Title of journal of book _______________________________________ 199
__________ Activity 9.1 ______________________________________________________200
9.4 ________ Content Analysis _________________________________________________ 200
__________ 9.4.1 Books ______________________________________________________200
__________ 9.4.2 Articles ____________________________________________________200
__________ 9.4.3 Intended audience ____________________________________________200
__________ 9.4.4 Objective reasoning __________________________________________ 201
__________ 9.4.5 Coverage ___________________________________________________ 201
__________ 9.4.6 Writing style ________________________________________________ 201
__________ Activity 5.2 ______________________________________________________202
9.5 ________ Evaluation of Information on the Internet ____________________________202
__________ 9.5.1 External/internal criteria ______________________________________202
__________ 9.5.2 Authorship __________________________________________________203
__________ 9.5.3 Links to and from a resource ___________________________________ 203
__________ 9.5.4 Publisher ___________________________________________________204
__________ 9.5.5 Date of publication/currency ___________________________________204
__________ 9.5.6 Domain types _______________________________________________205
__________ 9.5.7 Site format/overall design _____________________________________205
__________ 9.5.8 Purpose ____________________________________________________205
__________ Activity 9.3 ______________________________________________________206
9.6 ________ Summary _______________________________________________________206
__________ Additional ______________________________________________________206
Unit Ten: Using Microsoft Office Applications

10.0 _______ Introduction ____________________________________________________209
10.1 _______ Objectives ______________________________________________________ 210
10.2 _______ Introduction to Microsoft Word _____________________________________ 210
__________ 10.2.1 Creating a basic document ____________________________________ 210
__________ 10.2.2 Using the menu bar __________________________________________ 212
__________ 10.2.3 Shortcut Menus _____________________________________________ 213
__________ 10.2.4 Viewing the toolbars _________________________________________ 214
__________ Activity 10.1 _____________________________________________________ 215
__________ 10.2.5 Enhancing your word document ________________________________ 215
__________ Activity 10.2 _____________________________________________________ 216
__________ Activity 10.3 _____________________________________________________225
10.3 _______ Microsoft Excel __________________________________________________225
__________ 10.3.1 Starting/Exiting Microsoft Excel _______________________________226
__________ 10.3.2 Using an excel worksheet _____________________________________227
__________ 10.3.3 Working with worksheet for data entry ___________________________228
__________ Activity 10.4 _____________________________________________________229
__________ 10.3.4 Use of MS excel functions ____________________________________230
__________ Activity 10.5 _____________________________________________________ 231
__________ Self-check 10.1 ___________________________________________________232
__________ 10.3.5 Sorting data ________________________________________________ 232
__________ 10.3.6 Opening multiple worksheets __________________________________233
__________ 10.3.7 Converting data to charts _____________________________________234
__________ Activity 10.6 _____________________________________________________235
__________ 10.3.8 Adding borders and shading to cells _____________________________237
10.4 _______ Microsoft PowerPoint _____________________________________________ 238
__________ 10.4.1 Starting Microsoft PowerPoint _________________________________238
__________ Activity 10.7 _____________________________________________________243
__________ 10.4.2 Different PowerPoint Views ___________________________________ 244
__________ 10.4.3 Inserting clip art and pictures __________________________________ 245
__________ 10.4.4 Adding transitions to a slide show _______________________________246
__________ 10.4.5 Viewing the slide show _______________________________________246
__________ 10.4.6 Navigating a slide show _______________________________________247
__________ 10.4.7 Pack up a presentation for use on another computer ________________247
__________ Activity 10.8 _____________________________________________________248
__________ Self-Check 10.2 __________________________________________________248
__________ Summary _______________________________________________________249
__________ Key Terms ______________________________________________________249
Foreword & Module Overview
Introduction
Y
ou must read this Course Guide carefully from the beginning to the end.
It tells you briefly what the course is about and how you can work your
way through the course material. It also suggests the amount of time you
are likely to spend in order to complete the course successfully. Please keep
on referring to Course Guide as you go through the course material as it will
help you to clarify important study components or points that you might miss
or overlook.
Learning Skills For Open Distance Learners Module DLS101
DLS101 Learning Skills for Open Distance Learners is one of the courses
offered by the Faculty of Education and Languages at Zimbabwe Open Uni-
versity (ZOU). This course is worth 3 credit hours and should be covered
over 8 to 15 weeks.
This course is compulsory to all learners registered at ZOU. This module is

designed to prepare you for the unique experience of studying at ZOU and it
will develop and enhance your skills in learning.
As an open and distance learner, you should be able to learn independently

and optimise the learning modes and environment available to you. Before
you begin this course, please confirm the course material, the course require-
ments and how the course is conducted.
By the end of this course, you should be able to:

 Describe ZOU’s learning environment and manage your learning;
 Identify the main components of a personal computer and the Internet;
 Utilise the tools available under ZOU’s Learning Management System
(myVista)
 Apply the appropriate reading techniques as well as note-taking and
note-making skills;
 Present information in written or oral form and cope with assessments;
 Gather, retrieve and evaluate inf\ormation from various sources; and
 Utilise the three Microsoft Office Applications software, i.e. Microsoft
Word, Microsoft Excel and Microsoft PowerPoint.
Module Overview
This course is divided into 10 Units. The synopsis for each Unit is presented
below:
In Unit 1 we introduce you to ZOU’s learning environment and how you can
become an independent learner. In particular, we look at strategies for man-
aging stress, setting effective academic and personal goals, motivational tips,
time management, and improving concentration. You will also be able to iden-
tify your personal learning style.
In Unit 2 we allow you to familiarise yourself with the components of the

personal computer and the Internet. You will also be acquainted with the
myVista and its features. Be prepared for hands-on experience in the compu-
ter laboratory with your tutor.
2 Zimbabwe Open University

In Unit 3 we examine various reading techniques, including fast reading and

slow reading. The fast reading methods that are discussed are scanning and
skimming. On the other hand, the slow reading techniques are critical and
analytical approaches, which are discussed in detail using the SQ3R tech-
nique.
In Unit 4 we look at five methods of note-making and note-taking. You may

apply whichever method suits you best. In addition, some important tips that
will help you to take notes more effectively will be discussed.
In Unit 5 we guide you on how to write an assignment and prepare for the
oral presentation. We will also look into the methods to cite information using
the ZOU citation style based on the American Psychological Association (APA)
format to acknowledge resources.
In Unit 6 we provide you with some important pointers that will help you do
revision and improve your memory. Techniques for answering the various
types of assessment questions are also shared in this Unit. Apart from that,
ethical conduct is emphasised as well, so that you are able to cope with your
assessments effectively.
In Unit 7 we describe the components of a digital library e.g. the ZOU Digital
Library. We also lay out the process of gathering information and you will be
guided in the search for information using the five search strategies and Boolean
connectors.
In Unit 8 we discuss skills involved in retrieving information like searching

OPAC, electronic databases and information from the Internet. You will be
able to distinguish that printed materials are searched in OPAC, while e-
books and e-journals are searched under the electronic databases. On the
other hand, the websites, or any other digital material can be retrieved via
Internet search tools.
In Unit 9 we help you determine the authenticity of information by giving you

some tips on evaluation of various sources of information. Thus, you can be a
discerning learner in identifying the relevant information to suit your require-
ments.
In Unit 10 we focus on the basic ICT skills especially in creating documents

using the Microsoft Office Applications. As such, you will be guided step by
step on how to create documents using Microsoft Word, create professional
spreadsheets and charts using Microsoft Excel, as well as use Microsoft
PowerPoint for your presentation needs.
Zimbabwe Open University 3

Text Arrangement Guide

Before you go through this module, it is important that you note the text ar-
rangement. Understanding the arrangement should help you to organise your
study of this course to be more objective and more effective. Generally, the
text arrangement for each Unit is as follows:
Introduction: Each unit begins with an introduction which spells out issues to
be discussed in the particular unit.
Objectives: This section refers to what you should achieve after you have
completely gone through a Unit. As you go through each Unit, you should
frequently refer to these objectives. By doing this, you can continuously gauge
your progress of digesting the Unit.
Self-Check: This component of the module is inserted at strategic locations

throughout the module. It is inserted after you have gone through one subsec-
tion or sometimes a few subsections. It usually comes in the form of a ques-
tion that may require you to stop your reading and start thinking. When you
come across this component, try to reflect on what you have already gone
through. When you attempt to answer the question prompted, you should be
able to gauge whether you have understood what you have read (clearly,
vaguely or worse you might find out that you had not comprehended or re-
tained the subsection(s) that you had just gone through). Most of the time, the
answers to the questions can be found directly from the module itself.
Activity: Like Self-Check, activities are also placed at various locations or

junctures throughout the module. Compared to Self-Check, Activity can ap-
pear in various forms such as questions, short case studies or it may even ask
you to conduct an observation or research. Activity may also ask your opin-
ion and evaluation on a given scenario. When you come across an Activity,
you should try to widen what you have gathered from the module and intro-
duce it to real situations. You should engage yourself in higher order thinking
where you might be required to analyse, synthesise and evaluate instead of
just having to recall and define.
Summary: You can find this component at the end of each Unit. This compo-
nent helps you to recap the whole Unit. By going through the summary, you
should be able to gauge your knowledge retention level. Should you find
points inside the summary that you do not fully understand, it would be a
good idea for you to revisit the details from the module.

Key Terms: This component can be found at the end of each Unit. You
should go through this component to remind yourself of important terms or
jargons used throughout the module. Should you find terms here that you are
not able to explain, you should look for the terms from the module.
References: References is where a list of relevant and useful textbooks,

journals, articles, electronic contents or sources can be found. This list can
appear in a few locations such as in the Course Guide (at References sec-
tion), at the end of every Unit or at the back of the module. You are encour-
aged to read and refer to the suggested sources to obtain the additional infor-
mation needed as well as to enhance your overall understanding of the course.
Prior Knowledge
No prior knowledge required.
Assessment Method
Please refer to MyVista.


Unit One
Managing Your Learning
1.0 Introduction
R
eflect on your learning experiences when you were a student either in a
school or in a college. You probably remember best the planned classes
and the bells ringing to mark the end of each class period. You also had
the teacher ‘teaching’ you and taking you through the lesson in a systematic
manner. However, at Zimbabwe Open University (ZOU), the situation will
be very different. You will have to play the lead role -manage your learning,
indicate your learning preferences to your tutor and strategise to be a suc-
cessful open and distance learner.
Generally, the concept of education and learning has always been associated
with the physical presence of schools, classrooms, examination halls, teach-
ers, textbooks and examinations. In today’s world, this is fast changing, be it
in schools, colleges or universities. More modern models of learning are be-
ing introduced. One institution where change is most profound in terms of
learning is ZOU, which practises a blended approach to learning. Here, you
take centre stage.
As an open and distance learning provider, ZOU has your needs at heart.
Learning is made flexible by providing you three modes of learning - self-
managed learning, face-to-face interaction and virtual discussions.
In this Unit, you will be introduced to ways of managing your learning, espe-
cially the three approaches adopted at ZOU to provide you with the best
learning experience as an open and distance learner. Our aim is to support
you in becoming independent in your thinking and decision making so that
when you graduate you will be able to continue learning for the rest of your
life.
1.1 Objectives
By the end of this unit, you should be able to:
 explain three blended learning methodologies at ZOU;

 select ten strategies for managing stress;
 set a goal based on nine characteristics of effective goals;
 apply seven motivational strategies for successful learning;
 practise three aspects of time management;
 identify eight causes of poor concentration and strategies to improve
concentration
 identify your personal learning style
1.2 ZOU’s Learning Environment

In ZOU, we practise blended learning. Thus, in this Unit, you will further
explore the learning mode. On top of that, you will also be exposed to what it
takes in order to be an excellent learner using the blended approach to learn-
ing.
1.2.1 Getting to know ZOU’s learning modes

In order to develop a learning system that is on par with, if not superior to, the
traditional learning method, ZOU has adopted a blended approach to learn-
ing which employs multi-mode strategies. Here, learning takes place through
real and virtual interactions between learners and tutors via self-managed learn-
ing, face-to-face interactions and online learning methodologies.

Unit 1 Managing Your Learning
Blended learning combines online learning, or more technologically advanced

forms of learning methods, with traditional methods such as face-to-face in-
teraction (refer to the various levels of Blended Learning in Figure 1.1). Blended
learning provides you with the best of both worlds, by giving you guidance
that can be achieved in an actual classroom, as well as the flexibility and
openness of self-paced learning through online and virtual learning methods.
Figure 1.1: Blended learning at ZOU

Self-Managed Learning requires you to study independently according to
your time availability. The printed module serves as the main source of learn-
ing. The module is supplemented by other reading materials both printed and
digital. In addition, learning also takes place through audio/video tapes, CD-
ROMs and laboratory experiments. Figure 1.2 below shows some of the
advantages of being a self-managed learner.

a) Face-to-face Interactions (Actual Classroom) are tutorial sessions con-

ducted in actual classrooms by tutors at ZOU learning centres estab-
lished throughout the country. Issues related to course materials, as-
signments and other related issues are discussed during these tutorial
sessions. These sessions are normally conducted fortnightly, during the
weekends or after office hours, not fewer than three times per semes-
ter. The ratio of tutors to learners is kept low to ensure the quality of the
sessions.
b) Online Learning Methodologies (Virtual Classroom): In the virtual class-
room, electronic communication tools such as email, discussion forums
and chatrooms are provided to facilitate interaction among learners,
tutors and facilitators. In addition, electronic learning materials (such as
e-book and multimedia learning objects) are continuously being devel-
oped to enhance the objectives. Communication tools and e-learning
materials are delivered through the Internet via ZOU’s very own online
delivery platform called Learning Management System (my Vista).
Activity 1.1
? 1. Refer to the diagram on blended learning possibilities at ZOU. Which

approach suits your learning style or preference? Share with your friends.
You may refer to Appendix 1.3 to learn about learning styles.

1.2.2 Being independent

At ZOU, you are encouraged to become an independent learner. You are
expected to study independently on your own or via group-learning method-
ologies.
As a self-managed learner, you should be able to make your learning experi-

ences meaningful and at the same time, cope with your daily routine. Whether
or not you are a working student, you now have a greater responsibility to-
wards your programme of study!
When you are an independent learner, you employ some or all of the sug-
gested techniques below.
 Planning and Managing the Smart Way, Techniques of planning and
managing will be discussed throughout this Unit. By practising the sug-
gestions given in this module about planning and managing, you can
ensure that your learning at ZOU will be fruitful.
 Applying Smart Time Management. It is very important for you to
manage your time properly. Time management will be discussed in more
detail later.
 Motivating yourself for learning to be successful, you will also have to
study the techniques of motivating yourself. Strategies to motivate you
will be discussed later.
 Developing Learning Strategies You need to develop a personal style
of learning by being aware of your learning style and suit it to any of the
above three techniques. For example, if you are a visual learner, you
need to visually record/write the content you are studying in the form of
short notes, mind maps or charts.
Apart from the techniques discussed above, you will need to have other skills
which are essential to facilitate your learning as an independent learner. These
include ICT and information skills which will be discussed later in the module.
1.2.3 Maximising ZOU learning facilities

To be a better equipped learner, you must maximise the use of the ZOU
facilities that are available to you.
Ponder for a moment on how it is possible for a ZOU learner who is living in
a rural area to take full advantage of learning at ZOU.

Understanding the functions of the ZOU Learner Services Centre, your Lo-
cal Learning Centre, the ZOU Digital Library and the ZOU website will help
you to manage your learning more efficiently.
Now that you have been introduced to the learning methodologies employed
at ZOU, let’s proceed to the next important part - coping with learning.
Figure 1.3: Facilities at ZOU available to you
1.3 Coping with Learning

New learning experiences can lead to moments of joy as well as occasions of
unhappiness. When unhappiness sets in, stressful situations may build up. As
such it is important that you are aware of these situations and learn how to
manage them. In the following sections, we will take you through ways of
managing stress, goal setting, motivational strategies for successful learning,
time management, and concentration strategies for better learning.
1.3.1 Managing stress

Stress is a very natural and important part of our everyday life. With a little bit
of stress we achieve what we have set to do for the day or week. During

times of stress, both the body and the mind are affected. Stress can be either
positive or negative. Our body is designed to react to both types of stress.
We have to learn about stress in order to help our bodies return to a more
relaxed state.
Positive stress helps to keep us alert, motivates us to face challenges, and

drives us to solve problems. Low levels of stress are manageable and can be
thought of as necessary for normal stimulation.
Negative stress, on the other hand, results when our body over-reacts to
events. It leads to a “flight or fight” reaction. Such reaction may have been
useful long ago when our ancestors were frequently faced with life or death
situations. Nowadays however, such occurrences are not so usual. Yet, we
irrationally react to many daily situations as if they are life or death issues.
However, stress must not be ignored. Early warnings, like any significant
changes in your usual pattern of behaviour, can indicate that something might
be wrong. Some symptoms of stress are:
 Outbursts of anger
 Loss of efficiency in your studies
 Restlessness and/or uneasiness at being alone
 Withdrawal from friends and social situations
 A lack of joy, spontaneity, happiness or enthusiasm
 Preoccupation with certain thoughts, especially negative
 Difficulty in concentrating and/or making minor decisions;
 Intolerance of people, and irritability, especially during discussions or
disagreements.
Some of the most common causes of stress that you as a self-managed learner
could encounter include those related to academic performance, lifestyle
changes, finances, health, social relationships, family and friends.
You need to master some strategies in more realistic and reasonable ways to
overcome any stressful situation. In the following sections, you are introduced
to strategies for managing stress, and for coping with everyday problems that
cause anxiety.
1.3.2 Strategies for managing stress

1. The following are some strategies for managing stress:
(i) Take Action to Organise Yourself. You should control the way
you spend your time and energy so that you can handle stress
more effectively. For example, if you are working full time, you

may want to learn at night when everyone is asleep or be an early

bird and start your day one or two hours earlier.
(ii) Control Your Environment by Controlling Who and What is Sur-
rounding You: In this way, you can either get rid of stress or get
support for yourself. Be in the company of your learning peers
so that you maximise your leisure or unplanned time.
(iii) Give Yourself Positive Feedback: Remember to feed your sub-
conscious mind with positive thoughts. For example, tell yourself
that you are going to pass this semester’s exams with flying col-
ours. If you keep thinking these thoughts, and work hard, you
are very likely to achieve what you want. “It is a funny thing
about life. If you refuse to accept anything but the best, you very
often get it.” (W. Somerset Maugham).
(iv) Reward Yourself: It really helps you to have something to look
forward to. Take up a mind-relaxing activity or plan regular lei-
sure activities after you have accomplished your objectives.
(v) Exercise Your Body. Your health and productivity depend on
your body’s ability to supply oxygen and food to its cells. There-
fore, exercise your heart and lungs regularly, a minimum of three
days per week for 15 to 30 minutes. This can be in the form of
activities such as walking, jogging, cycling, swimming or aero-
bics.
(vi) Relax. Take your mind off stress and concentrate on breathing
and positive thoughts. Dreaming is relaxing too, along with medi-
tation, progressive relaxation, exercise, listening to relaxing mu-
sic, as well as communicating with friends and loved ones.
(vii) Rest as Regularly as Possible. Generally, six to seven hours of
sleep a night is sufficient for adult learners. Take short breaks.
Your mind cannot absorb everything at one time. It needs time to
process and integrate information. As a general rule of thumb,
take a ten-minute break every hour. Rest your eyes as well as
your mind.
(viii) Be Aware of Yourself. Be aware of distress signals such as in-
somnia, headaches, anxiety, upset stomach, lack of concentra-
tion, cold/flu, excessive tiredness, etc. Remember, these can be
signs of serious disorders (that is, ulcers, hypertension and heart
disease). Always ‘listen’ to tensions in your body. For example,
check if you are gripping the steering wheel too hard when driv-
ing!
(ix) Eat a Balanced Diet and Exercise. Avoid foods that are high in
fats and sugar. Do not depend on drugs and/or alcohol. Caffeine

may keep you awake but it may also make it harder for you to
concentrate. Remember, a 20-minute walk can be a better
tranquiliser than some prescription drugs.
(x) Learn to Enjoy Yourself. Studies have shown that happier peo-
ple tend to live longer, have less physical problems, and are more
productive. Look for the humour in life when things do not make
sense. Remember, you are very special and deserve only the
best treatment for yourself.
1.3.3 Coping with everyday study problems

Some ways to cope with everyday study problems are as follows:
 Recognise your own resources. Assessing your strengths and weak-
nesses can help you see what you have at your disposal to help you
cope. For example, know where you can get reference books. Ask
yourself: “Are they only available at the library nearest to me or can I
get them online? How do I get these online books?”
 You do not have to cope alone. Talking with family and friends may
help you to get through difficult times in your studies. At ZOU, we have
the Centre for Student Management which can help you to overcome
some of your problems. We have trained student counsellors to help
you cope with difficult and stressful situations.
 Be realistic. Set attainable goals. If you have three assignments to com-
plete for the semester, check the deadlines and allocate sufficient time
for each assignment.
 You cannot achieve absolute control. In order to become a successful
learner, you need to cooperate and collaborate. Remember, you can-
not do it alone. Your peers and tutors will play an important role and
you will benefit from joining study groups and keeping in touch with
your tutors.
 Learn to accept failure. Do not be too upset when you do badly in
your first test or assignment. Improving yourself can be a gradual proc-
ess. Speak to your tutor if you are not satisfied with your results and
find out how you may improve.
1.3.4 Anxiety
There is also stress caused by anxiety. As a ZOU learner, you may get anx-
ious when you are about to face an examination or hand in an assignment.
Much of the anxiety comes from the fear that you might fail or not perform
well. Anxiety caused by such events can be either anticipatory or situational.

Activity 1.2
1. You are having an examination in three days. However, due to your
? work and personal commitments, you have not been able to spend
time studying for the examination. When panic-stricken, how do you
react? Post your answers in the discussion forum. You may include
your personal experiences in the answer.
(i) Anticipatory anxiety - The distress that you feel while studying or pre-
paring for quizzes/tests and assignment and thinking of what might hap-
pen when you are taking the quizzes/tests or are late in handing in an
assignment.
The following are some important points that can help you overcome
anticipatory anxiety:
 Relax
 Be focused
 Think positive
 Study in a group
 Have a specific study time
 Get a set of complete notes
 Get comfortable with your study place
 Know where you stand and where you are heading
(ii) Situational anxiety -Anxiety that occurs during an examination and before
an assignment is due. The following are important points on how to
manage anxiety in the examination room, or how to manage the stress
of getting assignments done:
 Be punctual
 Organise your work schedule
 Avoid highly anxious friends
 Read and understand the instructions
 Work at a comfortable pace
 Ask for clarification
 Keep moving
 Relax
The most important thing that you can do to control your anxiety level is by
studying and knowing the materials well enough so that you can recall clearly
even under stress. Set goals, motivate yourself, practise good time manage-
ment and avoid laziness, procrastination or daydreaming.

1.4 Goal Setting

Goals are things that you want to achieve as you pursue a certain course of
action. Goals are important for an open and distance learner like you because
they help to motivate you to do your work, attend classes and study for
examinations. This will increase your chance of success. However, most peo-
ple do not achieve their goals because they fail to set effective goals and/or
they do not take any action to achieve their goals. They drift aimlessly.
1.4.2 Characteristics of effective goals

Effective goals have the following characteristics:
i. They are self-chosen. You need to determine your own goals.
ii. They are relevant and congruent to your mission and core values.
iii. They are challenging. These are goals which require you to achieve
more than you did before, but will not give you unnecessary pressure
of achievement.
iv. They are realistic or attainable. To set realistic goals, you must evaluate
your chances of achieving the goals. Ensure that you have the neces-
sary knowledge, skills, talents or resources to accomplish your goals.
v. They are specific. Specific goals are necessary both to measure progress
and to ensure their attainment. The more specific your goals, the more
you will be motivated to achieve them.
vi. They are measurable. They are measurable if you can determine whether
or not you reach them.
vii. They are time-bound. If goals are not time-bound, you will delay ac-
tions to attain them. Deadlines are also important in motivating you
towards attaining your goals.
viii. They are positive. When working towards something, it helps to have a
positive attitude.
ix. They are written and kept in a place where you can see them often.
Writing crystallises thought, which motivates action.
In establishing effective goals, remember the mnemonic, SMART, which stands
for:
S - Specific
M - Measurable or verifiable
A - Attainable
R - Relevant to personal mission
T - Time-bound (target date)

It is important to balance your academic and personal goals. Academic goals

relate to your course work. Personal goals are important too. However, if
you focus too much on your personal goals, you may find that you have little
time left for studying. Balancing academic and personal goals need planning
and flexibility. These goals can be short or long-term.
Examples of short-term goals are:

 I want to spend three hours to do my assignment.
 I want to read Units 2 to 4 of the Learning Skills for Open and Dis-
tance Learners module.
Examples of long-term goals are:
 I want to graduate in four years
 I want to start on my MBA next month.
List your academic goals for your short-term and long-term plans at ZOU.
Schedule Academic Scale

Short- term
Long -term
Activity 1.3
1. List your academic goals for your short-term and long-term plans at
? ZOU.
Schedule Academic Scale
The following section explains a five-step approach to setting realistic goals.
1.4.2 A five-step approach to setting goals

Step 1: Write down what you want to accomplish. Example: I want to read
the Learning Skills for Open and Distance Learners module (pages 22 to 40)
by 4.00pm.

Step 2: Write down any obstacles.
Example:
1. I am always sleepy after lunch.
2. There is a football game on TV at 3.00pm.
Step 3: Write down any resources available to you.
Example:
1. I have the Learning Skills for Open and Distance Learners module with
me.
2. The Internet is available at home in case I need to browse websites to
do activities suggested in the module.
Step 4: Review and revise your tentative goal statement (Step1). Take cor-
rective action and modify your goals if necessary.
Step 5: Refine your goal statement.
Now that you have been given some pointers on how to set your goals, do
Activity 1.4 to practise the art of setting goals.
Activity 1.4
1. Write down your goals for this semester at ZOU.
? 2. Make a list of the obstacles you encountered as a self-managed learner
at ZOU.
3. Make a list of resources available to you at ZOU, your work place or
your home.
4. Describe how you can use the resources available to overcome
obstacles.
5. Rewrite your goals for this semester.
6. Do you know that most people fail to set goals for themselves? Visit a
few websites on this Unit and find out why.
1.5 Motivational Strategies for Successful Learning

Motivation is something that energises, directs and sustains behaviour to-
wards a particular goal. It affects how you do your work, when you do your

work, how long you work on a task, how well you concentrate on your work
and which study strategies you use.
Here are some of the basic strategies that could help you to motivate yourself:
 Set Challenging but Realistic Learning Goals. Before you begin your
task, decide on the facts, concepts or ideas that you want to learn. Set
yourself realistic and achievable goals so that you will be more moti-
vated to attain them.
 Break Down the Bigger Task at Hand. Make tasks more manageable
by breaking them down into smaller, more manageable tasks so that
you will not feel daunted or intimidated.
 Maintain a Positive Attitude. Maintaining a positive attitude is very
important. Think of difficulties as challenges. If there is something you
have to learn which seems threatening, consider the ways in which it
can also be an opportunity to do something new.
 Aim for Higher Peaks. Push yourself a bit harder when you have met
one set of goals. Make your next set of goals a little more challenging.
 Use Active Learning Strategies. Instead of passive learning, use active
learning strategies. Take the initiative to seek out resources by going to
the library, surfing websites, talking to your tutors and having face-to-
face or online discussions with peers.
 Learn from Mistakes. Do not get discouraged by the mistakes that you
make while learning. Instead, get someone or new resources to help
with your learning. Find support from your tutors, peers or anyone
who can help you. Look back at your approach to learning. Ask your-
self, “Is there a better way of doing things?”
 Monitor Your Learning. To motivate yourself, reflect on your progress
while learning. Get feedback from your tutors on your tests and assign-
ments. Discuss your grades with the relevant authorities.

Activity 1.5
?
1. To strengthen your motivation, reflect upon your reasons for pursuing
your studies at ZOU and Fill in the blanks to monitor your progress
and to help focus your thinking. If learning becomes difficult, look over
your answers to raise your motivation.
It is important to know that if you did not succeed in learning as you hoped
for, this does not mean that you have failed. Success in learning is determined
by an evaluation of your learning process and what you have learned from this
process.

1.6 Time Management

Time management is the way you regulate or schedule your time. The key to
successful time management is allowing enough time to complete your work
while still finding time to complete other responsibilities. Learning good time
management techniques can motivate you to accomplish your goals.
All successful time management begins with planning. When you plan your
activities with the objective of achieving a goal, you are taking responsibility
for yourself and your choices. You are now in control of how you manage
your time.
Some of the benefits of effective time management are that it helps you to:
 Plan ahead
 Evaluate your progress
 Spend time more productively
 Take control of your activities
 Prioritise by listing the most important things to do first
 Avoid time conflict like getting caught with two assignments with the
same deadline.
The following sections provide some advice on how to analyse your use of
time, set your priorities and plan a schedule:
a) Analyse Your Use of Time. One of the most important things in self-
managed learning is that you are expected to manage your own time
and manage it effectively. However, time management is more than just
managing your time. It is also about managing yourself. Using Table
1.1, let’s now analyse how you spend your time.
Table 1.1: Analysis of Your Time Usage

Activity 1.6
? 1. Let’s try to answer some of the questions in this website to determine

just how much time you will have for your studies! http://
www.ucc.vt.edu/stdysk/TMInteractive.html So, how much time do
you have for your studies?
b) Set Your Priorities: Once you know the amount of time you have for
your studies, you must learn how to set priorities in order to take charge
of your situation and to achieve your goals. Be focused is the advice
we give all the time. Your priorities should also reflect your relation-
ships with others. If you are married with children, then your priorities
might include your spouse and children. If you are single and living with
friends, you might consider friends on top of your priority list.
Setting priorities is important. However, do not let others or their interests
distract you from your goals as a learner!
Activity 1.7
?
1. Try this activity to get yourself oriented towards achieving your daily
and weekly tasks. Please be reminded that there are many ways to
achieve this task. One very simple method is to list your daily tasks for
the next day. Use this example below to create one for yourself. One
way to prioritise is to have a “to do” list. An example is provided. Use
the example to make your own “to do” list.

c) Plan a Schedule: Begin a thoughtful planning process by writing your

plans down in a planner. There are different time management aids that
can help you plan. These include timetables, diaries and year planners.
You can also make plans easily by getting the latest electronic planning
gadgets!
Here are some guidelines on identifying study time:
 Identify which times in the day you feel fresh and attentive;
 If possible, stick to these times every week;
 Consider your sleeping habits; and
 Study when you are mentally most alert!
Activity 1.8
1. Using the example below, create your own weekly schedule. This is a
? schedule for your week’s activities for example, classes, study times,
appointments, work and social events. After you have finished, you
can compare your weekly schedule with these of your peers. Different
learners will have different sets of weekly schedules.
Month: Week 1 / 2 / 3 / 4
There are so many ways for you to plan and schedule your tasks. When you
have a plan you will:
 Become aware of how you spend your time
 Be able to manage and achieve your goals
 Avoid last-minute rush to meet deadlines.

1.7 Concentration Strategies for Better Learning

Learning time management skills will help you to prepare, not only for now
but also the future. It can also help you to develop good habits and skills. You
can be a successful time manager and a successful learner if you are willing to
learn and apply the tools and techniques of effective time management.
Concentration is important in order for you to sustain learning. You can deter-
mine the causes of poor concentration while learning and then use various
strategies to improve your concentration.
1.7.1 Causes of poor concentration

Here are some of the causes of poor concentration and helpful tips to over-
come them:
 Environmental distractions: These include the TV, chairs that are
too comfortable, snacks, other people, etc. Leave or rearrange a dis-
tracting environment. Go to a library or a classroom when you intend
to study seriously.
 Noise: Music, songs and conversations are examples of noise. Train
yourself to study away from others and in silence.
 Physical distractions: Examples of these are hunger, drowsiness and
tiredness. Study when you are most alert. Eat a high-protein snack. Do
five minutes of light exercise to refresh yourself.
 Boredom, dislike, disinterest: Find a reason for taking the class by
talking to your tutors and other learners. Create genuine interest.
 Anxiety about studies: Find out how to study effectively. Put the
course in proper perspective. Pick up crucial skills.
 Intimidating study tasks: Break up large tasks into smaller, achiev-
able tasks. Do the most difficult task first. Give yourself rewards for
progress and ‘fines’ for laziness.
 Daydreaming: Separate daydreaming from studying. When your mind
starts to wander, write down the interrupting thought and continue study-
ing. Alternatively, recall important points and then turn away from your
book and continue to daydream. When you are ready to read again,
do so. The trick is not to daydream and read at the same time.
 Personal worries: Identify and define the problem and develop a con-
crete, specific plan to resolve personal worries. Talk with someone
who can help, such as a friend, counsellor or specialist.

1.7.2 Strategies for improving

Concentration In order to develop better concentration while studying, one
of the things you can do is to think of concentration improvement as a three-
step process as follows:
i. Identify the causes of poor concentration and decide which apply to
you. If you are a working father/mother with three school going chil-
dren, you might face difficulties concentrating on your learning and coping
with distractions from your children.
ii. Take steps to control these factors. You can plan and organise your
schedule to take into consideration your own needs to concentrate on
your learning without jeopardising your children’s needs for your atten-
tion; and
iii. Make your control habitual. Keep insisting that you concentrate using
these controls until you can routinely concentrate well on your studies.
1.7.3 Conducive study area for improving concentration

Do you have a place for study you can call your own? The right place of
course varies according to your personal preferences and mood. Whether
you choose to study at home, in the library, or anywhere else, you will have to
ensure that you have:
 The right space to call your study area;
 Comfortable furniture and lighting; and
 The ability to stay organised!
Having a proper study area also helps you in concentrating on your studies.
One question that is often asked is “Where to study?” Our suggestion is to
have a proper study area which you use most of the time. However, you
should adjust once in a while to take advantage of your moods.
Figure 1.4: Study areas

You can make your study area conducive for learning by:
 Designing an area in your room or house that is just for studying and
conditioning yourself to only study at that place.
 Creating a motivating atmosphere and turning your study area into a
positive place to study by making it pleasant.
 Securing a good location for your study area. Distractions should be
avoided. Your study spot should be accessible and convenient. Ensure
that there is a door to help block out noise and intrusions.
 Ensuring that the study area has good ventilation and a comfortable
temperature.
1.8 Personal Learning Styles

Discovering your learning style can help improve your learning. When you
know your learning style, you can be more focused on your learning, thus
improving your concentration. There are many different styles of learning.
Your learning style is unique to you alone. Your learning style defines how you
acquire and process information and has nothing to do with being ‘smart’! By
understanding your learning style, you can strategise your own learning. Even-
tually, you can customise your studying habit to suit your own needs.
Different people are inclined towards different learning styles, i.e. we are ei-
ther more visual, auditory or kinaesthetic. However, there are also other ways
of determining different types of learning styles which are as shown in Appen-
dix 1.1 and 1.2. Read on to see which learning style or styles suit you most.
Activity 1.9
1. Visit the following website. Answer the questions online and discuss
? with your course mates. http://www.engr.ncsu.edu/learningstyles/
ilsweb.html.
There is no general advantage to one style over another. However, by know-

ing your learning style, some of the benefits are
 You can avoid problematic situations
 You can target areas that need improvement
 You will be more successful as a self-managed learner.

1.9 Summary
 ZOU learning approaches include self-managed learning, face-to-face
interactions and online learning.
 Facilities offered by ZOU include Learner Service Centre, Digital Li-
brary, ZOU website and Local Learning Centre. In order to cope with
learning, a few techniques have to be practiced. These are: ? Managing
Stress, Goal Setting, Motivational Strategies, Time Management and
Concentration.
 There are three dominant learning styles which are visual, auditory and
kinaesthetic. The learning styles affect one’s approach to acquiring learn-
ing.
Key Terms
Actual classroom Self-managed learning
Goal Stress
Independent learner Time-management
Motivation Virtual classroom
Personal learning style

APPENDIX 1.1 INDEX OF LEARNING STYLES

Directions
Enter your answers to every question on the ILS Scoring Sheet. Please choose
only one answer for each question. If both “a” and “b” seem to apply to you,
choose the one that applies more frequently.
1. I understand something better after I
a) try it out.
b) think it through.
2. I would rather be considered
a) realistic.
b) innovative.
3. When I think about what I did yesterday, I am most likely to get
(a) a picture.
(b) words.
4. I tend to
(a) understand details of a subject but may be fuzzy about its overall
structure.
(b) understand the overall structure but may be fuzzy about details.
5. When I am learning something new, it helps me to
(a) talk about it.
(b) think about it.
6. If I were a teacher, I would rather teach a course
(a) that deals with facts and real life situations.
(b) that deals with ideas and theories.
7. I prefer to get new information in
(a) pictures, diagrams, graphs, or maps.
(b) written directions or verbal information.
8. Once I understand
(a) all the parts, I understand the whole thing.
(b) the whole thing, I see how the parts Fit.
9. In a study group working on difficult material, I am more likely to
(a) jump in and contribute ideas.
(b) sit back and listen.
10. I find it easier
(a) to learn facts.
(b) to learn concepts.
11. In a book with lots of pictures and charts, I am likely to
(a) look over the pictures and charts carefully.
(b) focus on the written text.

12. When I solve math problems

(a) I usually work my way to the solutions one step at a time.
(b) I often just see the solutions but then have to struggle to figure
out the steps to get to them.
13. In classes I have taken
(a) I have usually gotten to know many of the students.
(b) I have rarely gotten to know many of the students.
14. In reading non-fiction, I prefer
(a) something that teaches me new facts or tells me how to do some-
thing.
(b) something that gives me new ideas to think about.
15. I like teachers
(a) who put a lot of diagrams on the board.
(b) who spend a lot of time explaining.
16. When I am analysing a story or a novel
a) I think of the incidents and try to put them together to figure out
the themes.
b) I just know what the themes are when I finish reading and then I
have to go back and find the incidents that demonstrate them.
17. When I start a homework problem, I am more likely to
(a) start working on the solution immediately.
(b) try to fully understand the problem first.
18. I prefer the idea of
(a) certainty.
(b) theory.
19. I remember best
(a) what I see.
(b) what I hear.
20. It is more important to me that an instructor
(a) lays out the material in clear sequential steps.
(b) gives me an overall picture and relates the material to other sub-
jects.
21. I prefer to study
(a) in a study group.
(b) alone.
22. I am more likely to be considered
(a) careful about the details of my work.
(b) creative about how to do my work.
23. When I get directions to a new place, I prefer
(a) a map.
(b) written instructions.

24. I learn
(a) at a fairly regular pace. If I study hard, I’ll “get it.”
(b) in fits and starts. I’ll be totally confused and then suddenly it all
“clicks.”
25. I would rather first
(a) try things out.
(b) think about how I’m going to do it.
26. When I am reading for enjoyment, I like writers to
(a) clearly say what they mean.
(b) say things in creative, interesting ways.
27. When I see a diagram or sketch in class, I am most likely to remember
(a) the picture.
(b) what the instructor said about it.
28. When considering a body of information, I am more likely to
(a) focus on details and miss the big picture.
(b) try to understand the big picture before getting into the details.
29. I more easily remember
(a) something I have done.
(b) something I have thought a lot about.
30. When I have to perform a task, I prefer to
(a) master one way of doing it.
(b) come up with new ways of doing it.
31. When someone is showing me data, I prefer
(a) charts or graphs.
(b) text summarising the results.
32. When writing a paper, I am more likely to
(a) work on (think about or write) the beginning of the paper and
progress forward.
(b) work on (think about or write) different parts of the paper and
then order them.
33. When I have to work on a group project, I first want to
(a) have group brainstorming where everyone contributes ideas.
(b) brainstorm individually and then come together as a group to
compare ideas.
34. I consider it higher praise to call someone
(a) sensible.
(b) imaginative.
35. When I meet people at a party, I am more likely to remember
(a) what they looked like.
(b) what they said about themselves.
36. When I am learning a new subject, I prefer to

(a) stay focused on that subject, learning as much about it as I can.

(b) try to make connections between that subject and related sub-
jects.
37. I am more likely to be considered
(a) outgoing.
(b) reserved.
38. I prefer courses that emphasise
(a) concrete material (facts, data).
(b) abstract material (concepts, theories).
39. For entertainment, I would rather
(a) watch television.
(b) read a book.
40. Some teachers start their lectures with an outline of what they will cover.
Such outlines are
(a) somewhat helpful to me.
(b) very helpful to me.
41. The idea of doing homework in groups, with one grade for the entire
group,
(a) appeals to me.
(b) does not appeal to me.
42. When I am doing long calculations,
(a) I tend to repeat all my steps and check my work carefully.
(b) I find checking my work tiresome and have to force myself to do
it.
43. I tend to picture places I have been
(a) easily and fairly accurately.
(b) with difficulty and without much detail.
44. When solving problems in a group, I would be more likely to
(a) think of the steps in the solution process.
(b) think of possible consequences or applications of the solution in
a wide range of areas.

APPENDIX 1.2 ILS SCORING SHEET

1. Put “1”s in the appropriate spaces in the table below (e.g. if you an-
swered “a” to Question 3, put a “1” in Column A by Question 3).
2. Total the columns and write the totals in the indicated spaces.
3. For each of the four scales, subtract the smaller total from the larger
one. Write the difference (1 to 11) and the letter (a or b) for which the
total was larger on the bottom line.
For example, if under “Active/Reflective” you had 4 “a” and 7 “b”
responses, you would write “3b” on the bottom line under that head-
ing.
4. On the next page, mark “X”s above your scores on each of the four
scales.
Transfer your scores to the ILS report form by placing X’s at the appropriate
locations on the four scales.

ILS REPORT FORM
If your score on a scale is 1 to 3, you are fairly well balanced on the two
dimensions of that scale.
If your score on a scale is 5 or 7, you have a moderate preference for one

dimension of the scale and will learn more easily in a teaching environment
which favours that dimension.
If your score on a scale in 9 or 11, you have a very strong preference for one
dimension of the scale. You may have real difficulty learning in an environment
which does not support that preference.
See ‘Learning Styles and Strategies’ by Richard Felder and Barbara Soloman
(refer to page 1) for explanations of your preferences on the individual scales.

APPENDIX 1.3 LEARNING STYLES AND

STRATEGIES
Richard M. Felder Hoechst Celanese Professor of Chemical Engineering
North Carolina State University
Barbara A. Soloman Coordinator of Advising, First Year College North Caro-

lina State University
Active and reflective learners

 Active learners tend to retain and understand information best by doing
something active with it - discussing or applying it or explaining it to
others. Reflective learners prefer to think about it quietly first.
 Let’s try it out and see how it works” is an active learner’s phrase;
“Let’s think it through first” is the reflective learner’s response.
 Active learners tend to like group work more than reflective learners,
who prefer working alone.
 Sitting through lectures without getting to do anything physical but take
notes is hard for both learning types, but particularly hard for active
learners.
Everybody is active sometimes and reflective sometimes. Your preference for
one category or the other may be strong, moderate, or mild. A balance of the
two is desirable. If you always act before reflecting you can jump into things
prematurely and get into trouble, while if you spend too much time reflecting
you may never get anything done.
How can active learners help themselves?

If you are an active learner in a class that allows little or no class time for
discussion or problem-solving activities, you should try to compensate for
these lacks when you study. Study in a group in which the members take turns
explaining different Units to each other. Work with others to guess what you
will be asked on the next test and figure out how you will answer. You will
always retain information better if you find ways to do something with it.
How can reflective learners help themselves?

If you are a reflective learner in a class that allows little or no class time for
thinking about new information, you should try to compensate for this lack
when you study. Do not simply read or memorise the material; stop periodi-

cally to review what you have read and to think of possible questions or
applications. You might find it helpful to write short summaries of readings or
class notes in your own words. Doing so may take extra time but will enable
you to retain the material more effectively.
Sensing and intuitive learners

 Sensing learners tend to like learning facts, intuitive learners often pre-
fer discovering possibilities and relationships.
 Sensors often like solving problems by well-established methods and
dislike complications and surprises; intuitors like innovation and dislike
repetition. Sensors are more likely than intuitors to resent being tested
on material that has not been explicitly covered in class.
 Sensors tend to be patient with details and good at memorising facts
and doing hands-on (laboratory) work; intuitors may be better at grasp-
ing new concepts and are often more comfortable than sensors with
abstractions and mathematical formulations.
 Sensors tend to be more practical and careful than intuitors; intuitors
tend to work faster and to be more innovative than sensors.
 Sensors do not like courses that have no apparent connection to the
real world; intuitors do not like “plug-and-chug” courses that involve a
lot of memorisation and routine calculations.
Everybody is sensing sometimes and intuitive sometimes. Your preference for
one or the other may be strong, moderate, or mild. To be effective as a learner
and problem solver, you need to be able to function both ways. If you over-
emphasise intuition, you may miss important details or make careless mis-
takes in calculations or hands-on work; if you overemphasise sensing, you
may rely too much on memorisation and familiar methods and not concen-
trate enough on understanding and innovative thinking.
How can sensing learners help themselves?

Sensors remember and understand information best if they can see how it
connects to the real world. If you are in a class where most of the material is
abstract and theoretical, you may have difficulty. Ask your instructor for spe-
cific examples of concepts and procedures, and find out how the concepts
apply in practice. If the teacher does not provide enough specifics, try to find
some in your course text or other references or by brainstorming with friends
or classmates.

How can intuitive learners help themselves?

Many college lecture classes are aimed at intuitors. However, if you are an
intuitor and you happen to be in a class that deals primarily with memorisation
and rote substitution in formulas, you may have trouble with boredom. Ask
your instructor for interpretations or theories that link the facts, or try to find
the connections yourself. You may also be prone to careless mistakes on test
because you are impatient with details and don’t like repetition (as in check-
ing your completed solutions). Take time to read the entire question before
you start answering and be sure to check your results.
Visual and verbal learners

Visual learners remember best what they see - pictures, diagrams, flowcharts,
timelines, films and demonstrations. Verbal learners get more out of words -
written and spoken explanations. Everyone learns more when information is
presented both visually and verbally.
In most college classes, very little visual information is presented: students

mainly listen to lectures and read material written on chalkboards and in text-
books and handouts. Unfortunately, most people are visual learners, which
mean that most students do not get nearly as much as they would if more
visual presentation were used in class. Good learners are capable of process-
ing information presented either visually or verbally.
How can visual learners help themselves?

If you are a visual learner, try to find diagrams, sketches, schematics, photo-
graphs, flow charts, or any other visual representation of course material that
is predominantly verbal. Ask your instructor, consult reference books, and
see if any videotapes or CD-ROM displays of the course material are avail-
able. Prepare a concept map by listing key points, enclosing them in boxes or
circles, and drawing lines with arrows between concepts to show connec-
tions. Colourcode your notes with a highlighter so that everything relating to
one Unit is the same colour.
How can verbal learners help themselves?

Write summaries or outlines of course material in your own words. Working
in groups can be particularly effective: you gain understanding of material by
hearing classmates’ explanations and you learn even more when you do the
explaining.

Sequential and global learners

 Sequential learners tend to gain understanding in linear steps, with each
step following logically from the previous one. Global learners tend to
learn in large jumps, absorbing material almost randomly without see-
ing connections, and then suddenly “getting it.”
 Sequential learners tend to follow logical stepwise paths in finding solu-
tions; global learners may be able to solve complex problems quickly
or put things together in novel ways once they have grasped the big
picture, but they may have difficulty explaining how they did it.
Many people who read this description may conclude incorrectly that they
are global, since everyone has experienced bewilderment followed by a sud-
den flash of understanding. What makes you global or not is what happens
before the light bulb goes on. Sequential learners may not fully understand the
material but they can nevertheless do something with it (like solve the home-
work problems or pass the test) since the pieces they have absorbed are
logically connected. Strongly global learners who lack good sequential think-
ing abilities, on the other hand, may have serious difficulties until they have the
big picture. Even after they have it, they may be fuzzy about the details of the
subject, while sequential learners may know a lot about specific aspects of a
subject but may have trouble relating them to different aspects of the same
subject or to different subjects.
How can sequential learners help themselves?

Most college courses are taught in a sequential manner. However, if you are a
sequential learner and you have an instructor who jumps around from Unit to
Unit or skips steps, you may have difficulty following and remembering. Ask
the instructor to fill in the skipped steps, or fill them in yourself by consulting
references. When you are studying, take the time to outline the lecture mate-
rial for yourself in logical order. In the long run, doing so will save you time.
You might also try to strengthen your global thinking skills by relating each
new Unit you study to things you already know. The more you can do so, the
deeper your understanding of the Unit is likely to be.
How can global learners help themselves?

If you are a global learner, just recognising that you are not slow or stupid but
simply function differently from most of your classmates can help a great deal.
However, there are some steps you can take that may help you get the big
picture more quickly. Before you begin to study the first section of a chapter
in a text, skim through the entire chapter to get an overview. Doing so may be

time-consuming initially but it may save you from going over and over indi-
vidual parts later. Instead of spending a short time on every subject every
night, you might find it more productive to immerse yourself in individual sub-
jects for large blocks. Try to relate the subject to things you already know,
either by asking the instructor to help you see connections or by consulting
references. Above all, do not lose faith in yourself; you will eventually under-
stand the new material, and once you do your understanding of how it con-
nects to other Units and disciplines may enable you to apply it in ways that
most sequential thinkers would never dream of.


Unit Two
Online Learning Environment in

ZOU
2.0 Introduction
I
n this Unit we give you an overview of how to maximise your learning in
ZOU’s online learning environment. We will learn how to operate a per
sonal computer (PC) and how to surf the Internet. We will also learn how
to use Microsoft Internet Explorer (IE), read a document in Portable Docu-
ment Format (PDF) and use ZOU’s Virtual Learning Environment (MyVista)
2.1 Objectives
 describe seven hardware components of a personal computer

 define the concept of the Internet
 use Microsoft Internet Explorer effectively
 use PDF tools to effectively read and navigate an online document
 describe four main menus of my Vista
 use my Course tools for personalised and collaborative learning
 apply strategies to improve your collaborative discussion with your
tutors and peers
2.2 The Personal Computer

The personal computer, popularly known as the PC, is the equipment used to
communicate and retrieve information. All PCs have a similar basic structure
which is made up of a number of hardware components detailed in Figure
2.1.
Figure 2.1: Hardware components of a PC

Unit 2 Online Learning Environment in ZOU
What does each of these components do? Let us look at their functions in
Table 2.1
Table 2.1: Functions of Hardware Components
Now, let us relate the use of these hardware components to our next section
on the
Internet. For a more detailed guide, please check the BBC website “Abso-
lute Beginner’s Guide to Using Your Computer” at the following URL:
http://www.bbc.co.uk/webwise
Did you find the practice on using the mouse useful?

Activity 2.1
1. Listed below are some functions of hardware components of the PC.
? Please write down the hardware component that fits the function.
2.3 Using the Internet

The Internet is often referred to as the world’s largest computer network, or
a collaborative collection of networks. It enables the exchange of information
between computers. The exact size of information available through the Internet
is difficult to estimate, and because there is so much information, finding what
you want is not easy.
2.3.1 The Internet

The Internet is a large network of computers connecting smaller networks
around the world. The computers communicate via a communication proto-
col called Transfer Control Protocol/Internet Protocol (TCP/IP).
2.3.2 Connecting the Internet

(a) Network Connection: There are two modes of Internet connection:
wired and wireless. For wired network, we have the Local Area Net-
work (LAN) and Wide Area Network (WAN), dial-up connection
and broadband connection. For wireless, the Internet can be accessed
by using access point or hot spots. Your computer can also be con-
nected to a wireless LAN or WAN or broadband.
To further understand wired LAN, let’s look at Figure 2.2.
(b) Dial-up Connection: Now, that you have learnt about network con-
nection, you may begin to wonder how your homepersonal computer

is connected to the Internet. For a start, you must have the necessary
computer equipment to make the connection to the Internet:
Figure 2.2: Internet set up for Local Area Network (LAN)
(i) Network Card (if applicable) - A card used specially for your compu-
ter to connect to the Internet via network cable through LAN.
(ii) Modem - A computer device that works as an interface for the com-
puter and telephone line.
(iii) Software - To connect to the Internet, you need to install the relevant
software, i.e. email and web browser software.
(iv) Account Number - You have to obtain an account for a connection
from the Internet Service Provider (ISP). In Zimbabwe, we have vari-
ous ISPs, ECOWEB, Africom, Mweb, PowerTel, providing internet.
To get an ISP service, you need to register first. Each user will have an
ID and a password, to be used each time you are connecting to the
Internet provider.
A dial-up connection connects your computer to an ISP through a telephone
connection. A modem is required for a dial-up connection to convert the

computer’s digital signals to a form that can be transmitted over a telephone

line. To connect to the Internet, the modem accesses the telephone line, dials
the number for your ISP, and connects your computer to the Internet as shown
in Figure 2.3.
Figure 2.3: Connecting to Internet Service Provider (ISP)
(c) Broadband Connection: Besides dial-up connection, ISP also provides

broadband connection. Examples of broadband services available in
the local market are ‘Econet Broadband’ by Econet and solutions
from Mweb
2.3.3 What can you do with the Internet?

Some of the useful aspects of being connected to the Internet is that you can:
 Exchange emails with friends and colleagues
 Interact in the online discussion forums
 Search for information in the world wide web
 Access and retrieve information from electronic databases
 Access text based and multimedia information that includes sound,
graphics, video, etc.
The above are just a few of the many uses of the Internet.

2.3.4 Understanding Internet concepts

a) World Wide Web (WWW) The World Wide Web is the interface that
enables users to access information in multimedia formats from databases
all over the world.
Fig 2.4
b) Website. A website is any site in the World Wide Web. Most websites
have a homepage as their starting point, which frequently functions as a
table of contents for the site. A website consists of many web pages
(see Figure 2.4).
c) Web Page. A document on the World Wide Web. Usually, a Web
page contains links to other Web pages.
d) Web Browser. A Web browser is the software that allows you to view
the Internet and move around it. Many Web browsers are available to
Internet users, but the two most popular ones are Microsoft Internet
Explorer and Mozilla Firefox.
e) Uniform Resource Locator (URL). Each website or Web page is iden-
tified by an address called a Uniform Resource Locator (URL). For
example, the URL for the Zimbabwe Open University website is http:/
/www.ZOU.edu.my/.

A URL can indicate to you where the information comes from, whether it is
from an academic institution, government body or a company. Most website
addresses have the following pattern:
http://www.zou.ac.zw/faculties/faculty_of_science/index.html
• http:// Stands for Hypertext Transfer Protocol · the
protocol by the computer to access and de-
liver Web pages.
• www We will be looking at a website held on a
computer (also called a ‘server’) known as
www - this part of the address tells you where
the computer that houses the information you
are looking for is located.
• zou.ac We will be looking at the website of an aca-
demic institution (‘ac’) which calls itself
‘ZOU’. The ac part of the address is called
the domain. As you travel through the World
Wide Web, pay close attention to hosts. Gen-
erally speaking, government and organisation
websites post information from their official
records. You will be seeking credible infor-
mation, and most of the information posted
at government websites are documented, al-
lowing you to validate your finding. Here are
some host identifiers:- .edu or .ac academic
or educational organisation; .co, .com com-
mercial organisation; .gov government organi-
sation; .org non-governmental, non-profit
making organisations.
• .zw Denotes a country code. The code for Zim-
babwe is .zw, .au is for Australia, .fr for
France, etc. This basically indicates where the
computer site is located.
• / faculties/faculty_of_science/index.html is the File name.
(f) Hyperlink Many web documents contain hyperlinks, which are “jumps”
to other locations. Hyperlinks are typically displayed as underlined text,
graphical objects, or pictures. When you move the mouse pointer over
a hyperlink, the mouse pointer takes on the shape of a hand with a
finger pointing upward. To jump to the hyperlinked location, click the
hyperlink.

Activity 2.2
Find the meaning of these domains:
? (a) bbc.co.uk
(b) library.athabascau.ca
(c) www.pelanduk.com
(d) www.herald.co.zw
2.3.5 Microsoft Internet Explorer (MSIE)

This section describes the basic skills that you would need to use Microsoft
Internet Explorer 6. We would like to indicate here that we are not promoting
MSIE, but as we will discuss most of the MS Office applications in Unit 10,
it will be appropriate to talk about MSIE as an example for a web browser.
The basic usage skills are almost the same for other web browsers i.e.
Netscape, Mozilla, etc.
Starting MSIE
(i) The easiest way of starting Internet Explorer is by choosing Start ?
Program ? Internet Explorer (see Figure 2.5).
(ii) Once that is done, you will go to the MSIE website’s/homepage as
shown in Figure 2.6. However, sometimes the Internet Explorer’s
homepage is changed to another homepage that is, ZOU website.
Using MSIE Navigation Bars Like MS Word, MS PowerPoint, and MS
Excel, MSIE has an almost similar set of navigation bars as shown in Figure
2.6 and are elaborated further:
(i) Title Bar
The title bar is normally a coloured bar across the very top of your
screen which gives you the name of the website you have entered. At
the end of that coloured bar are the keys for reducing, minimising and
closing the screen.
(ii) Menu Bar
This bar lists functions related to File, Edit, View, Favourites, Tools,
and Help (some of these functions will be fully explained later).
(iii) Tool Bar This has the following button functions: Back, Forward, Stop,
Reload/Refresh, Home, Search, Favourites, History, Mail, and Print.
These functions are described below:
 Back - This will take you back to the preceding web page, the one you
viewed last.

 Forward - This moves you to the next web page.

 Stop - This button tells your browser to stop loading a page. This
function is handy if your computer “hangs” trying to access the data
you have asked for.
 Refresh - This reposts the current page. If the page includes a lot of
graphics, and the graphics or some of the text fails to come up, clicking
the Stop button and then the Refresh button brings the whole page up.
 Home - At any time you are surfing the web and want to go back to the
start page, just hit Home and it will take you there.
 Favourites - (called Bookmarks in Netscape Navigator) provide
shortcuts to the pages you visit most often. When you are on a web
page you may want to return to a previous web page you surfed earlier,
just click on the button titled Favourites and follow the directions.
 Print - This button sends a copy of the open page on your browser to
the printer. It will print the page exactly as shown. If you want more
options, click File at the Menu Bar, then Print, and then follow direc-
tions.
(iv) Address bar
This displays the address (URL) of the page you are on. You can type
another web address into this bar and click “Go” or “Enter” to go to a
new website.
Opening a Web Page

Here’s the formal way of opening a web page or document:
(i) Choose ‘File’ ? ‘Open’. Internet Explorer displays the Open dialog
box shown in Figure 2.7.
(ii) In the ‘Open’ textbox, enter the address for the document or file you
want to open, using any of the following three methods:

Figure 2.5: Steps showing how to start MSIE

Figure 2.6: MSIE navigation bars
Figure 2.7: One Method of opening a web document

 Type the name of the document or file into the ‘Open’ textbox. Click
‘OK’; or
 To open a document or file you have accessed recently, click the down-
arrow button at the right end of the ‘Open’ text box and select the file
from the drop-down list. Click ‘OK’.
 There is a quicker way to open a web page.
 Click the Browse button. Internet Explorer displays the Microsoft
Internet Explorer dialog box.
The most common way of accessing web pages is using the URL of the web
page. Type the web address into the address bar (see Figure 2.6), press
return/enter and the site should be presented on screen.
(d) Saving a Document
You might want to save a copy of a web page to your hard disk so that you
can examine it in detail when your computer is offline.
• To save the current page, choose ‘File’ ? ‘Save As’. Internet Explorer dis-
plays the Save Web Page dialog box (see Figure 2.8). Choose a location for
the file as usual, specify a filename, and click the Save button. Internet Ex-
plorer closes the ‘Save As’ dialog box and saves the file.
Figure 2.8: Save as dialog box

(e) Printing a Web Document

There are two methods for printing a web document and the steps are
shown in (i) and (ii) below.
(i) To print a web page you are viewing, click the Print button on
the toolbar. Internet Explorer prints the page without displaying
the Print dialog box.
(ii) To display the Print dialog box so that you can choose printing
options, choose ‘File’ ? ‘Print’. Internet Explorer displays the
Print dialog box as in Figure 2.9. You may use the properties in
the dialog box (e.g.: size, source, reading) to modify the output
according to your preferred style.
(iii) Click ‘OK’ to print.
(f) Favourites
The web is proving to be a good source of information. Most of the
browsers you use to ‘read’ the web have a built-in system to enable
you to store useful websites so that you can go back and look at them
again later. Explorer calls these saved websites ‘Favourites’.
Figure 2.9: Page setup dialog box

You can use Favourites to pay a visit to the web or gather together useful web
sites, in much the same way as you might make a trip to the library, where you
might gather books and journal articles to look at more closely in the future.

Any time you discover a site that you know you would want to return to, you
can add a shortcut for that site to the ‘Favourites’ folder. To return to a fa-
vourite site, you can select it from Favourites. Here are the steps to use the
Favourites folder:
(i) Click the ‘Favourites’ button on the Standard Buttons toolbar.
(ii) Choose ‘Favourites’ ? ‘Add to Favourites’. The Add Favourite dialog
box will appear as in Figure 2.10.
(iii) Edit the Favourite name (keeping in mind that short names are easier to
find on your Favourites bar or Favourites menu).
(iv) Select the name of the folder in which the Favourite should reside
(choose either ‘Create in’ or ‘New Folder’ if the folder you want does
not exist yet).
(v) However, if the ‘Create in’ button is chosen, you can save in existing
folders, for example in Figure 2.10, ‘Lontarweb’, ‘lives’ etc.
(vi) If ‘New Folder’ is selected, give a name to your Folder. (vii) Click
‘OK’ when operation is completed.
Fig 2.10
Portable document format (PDF)

(a) Introduction
There are many types of format of files in the websites i.e. MS Word,
MS Excel, MS PowerPoint, PDF, HTML, etc. As such, it is important
to know how to navigate these Files or documents. One of the most
popular formats is the Portable Document Format (PDF). PDF was
developed by Adobe Systems and was designed to exchange docu-
ments between computers and across computer platforms while main-

taining File integrity. This means the content of the File cannot be easily
changed. The File extension is .pdf. PDF has become a standard docu-
ment format used for document exchange.
Acrobat Reader is the viewer for reading pdf files and has tools for file
handling, navigation, viewing, and basic tools for creating selections.
(b) Adobe® acrobat® reader
Knowing the Acrobat viewer environment and navigating a document
in Acrobat Viewer is a fundamental task. The more you know, the
faster you can move around in Acrobat viewer.
(c) Download and installation of acrobat reader
Adobe® Acrobat® Reader can be installed free of charge from the
Adobe website at http://www.adobe.com.
(d) Navigating and Viewing PDF Documents If you have not yet used an
Acrobat viewer, you will want to carefully look over the pages in this
section to learn how you can navigate, view and search PDF docu-
ments (see also Figure 2.11 and 2.12).
(i) Use the scroll bar on the right of the screen to read pages.
(ii) Use the text icon to highlight text. To copy this highlighted text,
click the right mouse button once and then click copy.
(iii) Use the magnifier (magnifying glass) to have a bigger document
view.
(iv) Use the Find tool (binoculars) to locate keywords.
(e) Saving PDF Files To save a .pdf File, click on the ‘diskette icon’.
(i) Refer back to Figure 2.12. To save the File, click the icon.
(ii) You will get a dialog box (see Figure 2.13).
(iii) Save the File as you would do when in an MS Office environ-
ment.

Fig 2.12
(f) Printing PDF files

To print PDF Files either go to File, select print or click on the ‘printer’
icon. If you use the File menu, you will see a dialog box. You can
choose your options, especially the pages to print.
Fig 2.13

2.4 ZOU’s virtual learning environment

The knowledge and skills that we have learnt about using the Internet in the
previous section (2.2), will be handy for you to access and navigate the ZOU’s
Virtual Learning Environment called MyVista. What is Virtual Learning Envi-
ronment? A Virtual Learning Environment like MyVista is a web-based e-
learning platform to provide online learning environment in ZOU. It enables
ZOU to manage, deliver course content and track online discussions of the
learners and tutors. The tutors can upload course content, assessment items
and other course materials and there is an online discussion forum that ena-
bles collaborative online learning to take place. Of course, to what extent you
gain from the collaborative online learning depends on quality postings and
active participation from you and your peers.
2.4.1 How to access my Vista?

My Vista is integrated with the ZOU portal. As such, once you login to the
ZOU’s website, you are able to access MyVista. Before you can access
MyVista, you must sign up or register for my ZOU account at the ZOU por-
tal. In the following section, we will take you through step-by-step on how to
register for my ZOU account.
Step 1:
Open your Internet browser and type the following URL address: http://
www.zou.ac.zw. Now, you are in ZOU’s website as shown in Figure 2.14.
To register, click on “First Time Login” button Figure 2.14: ZOU’s webpage

Figure 2.14 Typing www.zou.ac.zw gives you the ZOU’s website as

shown here.
Step 2:
When the ZOU webpage is displayed, click on the ‘my Vista’ link (Figure
14).
Step 3:
After which you will be in a new screen as shown in Figure 2.15. Key in your
student number, without the hyphen (-) and click Submit button. Figure 2.15:
Method of keying-in Student Number (my ZOU New Registration Verifica-
tion Page)

Figure 2.15 The my Vista homepage

Step 4:
Fill in the Account Registration Information as shown in Figure 2.16. After

you have clicked Submit, you will get the Registration Confirmation Page as
shown in Figure 2.17. Figure 2.16: MyVista Account Registration Page
Step 5:
Click on Login Page as shown in Figure 2.17 to log into my ZOU portal to
access MyVista. You will then see my ZOU Login Page. Figure 2.17: My
Vista New Registration Page

Fig 2.16
Fig 2.17

Fig 2.18
Fig 2.19

2.4.2 What is available in my Vista?

Now let’s click on ‘Learning Skills for Open and Distance Learners (DLS101)’
under ‘my Course & Quick Links in: You will get into the ‘Course Page’ as
shown in Figure 2.20.
Figure 2.20 the course contents after clicking a course under my

courses
All the tools in my Course menu are listed on the left side as shown in Figure
2.20. In fact, each of the above menus has its own set of tools. Let’s explore
the my Course menu in My Vista and fill up Table 2.2. The tools available in
each menu have been identified, all you need to do is write down what you
can do with each of the tools.
2.4.3 How can my Vista enhance your learning?

In the earlier section, we looked at how to access MyVista. We also looked
at the modules and tools available in them or in general in MyVista. Next, we
will look into how MyVista can support open and distance learning, espe-
cially your online learning environment. Although there are a number of tools,
we will only discuss the menus and tools that will enhance your personalised
and collaborative online learning. We can categorise the benefits of these
tools into four aspects:

 Self-assessment;
 Course materials and references;
 Communication and collaborative learning; and
 Sharing resources and information.
You can check out the function of other tools on your own by filling up Table
2.2.
Table 2.2: Set of Tools and Functions in my Course Module
(a) Self-assessment
You can self-evaluate your pre-learning and post-learning knowledge
using Practice Questions available in ‘Self-assessment’. This tool also
allows you to test yourself as many times as you wish at your own
pace, in comfort and at your own time.
(b) Course Content and Assignment

You can get access to the most recent, accurate, reliable and just-in-
time information or course content. To access course content and other
information, click on the following tools (refer to Figure 2.24).
(i) Course Content
(ii) Assignment You can access and submit the assignment online in
MyVista.
(c) Communication and Collaborative Learning
The my Vista allows you to interact, communicate and learn from your
tutor and peers anytime and anywhere. To carry out collaborative learn-
ing, you are provided with the following tools: online discussion and e-
mail.

Figure 2.21 things you can do with my Vista
2.5 Important information on my vista

2.5.1 How to change password at my Vista
Step 1: On my Vista platform go to the settings at the bottom right hand
corner of your window, as shown in figure below
Fig 2.22 Finding my profile settings

Step 2: Click on My profile setting and then click on change password
Step 3: You will get a window that asks for the present password and then
allows you to enter new password.
Figure 2.23: Changing the password
2.6 Summary
We have discussed how to operate a personal computer; the two ways that
will allow you to connect to the Internet; and some important concepts of the
Internet.
 You have also learnt how to get into ZOU’s Learning Management
System (MyVista).
 You now know how to access the ZOU Portal and the MyVista website.
 And finally, we have talked about the tools in my Course.
Key-Terms
Internet Online learning
Virtual Learning Environment Personal computer

Unit Three
Reading for Information
3.0 Introduction
O
ne of the most important skills to develop is reading because it forms
the basis for learning. A greater part of learning at university is achieved
through reading as practically every course at this level requires some
form of reading. You will need to read different types of materials to fulfil the
different requirements of the course. You will need to read your modules,
tutorial notes, textbooks, journal articles (both print and electronic resources),
newspapers, reports, etc.
The ability to read well will allow you to get maximum benefit from your
reading and enhance your learning skills. This Unit will help you improve your
reading skills.
3.1 Objectives
By the end of this topic, you should be able to:
 describe the reading techniques involved in fast reading;

 describe the reading techniques involved in slow reading; and
 apply the reading techniques discussed into your own reading.
3.2 What do you read?

“Some books are to be tasted, others to be swallowed, and some few to be
chewed and digested”. Francis Bacon, 1625
What do you understand by the above quote? Well, the purpose of reading
differs from one individual to another.
To maximise your reading productivity and effectiveness, you need to know

the purpose of your reading and what you expect to get from it. Knowing
why you need to read and what you will get from it will determine your read-
ing style and the material chosen. You read to fulfil the following purposes:
(a) To get an overview
Commonly referred to as ‘background reading’, this is a useful tech-
nique as you will not miss out on the various issues related to the Unit
or subject areas. Books for background reading are sometimes in-
cluded in your course reading list for this purpose.
(b) To locate specific information

When you need to locate specific information or check certain facts,
you may sometimes have to check several information resources, but
your aim would be to just zoom in on the information required. For
example, when you need to look for:
 Meaning of words - Get a dictionary, or a special subject dic-
tionary if available;
 A specific quotation - Look up a book on quotations;
 Details about a person - Refer to the relevant biography;
 Location of a place - Look up maps; and
 Statistics - Check statistical reports.

Unit 3 Reading for Information
(c) Practical application

The purpose of reading here is to apply knowledge to a practical situ-
ation. You may need to read the instructions to carry out certain tasks,
e.g. to read manuals to fix equipment in the laboratories, to read hand-
books or to read recipes.
(d) To Develop detailed and analytical understanding

In academic reading, it is often necessary to be thorough about what
you read so as to be able to understand, analyse, compare and evalu-
ate the information.
The analytical reader will pause frequently to think about what has been
read. At the end of the reading, all the main facts and arguments pre-
sented should be noted, analysed and even integrated in order to fully
appreciate the depth of what has been written.
Academic materials recommended for essential reading, such as books,

journal articles, reports, theses, etc., require a certain way of reading
known as reading for understanding. Reading systematically for under-
standing requires a formal method of reading such as the popular
SQ3R technique (discussed under Section 3.2.2).
(e) Pleasure reading/free-range reading

This type of reading is most enjoyable. Here you read with the purpose
of pursuing a certain interest or hobby. It is most entertaining and relax-
ing. You choose the material, be it fiction or other special subjects that
interests you. As a student, you are encouraged to read beyond your
academic texts to develop a broad and inquisitive mind. Table 3.1 pro-
vides you a summary of the reasons for reading according to types and
speed.
Table 3.1: Reasons for Reading According to Types and Speed

Self-check 3.1
? 1. Outline three reasons why you would read a module. Select from the
?ve reasons given above.
3.3 How to read?

Now that you are aware of the different purposes of reading and the different
types of texts available, it is also important to be aware of the different tech-
niques and apply those techniques to suit your purposes. Choose the reading
technique best suited to your material and your purpose. Generally, reading
techniques may be grouped into two as shown in Figure 3.1:
(a) Fast Reading; and
(b) Slow Reading.
3.3.1 Fast reading

Fast reading is for the following purposes
 Gain an overview or background information of a Unit
 Locate specific information
 Identify if the material is relevant to your needs
 Know what the content is all about.

Fast reading consists of the following:
(a) Scanning
(i) What is Scanning? Scanning is very quick absorption of the content
and is done when you want to locate specific information. In scanning,
your eyes run quickly down the page to see if it contains the informa-
tion you require. For example, when you look up a number in a tel-
ephone directory, you are scanning. When scanning a text, your eyes
look out for particular keywords or phrases. When you have accom-
plished your purpose, you stop reading.
(ii) Why Scan? Now that you understand what scanning is, the next step is
to know the reason for scanning. Scanning is done to locate the infor-
mation required quickly and efficiently. In scanning, you read no more
than is absolutely necessary. Avoid the temptation to read large amounts
of material. Scanning provides a moderate level of information. Most
web pages may be read by using this technique.
(iii) How to Scan? To scan a book, you use the process of keyword spot-
ting. Spotting keywords enables you to gain an overview of the mate-
rial. Read only as much information as you need. The following are
recommended steps in scanning a book:
 Step 1 Note the title and author of the book. Open a book and
look at the table of contents. A contents page will contain the
following as shown in Figure 3.2:
 Step 2 Read the chapter headings and subheadings. Do the chap-
ter headings and subheadings give you an idea whether the book
is relevant to your needs?
Figure 3.2: Example of Contents page of a book

 Step 3 From the chapter headings in the Table of Contents go to

the relevant sections of the book and read the first paragraph, or
glance through the headings in the section. Keywords and ideas
are often found in the opening paragraphs or a subsection of a
chapter. You will now be able to know whether the book is rel-
evant to your needs, which sections are relevant and how much
information is relevant.
 Step 4 Search the index for the keywords to your Unit. Look for
keywords as well as alternative keywords. For example, a title
like Online Marketing might carry the following indexes: web
marketing or Internet marketing. Note the other page/pages
where the subject is dealt with and refer to the appropriate pages.
Read the paragraph before and after, if you would like more
information.
 Step 5 Look out for additional hints given by the author such as:
? Words in bold; ? Words in italics;
? Underlined words; and ? Subheadings.
(b) Skimming
(i) What is Skimming? Skimming involves running your eyes down
the page very quickly over the main features of a piece that you
are reading i.e. the title, headings etc, to get a good general im-
pression of what the material is all about. In doing so, you will be
able to Find the focus, central theme or subject matter of the
material within a couple of minutes.
(ii) Why Skim? Skimming is done when you need to cover a large
amount of material in a short time and when you are not looking
for anything in particular. Skimming is done to assess whether
the book is relevant to your requirement.
By skimming, you are able to:
 Get an overview of the author’s main line of argument
 Identify the main idea or theme of the book or article.
(iii) How to Skim? Skimming involves reading only parts of the text.
It is useful to prepare for skimming by reading the title and author
summary. Initially, it will be the headings in bold typeface that will
draw your attention.
Then, search through the text very quickly by reading the first and last para-
graphs and note the keywords in between.
Move your eyes across the page to locate keywords or phrases. Begin with
the top left-hand corner and move across, then down and to the right in a zig-
zag manner as shown in Figure 3.3. Focus only on keywords in the text.

Skimming is doing selective reading in a quick manner. It is an efficient tech-

nique for getting a general idea, without reading every word from the book.
Activity 3.1
1. Differentiate between scanning and skimming according to the what,
? why and how questions as discussed. Discuss this Unit in the online
discussion forum.
3.3.2 Slow Reading

Slow reading allows you to maintain your concentration in order to gain a
detailed understanding of the material you are reading.
(a) Why? A slow reading style is adopted when you need to be very thor-
ough about what you are reading, especially when you need to:
 Analyse and understand
 Evaluate and be critical
 Remember the information you read
 Follow instructions.
You may adopt different approaches for slow reading. Two important
approaches are explained below:
(i) An Analytical Approach is used when you need to understand
terminology, follow instructions or remember what you have read.
Analytical reading involves being an active reader. You have to
create questions and find answers as you read. For example:
How logical are the ideas?” or Can conclusions be drawn from
the evidence given?”
(ii) A Critical Approach is used when you need to evaluate the ma-
terial you are reading. As you read academic texts, you are ex-
pected to think about the author’s intention.

A skilled reader varies the method and speed of reading to suit the material and
reason for reading.
(b) How?
In slow reading, you are required to follow proper techniques. One of
the most well-known, detailed, analytical and critical reading techniques
(which indicates thorough reading) is the SQ3R technique. As with any
reading task, it starts with a purpose. This technique has proven to be
useful to learners reading textbooks and other essential reading. This
SQ3R method follows the five principles of good reading, as shown in
Table 3.2, which are also the five principal steps in effective study.
(c) What is SQ3R? SQ3R is an active and systematic approach to reading

academic material. This method helps to link up new information with
what you already know. In SQ3R, you will do the following: S = Sur-
vey Q = Question R = Read R = Recite R = Review
Please refer to Table 3.2 for a detailed explanation of the steps.
When using SQ3R:

 Read and reread your notes on a regular basis - the first time should be
within 24 hours; and
 Revise frequently over the weeks.

Table 3.2: A Detailed Explanation of SQ3R
Activity 3.2
1. Select an article and apply the steps of SQ3R while reading. State
? how far this technique has helped you in making your reading more
meaningful.

3.4 Summary of your reading

Figure 3.4 is a guide to help you keep a summary of your reading. It helps you
to gather the necessary information by using both scanning and skimming to
gain an overview of content of the reading material.
Figure 3.4: Summary of your Reading
3.5 How to read your module

Now that you have been introduced to the main elements of reading, it is time
to apply your knowledge in getting the most out of your module to maximise
your precious reading time. In order for that to happen, you will be taken
through key sections in your module so that you are familiar with these sec-
tions such as Table of Contents, Course Guide, etc. We suggest that you use
Table 3.3 to guide you to record the summary of your reading.

3.5.1 Table of contents

You are able to get a general idea of the module’s content from the Table of
Contents. Through the scanning of the table of contents, you are also able to
see the module’s structure as well as specifics of each of the Units, which are
denoted by the numbering system. As shown in this module, the Table of
Contents comprises 10 Units that provide you with specific information.
3.5.2 The course guide

The course guide is found in the first four to five pages of your module after
the Table of Contents, and is normally numbered using Roman numerals (i -
iv). The purpose of the course guide is to provide in a nutshell an overview of
the course. It consists of the following: Introduction, Course Audience, Study
Schedule, Course Objectives, Course Synopsis and Prior Knowledge. For a
start, it is important that you know what the course objectives are as well as
the study schedule. The synopsis can be referred to whenever you are in
doubt of the purpose of the study units. Another important part of the course
guide that will be most helpful is the reference section, especially when you
are preparing to write your assignments.
3.5.3 Getting acquainted with course content

After going through the course guide, you are now ready for the Units. Each
Unit has an introduction and a set of OBJECTIVES that will give you brief
information about the Unit of the module. The next step is to read the content
itself.
As you read the content, you will notice that there are several icons used in
your module. Icons represent various activities that are embedded in your
learning module and the purpose is to support your understanding, enhance
higher-order thinking skills and master important concepts. The two main
icons used in your modules are the ‘Self-check’ and ‘Activity’. These icons
are shown in Table 3.3.

Table 3.3: Icons
Activity 3.3
? 1. What is your method of getting acquainted with your module content?

2. State the various methods you use in your reading.
Activity 3.4
Answer the following questions.
? 1. When you first held your Learning Skills for Open and Distance Learners
module, what did you do to get acquainted with it?
Please check the following:
a) Flipped the pages and put it aside.
b) Read the Course Guide, made some mental notes.
c) Looked at the Table of Contents and tried to see the relationship
between the topics.
d) Referred to one to two particular topics and read them quickly.
e) Looked at the layout (e.g. cover design and also the graphics and
thickness of the module).
2. After having read about the SQ3R method, state how it will benefit
you.

3.6 Summary
 This Unit has provided you with an insight into some basic reading
skills which you can use in reading your course module or other mate-
rials in either print or electronic format.
 You have to read more from other resources. Your module is just a
guide to provide you with some basic information related to your course.
 There are two main reading techniques, which are fast reading and
slow reading.
 Fast reading involves the process of scanning and skimming the text.
 The analytical and critical approaches are used in slow reading.
 SQ3R is a systematic approach for reading which involves these steps
- survey, question, read, recite and review.
Key terms
Analytical Scan
Critical Skim


Unit Four
Note-making and Note-taking

Skills
4.0 Introduction
Y
ou will discover that throughout your course, you have to read various
types of information resources such as your course module, handouts
and notes from your tutors as well as a variety of reference materials in
print and electronic format from libraries. There is no other way to deal with
all the information resources that you have obtained and successfully retrieved
from the various sources and resources except to reduce them to notes.
In the context of learning at ZOU, you will find that note-taking and note-
making are part and parcel of learning, be it from the module, tutorials, books,
journals or the Internet. You must, however, realise that note-taking and note-
making do not mean taking down every word that the tutor says or copying
verbatim every word found in books, journals and websites.
What to note down, how much to note down and how detailed the notes
should be, takes time to develop. It is critical therefore for you to develop
basic skills in note-taking and note-making because the ability to take good
notes will save you the time and effort that could better be applied to your
studies.
If you are able to take and make good notes, you will save time in terms of:
(i) Having to look for the original text; or
(ii) Having to look through massive piles of notes just to retrieve the spe-
cific information that you need.
In this Unit, you will be introduced to the various techniques of note-making
and note-taking.
4.1 Objectives
 differentiate between annotation, outline notes, column notes, mind maps

and summary notes;
 develop skills of making notes from printed matter; and
 use the note-taking suggestions to develop good notes on classroom
discussions
4.2 Ways of Making Notes

There is no one proper way of making notes. It is personal and a matter of
preference. It also depends on the situation and the purpose for note-making.
For example, making notes from the module or other print resources is differ-
ent from taking notes at tutorials or group discussions, in that it may be easier
to make notes from the “passive” module whereas “live” or “dynamic” ses-
sions like discussions are more difficult because the information coming forth
is not organised but spontaneous. There are different ways of making notes:
(a) Annotation;
(b) Outline notes;
(c) Column notes;
(d) Mind maps; and
(e) Summary notes.

Unit 4 Note-making and Note-taking Skills
4.2.1 Annotation
This is suitable for print modules, textbooks, articles or any other resources.
You can make notes by writing in the margins, underlining facts, highlighting
the main points, using question marks, ticks or crosses to show whether you
agree or disagree with the points made in the text as illustrated in Figure 4.1.
This method will help you to not only remember the main points, but will also
enable you to remember without having to read the text all over again.
If you do not like writing in the books, you may want to use strips of paper to
mark the pages with the notes written on the strips. The test of good annota-
tion is when you “revisit” the book; you should understand the notes without
having to read the pages, the Unit or paragraph all over again.
Figure 4.1: An example of annotation
4.2.2 Outline notes

Only use keywords and phrases. The notes are usually sequentially num-
bered, or headings, subheadings and indentation can be used. Figure 4.2
illustrates the format for outline notes.

4.2.3 Column notes

The column format of note-making as shown in Figure 4.3 is more appropri-
ate for Mathematics and Science courses.
Figure 4.3: An example of the column format of note making
4.2.4 Mind maps

Mind maps do not follow a linear sequence. The main Unit forms the nucleus,
while the main ideas and concepts branch out from it. A mind map shows
relationships among ideas and concepts, with lines serving as links. Figure 4.4
shows an example of a mind map.
Figure 4.4: An example of a mind map

4.2.5 Summary notes

You may prefer to summarise text information when making notes. Summary
notes are a condensed version of the information, written in paragraph form,
as shown in Figure 4.5. If you decide to summarise your text information, you
need to break down the Unit into smaller chunks of parts. Sometimes, you
may opt for this method of making notes when you cannot construct some
sort of Unit and Sub Topic organisation because there is none.
Figure 4.5: An example of summary notes
4.3 Making Notes from Printed Matter

In writing notes from your module or other resources, the following are some
suggestions. (Bear in mind that you can apply the annotation, outline notes,
column notes, mind maps and summary notes methods to produce effective
notes).
 Understand the objectives, so that notes are more focused on what is
important in the Unit.
 Read the whole Unit and then try to summarise it in a few sentences in
your own words. Do not take notes while reading through the Unit
because you will tend to write too much. Use the note-making tech-
niques that have been suggested.
 Leave spaces in between notes, to allow for additions or changes later.
 Reread the Unit and improve on the notes, providing more details.
 Use your own words instead of copying from the text. This will help
you understand the material better.

 If you copy word for word, sentences or phrases from the Unit, do not
forget to put them in inverted commas to show that they are quoted
from the Unit. Do not also forget to write down the original source
from where the notes are taken (author, title and year of publication,
page number).
 Read over your notes to make sure you understand them. If they do
not make sense at that point, you can be sure they will not make sense
at any other time in the future!
Activity 4.1
1. Compare your style of making notes to the suggestions given here. Are
? there any differences? Write down the differences and share this with
your course mates.
4.4 Taking Notes During Tutorials

Taking notes during tutorials is a difficult task because unlike a book, you
cannot control the flow of speech, you cannot expect the tutor to repeat the
entire tutorial, and you cannot demand that the tutor organises his points or
moderate his speed just so that you can take notes more effectively during
tutorial. The following subsections are suggestions on how you can better
prepare yourself for tutorials.
4.4.1 Preparing yourself for tutorials

No skills will be effective if you are not prepared for the class. Suppose you
decide to visit a foreign country, would you not want to read up about the
places you will be visiting? Similarly, you should do your reading before you
enter your class because pre-reading helps you in the following ways:
(a) It activates your prior knowledge;
(b) It builds mental schemas; and
(c) It enables you to make intelligent connections.
This will lead to better understanding of the material you are reading and
eventually build interest in the classroom. Read critically using your own ex-
perience and opinion. This will help you to develop background knowledge.

Thus, you will be able to conceptualise the course content discussed in the
tutorials as well as improve your understanding of the subject.
Basically, to be prepared, you must read! You have learned how to optimise
your reading in Unit 3, but reading the module alone is not enough. You have
to get more supporting material or resources to sustain your knowledge of the
course content. As highlighted in these sections, while reading is crucial in
getting ready for the class, note-making is equally significant. Note-making
will reinforce your understanding of what you have read for the course. As
such, you are urged to use these skills effectively to prepare yourself for the
tutorial classes.
It is important that you read through the whole Unit first, so that whatever is
discussed in class or whatever is spoken by the tutor is familiar to you. Even
if you do not understand all that is being presented, you will at least under-
stand the basic ideas. Being familiar with the issues raised during tutorials
makes note-taking easier.
Activity 4.2
? 1. Based on your reading style, how would you take notes from your
module before attending the tutorial class?
4.4.2 Listening during tutorials
Activity 4.3
1. In your opinion, how do listening skills help in note-taking?
? 2. Now that you are prepared with some basic knowledge of the Unit,
your main goal is to get the tutor’s intended message in the actual
classroom. However, the message may not always be clear. Thus, it is
important that you listen attentively and take notes. Many learners feel
that because they can hear, they are listening. Hearing and listening are
two different things. Letting words flow into your ear is not listening.
Listening is a thinking activity and is the most commonly used method
of learning. Your listening can be improved with instruction and practice.

In the following section, we share with you the various strategies you can use
to become a more effective listener in a face-to-face tutorial:
(a) Avoid distractions that may interfere with your concentration (i.e. do
not sit next to a course mate who talks too much or whose personality
or looks are a constant distraction, or do not sit near the doorway or
window where there are too many disturbing sounds or movements).
(b) Listen to the message being said, paying attention to the emphasis given
by the tutor to the Unit. You must know what information was transmit-
ted in the class.
(c) Always relate the ideas to previous tutorial discussions, to your module
and other supporting resources and to your previous experiences.
(d) Look for clues from the tutor that might give some indication as to what
can be considered as important points. If the tutor uses illustration and
focuses longer on certain issues, these can be the ‘clues’ to look out
for. Clues can be in vocal or visual form.
(e) Take notes, since some information might not be in your module and
you need to record this information for your future reference. Notes
can also act as an alternative form of memory as it is impossible for you
to remember everything you hear accurately. Keep the notes, as this
will help you in preparing for your assignments.
(f) Identify noteworthy material. Be able to differentiate the things you
should write down and things you can ignore. DO NOT COPY EVE-
RYTHING THAT IS SAID BY YOUR TUTOR!
(g) Write down the date/time of tutorial/name of tutor/subject discussed.
This is important when you have to revise months later and need to
refer to the sequence of tutorials or subjects dealt with.
(h) Try to identify key issues, keywords and key phrases. Do them if you
cannot take notes systematically. Jot them down immediately. You may
apply any of the five note-making ways i.e. annotation, outline notes,
column notes, mind maps and summary notes whichever you are com-
fortable with.
(i) Create spaces as you take notes. There are a few formats that you can
apply in note-taking as shown in Figures 4.1 to 4.5.
(j) Use your own abbreviations based on your needs and comfort level
for quick and short note-taking. You may try to eliminate vowels, (e.g.
in ‘you’ - take the ‘y’ and ‘o’ away; in ‘student’ - take the u and e
away). The following are some examples of abbreviations and symbols
(please refer to Figure 4.6 and 4.7):

Figure 4.6: Abbreviations
Figure 4.7: Symbols

It is not easy taking notes when you also have to listen to what is being pre-
sented by the tutor and your classmates. Apart from this, there are other
challenges, such as a boring tutor, unclear slides, faulty LCD projector, etc.
These are but some of the few obstacles to effective note-taking.
Activity 4.4
?
1. How does one take notes in an environment where one’s hearing and
sight are distracted? Discuss with your course mates.

4.4.3 Review after tutorial

 Review your notes as soon as possible after the tutorial, because the
longer you wait to review, the less you will remember.
 Rewrite if necessary and fill in the gaps by using other people’s notes or
reading your library material.
 Verify your notes by reading your recommended text or other refer-
ences, or compare them with notes taken by classmates to ensure that
the facts and diagrams are correct.
 Supplement your notes with further reading to add value to your learn-
ing.
 Read and reread your notes so that by the time the examinations are
due you are familiar with the notes.
 Use them to answer past years papers. This will be a test of their reli-
ability.
 Keep them safe and in a system that is easy for you to retrieve and use.
Activity 4.5
? 1. Specify the problems you faced in taking notes at your last tutorial.
Activity 4.6
? 1. List five note-making ways.

2. Explain three reasons why you need to read before attending a tutorial
session.
3. Read the passage below and make your own notes in the following
formats:
(a) outline; and
(b) mind map.
The traditional teacher-pupil relationship was authoritarian, with the
teacher dominating classroom learning to the extent that it reduced the
pupil to a position of inferiority and submissiveness.
Hence, it is not a coincidence that this relationship was also termed the
master-pupil relationship. In the effort to achieve equal opportunity,
authoritarian attitudes and practices are being questioned. Equal
opportunity in learning means that learners need to be considered as

individuals, each with his own ability and learning potential, working at
their different paces and in different ways. This takes into account
differences in the learner’s learning styles and approaches. Various
research projects have been undertaken about learning which provides
insights into how learners learn, particularly how they learn:
(a) As individuals;
(b) At various rates; and
(c) According to different styles and patterns.
4.5 Summary
 Note-taking and note-making are crucial to your learning because they
help you to organise and merge information and make them relevant or
applicable to your module, tutorial and online discussions.
 Good notes will help you save time and effort (and avoid agony) when
it is time for you to write assignments or prepare for examinations.
Key Terms
Annotation Mind map


Unit Five
Presenting Information
5.0 Introduction
A
t ZOU, as part of independent learning, you are required to give pres
entations - written or oral, depending on the requirements of your course.
These presentations may or may not be assessed. However, it would
be of great advantage to you to master some basic presentation skills be-
cause these are lifelong skills that you can apply in any occasion - formal or
informal, even after you have left ZOU. Remember, whether you are a CEO
of a multinational company, politician, teacher, trade unionist or even Prime
Minister - presentation skills are critical to your professional and personal
development. Let us start at ZOU - great things begin with humble begin-
nings.
Many find giving presentations intimidating, but take heart that excellent pre-
senters are not born - they have merely mastered excellent presentation skills.
So can you!
This Unit will introduce to you some basic presentation skills that you can use
for your own presentations. You must, however, understand that these are
just suggestions and that it is up to you to develop your own presentation style
which needs practice to make perfect.
This Unit will focus on two types of presentations:

(i) Written presentation in the form of an assignment; and
(ii) Oral presentation using transparencies or PowerPoint.
5.1 Objectives
By the end of this unit you should be able to:
 present your written assignment effectively

 apply ZOU citation style based on the American Psychological
Association (APA) format
 practice effective techniques for oral presentation
5.2 Written Assignment

In this sub-topic, you will be guided on how to write an assignment by follow-
ing the steps given. You will also be exposed to the common faults found in
assignments so that you can avoid them.
5.2.1 Steps of writing an assignment

Testing by assignments is one of the most popular form of assessments at
ZOU. This is usually part of the coursework and assessed by tutors to gauge
the level of your understanding as well as your progress. An assignment dif-
fers from an essay in format, in that headings and subheadings are used to
denote relationships or connectivity of issues. Writing an assignment does not
mean a mere presentation of facts. It is more like an academic exercise in
which you have a stand on certain issues, argue out the reasons and provide
authoritative evidence to support your argument.
There are basically 10 steps to producing a good written assignment:

1. Select a Topic
Choose one that you are comfortable with, one that you know some-
thing about. Sometimes the lecturer or tutor assigns the topic to each
individual.

Unit 5 Presenting Information
2. Analyse the Topic: Ask yourself what the main issues and supporting
issues are. Check what the topic requires you to do: explain, comment,
elaborate, account for, analyse, etc. Understand what each term means
(please refer to the dictionary for explanation).
3. Search for Information

Use the steps in the ZOU Information Trail (Unit 7). Use the search
strategy you know best and apply it to: OPAC, e-book database, e-
journal database and Internet.
4. Evaluate and Select

Do you have enough information which is relevant to the main issues
and supporting issues? (Apply evaluation criteria in Unit 9).
5. Take Notes from Resources

Make sure the notes cover all aspects related to the main issues and
supporting issues.
6. Plan an Outline
Make sure that the outline consists of introduction, body of content,
conclusion and accompanying information in the form of appendixes,
footnotes, etc.
7. Organise and Consolidate

Write notes for each part e.g.
- Introduction
- Body of content
- Conclusion
- Accompanying information
8. Write the Assignment

Be guided by the following: Language should be simple and clear. There
should be a smooth flow of ideas and arguments. Apply creative think-
ing. Provide accompanying information in the form of appendixes and
references.
9. Review Assignment
- Have I dealt with the main issue and supporting issues thoroughly?
- Is the content relevant and thorough?
- Is there any sufficient supporting evidence to uphold my views, opin-
ions and ideas?

- Does the paper make sense overall?

- Is the language clear and precise, or vague and ambiguous?
- Do the paragraphs connect well?
- Are the quotations appropriately cited?
- Are the illustrations properly labelled?
- Are there spelling errors?
- Are all the references cited in the assignment properly recorded?
10. Present Before Deadline

It is important to present your assignment before the deadline. No matter
how good your assignment is, it shows poor time management skills if
it is presented after the deadline. You have to allot sufficient time to
completing your assignment. Avoid procrastination in order to produce
a good assignment. Do you know how to schedule time for completing
assignments? Visit the following website http://www.lib.umn.edu/help/
calculator/ and try the University of Minnesota’s Assignment Calcula-
tor. It will guide you to set your own deadlines in completing the written
assignment efficiently.
Activity 5.1
1. Go to the website (stated in the earlier paragraph). Based on your
? findings from the website, list down your action plan and deadlines in
preparing an assignment.

5.2.2 Common faults found in assignments
Table 5.1: Common Faults in Assignments
5.3 Writing the First Draft

The time has come for you to now practise what you have learnt in the pre-
ceding pages. So that you do not feel intimidated, let us try writing just the first
draft. The illustrations of an introduction, body of content, conclusion, refer-
ences and footnotes are shown in the sub-units. General tips on what to do
and not to do, how to quote, or how to cite references are also provided as a
guide.

Before you begin writing the draft, jot down all your ideas and facts on a
piece of paper. You can either write them down in an outline method or in the
mind map format. Next, arrange your ideas and categorise the points in the
relevant headings. After that is done, start free writing of your first draft. Do
not worry about the flow yet. Write down whatever that comes to your mind.
You can finalise and improve the first version after you have written down all
your points and ideas.
Let us move on and get some tips on how to begin your assignment with an
Introduction.
5.3.1 Introduction
When writing the introduction, you should state the scope of the assignment,
set the scene or clarify what the main issue is and how you intend to approach
it. Writing the introduction is actually putting the topic into perspective and
serves as a preview of what you intend to say. It should be short, to the point
and not more than two paragraphs (see Figure 5.1).
PROVIDING EQUAL OPPORTUNITY IN DISTANCE LEARNING: THE ROLE

OF THE ZOU DIGITAL LIBRARY
1.0 Introduction The relevance of any library to its parent organisation depends
on the need for it. In the case of a university library, if the library is described in
the professional literature, as being at the heart of teaching and learning envi-
ronment within which it operates.
The need to view the relevance of the library within its educational context is
important in order to avoid an ‘isolationist’ approach to library development. It
is easier to understand the role of the library if seen against the background of
the prevailing concept of education, aims and objectives of education, teach-
ing-learning objectives and strategies, etc. in the case of the Digital Library, it is
necessary to also understand the concept of the democratisation of higher
education, the concept of the Open University and its core activities so that any
discussion of its role can be undertaken in the proper context and from a mean-
ingful perspective.
Figure 5.1: An example of an Introduction
Let us analyse the Introduction shown in Figure 5.1. If you noticed, the writer
started off by describing the need and the role of a library in the first para-
graph. In the second paragraph, the writer has continued explaining on how
the role of the library can be determined by understanding the concept of
education, aims and objectives of education, etc. Then, the writer relates this

idea to how ZOU’s Digital Library also supports the concept of the democ-
ratisation of higher education (which is also ZOU’s aim), and the concept of
ZOU and its core activities. With that, the writer has successfully introduced
the topic of the assignment, Providing Equal Opportunity in Distance Learn-
ing: The Role of the ZOU Digital Library.
5.3.2 Body of content

The main body of content should contain your ideas, opinions and facts, ex-
plained and argued out systematically and logically, with each idea or issue or
argument flowing smoothly from one to another. Each paragraph should con-
tain only one main point or main idea, with supporting details.
The paragraphs should be interconnected, so that ideas flow smoothly through-

out the main body of content. Make sure that when an issue is raised in one
paragraph, it is carefully and systematically followed through in the following
paragraphs before raising another issue. Use a numbering system to show
relationship or interconnectivity between issues as shown in Figure 5.2. Illus-
trations (diagrams, pictures, etc) should be used if they help in clarifying the
issues.
Figure 5.2: An example of related topics in the body of content
5.3.3 Conclusion
Always refer to the assignment when you write this section. Ensure that your
conclusion tallies with the introduction and the body of content. A good con-
clusion should provide the reader with a sense of completion or closure - end

of a story. Do not repeat what you have said in the introduction. The conclu-
sion must show progress in the development of the assignment from the intro-
duction and through the body of content (see Figure 5.3). The conclusion
does not introduce new ideas, arguments or opinions but should represent
closure of the issues or ideas argued out in the main body.
Figure 5.3: An example of how to conclude a topic in the conclusion
5.3.4 Accompanying information

Accompanying information in the form of explanatory notes, footnotes and
references must be provided as evidence in support of the issues contained in
the body of content. This is also to ensure that ideas and opinions taken from
other people are acknowledged. Below are examples of:
(a) List of References
This list is the list of materials referred to and used in the text.
Your List of References must reflect the scope and depth of your reading. A
student who has referred to only one or two books for information will not be
able to present an assignment of the same quality as that presented by another
who has read widely and is exposed to the ideas of many writers. The list also
ensures that plagiarism does not occur because the reader will be able to
check on the ideas or facts expressed in the assignment. It will also give credit
and to the originator of the idea or opinion.
In compiling the List of References, ensure that:

(i) The sources are listed in alphabetical sequence, according to the names
of authors or titles (as shown in Figure 5.4).
(ii) Each item has complete bibliographical details (page, author, title, edi-
tion, year of publication, publisher) relevant to the type of resource

such as a book, journal article, Unit in book, conference paper, etc. as

illustrated in Figure 5.4.
(iii) The citation style conforms to the ZOU style (please see notes under
heading “Citation Style” in Section 5.3.6).
References
Allen, C., Kania, D., & Yaeckel, B. (Eds.). (2001). One-to-one web-
marketing: Build a relationship marketing strategy one customer
at a time (2nd ed.). New York: John Wiley. In Ebrary (ZOU Digital
Library).
Boone, L. E., & Kurtz, D. (2001). Contemporary marketing (10th ed.).
Forth Worth, TX.: Harcourt Colleges Publishers.
Garfinkel, D., & Chowlewka, K. (2002). Making the most of it: How to
squeeze more profits from the web. Sales and marketing
management, 154(3), 19. In Ebsco (ZOU Digital Collection).
Haig, M. (2001). The B2B e-commerce handbook: How to transform
your business-to-business global marketing strategy. London:
Kogan Page.
Karayanni, D. A., & Baltas, G. A. (2003). Web site characteristics and
business performance: Some evidence from international business-
to-business organizations. Marketing intelligence and planning,
21(2), 105-114. In Emerald (ZOU Digital Collection).
Figure 5.4: An example of List of References
(b) Footnotes or Notes
Footnotes are notes at the bottom of the page that contain the relevant infor-
mation as shown in Figure 5.5. They can be in the form of a citation of a
resource/source or an explanation/elaboration of information. Notes are lo-
cated at the end of the assignment separately from the List of References or
together under the heading Notes and References. If found together, they
have to be arranged alphabetically.

Figure 5.5: An example of Footnotes
Activity 5.2
1. In your previous experiences of writing an assignment, how many drafts
? did you come up with? Do you think it is necessary to have more than
one draft? Post your comments in the Forum.
5.3.5 Quotations and paraphrasing

If ideas and opinions of other people are reproduced verbatim, use quotation
marks and provide details of the source either in the form of a footnote (Fig-
ure 5.6) or cite immediately after the quotation (Figure 5.7). If you decide to
use your own words or paraphrase, write the source in the text as in Figure
5.8.
Use quotations sparingly, otherwise, the essay will not represent your ideas
or opinions but become a mere rehashing of other people’s thoughts, ideas
and opinions. It would be better to use other people’s opinions and ideas only
as evidence or to support your own arguments, ideas or opinions.

Figure 5.6: An example of a quotation acknowledged in the footnote
Figure 5.7: An example of a quotation with the source following the

quotation
Figure 5.8: An example of paraphrasing an author’s idea in the text
5.3.6 Citation style

In the process of completing your assignments, you need to document all the
sources used in your assignment. There are many ways of documenting
sources within the text of a paper and in the reference section at the end of
your assignment. ZOU citation style is based on the American Psychological
Association (APA) format.

Types of resources or references may be as follows:

 Books;
 Websites;
 Specific units in a book;
 Journals; and
 Other types of materials.
(a) Citing Printed Books. Use the following referencing styles for citing
printed books:
(i) Book by a Single Author: Author’s Name. (Year). Title of book
(Edition). Place of publication: Publisher.
Example: Haig, M. (2001). The B2B e-commerce handbook:
How to transform your business-to-business global market-
ing strategy. London: Kogan Page.
(ii) Book by Two Authors: 1st Author’s Name, & 2nd Author’s
Name. (Year). Title of book: Subtitle of book (Edition). Place
of publication: Publisher.
Example: Boone, L. E., & Kurtz, D. (2001). Contemporary
marketing (10th ed.). Forth Worth, TX: Harcourt Colleges Pub-
lishers.
(iii) Book by Three Authors: 1st Author’s Name, 2nd Author’s Name,
& 3rd Author’s Name. (Year). Title of book: Subtitle of book
(Edition). Place of publication: Publisher.
Example: Allen, C., Kania, D., & Yaeckel, B. (2001). One-to-
one web-marketing: Build a relationship marketing strategy
one customer at a time (2nd ed.). New York: John Wiley.
(iv) Book by More than Three Authors: 1st Author’s Name (et al.).
(Year). Title of book: Subtitle of book (Edition). Place of pub-
lication: Publisher.
Example: Amrine, H. et al. (2001). One-to-one web-market-
ing: Build a relationship marketing strategy one customer at
a time (2nd ed.). New York: John Wiley.
(v) Edited Books: Editor’s Name (Ed.). (Year). Title of book: Sub-
title of book. Place of publication: Publisher.
Example: Duncan, G. J., & Brooks-Gunn, J. (Eds.). (1997). Con-
sequences of growing up poor. New York: Russell Sage Foun-
dation.
You should know how to distinguish between the term “edition” and “impres-
sion” or “reprint”. Edition denotes that the text has been amended, while
impression or reprint indicates no changes in the text. Always cite the edition
date as the date of publication, not the impression or reprint date.

Example: 1st edition date: 1968 5th impression or reprint: 2000

Please use the date 1968, as shown below: Cruise, T. J. (1968). Edu-
cational technology. Kuala Lumpur: Pelangi Press.
(b) Citing Electronic Books You can use the following format to cite elec-
tronic books:
(i) Allen, C., Kania, D., & Yaeckel, B. (Eds.). (2001). One-to-one
web-marketing: Build a relationship marketing strategy one
customer at a time (2nd ed.). New York: John Wiley. In Ebrary
(ZOU Digital Collection).
(ii) Millholon, M., & Murray, K. (2001). Microsoft Word 2002
inside out. Redmond, WA.: Microsoft Press. In Books24x7
(ZOU Digital Collection).
(c) Citing Specific Chapters in a Book The following are three ways to cite
chapters in a book based on the number of authors:
(i) Chapters in a Book by Single Author Name of author of chapter.
(Year). Title of chapter: Chapter number in Name of main author
or editor of book, Title of book (Edition, pp. first page - last
page). Place of publication: Publisher.
Example: Kuegler, T. J., Jr. (2002). Web advertising: Banners
and beyond; Chapter 12 in T. J. Kuegler, Jr. (Ed.), Web adver-
tising and marketing (3rd ed., pp. 98-104). Boston, Mass.:
Premier Press. In Books24x7 (ZOU Digital Collection).
(ii) Chapters in a Book by Two Authors: 1st Author’s Name, & 2nd
Author’s Name. (Year). Title of chapter: Subtitle of chapter. In
1st Editor’s Name & 2nd Editor’s Name, Title of book: Subti-
tle of book (Edition, pp. first page - last page). Place of publica-
tion: Publisher.
Example: Cruise, J. T., & Shaharuddin Salleh. (1999). Video:
Effective use in creating learning material. In J. L. Hunters & M.
K. Brown (Eds.), Multimedia: Applications and implications
(2nd ed., pp. 98-104). Kuala Lumpur: Pelangi Press.
(iii) Chapters in a Book by Three Authors: 1st Author’s Name, 2nd
Author’s Name, & 3rd Author’s Name. (Year). Title of chapter:
Subtitle of chapter. In 1st Editor’s Name, 2nd Editor’s Name &
3rd Editor’s Name, Title of book: Subtitle of book (Edition,
pp. first page - last page). Place of publication: Publisher.
Example: Cruise, J. T., Shaharuddin Salleh, & Tan, T. H. (2000).
Hypermedia authoring: Knowledge constructing through
hypermedia authoring. In Ahmad Albab, J. L. Hunters & M. K.
Brown (Eds.), Authoring tools: Educational technology (3rd
ed., pp. 86-98). Kuala Lumpur: Pelangi Press.

(d) Citing Articles in Journals: Below are ways to cite articles in journals
based on the number of authors:
(i) Article Written by One Author Author’s Name. (Year). Title of
article in the journal. Title of Journal: Subtitle of Journal, Vol-
ume (Issue), first page - last page.
Example: Kargoankar, P. (2002). Web usage, advertising and
shopping: Relationship patterns. Internet Research: Electronic
Networking and Policy, 12(2), 191-204.
(ii) Article Written by Two Authors 1st Author’s Name, & 2nd Au-
thor’s Name. (Year). Title of article in the journal. Title of Jour-
nal: Subtitle of Journal, Volume (Issue), first page - last page.
Example: Klimoski, R., & Palmer, S. (1993). The ADA and the
hiring process in organizations. Consulting Psychology Jour-
nal: Practice and Research, 45(2), 10-36.
(iii) Article Written by Three Authors 1st Author’s Name, 2nd Au-
thor’s Name, & 3rd Author’s Name. (Year). Title of article in the
journal. Title of Journal: Subtitle of Journal, Volume (Issue),
first page - last page.
Example: Saywitz, K. J., Berliner, L., & Cohen, J. A. (2000).
Treatment for sexually abused children and adolescents. Ameri-
can Psychologist, 55, 1040-1049.
(iv) Article Written by More than Three Authors 1st Author’s Name
et al. (Year). Title of article in the journal. Title of Journal: Sub-
title of Journal, Volume (Issue), first page - last page.
Example: Cruise, J. T. et al. (2000). Dolly: Implications on hu-
man cloning. Journal of Genetics, 1, 212-222.
(v) Article in Journal from Database Garfinkel, D., & Chowlewka,
K. (2002). Making the most of it: How to squeeze more profits
from the web. Sales and marketing management, 154(3), 19.
In Ebsco (ZOU Digital Collection).
(vi) Article in Journal from Internet Kenneth, I. A. (2000). A Bud-
dhist response to the nature of human rights. Journal of Bud-
dhist ethics, 8. [Online]. Available: http://www.cac.psu.edu/jbe/
twocont.html. [2001, February 20].
(e) Citing Works by Corporate Authors The name of the writer can also
be in the form of an institution, society, department or ministry. Refer to
the following example:
Zimbabwe. Ministry of Education. National Board of Education. (1989).
Implications of computers in the classroom. Harare: College Press.

(f) Citing Websites

Author’s Name. (Year). Title of electronic document. [Online]. Avail-
able: website address. [Date document is retrieved].
Example: Jones, D. (1999). The de Grummond children’s literature
collection. [Online]. Available: http://avatar.lib.usm.edu/~degrum/.
[2000, February 24].
Nielsen, M. E. (n.d.). Notable people in psychology of religion.
[Online]. Available: http://www.psywww.com/psyrelig/psyrelpr.htm.
[2000, August 3].
For websites, if the date the page was created (or updated) is not
given, put “n.d.” (no date) in the citation in place of the date. (This is
not to be confused with the date you retrieved it.)
If a document has no author, the citation begins with the title of the
document:
The de Grummond children’s literature collection. (1999). [Online].
Available: http://avatar.lib.usm.edu/~degrum/. [2000, February 24].
(g) Other types of Materials
(i) Newspaper Article, No Author
New drug appears to sharply cut risk of death from heart failure.
(1993, July 15). The Washington Post, p. A12.
(ii) Newspaper Article, One Author, Discontinuous Pages
Schwartz, J. (1993, September 30). Obesity affects economic,
social status. The Washington Post, pp. A1, A4.
(iii) Encyclopaedia Article
Bergman, P. G. (1993). Relativity. In The new encyclopedia
Britannica (Vol. 26, pp. 501- 508). Chicago: Encyclopedia
Britannica
(iv) Published Conference Paper in Conference Proceedings
Gibson, C. C. (2005). Impact of the larger social context on the
distance learner. In S. Allsop (Ed.) International Council for
Distance Education: One world many voices: Quality in open
and distance learning (pp. 279-282). Chicago: Milton Keynes.
(v) Unpublished Conference Paper
Martins, J. R. (2004, April). Working with the terminally ill:
An integrated theoretical model. Paper presented at the Ameri-
can Counseling Association World Conference, San Diego, CA.

Activity 5.3
? 1. Write down the reference for:

(a) A book;
(b) A journal article; and
(c) An electronic material.
2. Write a quotation from a book as follows:
(a) Quotation acknowledged in the footnote;
(b) Quotation with the source following the quotation; and
(c) Using another author’s idea in the text.
Activity 5.4
1. Cite the following book using ZOU citation style based on the APA
? format.
Book title: The Writing Process
Author: John M. Lannon
Place of publication: USA
Publisher: Pearson
Year of publication: 2004

5.4 The Final Draft
Activity 5.5
1. Prior to handing in the assignment, you should ask yourself the question,
? Am I happy with my assignment?” To help you answer this question,
the best thing to do is to reread what you have written. Alternatively,
below is a checklist to help you determine if you are truly satisfied with
the Final assignment. Ask yourself the following questions:
 Is the assignment focused?
 Did I plan and prepare well?
 Does the content show understanding of relevant issues related to the
Unit?
 Does the writing show evidence of wide reading and research on the
Unit
 Is there a logical development of issues from one paragraph to another?
 Are the arguments convincing and supported by evidence
 Is the analysis clear and logical
 Is the language simple and precise
 Does the conclusion answer questions raised in the body of content?
5.5 Assignment Format

In presenting your assignment, maintaining a certain quality of your output is
crucial. First, it is necessary that an assignment be typed out, have clear print
and be well-spaced out. The following are some pointers to help you format
and present your assignment well:
(a) Use A4 size white paper. Do not mix paper sizes in an assignment, and
use only one side of the paper.
(b) Leave a right margin of 3cm for your tutor’s comments.
(c) The first page of your assignment or the Title Page should consist of the
title of the assignment, your name, your matric number, email address,
semester and year of study, and your tutor’s name and learning centre.
Figure 5.9 shows a sample of the title page.
(d) Ensure you have your name and matric number on every page.
(e) Keep the font size to 12 points and avoid overuse of bold print, multi-
ple fonts or other printing effects.

(f) Font selection - Avoid complex or difficult-to-read font styles (Times

New Roman is the font generally used). Type in one colour and do not
use red.
(g) Number all pages and put them in sequence.
(h) If you have inserted pages with diagrams and illustrations, ensure that
these have correct page numbers.
(i) Secure all the pages by either binding or stapling them together.
Meanwhile, in writing an assignment, the following tips can be used as a guide
(please refer to Table 5.2).
Table 5.2: DO’s and DON’Ts when writing an assignment

Figure 5.9: An example of a title page
5.6 Writing Essays under Examination Conditions

You may apply the same steps as writing an assignment except that you can-
not visit the library to search for information. By then, it would be too late!
Also, choose questions on Units that you are confident of answering. Spend
a few minutes jotting down ideas and then quickly organise them into some
systematic structure. For more details, please refer to Unit 6.
5.7 Oral Presentation

At ZOU, you may be required to make oral presentations, either formally or
informally. These presentations may be assessed but whether or not they are
assessed, there are some basic skills that you need to master in order to
actively participate in tutorials and seminars.
Not every one is a born speaker but with preparation and lots of practice,
oral presentations can be easy. The following are guidelines that you may
need when working on an oral assignment.

5.7.1 Audience and purpose of presentation

You would need to know the audience and purpose of the presentation be-
cause it affects the equipment you use, the level of preparation you need to
make, the type of attire you need to wear, the language you use (formal or
informal, technical or layman), the setting of the room, whether to serve re-
freshments, etc.
5.7.2 Planning and preparation

The following are some guidelines on planning and preparing for presenta-
tions (please refer to Table 5.3).
Table 5.3: Guidelines on Planning and Preparing for Presentations

5.7.3 Techniques in PowerPoint and OHP presentation

The PowerPoint examples given below apply to both PowerPoint and OHP
presentations:
(a) Specify Unit and presenters at the outset (Figure 5.10).

(b) Use minimum text. The following text can be redone as shown in Fig-
ure 5.11.
For equal opportunity to be meaningful, however, education must be extended

on a continuous lifelong basis with opportunities for success provided at every
stage of the continuum. Any attempt at early elimination would render the de-
mocratisation process ineffective and make a mockery of the principle of “equal
opportunity” - as stated by UNESCO in its classic 1972 blueprint:
Once education is continual, ideas as to what constitute success and failure will
change. An individual who fails at a given age and level in the course of his
educational career will have other opportunities. He will no longer be obligated
for life to the ghetto of his own failure”
Conceptualising education as a lifelong process was an effort at translating

democratic principles into educational practice or a new pedagogical concept ?
to combat social exclusion.”

Figure 5.11
(c) Ensure smooth flow of ideas. Ensure a follow-through of issues as shown

in Figure 5.12 to 5.15.
Figure 5.12

Figure 5.13
Figure 5.14

Figure 5.15
(d) Use illustrations, for example, animation, colours etc.

(e) Be guided by the suggestions below:
(i) Speak in simple, precise and clear language.
(ii) Elaborate on points specified in slides.
(iii) Do not introduce new issues that are not specified in slides.
(iv) Ensure slides are attractive, that font is legible even from back of
the room/hall (approach font size should not be less than 18) and
background colours are suitable for reading from afar.
(v) Ensure that lighting is suitable.
(vi) Ensure that microphones and the audio speaker system are work-
ing.
(vii) Do not shout when you are giving a presentation.
(viii) Keep gestures to a minimum.
(ix) Look at your audience but do not focus only on one group or
one part of the room/hall.
(x) Be appropriately attired.
You are now ready for your oral presentation. Good Luck!

Activity 5.6
? 1. Read the following paragraph and select the key points that you will
insert into your slide presentation.
5.7.4 Definition of learning object

The term “learning object”, first popularised by Wayne Hodgins in 1994, has
yet to attain an acceptable definition that encompasses characteristics which
differentiates it from any other content. From a survey of definitions, anything
and everything seems to fit the definition: from digital to non-digital content,
from large to small objects (in terms of digital weight), and from interactive to
non-interactive content. At Open University Zimbabwe, we are rather par-
ticular about accepting a definition that fits our ideals and one that we would
like to adopt is by Dunning (2002), who defines a learning object as: interac-
tive exercises that allow the student to use the content learned in a particular
part of a course that allows (1) demonstration of mastery of content, (2)
application of knowledge to solve a problem, and (3) use of the content in
critical thinking. To this, we would like to add that there are three important
components of a learning object and they are: the learning outcome, the inter-
active exercise and a compelling feedback mechanism. Polsani (2003) has
done an excellent review of learning objects and some important characteris-
tics delineated by him are: it must be digital and loadable over the Internet;
can be reused; is interoperable; and easily identified. The most important
characteristic of a learning object is its ability to be reused, leading to the
concept of reusable learning object (RLO).”
Activity 5.7
1. Write an introduction on the Unit of The effects of television on our
? society”. Your introduction should not be more than 200 words. Use
the following article to help you in your writing.
5.7.5 The effects of television on society

Recent studies from all around the world have proven that television has an
effect on people as individuals and as a whole. We have coined the phrase
“couch potato” for people who sit around watching TV all the time. There

have been numerous studies on people of all ages from toddlers to senior
citizens on what effect television has on the human psyche. No one can say
and believe that television has no effect on society. It is argued constantly
whether television reflects society or society reflects what they see on televi-
sion. TV has become a major part of every American home. Many other
developed countries are just the same. Society is what is on television. It is
real people acting like another real person tells them to act. Society is making
TV so in my opinion neither society or TV actually, reflect one another, but
they blend into pure entertainment. One way or another, people and society
as a whole are affected by television in many ways. Many people like to
argue that television is horrible and that it ruins kids’ minds. There is good
evidence to support this view also. Robert DuRant is one of the many people
who believe what children are exposed to what teaches them how they are
supposed to act.
(Source: http://www.directessays.com/viewpaper/84440.html)
5.8 Summary
 In short, your ability to express your work and ideas is important, so
that the intended message is clearly presented to the receiver. The ba-
sic reason for requiring you to present your piece of work is to evaluate
your level of knowledge and understanding of the course, and your
presentation skills will reveal exactly that.
 There are 10 steps involved in preparing an effective assignment.
 The first draft of an assignment includes introduction, body of content,
conclusion, list of references and footnotes.
 The APA style is adopted as ZOU’s citations style.
Key Terms
American Psychological Association (APA)
Paraphrasing
Assignment Procrastination
Citation style Quotations
Creativity References
Footnotes


Unit Six
Coping with Your Assessment
6.0 Introduction
I
n the previous Units, we have talked about how to read effectively as well
as how to take and make notes from resources, and present your assign
ments or projects. The purpose of those three Units is to help you acquire
the needed skills to perform better as a ZOU learner. In this Unit, we will
discuss ways of maximising your performance in different assessment areas.
We will start by presenting the types of assignments that you will face as a
ZOU learner; followed by how to prepare for assessment, how to answer
various types of questions, how to do assignments and finally, what assess-
ment ethics are.
6.1 Objectives
 explain four assessment methods at OUM

 prepare effectively for the assessment
 practise effective ways of answering different types of assessment
questions
 explain the concept of ethics in assessment
6.2 Types of Assessment

You will be assessed via four distinct types of assessment at ZOU: examina-
tions, assignments, tests and online forum discussions as shown in Figure 6.1.
These assessment types fall into two components:
(a) Continuous assessment, which represents 40-50% of your total as-
sessment marks. The assessment comprises an assignment, tests and
participation in online discussions. You will be assessed throughout the
semester.
(b) An examination, which represents 50-60% of your total assessment
marks. Currently, examinations are held at the end of the semester.
Figure 6.1 Assessment methods at ZOU

Unit 6 Coping with Your Assessment
Table 6.1 Types and Frequency of Assessment
In order to excel in your assessment, you should practice the various strate-
gies explained in the following sections.
6.3 Preparing for Assessment

In preparing yourself for assessment, you should have a good set of concise
notes, learn how to revise and memorise, and have a good study plan. The
following are methods designed to help you to better prepare for your as-
sessment.
6.3.1 Gather notes

Aim to produce really good notes and keep them, as you have been advised
in Unit 4. This should start on the first day of your class. It is impossible for
your revision process to run smoothly and effectively without a set of good
notes. You should aim to reduce the bulk of your lecture notes or textbook
materials to short, interesting, useful yet comprehensive notes. These notes
should not only be a concise summary of what you should know, they should
also be able to give you a complete picture of the Unit. Organise and put your
notes and materials in the right order. You can rewrite your materials on a
piece of paper, put them in a scrapbook, or File them up. Set your notes as
systematically as you can. For example, you might use different coloured
paper or different coloured pen for each Unit. Some learners use index cards
for their notes. Above all, try not to miss any of your classes as you do not
want to miss important facts.
6.3.2 Revise and memorise

What is revision? Clearly, revision is not just reading. Skimming through your
notes is only a small part of the revision stage and you usually do that on the

eve of your examination day. Revision means active participation of your brain.
Your brain needs to work on collating and analysing those key concepts and
ideas, register them and apply them to new situations.
Revision also involves checking your understanding of the assignment, mak-

ing links between different assignments and looking at how they fit together. It
also reminds you of the materials that you have forgotten and also acts as a
means of reinforcing your learning and filling the gaps in your knowledge.
In carrying out revision, you are encouraged to understand the assignment

and remember important concepts, ideas and details as depicted in Figure
6.2.
Figure 6.2 How to revise and memorise
(a) Understand the assignment.

Below are some tips that can help you to understand the unit during
your revision process:
(i) Know your course content
For a start, look at the course outline, syllabus, assignment, tests
and comments from your tutor. This can give you a clear idea of
where you should start for your revision.
(ii) Identify important units
You can read everything in the textbooks, but just concentrate
on the units that you think will be covered in the examination.
Remember, work hard and smart.
(iii) Refer to the materials
Refer back to the notes that you have prepared while reading
your module and other supplementary resources, as well as notes
from your participation or discussion in the tutorial classroom.
(iv) Come up with questions
Come up with questions by asking yourself what you need to

know about the assignment. Try to answer the questions using

the materials that you have.
(v) Relate the units to ideas
Test your understanding of the main concepts of the course.
Elaborate on certain parts by clarifying the meaning of difficult or
important parts of the course. Add more details where you think
is appropriate and clarify relationships between ideas and con-
cepts. You can use mapping or any other method to help you do
this. This method can help you visualise course content more
completely, and also see the relationships between each Subtopic
and its details.
(vi) Study in a group
Studying with a group of people that you are comfortable with is
one of the most effective ways of revision. This mutual study
group will help you to clarify and emphasise key concepts and
ideas with your friends. It will also ensure that you are on the
right track. If it is difficult for you to set a meeting time with your
group members, use the online discussion forum in MyVista for
your discussions.
(b) Remember important concepts or ideas
Your revision process is not complete without memorising important
elements and details. You certainly need to understand the facts, but
you also need to recall the key ideas and concepts. One of the ways
to memorise difficult terms, facts and formulas is by making a list and
trying to write it again later. Look at what you have missed. The points
that you have trouble remembering are the ones that you need to work
hard on. There are several ways that can aid you in memorising facts
and in the following pages are some general tips for improving your
memorisation skills. One tool that you can use to help you remember a
list of things is mnemonics.
(i) General tips for improving memorisation skills
Memorisation is arguably the most important part in the revision
stage. It is also the most difficult. Below are some tips that can
help you to improve your memorisation skills.
 Understand the material
Learn the general concepts before going into details. By under-
standing the general concepts, it will be easier for you to relate
the main concept to the rest of the details. Try applying the SQ3R
technique for reading to help you master the contents better.
 Memorise through association with your own life experiences
Relate the material that you learn to any incident in your life. This

will make you more likely to remember and it will be embedded

in your memory for a very long time.
 Vivid association
Besides relating the key ideas to your own life experiences, you
can also make up a story about a certain fact or material. Try to
pair up the facts or ideas with music, images or anything that you
like. The story that you create has to make sense but it can be
humorous and silly.
 Visual memory
Most of us will best absorb all the information and facts if they
are encoded visually. There are many ways of visualising infor-
mation. For example, you can draw diagrams, tables, pictures,
cartoons, graphs, etc. By doing this, you will be able to extract
and highlight important key points and see the relationship be-
tween units and ideas.
 Visual memory can be as simple as writing sentences or state-
ments or drawing mind maps. For some Units, it is impossible
for you to draw a picture or graph to visually represent them.
Writing out a statement, theories or formulas, repeating and re-
reading them will help you remember.
 Talk It Out and Aloud if Possible
When you try to memorise something, it is best if you can talk it
out and aloud. Make sure that your place of study is far from
others or else you will disturb them (this activity can irritate your
roommate or family member). You can repeat information word
by word as in your notes or use your own words to explain
them. Besides that, you can have a group discussion with your
friends. Another good way to improve your memory is to teach
another person the Unit. If you have no one to teach, just act as
a teacher. By doing this, you will get in-depth understanding of
the Units and discover which areas you need to work more on.
(ii) Use Mnemonics to Improve Memorisation Skills
A mnemonic is a device such as a formula, rhyme or acronym to
help you remember facts or ideas. One of the most popular ex-
amples of a mnemonic is an acronym. An acronym is a word or
name formed from the first letters of words that are connected in
some way. ‘UNESCO’ and ‘USAID’ are examples of acro-
nyms.
Using an acronym is one of the best methods to help you to
remember a list of names that are difficult to memorise under
normal circumstances. For example, the acronym HOMES stands

for the five Great Lakes in North America i.e. Huron, Ontario,
Michigan, Erie and Superior as shown in the map in Figure 6.3.
Figure 6.3 Five Great Lakes North America
Now, this type of acronym might not always work, as can be seen in the next
example. Thus, you might need to come up with a mnemonic sentence.
Let us try making a mnemonic sentence with the list of nine planets listed
below. The list is arranged from the nearest to the furthest from the Sun, that
is, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto.
If you apply the mnemonic acronym method to this list, you will get the acro-
nym MVEMJSUNP, which does not make any sense.
Thus, you will need to construct a mnemonic sentence. One example is, My
Very Energetic Mother Just Served Us Nine Pizzas”. Don’t you think this is
an easier method of remembering facts? If you feel it is, try using this method
for difficult-to-remember lists.
6.3.3 Practise answering questions

Your revision process is not complete without applying and using the knowl-
edge that you have learned. One of the best ways for you to apply the key
concepts that you have understood is by practising. In this manner, you can
gauge your performance and achievements so far.

Make use of past examination papers. These will give you an idea of how the
questions will look like and what kinds of questions will be asked. Even if the
format of the questions has been changed, past examination papers can serve
as self assessment to build up your confidence before an examination.
6.3.4 Plan and schedule

In preparing for an assessment, apart from gathering notes, revising and memo-
rising, you should plan and schedule your preparation process. Having a con-
sistent and realistic plan is important. Keep it flexible and try to achieve some
kind of pattern and routine. This will give you control over what you need to
do. Break your revision time into short periods; for instance, 50 minutes per
session. Have a ten-minute break between that. Alternate your sessions with
different units and subjects to avoid boredom.
6.4 Basic Preparation for Examinations

Although you are well prepared with the knowledge and practice and have
revised well, you still need to remember the following basic preparation for
your examinations:
(a) Sleep well the night before your examination.
(b) Be punctual. Know the time and place of the exam, check on the time
and venue a few days earlier to make sure you know where the place
is. Arrive early and get familiar with the surroundings.
(c) Know what to bring or not to bring into the examination hall. Do not
bring in notes and books if it is not an open book examination. Do not
write notes on the palms of your hands. You will be accused of cheat-
ing.
(d) Make sure all your pencils are sharpened and pens are functioning.
Bring along all needed stationery and mathematical equipment, as well
as a calculator if you need to use it.
Activity 6.1
1. Draw a mind map on how you would prepare yourself effectively for
? an assessment.

6.5 Types of Assessment Questions

You are now aware that you will be tested in four modes: tests, assignment,
online participation and Final examination. What then are the types of ques-
tions that are normally set? There are several types of questions which can be
categorised into objective type, such as true-false, multiple choice, matching,
filling in the blanks; and subjective type, for instance, essay. In the following
sections, we will discuss ways to answer each type of question.
6.5.1 Objective questions

There are three common objective type of questions:
 True-False;
 Multiple Choice; and
 Filling in the blanks (or Gap-filling).
(a) True-False Questions A true-false question presents a statement and

you must decide whether it is true or not. This tests your knowledge of
facts. True-false questions can be tricky. You have to carefully read
each statement and decide whether it is right or wrong. The possibility
of getting it correct is 50:50. Here is an example of a true-false ques-
tion: Here are some tips on answering true-false questions:
(i) Presume It Is True

If you are not sure whether a statement is true or false, presume
it is true. This is because a set of true-false questions tends to
include more true statements than false ones.
(ii) Extreme Modifiers are Usually False

A statement that includes extreme modifiers such as always, all,
only and never tends to appear as a false statement. This is be-
cause it usually implies no exception. Below is an example of a
statement with an extreme modifier:

(iii) Qualifiers are Usually True

A statement that includes qualifiers such as some, frequent, many
or sometimes tends to be true. The following is an example of a
statement with a qualifier.
(iv) The Whole Statement Must be True

For a statement to be true, it must be true throughout. If any part
of the statement is false, it is false.
(v) Identify Keywords Identify the keywords and phrases

Identifying keywords and phrases help you to determine whether
it is true or false.
(vi) Pay Attention to Negative Words

Statements that contain negative words are often tricky and re-
quire careful attention. It is advisable for you to highlight a nega-
tive word and read the statement several times. Below is an ex-
ample of a true-false statement with a negative word.

Activity 6.2
? 1. Answer the following true-false questions. Explain why you chose the
answer True or False for each of the statements.
(c) Multiple-Choice Questions
Another objective type question is the multiple-choice question (com-

monly called MCQ). Multiple-choice questions consist of an incom-
plete statement or question (known as the stem) followed by three to
five possible answers to complete it. It is a popular type of questioning
technique.
Two examples of multiple-choice questions are as follows:
1. Zimbabwe gained independence on

A. 10 April 1991
B. 9 April 1980
C. 18 April 1890
D. 18 April 1980
2. Which of the following are a local Zimbabwean fruit?
I. Mango
II. Mazhanje
III. Matamba
IV. Banana
A. I and II
B. I , II and III
C. II and III
D. III and IV

Here are some tips on answering multiple-choice questions:

(i) Select the Best Answer
Read the question and all the choices given before selecting the
answer. Remember, in multiple-choice questions, you have to
select only the best answer. All the answers might be right but
there is only one best answer (see example below):
As a learner, you need to excel in your examinations.
A. nutritious food
B. books
C. time
D. revision
For the question above, all options are possible answers but the
best answer is D.
(ii) Eliminate the Wrong Answer
Start by identifying the wrong answers rather than looking for the
right one. When you are sure that one possible answer is wrong,
cross it off. This can help you to find the best answer. For exam-
ple:
To enable you to connect to the Internet, you need:
A. a monitor
B. Adobe® Acrobat® Reader®
C. a telephone wire
D. a modem
For this question, you eliminate the wrong answers first, for in-
stance, options A and B are definitely incorrect. The best answer
is D.
(iii) Treat each of the choices like a True-False question
Connect the stem (question) with each of the possible answers.
Then, treat each of them as a true-false question. By checking
each separate statement as true or false, you may find the best
answer.
(iv) Be Cautious with ‘All of the Above’ and ‘None of the Above’
Pay extra attention to ‘all of the above’ and ‘none of the above’
statements as one of them can be the possible answer. If you can
find one wrong answer, you can automatically eliminate the ‘all
of the above’ answer. If you think that two out of three answers
are correct, then all of the above might be correct. However, if
you are sure at least one of the answers is correct, then you can
eliminate ‘none of the above’. Below are two examples of multi-
ple-choice questions with ‘all of the above’ and ‘none of the
above’ as the possible answer.

(c) Fill in the Blanks (or Gap-filling) This type of question is different from
the true-false and multiple-choice questions because you do not have
the answer options in the question itself. Gap-filling questions require
very short answers and usually a list of answers are provided. You
need to select the most appropriate and accurate answer for the blank
in the question statement. The example below illustrates this type of
question.
Instruction: Fill in the blanks with the most suitable answer. (Harare, mammal,
first)
1. ____________ is the capital city of Zimbabwe.
2. Robert Mugabe was the _______ Prime Minister of Zimbabwe
3. Cat is an example of a _____________.

Self-check 6.1
?
List the crucial points in answering:
(a) True-false questions;
(b) Multiple-choice questions; and
(c) Fill in the blanks questions.
6.5.2 Subjective questions

Subjective type questions are usually essay questions. Some learners like this
type of questions because the answers are not definite. However, the ques-
tions can be quite difficult because there can be so many approaches to an-
swering them. You have to be well-read and well-prepared to answer these
questions. At ZOU, the examination paper is divided into two parts, A and B,
where Part B consists of subjective questions. The following is a partial ex-
ample of questions in Section B of the “Principles of Instructional Technol-
ogy” course examination paper which comprises six questions, only three of
which need to be answered:

The following are some tips on answering subjective questions:

(a) Read the instructions
Read the instructions carefully. You need to be clear on how many
questions you need to answer.
(b) Seek clarification.
After reading the question if you are still not clear on a specific part of
the question, do not be afraid to seek clarification.
(c) Divide your time wisely
Check the marks allocated for each of the questions and sub-ques-
tions. You might not want to write a whole page answer for a question
worth only three marks. On the other hand, you might need to do sub-
stantial planning on a question worth 15 marks. Divide your time wisely.
(d) Understand the question.
Be sure that you answer the question. Read the instructions in the ques-
tion thoroughly. Misinterpreting the question can result in you giving the
wrong answer.
(e) Follow the format
If the essay answer has a predetermined format, follow it or you might
lose marks. Check with your tutor before the examination.
(f) Provide an outline and jot down main issues
Write a well-organised answer. To write a good essay, you first need to
structure your essay so that it has an introduction, a body of content
and a conclusion. Jot down the major points, ideas, keywords as
well as supporting points in each of the parts of the essay. This is where
you can use the mnemonic method, graph, mind map, etc. Write down
any points that you can think of and try to relate them to the key idea.
For example, if the assignment is:
Discuss the advantages of Open and Distance Learning”, the following

may be the key and sub-points:

Start with a comprehensive introduction and end the essay with a good con-
clusion.
(g) Neat Handwriting

Make sure that your handwriting is neat and legible.
(h) One Paragraph for Each Point Use one paragraph for discussing each
new point. Each paragraph must have these:
o Main point: This is the statement that emphasises and clearly
explains the key idea.
o Supporting point: You need the next statement that can strengthen
your key idea. The most common way to do this is by demon-
strating or illustrating an example that can further corroborate the
main point.
(i) Do Not Answer Additional Questions
Some learners who have extra time tend to answer additional ques-
tions. By doing this, you will waste your time. Instead, it is better that
you proofread the essay that you have written. Do not answer addi-
tional questions because in most cases, your examiner will just ignore
them.
(j) Proofread Your Answer
Proofread your answer before turning it in. There might be some minor
mistakes that can be corrected.

Table 6.2: Instruction Words Used in Essay Questions

Activity 6.3
?
1. Read the statement below. List down the main ideas, supporting points
and conclusion.
2. Assessment methods in open and distance learning environments differ
from those in traditional campus environments. Compare and contrast
the assessment methods in the two learning environments.
6.6 Doing the Assignment

Assignments are an important part of university education. Doing assignments
provides you a chance to exercise your skills at assessing evidence, develop-
ing and evaluating arguments, and expressing your views. At ZOU, you will
be required to do one assignment per course per semester.
Some of the benefits of assignments are that they:

 Promote active learning;
 Allow you to express your own thoughts; and
 Evaluate your level of understanding of the subject matter.
In Unit 5, you are given guidelines on how to structure and write your assign-
ments.
6.6.1 Avoid plagiarism

Your assignment must be your own work. ZOU will not tolerate plagiarism.
Refer to section 6.8 for more information on ethics for assessments.
6.6.2 Improve your assignment

Try to improve your assignment whenever you can. After getting feedback via
the Tutor Marked Assignment (TMA) form (see the sample in Appendix 6.1),
take note of your tutor’s comments and use the feedback to improve your
next assignment.

6.7 Doing the Test

Tests will be administered at the end of the second and fourth tutorials in the
long semester and at the end of the third tutorial in the short semester. De-
pending on the course, you might be given about two tests. The tests repre-
sent about 25% of the total grade of your course. The purpose of having tests
is to test your understanding of a particular unit of study.
The tests will be in any of the following forms:

 True-False questions
 Multiple-choice questions
 Matching questions
 Structured questions.
Details on how to answer these types of questions are in section 6.5.
Activity 6.4
? 1. Create an action plan on how you would excel in your quizzes.
6.8 Participating in Online Discussions

ZOU’s Learning Management System (MyVista) enables you and your tutor
to interact in a virtual classroom to share and discuss matters pertaining to
your course in a flexible manner. MyVista allows you to carry out various
learning activities anywhere and anytime.
Depending on the course, you will be given between 5 and 10% of the total
grade for taking part in online discussions.
In order to achieve good marks, you should:

(a) Have access to MyVista - If you do not have access to it, consult your
local administrator or ZOU’s Learner Services Centre.
(b) Be familiar with MyVista - Share experiences with your course mates
and tutor, sign up for classes.
(c) Post good questions for discussions - you or your tutor can raise issues
pertaining to the course as this will aid you in better understanding the
course.
(d) Participate in online discussions regularly - besides posting questions,

you are also encouraged to discuss questions posted by your course
mates.
Above all, you have to be positive about extending your learning beyond the
four walls of the classroom and your module. Learning, as it is commonly
said, is “an ongoing process and no one could stop it even if they wanted to.
“
Refer to Unit 2 for more information about myVista
6.9 Ethics
What do you understand by the word ‘ethics’? Are these rules and regula-
tions which you must follow or be punished? Or are these moral values?
According to wordreference.com, ethics is:
The philosophical study of the moral value of human conduct and of

the rules and principles that ought to govern it.”
Based on the above definition, we can see that ethics is about moral deci-
sions, which is based on a standard of conduct that indicates how one should
behave based on moral duties and values. It is based on a personal decision,
universally accepted values or ethical obligations determined by society.
In the context of examinations, ethics refers to the set of values and standards
that guides your actions, thoughts and words before or during the examina-
tion. Arguably, there are many different values pertaining to right or wrong
behaviour during examinations. We will look at some universally accepted
ethics related to examinations. These are as follows:
 Copying the paper or work of another learner;
 Permitting another learner to copy your work;
 Possessing unauthorised notes, crib sheets, additional sources of infor-
mation or other materials that are unauthorised by ZOU;
 Taking or attempting to take an examination for another learner or get-
ting someone to do likewise for you;
 Altering or falsifying examination results; and
 Using, obtaining or attempting to obtain by any means the whole or any
part of an examination paper that has yet to be administered.

6.9.1 Ethics in writing theses, essays and assignments

Below are some guidelines for ethical conduct in writing theses, essays and
assignments, retrieved from http://www.student.unsw.edu.au
(a) Cite the published source (including, where relevant, the electronically
published), to acknowledge the originator of ideas upon which you are
building your work, and to acknowledge quotations by the use of quo-
tation marks.
(b) Refer to, or use unpublished scholarly materials only with the consent
of the originator, and to acknowledge the source of the materials if that
consent is given.
(c) Refrain from plagiarism, which is the unacknowledged incorporation of
another’s work, into your work.
(d) Ensure that the use of scholarly materials does not result in obstructing
access by others, in particular, where such materials are held within the
University’s library or research centre.
(e) Faithfully represent the views of authors cited and do not misrepresent
authors’ views either by partial or censored quotation, or by quotation
out of context, or by misleading commentary.
(f) Seek access only to scholarly materials to which you know you are
entitled or authorised, and not to attempt to access such material to
which you know you are not entitled or authorised (for example, by
computer hacking).
(g) Respect the rights of other authors and refrain from tampering with
digital records (whether in text, image, sound, or other format) over
which the originator has copyright and/or has asserted the moral rights
of ownership.
(h) Refrain from manipulating digital records (whether in text, image, sound
or other format), whether in their original context or in a different con-
text, so as to mislead their audience.

Activity 6.5
?
1. Read the scenarios below. Determine the ethical decision that you should
make for each of the scenarios. Justify your answer.
(a) You are tipped off by your friends that your tutor is selling examination
papers for next week’s test. Should you go and get those papers from
your tutors or report this to the Dean?
(b) While surfing the Net, you come across an assignment which has a
Unit similar to the research that you are currently doing. Would you
copy the whole assignment and represent it as your own idea or cite
and include it as one of your references?
(c) You find out that one of your friends brought notes into the examination
hall during an examination. Should you report it to the examination
invigilator or just ignore the act?
(d) You know that your tutor never teaches in class. Instead, the tutor lets
the learners do whatever they like and promises to give full marks for
class participation and attendance. What would you do?
6.10 Summary
 The types of assessment that will be used to evaluate your perform-
ance are examinations, assignments, tests and online assessments.
 Practise the suggested steps outlined in this module to prepare yourself
for the assessments.
 Be familiar with the various types of questions and the style by which to
answer them.
 Be guided by ethics in doing your assessments.
Key Terms
Abbreviation,Mnemonics, Acronym, Objective type question, Assessment
Subjective type question, Continuous assessment, Test, Essay

Unit Seven
Information Gathering Process
7.0 Introduction
I
n a traditional library where users use the card catalogue to retrieve li
brary materials, information gathering is an easy process. With the advent
of ICT and the installation of computer systems at libraries, information
gathering has become complex because users will now have to learn how to
use the system first before being able to retrieve the information. This is why
user education programmes such as this module is important, because no
matter how sophisticated the electronic library system is or how valuable the
library collections are, the library will not be used effectively. Soon the library
will be a white elephant if the users cannot use the system to retrieve informa-
tion.
In such a situation where the users are not able to optimise the use of the
library, learning then becomes inefficient because of the learners’ inability to
gather information for their various learning activities. Since the quality of the
learning depends on how well learners gather and process information for
knowledge, learning the steps involved in information gathering (retrieve, gather,
evaluate, select, organise and consolidate information) is important.
To help you understand and apply these steps, we present the Information
Trail which represents steps in the information-gathering process. These steps
can be effectively applied in ZOU’s library as explained in the following pages
of this Unit.
7.1 Objectives
 identify six reasons why you need information

 describe the concept and three components of the Digital Library
 explain the five steps of information-gathering process as shown in the
information Trail
7.2 Why Do You Need Information?

Identifying the reasons why you need information will help you be more fo-
cused in your coursework and assignments. It reflects a sense of purpose and
planning on your part. As a learner at ZOU, these reasons would probably be
to:
 Supplement and complement your course module
 Prepare for discussions in classroom and for online tutorials
 Produce assignments in the form of project papers, case studies, re-
ports, etc
 Prepare for oral and written examinations
 Expand your subject knowledge, and general knowledge, thus adding
value to your learning
 Satisfy your curiosity and fulfil your need to discover knowledge.
In order to become a successful learner, you not only need to perform well
academically, but also need to be informed, creative, original and innovative
in your thinking.
Just imagine - in a class of 20 students, if all of you read the same five books
prescribed by the tutor, all your assignments will contain information only
from these five books. How boring it would be for your tutor to assess 20
project papers that are similar, if not identical in fact and form! Your tutor
would probably grade your assignments with identical marks. However, if
five of you were to read five extra books or articles, your assignments would
be more original and informative than the other 15. Better still, if you alone

Unit 7 Information Gathering Process
read another five more books, your assignment would be the most original
and informative.
The information you have gathered from all the reading materials, however,
must be creatively and innovatively applied to the assignment in hand, be it a
project paper, discussion or examination. This will not only make your learn-
ing more productive but also enable you to develop into a discerning learner
- able to apply and process information independently and not just passively
accept what other people have written about. This must be kept in mind if you
intend to be a better than average learner at ZOU.
7.3 Where To Get Information?

Information can be found anywhere - in formal ways, as in lectures, tutorials,
books, newspapers, speeches, radio, TV, etc., as well as in informal ways as
in conversations, gossip, personal notes and memos, hearsay, etc. This Unit,
however, will focus on the type of information that you can use for your learn-
ing - basically related to your coursework and assignments.
Information explosion has resulted in a vast amount of information available in

the world and ICT has made it accessible such that via the computer you can
get information on demand. Information can be found in a variety of media
(for example, print, electronic, CD-ROM, audio-video) and formats (for ex-
ample, books, journals, novels, research reports, company reports, theses,
conference papers, microform, websites) and scripts (for example, Roman,
Arabic, Chinese, Tamil) - ranging from the most uninformed of opinions to the
most well-researched of facts.
This tremendous output of information makes it difficult for you to trace and
locate information that you read unless it is well organised into a system that
makes retrieval easy and systematic. For this same reason, although informa-
tion can be found in so many different places, the most convenient place for
gathering information for the purpose of learning is the library.
At ZOU, we have a digital library that is equipped with some of the best
information resources. The ZOU Digital Library would be the best place to
gather information because it not only provides linkages to other libraries
within Zimbabwe and other parts of the world; it also provides a wide range
of materials relevant to your courses. Last but not least, because it is a digital
library, you can access the library collections and the systems without even
setting foot in the library. Using the digital library therefore has advantages,

especially for you as a ZOU learner. In using the ZOU Digital Library, you
would be able to develop and enhance two basic skills:
(a) Information Retrieval Skills (IRS)
 Locating and retrieving relevant information.
 Evaluating and selecting information.
(b) ICT Skills for Information Retrieval
To access the electronic collections of the Digital Library as well as
Internet, you would need to have some basic skills in ICT. Frequent
use of the following databases will help develop these skills and equip
you with lifelong ‘learning to learn’ skills:
 Online Public Access Catalogue (OPAC);
 Electronic databases (e-books and e-journals); and
 Internet websites.
Self-check 7.1
? 1. Briefly explain six reasons why a ZOU learner needs information.
Activity 7.1
1. Think about the importance of information in your daily life. Select a
? day in your life and make a list of how you use information at home, at
the office, etc. Write a reflection essay about it.
7.4 Using Digital Library for Information Gathering

ZOU’s digital library is meant to support teaching and learning via its collec-
tion of physical books and online databases that consist of e-books and e-
journal. You will be further exposed to the components of Digital library in this
Sub-Topic.
7.4.1 What is a digital library?

A digital library provides a set of digital content and services which can be
accessed via networked electronic systems. At this juncture, it is difficult to
find libraries in Zimbabwe that are completely digital because most of them

have print collections that are too valuable to discard or too expensive to
digitise but the Digital Library has a comprehensive selection of electronic
books.
7.4.2 Components of a digital library

The Digital Library comprises three main components as shown in Figure
7.1.
(a) Technical infrastructure consisting of the hardware and software;
(b) Knowledge databases consisting of commercial and in-house databases;
and
(c) User education

(i) Hardware (i) In-house Database (i) Courses

•HP server • OPAC Learning Skills for Open and
Distance Learners
Basic Information Skills
Advance Information Skills
(ii) Software (ii) Commercial Databases

• Software -VIRTUAL
• E-Books
Ebrary, Books24x7,
InfoSecurity, NetBase,
ITKnowledgeBase,
SpringerLink, InfoSci
Books, Mosby’s
Nursing Consult,
Credo Reference, Gale
Virtual Reference
Library
• E-Journals
Ebsco, Emerald,
ProQuest, ACM
Digital Library, OBHE
EdITLib, InfoTrace-
OneFile, CINAHL,
springerLink, Mosby’s
Nursing Consult
• E-Thesis
ProQuest Digital
Dissertation
• E-News
NSTP E-Media,
MediaBanc
BLIS
• E-Legal
Figure 7.1: Three components of Digital Library

Self-check 7.2
? 1. Explain the three components of TSDAS Digital Library.
7.5 The Information Trail

To start your assignment or research paper, we provide you with the follow-
ing Information Trail as shown in Figure 7.2, which lists out the steps that you
can take.
Step 1. Identify and analyse the assignment topic.
Step 2. Identify the information resources and sources
relevant to the assignment.
Step 3. Apply appropriate search strategies to get
maximum results, that is attaining most ap-
propriate information material
Step 4. Evaluate and select the information relevant
to the assignment
Step 5. Present the relevant information as required
by the assignment in a written, PowerPoint
or oral format

Figure 7.2: The ZOU Information Trail

Activity 7.2
1. Illustrate how you will use the Information Trail to search for information
? to complete your assignment. Your assignment is ‘Lifelong Learning
begins in school. Discuss.
7.5.1 Identifying and analysing topic of assignment

In identifying the topic of assignment, ask yourself what the issues and sub-
issues are. An assignment Topic is given here. Use this topic to guide you
systematically through the Information Trail.
TOPIC: Online marketing will help to make the company more competitive than
traditional marketing. Discuss the topic in the context of the globalisation of
business.
The following have been identified as the main topic and subtopics:
Main Topic Online Marketing
Subtopics Sub topic 1: Traditional Marketing
Sub topic 2: Globalisation of Business
Sub topic 3: Competition in Business
Once this is done, you can move on to the next step that is, recognising infor-
mation.
7.5.2 Recognising information

There are two things that you will be concerned with here:
 Recognising Information Resources; and
 Recognising Information Sources.
(a) Recognising Information Resources In this section, you will be taught
the different types of resources and how to recognise them.
(i) Types of Information Resources There are different types of informa-
tion resources that you need to read in order to gather information for
your assignment. They are:
 Books;
 Journal articles;
 Chapters in a book;

 Conference papers; and

 Websites.
Basically, these information resources can be found in both printed and
digital format. However, do you know one from the other? Look very
carefully at Table 7.1 and identify the differences and similarities in In-
formation Resources found in printed and electronic format. We sug-
gest you do Activity 7.3 and write your answers in the blank spaces
provided.
(b) Recognising Information Sources
(i) Commercial Electronic Databases The following are commercial elec-
tronic databases. They are divided into e-books and e-journals. These
databases are frequently updated.
Activity 7.3
? 1. List how you would differentiate between a printed book and an

electronic book. Refer to Table 7.1.

(d) Recognising information sources

At the Digital Library, the information sources are actually databases
that contain bibliographic citations of information resources or full-text
books or articles of journals. The databases can either be locally de-
veloped as in OPAC or commercially subscribed. At the Digital Li-
brary, the databases are as specified below:
(i) Local databases. The following is a locally developed database:
COPAC
(ii) Commercial electronic databases. The following are commercial
electronic databases. They are divided into e-books and e-jour-
nals. These databases are frequently updated. Example of e-
books databases are Ebrary, Books24x7 and X refer plus (refer
to Table 7.2.). The databases are frequently updated.
Table 7.2: Commercial electronic databases for books

Table 7.3: Commercial electronic databases for journals

Table 7.4: Commercial electronic databases for other materials
7.5.3 Search strategies for information retrieval

Now that you have identified the resource and the source of your information,
how would you search for that particular resource from your source?
The first step in any search for information is to determine whether it is to

search the OPAC or any of the e-book or e-journal databases. To do that,
you need to know about search strategies.
(a) What is a Search Strategy? A search strategy is the ‘action plan’ for
retrieving information. A proper search strategy will save time and al-
low relevant information from various resources to be retrieved from
its sources.
A search strategy is critical to information retrieval because it:
 Requires you to analyse your Unit
 Helps you to identify what information is needed and how to find
it
 Helps you to find the most relevant information.
(b) Types of Search Strategies
There are basically four types of search strategies (see also Figure 7.3):
 Author Search;
 Title Search;
 Subject Search; and
 Keyword Search.
You will use the four types of search strategies to search for informa-
tion in the databases i.e. OPAC, e-books or e-journals databases.

Fig. 7.3
(i) Author Search. If you know the name of the author, search under the
name of author using the guide below for personal or corporate au-
thors.
Guide 1: Personal Authors
Search For Western name Roland . Barth
BARTH, Roland S. Chinese name Khoo Boo Teik
KHOO, Boo Teik
Francis Loh Kok LOH, Kok Wah Wah Francis
Malay name
Indian name
Sikh name
 Ahmad Ibrahim
 Nik Rahimah Nik Yaacob
 Tan Sri Abdullah Sanusi Ahmad
 Ramon V. Navaratnam P. Sellapan
 Abtar Kaur
 Harjeet Singh
 Devindar Kaur Chall
Guide 2: Corporate Authors
Dept. of Statistics, Zimbabwe
University of Malaya Bank Negara Malaysia Malaysian Institute of Manage-

ment Malaysian Institute of Strategic and International Studies

(ii) Title Search

 AHMAD Ibrahim
 NIK Rahimah Nik Yaacob
 ABDULLAH Sanusi Ahmad Tan Sri
 NAVARATNAM, Ramon SELLAPAN, P.
 ABTAR Kaur
 HARJEET Singh
 CHALL, Devindar Kaur
Search For
 Malaysia. Department of Statistics
 UNIVERSITI Malaysia
 Bank Negara
 INSTITUTE of Strategic and International Studies (Malaysia)
Title search is mainly used when you know the title of the book or journal.
(iii) Subject: Search Subject search is conducted when you do not have
information on author or title but you only know the subject.
(iv) Keyword Search: Keyword search is the most efficient search strategy
when you are not searching for specific items. This strategy is particu-
larly useful for searching electronic databases and the Internet i.e.
searching information for your assignment. Please refer to Example 7.1
for details on how to use keyword in searching for information.
Example 7.1: Steps in Formulating the Keyword Search Strategy
1. Understand Assignment topic ? Understand your assignment topic and
the focus of the topic. ? Identify the difficult words and phrases used.
Use dictionaries and encyclopaedias to explain and understand the topic.
2. Formulate/Construct a Research Statement ? Summarise the topic into
a short statement of problem with a focus on the main concepts only.
Assignment topic Online marketing will help to make the company more
competitive than traditional marketing. Discuss the Unit in the context
of globalisation of business.
Statement of problem: The competitiveness of online marketing
3. Analyse to Identify the Main Ideas that Make Up the topic
(a) Break up the question into key concepts. The main topic can be
further divided into several Sub-Topics. For instance, the state-
ment of problem can be divided into two Sub-Topics as under-
lined below:
The competitiveness of online marketing
(b) Identify keywords for each concept/Sub-Topic:

(i) Develop a list of search terms and words related to each subtopic.
(ii) Use encyclopaedias or thesaurus to get the related terms and syno-
nyms to use in the search.
(iii) Use broader or narrower terms or scientific terms to achieve better
results.
The main concepts are usually nouns rather than adverbs or adjectives.
4. Select and Combine the keywords with Boolean connectors A Boolean
connector helps to narrow down or broaden your search and give a
more accurate search by combining keywords, phrases or terms. The
most common Boolean connectors are AND, OR and NOT. Use the
Boolean connectors AND, OR and NOT to combine search terms for
better results.
It may not be necessary to use all the Boolean connectors in one search
statement. Only use the best connectors for each search.
(a) Boolean Connector AND Boolean Connector ‘AND’ is used to com-

bine more than one keyword. For example, if you want information
on marketing and the Internet, you will use ‘AND’. Using the Boolean
‘AND’ will eliminate all the general information on marketing and will
narrow down your search to select only information on Internet mar-
keting. Figure 7.4 gives you a clearer picture of the use of this Boolean
connector.
Fig. 7.4

(b) Boolean Connector OR When your search result is too little or you
want to find additional articles or books, use the Boolean connector
OR to connect the synonyms of the keywords. This will broaden your
search and increase the amount of information you find. The Boolean
connector OR allows for search within the same concept but with dif-
ferent words. Use brackets when using the Boolean connector OR in
the search statement. For example, you want to search e-business and
also e-commerce. Use ‘OR’ to increase your search result (refer to
Figure 7.5).
Fig. 7.5
(c) Boolean Connector NOT The Boolean connector NOT also narrows
the search. It is used to exclude certain aspects from the search result
that is when a particular keyword is not required. Use brackets to
group words under the same concept. The Boolean connector NOT
finds records with the first keyword and eliminates records containing
the second keyword. For example, you are only interested in searches
related to marketing. This will retrieve information on marketing on the
web excluding details about retailing aspects (see the end result of the
search in Figure 7.6).
Fig. 7.6

In summary, the Boolean connectors perform the following functions (please

refer to Table 7.5):
Table 7.5: Functions of Boolean Connectors
Below is an example of a search statement combining different Boolean con-

nectors:
(i) marketing AND (e-business OR e-commerce); and
(ii) internet AND (marketing NOT retailing).
5. Use Mathematical Operator. Some databases allow the use of Boolean
operator words or mathematical operator symbols plus (+) and the
minus symbol (-).
marketing + internet Similar to AND in Boolean. It requires all the
words to be found in the results.
marketing - retailing As in the function NOT in Boolean operator. It
excludes retailing from the results on marketing.
Unit 8 will further take you through on how you can apply the search
strategies discussed here, for the in-house (i.e. OPAC) and commer-
cial databases (i.e. e-books and e-journals) at the Digital Library as
well as on the Internet to retrieve information.
How would you know that the information you have retrieved is rel-
evant to you? Learn more in Unit 9.
Finally, the ways to present relevant information, was discussed in Unit 5.
Refer to the Unit to refresh your memory on presenting information.
If you want a demonstration of how Boolean connectors are useful in search-

ing for information, visit: http://www.waikato.ac.nz/library/learning/wise/ Mod-
ule2/index10.shtml

7.6 Summary
 You need information in learning and doing your assignments.
 At ZOU, you have the Digital Library with the best resources available
to help you gather and search for information using the various search
strategies.
 Steps 3, 4 and 5 of the Information Trail are discussed in detail in Units
8, 9 and 5.
 The Information Trail helps you to get accurate information on the as-
signment Unit.
 Information resources include books, journals, conference papers and
websites.
 Information sources are databases with bibliographic citations.
 The Digital Library in ZOU provides students with electronic databases
which contain e-books, online journals, theses and etc.
 There are four types of search strategies - by author, title, subject and
keyword.
Key Terms
Boolean Connector Online Public Access Catalogue (OPAC)
Digital Library Resources
E-book Search strategy
E-journal Source
Electronic databases


Unit Eight
Skills in Information Retrieval
8.0 Introduction
A
s a learner at ZOU, you must develop important skills in information
retrieval to get information in the most efficient and effective way. It is
part of Step 3 of the Information Trail in Unit 7. As such, this topic will
emphasise three crucial skills, which are: searching an OPAC, searching elec-
tronic databases and searching for information on the Internet.
8.1 Objectives
?  identify the various information sources i.e. OPAC, electronic databases

and the Internet
 apply the author, title, author-title, subject and keyword search strategies
systematically
 apply search strategies to the following databases: OPAC, ebooks
and e-journals
8.2 Searching OPAC

An Online Public Access Catalogue (OPAC) is an electronic or online cata-
logue for materials available in a library. All printed and audio-visual materials
available for use in the Digital Library are recorded and searchable through
the OPAC. Knowing how to search the OPAC is important in order to locate
these materials.
8.2.1 OPAC search strategies

This section shows you how to search the OPAC at ZOU. The process of
searching books in an electronic catalogue will be the same as the one pre-
sented here.
Using search strategies in OPAC would mean you are able to get the records
of materials in the library with minimum effort and time. These search strate-
gies can also be used in searching other electronic library catalogues.
The following processes are involved in doing an OPAC search after you
have logged in at the ZOU Library portal:

Unit 8 Skills in Information Retrieval
This diagram shows how to search an OPAC
Fig 8.1 Process involved in searching for resources using OPAC

8.2.2 Searching the ZOU OPAC

In order to view and search all the books that the ZOU Network of libraries
has, one has to follow the following steps:
1) Open the ZOU Webpage on www.zou.ac.zw and click on any
of the library links as shown in Fig 8.2 below
Fig 8.2 ZOU Homepage
3. When the library home page appears you click on the ZOU Catalogue
link as shown in fig 8.3 below

Fig 8.3 ZOU Library homepage
4. When you click on the ZOU Catalogue link the ZOU OPAC Home
page appears as shown in Fig 8.4 below

Concep tua l metap hors in e ng lish an d s hon a
Fig. 8.4 ZOU OPAC Homepage
The ZOU OPAC Homepage shows the following features:

a) The general search box: This is where one enters a search term be it
Author, title, or keywords. The general search box searches all the 10
regional databases and displays results contained all the 10 regional
databases. See Fig 8.5 and 8.6 below showing the display results after
doing a general search of the key word “ MANAGEMENT” in all the
regional database databases.

Fig 8.5
After the search is complete, the figure below shows the hits produced from
all searched databases. One can then select a particular database and view
the records of the book in a particular library containing the requested
keyword(s).
Fig 8.6
b) Shows a list of all the 10 regional databases. Each link leads you to
search a particular regional database. For instance when you search
for “COMPUTER SECURITY” in the Harare Regional database as
shown in the figure below

Fig. 8.7
Fig. 8.8

(c) Fig 8.4 shows the menu which has links to ebooks, electronic databases,
the institutional repository and the ZOU homepage.
NB. One can search a particular regional library databases by simply
clicking on the particular database
For instance if we are to search for a book on computer science
The figure below shows how one can do a author, title and keyword search.
This is used as an advanced search option
(a) Search Strategies. As has been discussed in Unit 7, there are four
types of searches, that is, Author, Title, Subject and Keyword search.
To do an author search, we will take you through a search for a par-

ticular book as shown below:
Bringing new technology to market by Kathleen R. Allen

The author of the above book is Kathleen R. Allen. Follow these steps as
shown below to search using the author’s name:
Step 1: Go to the ZOU website at www.zou.ac.zw.
Step 2: Click on the Library icon (see Figure 8.2), you will get into the
ZOU Library portal.
Fig 8.9 Click on the Library icon to open the Library portal

Fig 8.10
Step 3: On the menu bar on your left, you will see a ‘ZOU Catalogue’ icon
(see Figure 8.3). Click on it to open the ZOU OPAC.
Fig 8.11

Fig. 8.12
8.3 Searching Electronic Databases

What do you think is the difference between searching for information via
OPAC and searching for information using electronic databases?
Electronic databases are organised collections of information which can be

searched via the computer using an electronic networked system. Each item
in a database is called a record. There are several types of databases and the
main ones available in libraries are:
1. Bibliographic databases which provide basic bibliographic information
of the items that have been catalogued or indexed. Bibliographic
databases contain citations of the items (such as author, title, year of
publication, date of publication and publishers, and several may con-
tain abstracts and descriptions of the items). An example of a biblio-
graphic database is the OPAC of the ZOU Library.
2. Full-text databases which provide bibliographic records of books, jour-
nal articles, reports, book reviews, conference papers, etc. as well as
the full texts of the items.

8.3.1 Searching for digital books (e-books)

Digital books are electronic books. They are popularly known as e-books, in
digital format and accessible online. Digital Library subscribes to several e-
books databases such as Ebrary, Books 24x7, InfoSecurity, NetBase, IT
KnowledgeBase, SpringerLink, InfoSci Books and Mosby’s Nursing Con-
sult. The following is a brief example to using an e-books database. How-
ever, searching Ebrary to conduct a search for a full-text e-books database
We will use Ebrary as an example. Please bear in mind that similar search
strategies can be used for other electronic databases. An important tip here is
that the easiest search would be to use keyword search if you have a topic in
hand. To search Ebrary, follow these steps:
Steps to access ebooks at ZOU

1. At the ZOU Webpage, there are two library links which take you to
the library portal as shown on Figure 8.8 below.
Fig 8.13 ZOU Homepage
2. Browse the menu on the left and click on ‘e-Books’ to start accessing
electronic books (See Figure 8.9).

Fig 8.14 ZOU Library portal
3. You will be prompted with an access screen. You will be required to

open an account on the ebrary platform in order to utilise all the func-
tions on the platform. Creating a user account is a must, without a user
account most functions on the ebrary website will not be active. For
instance the ability to copy and paste sections of the books to a word
processor.
The following snapshots will take you through on how to create an account
on the ebrary website.
a) Ebrary homepage showing the sign in link.

Fig 8.15 Ebrary home page
b) A new window will open enabling you to create an account (see Figure
8.11).
Fig 8.15
c) You will then enter your details as shown on Fig 8.12

Fig 8.16 Ebrary account creation
d) A confirmation that you are signed in using your username will appear
on the screen as shown on Fig 8.13 below.
Fig 8.17

On the search box, as indicated in the figure above, you can enter a search
term in order to browse the ebooks. For intance if we enter “multi media” the
results will be displayed as shown in the figure below
A) Search box
B) Advanced search option
C) Search filter option: This is used to filter the search results from the
general to a specific area of interest.
D) Ebrary reader: is special software that is used to read books
downloaded from the ebrary platform. It can also translate text to speech.
A) Sea rc h box
B) Advanced search option
C) Sea rc h filter option: This is
used to filter the sea rch
results from the general to a
specific area of interest.
D) Ebrary reader: is special
software that is used to read
books downloaded from the
ebrary platform. It can also
translate text to speech.
Fig 8.18
 The Advanced search option
This feature is used when you know the specific book you are looking for
using some of the following:
 The Title
 The Author
 Date of Publication
 Publisher

 ISBN Number etc

 Text
As shown on Fig 8.19 below
Fig 8.19 Advanced search option snapshort
 Viewing an ebook
Ebrary books are displayed as shown on figure 8.16 below and one can view
the table of contents which has hyperlinks to specific chapters of the book.

Fig 8.20
For intance in the figure above, clicking on “HYPERTEXT AND

CYBERSPACE: NEW CHALLENGES TO TRANSLATION STUDIES”
will lead you to the exact page as shown on figure 8.17 below
Fig 8.21

8.3.2 Ebrary reader toolbar

The figure below shows the ebrary reader tool bar which is used to navigate
through the ebooks.
e b ra ry R e a d e r to o lb a r:
a . I n fo To o ls m e nu b . C o p y t e x t w ith a u to m a tic b i b l io g r a p h i c c ita ti o n
c . P r i n t w i th a u tom a ti c b ib lio g r a p h ic c ita tio n d . G o to pr e v io u s /n e x t p a g e
e . G o to p r e v io u s /n e x t p a g e c o n ta i n i n g se a r ch re su lts
f. G o to p a g e n u m b e r o r vi e w e d p a g e s g . Z o o m , s ca le o r sh o w fa cin g p a g e s
h . A d d /e d i t b o o k m a r k s i. S e t h i g h li g h t in g a n d c o l o r s
Fig 8.22
 Info Tools menu
“The most useful (ebrary) feature is the Info Tools menu, it has the ability to:
 Highlight text and take notes. It has the ability to automatically
store all their highlights and notes on their personal bookshelf.”
 ebrary InfoTools turns every word in every document into a por-
tal to additional information!
 Just by selecting words of interest, researchers can instantly con-
duct a contextual search across multiple online resources of the
library’s choice.
 With info tools, libraries can extend the value of multiple online
resources through increased discovery and usage!
8.3.3 Functions of the info tools menu

Figure 8.19 shows the contents of the InfoTools menu. In order to use the
items listed on the InfoTools menu one should select text then go to the
InfoTools menu and select the listed options according to what you want to
do.

Fig 8.23
 Define – retrieve dictionary definitions for selected term(s)

 Explain – retrieve encyclopedia entries for selected term(s)
 Locate – retrieve maps related to selected term(s)
 Translate to/from French, German, Italian, Spanish, or Portuguese
 Who – retrieve addresses, biographies, and bibliographies for the se-
lected term(s)
 Search Document – search and retrieve information within the current
document for the selected term(s)
 Search All Documents – search and retrieve information within all docu-
ments in the collection for the selected terms(s)
 Search Web – search and retrieve information from the Web (using
search engines) for the selected term(s)
 Download part/s of the book. The file will be available on your ma-
chine for two weeks
 Add to Bookshelf – copy a link to the title onto your Bookshelf for
future use
 Copy text and paste into Word or any text application, complete with
automatic bibliographical citations

 Copy Bookmark – copy the URL to specific pages in ebrary. Paste

into Word, email or any text application. Paste into your browser and
save as a “favourite”
 Print pages complete with bibliographical citations
 Preferences – set your viewing defaults (zoom, facing pages, etc.), high-
lighting colour default, table of contents and menu preferences. Choose
among four different citation formats.
8.3 Searching for e-journals/databases/digital

journals
Digital journals or e-journals are journals found in electronic format and are
accessible online. There are several databases available such as EbscoHost,
Emerald, ProQuest, InfoTrac, SpringerLink, CINAHL, OBHE, EdITLib, etc.
Searching EbscoHost EbscoHost is one of the online journal databases pro-

vided by the Library covering subjects in social sciences, economics, man-
agement, finance, and information technology etc.
The following is an example using Keyword search for EbscoHost:
(i) Keyword search

Steps
1. At the ZOU homepage, visit the Library link as shown below.

Fig 8.24
2. A new window will open showing you the library portal (see Figure
8.26).
Fig 8.25
3. Click on the e-resources link which will take you to the list of databases
available to the university as shown in the figure below.

Fig 8.26
4. A log in page will appear as indicated below where you will need to
enter a username and password. N.B. Passwords can be obtained
from your regional librarian.

Fig 8.27
5. You sign in then select a relevant database, for example Business Source
Premier as shown in the figure below and click “continue”.
Fig 8.28
6. You then type the keyword e.g. “cyberspace” in the search box as
shown below

Fig 8.29
7. You will then browse through the record hits for relevant articles as
indicated below.
Fig 8.30
8. Select articles to read, save or print from the list of articles found (see
Figure 8.27).

Fig 8.31
You may need to install Adobe Acrobat Reader to enable you to view the
PDF full-text.
8.4 Searching for information on the internet

In searching for information on the internet, you need to apply certain search
strategies by using different tools. This subtopic will take you further on the
journey of searching for information on the internet.
8.5.1 Search strategy

The information on the Internet is not like in a library where all items are
identified and can be traced by the catalogues and indexes. The web has
been compared to a library where all the books are pulled out from the shelves
and thrown in a heap on the floor. There are millions of files on the web. Any
one can publish on the Internet. There is no control or filtering of the informa-
tion published. Searching the web therefore is a challenge and you need to
develop a search strategy.

How to Find Information on the Internet? Although information is not formally

organised in a logical way with a central index to make searching easy, it is not
totally disorganised. In searching for information on the web, you do not try
to retrieve all the relevant documents on a topic of interest, but select a few
key and relevant documents.
There are a number of search tools to search for information on the Internet.
Doing the same search using different tools, can give you very different re-
sults. It is thus important to understand the differences among the search tools.
8.5.2 Internet search tools

 Search Engines. Conduct searches using a single search engine e.g.
Google.
 Meta Search Engines. Submit a search across many single search en-
gines at the same time. e.g. Mamma or Dogpile.
 Subject Directories/Subject Gateways. In subject directories, websites
are organised into a hierarchy of categories with each category con-
taining links to sub categories.
 Databases. Besides the subscribed databases, there are free databases
of reference material on specialised topics.
In the following section, you will be introduced to ways of searching a subject
directory and also via search engine. We deliberately picked this search tool
as it is more relevant to you as a university student because of its academic
nature and comprehensive content.
(a) Searching by subject directory

Step 1: Go to the WWW Virtual Library homepage by typing http://
vlib.org in the address box of the Internet Explorer. The homepage
will appear as shown in Figure 8.31.

Fig 8.32 Homepage of WWW Virtual Library
Step 2: Select a subject relevant to your needs. Here, we select “Busi-

ness and Economics”.
Step 3: Select “Marketing” (see Figure 8.32).

Fig 8.33 Subject Headings and the Subheadings

Step 4: The link will open the KnowThis.com homepage. Select ‘Internet
Marketing’ from the main ‘Categories’ (see Figure 8.33).
Fig 8.34 KnowThis.com homepage

Step 5: Select E-Commerce (see Figure 8.34).

Fig 8.35 Select E-Commerce
Step 6: Select the link to CIOs E-Business portal as it is a research centre

that has articles and papers of academic value (see Figure 8.35). Step 7:
Browse through CIOs homepage (see Figure 8.36).
Fig 8.36 Select the website CIOs E-Business Portal

Fig 8.37 CIOs E-Business portal

Step 8: Select ‘White Paper’ on the menu bar to read the e-commerce aca-
demic articles. Click on any article to read (see Figure 8.37).
Fig 8.38 Selected paper
(b) Searching by Search Engine Step 1: Select a search engine e.g. Google
at www.google.com. Step 2: Type „web marketing + advantages” (see
Figure 8.38).

Fig 8.39 Search using a search engine

Step 3: Select a website (see Figure 8.39)
Fig 8.39 List of websites

Step 4: Read the selected website (see Figure 8.40).

Fig 8.40 Article from search using search engine
8.5.3 Internet search tool sites

Here are some websites that you can use when you need to do some other
kinds of searches.
Search Engines Google: http://www.google.com
Yahoo: http://www.yahoo.com
Ask: http://www.ask.com
All the Web: http://www.alltheweb.com
Meta Search Engines Ixquick Metasearch: http://www.ixquick.com
Surfwax: http://www.surfwax.com
Dogpile: http://www.dogpile.com
Mamma: http://www.mamma.com
Subject Directories Infomine: http://infomine.ucr.edu Academic Info: http://
www.academicinfo.net Internet Public Library: http://www.ipl.org
WWW Virtual Library: http://www.ipl.org Librarian’s Internet Index:
http://lii.org Digital Librarian: http://www.digital-librarian.com Open
Directory Project: http://www.dmoz.org BUBLE Information Service:
http://bubl.ac.uk
Databases Findlaw : http://www.findlaw.com

The list gives examples of the different search tools. Using the right search
tool will give you the relevant results that require minimum time and effort.
Self-check 8.1
? Briefly explain each of the following that function as a source of information:

(a) OPAC;
(b) Electronic databases; and
(c) Internet.
Activity 8.2
?
1. You are given an assignment topic “Lifelong learning begins in school.
Discuss”.
2. List down the steps that you will take to search for printed books titled
“Lifelong Learning” in the Digital Library. Use an illustration to explain
your answer.
Summary
 By applying the search strategies for information searching, you will be
able to access and use the vast amount of information sources and
resources in a systematic and efficient manner.
 The information resources may come from the databases and books
provided in Digital Library or from other libraries and the Internet.
Key Terms
Call number
Menu bar
Search engine

Unit Nine
Evaluating and Citing

Information Sources
9.0 Introduction
I
n this unit we focus made on the evaluation of both print and electronic
information sources. The styles or methods of citing information sources
will also be covered. The benefits of critically evaluating the content of
information sources will also be outlined. It is therefore crucial for a anyone
doing a research to evaluate information sources so as to establish their au-
thenticity thus according to Eiseberg and Doug. (1996).
9.1 Objectives
By the end of this unit students should be able to:
 explain the importance of citing or acknowledging other people’s work

or intellectual property
 evaluate electronic presentations in terms of the content and format
and design self assessment tools to help them evaluate their own work
for both content and format
 describe citation formats and manage to note where they are used
9.2 Evaluation Criteria

According to an article published by the University of Idaho Library (2008),
“You can begin evaluating information sources, such as books or articles,
even before you have the physical item in hand.” The article goes on to say it
is possible to examine a source by first checking the bibliographic citation.
The bibliographic citation is the written description of a book, journal article,
or some other published material that appears in a library catalogue (OPAC)
or an article database.
Bibliographic citations generally has three main parts:

 Author,
 Title,
 Publication information: Edition, Publisher, date of publication, ISBN,
Series etc
9.3 Initial Evaluation

Initial evaluation includes getting an overview of the basic bibliographical de-
tails of an article of a book such as the author, title, date of publication, pub-
lisher and the title.
9.3.1 Author
When evaluating information sources establishing who the author of a publi-
cation or work is very critical. One should consider (what are) the author’s
credentials. In other words, which university, college or organisation is he or
she affiliated with. The University of Idaho library (2008) article contends

Unit 9 Evaluating and Citing Information Sources
that it is essential to check if the book or article is written on a topic in the

author’s area of expertise.
9.3.2 Date of publication

It is important to consider when a book or article was published. The date is
often located on the face of the title page below the name of the publisher or
the online catalogue entry. In doing research nowadays, it is important to
consider the field that one is undertaking a research on.
9.3.3 Edition or revision

An analysis of the edition of a published work is crucial. One should note if it
is the first edition of the publication or not? Further editions of a publication
indicate that a source has been revised and updated to reflect changes in
knowledge, include omissions, and harmonize with its intended reader’s needs
reveals the University of Idaho Library (2008).
9.3.4 Publisher
Note the publisher. If the source is published by a university press, it is likely
to be scholarly. Although the fact that the publisher is reputable does not
necessarily guarantee quality, it does show that the publisher may have high
regard for the source being published.
Roux5 states that, “Elsevier, a world-leading commercial publisher in the sci-

entific, technical and medical fields, provides a good example of the use of
quantifiable criteria to measure success, especially in the context of electronic
publishing.”
9.3.5 Title of journal of book

Is this a scholarly or a popular journal? This differentiation is important be-
cause it displays different levels of depth in delivering ideas.

Activity 9.1
? 1. List down the components of a bibliographic citation.

2. Choose any book and a published journal and identify the bibliographic
details of the two.
3. Why is it important to evaluate an information source using the date of
publication and publisher?
9.4 Content Analysis

Steve (2001) acknowledges that content analysis is useful for examining trends
and patterns in documents and publications. Content analysis applies to books,
articles, intended audience, objective reasoning, writing style and subject cov-
erage.
9.4.1 Books
Having made an initial evaluation one should now look at the body of the
publication. Going through the preface to establish the author’s purpose for
the book is very ideal. It is worth while scrutinising the table of contents and
the index to get a broad overview of the material it covers. Furthermore it is
also good to consider going through book reviews as a source of evaluation
of a book.
9.4.2 Articles
For articles, examining the table of contents of a journal or magazine issue is
very helpful. This should include going through the citation, abstract and con-
tent breakdown of a full-text online article. As with books, the presence and
quality of a bibliography or reference list at the end of the article may reflect
the care with which the authors have prepared their work notes Souza (2005).
9.4.3 Intended audience

Every publication has its targeted audience, whether specialised or general
audience. The level of a publication determines one’s need. Some may be
elementary, technical, or advanced for a researcher thus the need to evaluate
its intended audience.

9.4.4 Objective reasoning

According to Souza (2005) it is important to establish if the information cov-
ered are facts, opinions, or propaganda? Facts can usually be verified; opin-
ions, though they may be based on factual information, they evolve from the
interpretation of facts. Skilled writers can make you think their interpretations
are facts. The information should be well-researched and not questionable.
Souza (2005) further points out that ideas and arguments could be advanced
more or less in line with other works you have read on the same topic. The
more radically an author departs from the views of others in the same field,
the more carefully and critically one should examine his or her ideas. The
author’s points of view should be objective and impartial.
9.4.5 Coverage
Smith (2009) emphasises that when evaluating publications there are a number
of factors that should be put into consideration pertaining subject coverage.
One should ask himself the following questions:
 Does the work update other sources, substantiate other materials you
have read, or add new information?
 Is the material primary or secondary in nature?
 Have you found enough information to support your arguments?
Primary sources are the raw material of the research process. Secondary
sources are based on primary sources. For example, if you were researching
Strive Masiyiwa’s role in forming ECONET Wireless, his own writings would
be one of many primary sources available on this topic.
Secondary sources would be books, encyclopaedia articles, and scholarly

journal articles about Strive Masiyiwa’s role in forming ECONET Wireless.
In the sciences, journal articles and conference proceedings written by ex-
perimenters reporting the results of their research are primary documents.
9.4.6 Writing style

This is the manner in which a writer addresses a matter. A style reveals the
writer’s personality or voice. It is the result of the choices the writer makes in
syntactical structures, diction, and figures of thought. One should therefore
ask him/herself the following questions:

 Is the publication organised logically?

 Are the main points clearly presented?
 Do you find the text easy to read, or is it awkward?
 Is the author’s argument repetitive?
Activity 5.2
? 1. What does content analysis entail in relation to the evaluation of

information sources?
2. An author’s writing style is important when evaluating information
sources. Why is this so?
3. Differentiate between primary sources and secondary sources? Give
at least two example of each?
9.5 Evaluation of Information on the Internet

The Internet by its very nature was designed to provide for unrestricted ex-
change of information. There are no rules or standards governing the type or
quality of information which a writer can put on the Internet. Web sites may
contain factual information, opinions, data, ideas, propaganda, self-promo-
tion and/or commercialism. Anyone who can create their own web page or
pay someone to create a web page can upload information on the Internet.
Each person not only selects the topic which she/he chooses to write about,
but also the manner in which the web page is designed and the extent to which
the information provided is credible.
There are a variety of methods of criteria to consider, ranging from personal,

informal methods to the more educational, formal techniques. There is no one
perfect method of evaluating information. The following could be useful meth-
ods to evaluate information on the web:
9.5.1 External/internal criteria

External: External criterion refers to “who” and “where” of information. In
other words, who wrote the article and from where did it come? When we
cannot evaluate the information itself, we can evaluate where it’s coming from,
and hope that those sources are credible.

For example, if the author has a Ph.D. in his/her title:

 Does this increase or decrease his/her credibility?
 Does this title increase your belief in their information provided, or does
it decrease it?
 Did they include this title because otherwise they had no substantial
proof of knowledge in that area/topic?
Internal: An internal criterion is based on using our own expertise, or inde-
pendent knowledge, to determine if the information is accurate. Because eve-
ryone has an area in which they are proficient, when encountering information
which contains inaccurate pieces of data, one would gather that the site is not
a credible source to gather information. This process involves asking, “Whether
the source discusses facts or ideas you already know something about, does
the source agree or harmonise or does it conflict, exaggerate, or distort?
Hickey (2002).
9.5.2 Authorship
This is another major factor in considering the accuracy and credibility of
information found on the Internet. Evaluating credentials of an author involves
analysing the educational background, past writings, expertise, and responsi-
bility he/she has for the information. The most effective means of discovering
the credibility of an author is to ask yourself the following questions:
 Has the content been reviewed, critiqued, or verified in any way?
 Is the author a well-known and well-regarded name you recognise?
 Have you seen the author’s name cited in other sources or bibliogra-
phies?
 Do authoritative sites link to the page?
 What biographical information is available—author’s position, address,
and institutional or organisational affiliations? What are the basic values
and goals of the institution or organisation?
In addition to these questions utilising reference books found in local libraries,
such as Who’s Who in different countries, biography indexes, company di-
rectories, and publisher directories are also useful Hickey (2002).
9.5.3 Links to and from a resource

Burbules and Callister, (1999) have identified another method of determining
credibility. In their report, they discuss the transfer of credibility issue which
exists when one person links to or cites another. They propose that the “web
links that constitute the Internet is a vast network of relations of credibility: the

people who establish active links to reliable information, and whose informa-
tion or viewpoints are in turn identified and recommended by others, gain
credibility both as users of information and as providers of it.”
9.5.4 Publisher
The publisher of the document should be noted. Unlike print materials, Web
pages do not have to go through a screening process in order to verify that it
has met the standards or aims of the organisation that serves as publisher. On
the contrary, the publisher of Internet materials may simply be the server (com-
puter) where the document lives. Therefore, there are a series of questions to
assess the role and authority of the “publisher,” or server:
 Is the name of any organisation given on the document you are read-
ing? Are there headers, footers, or a distinctive watermark that show
the document to be part of an official academic or scholarly Web site?
Can you contact the Webmaster from this document?
 Can you link to a page where the above information is listed? Can you
tell that it’s on the same server and in the same directory (by looking at
the URL)?
 Is this organisation recognized in the field in which you are studying?
To check the validity of the publisher, Web databases, to which academic
institutions often subscribe, are highly reliable. Kirk (2002)
9.5.5 Date of publication/currency

Determining when the source was published is a necessary step in discerning
a site’s accuracy. It can usually be found at the bottom of the home page, and
sometimes every page. Topics which continually change or develop rapidly
(sciences) require more current information. The reverse may also be true, if,
perhaps, you were studying humanities.
The following criteria, as given by (Kirk 2002) can be used to ascertain the

timeliness of a document:
 The article includes the date on which information was gathered.
 The document refers to clearly dated information.
 The document includes a publication date or a “last updated” date.
 The document includes a date of copyright.

9.5.6 Domain types

According to Hickey (2002) this involves examining the end of the URL. For
example, if the following domain types were found in the URL, you would be
able to determine where the information came from:
 gov is a U.S. government site
 mil is a U.S. military site
 edu is an accredited post-secondary educational institution
 com is a commercial, for-profit entity
 org is a noncommercial, not-for-profit entity
 net is a computer network, particularly an Internet-related network
 int is an international organisation
 jp, .ru, .ca, .au, etc. are country identifiers. For instance .zw for Zim-
babwe
In addition, Bowker (1999)17, noted that web sites are found to be more
credible if the length of the URL is short and the end of the URL contains
.edu, .gov, and .org, specifically.
9.5.7 Site format/overall design

Certain types of formats are more accessible on the Web, and are easier to
use. When selecting first rate sites, a variety of qualities should be present.
The information should be easy to find and use. The design should be appeal-
ing to its audience. The text should be easy to read, not muddled with dis-
tracting graphics, fonts, and backgrounds. The page should load in a reason-
able amount of time and consistently be available. In addition, recognizing
spelling errors, grammatical errors, and profanity will assist in evaluating Web
site design. “A great site has personality and strength and character.” high-
lights Hickey (2002)
9.5.8 Purpose
Credibility issues are not only related to the material itself, but also to the
reader’s purpose. Therefore, another method of evaluating information is to
consider the viewer’s purpose for using the site. For instance, a viewer’s
purpose might be for their personal interest or for professional or educational
reasons. A person viewing a site about another country, for example, may be
looking at that site to plan a vacation. The purpose of locating and evaluating
the information is personal. On the other hand, if the viewer is using the site
for educational reasons, such as researching the government, economy, natu-
ral resources, etc. of this country, their purpose is quite different, and a differ-

ent type of site would be necessary. Obviously, this information would need
to be accurate and verified in several other types of sources. These two uses
of the information, personal and professional/educational, are quite different
and would make a difference in the evaluation of information emphasis Hickey
(2002).
Activity 9.3
? 1. Define internal and external criteria with regard to the evaluation of

web based information.
2. List down 8 examples of domain extensions/types and give at least
four examples of web addresses you know that have such extensions.
3. By what means can one discover the credibility of an author on the
web?
9.6 Summary
In this unit we have learnt how to evaluate information sources so as to estab-
lish its authenticity. The criteria that are used when evaluating both print and
electronic information have been studied.
Additional
The following list offers a variety of verbs that might help to make your source’s
stance clear.
adds acknowledges admits agrees
argues asserts believes claims
comments compares confirms contends
declares denies disputes emphasises
endorses grants illustrates implies
insists notes observes points out

Eiseberg, Michael. B. and Doug, Johnson. (1996). Computer Skills for In-
formation Problem-Solving: Learning and Teaching Technology
in Context. Internet page: at URL http://www.ericdigests.org/1996-
4/skills.htm Accessed: 03 March 2010.
University of Idaho Library. (2008). CriticallyAnalyzing Information Sources.
Internet page: at U R L : h t t p : / / w w w. l i b . u i d a h o . e d u / p d f /
criticalAnalysis.pdf Accessed: 08 March 2010.
Roux, Le. Elizabeth. Evaluating the Success of Scholarly Publisher. South
Africa Unisa Press. Internet page: at URL: http://www.codesria.org/
IMG/pdf/Elisabeth_LeRoux_paper.pdf Accessed: 08 April 2010.
Steve, Stemler. (2001). An overview of content analysis. Practical As-
sessment, Research & Evaluation, 7(17). Retrieved May 19, 2010
from http://PAREonline.net/getvn.asp?v=7&n=17
Souza, Rose de. (2005). How To Critically Analyze Information Sources.
Vanier College. August 2005. Internet page: at URL: http://
www.vaniercollege.qc.ca/litc/guides/analysis.pdf Accessed: 16
March 2010.
Smith, Ted (2009). Critical Evaluation of Information Sources. University
of Oregon Libraries Internet page: at URL: http://libweb.uoregon.edu/
guides/findarticles/credibility.html. Accessed: 16 March 2010.
Hickey, Kathy. An Educators’ Guide to Credibility and Web Evaluation
2002 http://www.ed.uiuc.edu/wp/credibility/page3.html Accessed:
03 April 2010.
Burbules, N. and Callister, T (1999). “Who Lives Here? Access to and
Credibility Within Cyberspace,” [http://faculty.ed.uiuc.edu/
burbules/ncb/papers/who_lives_here.html ] (February,
1999).Accessed 03 April 2010.
Kirk, Elizabeth E. (2002). Evaluating Information Found on the Internet,
[ http://www.library.jhu.edu.elp/useit/evaluate ] (Updated June 5
2002). Accessed 05 April 2010.
Bowker, Prof. Geof (1999).(Graduate School of Library and Informa-
tion Science). Interviewwith Kevin Leander on classification is-
sues. [ h t t p : / / l r s . e d . u i u c . e d u / r e a l a u d i o /
eps304_lecture3.ram (February, 1999). Accessed 07 April 2010.


Unit Ten
Using Microsoft Office

Applications
10.0 Introduction
I
n order to become a successful open and distance learner, you need basic
knowledge of Microsoft Office Applications. These applications are con
tained in a software installed in the CPU of a personal computer. The
applications include Microsoft Word, Excel and PowerPoint. Preferably, you
should have a personal computer in front of you while reading this topic. You
need hands-on practice to better understand the contents.
10.1 Objectives
 effectively use the three Microsoft Office Applications- Microsoft

Word, Excel and PowerPoint
10.2 Introduction to Microsoft Word

Microsoft Word (MS Word) is one of the applications in Microsoft Office. It
is a powerful tool used to create professional-looking documents. The differ-
ent versions of MS Word are Word 97, Word 98, Word 2000, Word ME
and Word XP. Check to see that you have installed the latest version of MS
Word. In this section, you will be introduced to the following: creating a basic
document, using shortcut menus and saving and printing a document.
10.2.1 Creating a basic document

Let us start by creating a new document for your assignment. There are two
ways to do this:
(a) Either double click on the Microsoft Word icon on the desktop as
shown
or
(b) Click on Start (1) ? Programs (2) ? Microsoft Word (3) (see Figure
10.1).

Unit 10 Using Microsoft Office Applications
Figure 10.1: Finding
Microsoft Word
You will see an image on the screen named “Document1 Microsoft Word” on
the Title Bar (please see Figure 10.2).
The first row at the top of the screen is the Title Bar, which shows the name of
the document which is immediately followed by the name of the programme
that is ‘Microsoft Word’. If the screen is empty or has an unsaved file, the
name is probably Document1 (or Document2, Document3, etc.). On the far
right of the title bar are buttons representing instructions to minimise, re-
store, and close window . For a detailed explanation for
each of the icons, please refer to Appendix 10 at the back of this topic.

Figure 10.2: The various tools in a Word document
(c) Type and Save. Once the document is opened, you can type and then
save your document.
(d) Save in Folder. If you want information or data that you can refer to
again later.
10.2.2 Using the menu bar

The menu bar contains all the procedures you will need for working with
Word. It is situated under the title bar. If you click on one of the menu items
(for example,: file, edit, view etc.), a drop-down menu appears. If you dis-
play a menu by mistake, you can close the display by clicking on any location
away from the drop-down menu or by pressing the <Esc> key on your key-
board.

The menus in Word 2000/Word XP display only the commands you have
recently used. To view all options in each menu, you must click the double
arrows at the bottom of the menu (please see Figure 10.3 (a) and Figure 10.3
(b)).
Figure 10.3: (a) Collapsed Format Menu

(b) Expanded format menu (after clicking the double arrow)
10.2.3 Shortcut Menus

You can also use the shortcut menu to cut, copy, paste or do any other func-
tion in MS Word. To do this, you must first highlight the section using the
cursor that you want to edit. Right-click your mouse on the highlighted sec-
tion as shown in Figure 10.4.

Figure 10.4
10.2.4 Viewing the toolbars

The purpose of the toolbar is to provide easy access and functionality (refer
to Figure 10.5). There are many shortcuts that can be taken by using the
toolbar. First make sure that the proper toolbars are visible on the screen. Try
Activity 10.1
Figure 10.5: Viewing and selecting toolbars

Activity 10.1
? 1.
2.
Open MS Word document and click ‘View’.
Select ‘Toolbars’.
3. Select ‘Standard’, ‘Formatting’, and ‘Drawing’ (see Figure 10.5).
4. Other toolbars can be selected if you wish.
5. Notice the changes in the toolbar.
10.2.5 Enhancing your word document

Documents can be enhanced by formatting text, inserting tables and illustra-
tions, etc. Now that you are familiar with how to open, save and close a File,
and use some of the functions available in the menu and toolbar, it is time to
apply your knowledge in enhancing the document. The following screen-shots
and explanations will take you through this exercise.
Step 1: Open an MS Word document. Step 2: Click on ‘File’ and select

‘New.’ Step 3: Type the information as seen in Figure 10.6. Step 4: Save
your document as ZOU hist.doc in a folder labelled “OUM”. Step 5: Open
the document OUMhist.doc to enhance certain sections of it.
(a) Format Text
Figure 10.6

Text can be formatted in numerous ways. You can change the text style, col-
our and size. You can also bold, italicise and underline it. To do some of these,
follow the steps below:
(i) Highlight the text that you want to format by dragging your mouse over
while holding down the left mouse button.
(ii) After the text has been highlighted, choose appropriate commands such
as font style, font size, bold, italics, etc. (see Figure 10.7). For more
information, please see Appendix 10.1.
Figure 10.7: Various formatting options
Activity 10.2
1. Do the following activity on changing font size and font type:
?  Highlight a sentence and change the font to italics.
 Highlight the second sentence and change the font size and bold it.
(b) Inserting a Table You can insert a table in a Word document. Follow
the procedure stated below. Please refer to Figure 10.8(a), 10.8(b)
and 10.8(c).
(i) Open a normal document and click the cursor where you want
the table to be placed.
(ii) Click ‘Table’ on the menu bar (Figure 10.8(a)).
(iii) Select ‘Insert’.
(iv) Select ‘Table’.
(v) Give your table dimensions, example: 5 columns, 2 rows (Figure
10.8(b)).

(vi) Click ‘OK’. You will get the table dimensions as seen in Figure
10.8(c). Type in the required information.
Figure 10.8(a): Steps in inserting a table Figure 10.8(c): A Word document

with an empty table of 5 columns and 2 rows

(c) Inserting Illustrations You can also insert illustrations (photographs,

charts, cartoons, graphs) into your Word document. To insert a pic-
ture, follow the guidelines below (please refer to Figures 10.9(a), (b)
and (c)).
Step 1: Click the cursor where you want your picture to be.
Step 2: Click ‘Insert’ at the menu bar (Figure 10.9(a)).
Step 3: Select ‘Picture’.
Figure 10.9(a): Steps in inserting a picture
Figure 10.9(b): A display illustrations in Clip Art

Figure 10.9(c): Final Word document with picture inserted
Step 4: Select ‘Clip Art’ or ‘From File’ (Figure 10.9(a)). Step 5: Select ‘Pic-
ture’ and click ‘Insert’ (Figure 10.9(b)). Step 6: You will see the picture in-
serted in your document (Figure 10.9(c)).
(d) Inserting Page Numbers or Date and Time In any document, it is im-
portant that page numbers and the date be recorded. To insert page
numbers and dates, do the following:
Step 1: Click ‘Insert’ at the menu bar (Figure 10.10(a)) and select either
‘Page Numbers’ or ‘Date and Time’.
Step 2: If it is page numbers that you have selected, you will get a prompt
asking you for position and alignment. Choose accordingly and click ‘OK’
(see Figure 10.10(b)).

Figure 10.10(a): Selecting page numbers from ‘Insert Menu’
Figure 10.10(b): Choosing position and alignment of page numbers
(e) Spell Check Your Document The spell-checking feature in MS Word

helps in checking thesaurus, spelling and grammar in English. Figures
10.11(a) and 10.11(b) illustrate the steps involved in checking spelling.
Step 1: Click ‘Tools’ at the menu bar (Figure 10.11 (a)).
Step 2: Select ‘Spelling and Grammar’.
Step 3: You will be prompted to the ‘Spelling and Grammar’ dialog box.
Then, you will have to decide to change or ignore the suggested cor-
rection (Figure 10.11(b)).
Step 4: Once it is done, click ‘Close’.

Figure 10.11(a): Selecting the ‘Spelling and Grammar’ function from the
‘Tools’ Menu
Figure 10.11(b): A dialog box for ‘Spelling and Grammar’ function

(f) Saving Your File. A document needs to be saved before you close it to
make sure it will be available for later retrieval. Figure 10.12 demon-
strates the steps involved in saving a FIle.
To save your document as a File, do the following: Step 1: Click File and
select Save. A Dialog Box ‘Save As’ will appear.
Figure 10.12: Dialog box for saving file
Step 2: At the Dialog Box, select ‘Save in:’.
Step 3: Click ‘My documents’ Folder.
Step 4: Name the file, for e.g. MyFIle and in “Save as type”, select „Word

Document” (*.doc) format. Step 5: Then, click on the Save button. A FIle
‘MyFIle.doc’ is created.
(g) Help Screen. To help you understand more features in Word, you
could type your ‘enquiries’ in the top right corner of the document
command as illustrated in Figure 10.13. For example, you are inter-
ested to know about ‘formatting a document’. To know more do the
following:
Step 1: Type ‘formatting’ in the help box (Figure 10.13 (a)).
Step 2: Then, press <Enter> key on the keyboard.
Step 3: This is what you see (Figure 10.13(b)).
Step 4: You could use this screen for seeking answers to any query you have
when using a Word document.
(a)
(b) Figure 10.13 (a) and (b): Steps involved in using the ‘Help’ screen
(h) Printing a Document. Before you print a FIle, it might be a good idea
to preview the document again. For that, follow the steps below:

(i) Click ‘File’ and click ‘print preview’. This will help you to view
the document prior to printing. Once this is done, go to Step 2
for the actual printing.
(ii) Click ‘File’ at the Menu Bar, then select ‘Print’.
(iii) When you select ‘Print’, a dialog box will appear. Here, you
need to make the following decisions (see Figure 10.14):
 Select ‘Printer’ (must be connected to your computer).
 Select ‘Page range’.
 Select ‘Number of copies’ to be printed (normally only 1).
 Click ‘OK’, and your document will be printed.
Figure 10.14
(i) Erase and Copy. MS Word allows you to erase or copy text. This
function can shift a portion of a text to a different section in the same
File or to another File.

Activity 10.3
?
1. Open a saved File OUMhist. What is the name appearing on the title
bar?
2. Select a paragraph that you have written.
3. Then, click font type list and font size list. Change the paragraph, for
example, Times New Roman to Arial Narrow (or other fonts) and font
sizes 12 to 16.
4. Try a few other functions by using bold, italic and underline.
10.2 Microsoft Excel

Microsoft Excel, a powerful and flexible spreadsheet programme designed
for the Windows environment, allows you to create professional spreadsheets
and charts. It performs numerous functions to assist you in your projects. It is
a powerful programme for organising, analysing and presenting data and is
often used by:
 Accounts officers in businesses or companies for stock-taking, account-
ing, payroll, etc;
 Teachers for recording students’ marks in a course or subject;
 Scientists for analysing the results of experiments; and
 Any individual for personal financial analyses.
In this section, the following will be discussed: Starting / Exiting Microsoft
Excel, Using an Excel Worksheet, Working with Worksheet for Data Entry,
Use of Functions, Sorting Data, Converting Data to Charts and Opening
Multiple Worksheets.

10.3.1 Starting/Exiting Microsoft Excel

There are two ways to open MS Excel sheet:
Double click on the MS Excel icon on the desktop.
or Click on Start ? Programs ? Microsoft Excel (see Figure 10.15).
Figure 10.15: Starting Microsoft Excel
To exit MS Excel, select File and click ‘exit’. You can also exit by clicking on
the ‘X’ button, which is located at the top right-hand corner of the Title bar as
shown in Figure 10.16.

Figure 10.16: Title bar
10.3.2 Using an excel worksheet

An MS Excel worksheet is opened, saved and closed just like a MS Word
document. But the format of an Excel Worksheet is different it is saved as
.xls. If we name a File ‘Book 1’, the File will be saved as Book 1.xls.
When we open an Excel sheet, Windows will display a screen as shown in

Figure
10.17 This screen consists of columns and rows.

One File in MS Excel has many worksheets, (for example, in Figure 10.17,
you can see Sheet 1, Sheet 2, Sheet 3, etc). Formatting is almost like word
processing, for example, changing the type of font, size, bold, etc. Updating is
also similar, that is, cut, paste and painter formats.
Spreadsheet is an application that deals with data in the form of numbers. All
data input is organised into tables or schedules using rows and columns.
Figure 10.17: Sample of an Excel worksheet

Let’s say a teacher has 50 students in her class. She gives them three assign-
ments, each with the following marks of 10, 10 and 20. At the end of the
semester, all the students sit for an examination, and the total is 100. The
teacher has to tabulate each student’s marks, as shown in Table 10.1.
Table 10.1: An Example of a Students Marks Table
In the traditional style, to generate the total marks, the teacher normally uses
a calculator and in using this method, the teacher might make mistakes. How-
ever, by using the MS Excel software, this problem can be overcome and at
the same time, a record is kept which will allow the teacher to do more than
what a calculator or the human brain can do. The teacher will be able to:
Input data into the worksheet; Do automatic calculation using formula; Up-
date data easily; Run a command to arrange data by name of student or
marks; and Present students’ performance report in graphical format (bar
chart, pie chart, line-graph).
10.3.3 Working with worksheet for data entry

Data input is a very simple process. Perform the following steps to input data
and calculate it. Step 1: Open a FIle in MS Excel. Step 2: Move the cursor
from one column to another. Input data. Step 3: Move the cursor up or down
to go from one row to the next.

Activity 10.4
? 1. Please open an MS Excel worksheet and key in the data given below:
Step 4: Click worksheet tab ‘Sheet1’ ? rename it ‘Kuiz’ and save (see Figure
10.18).
Figure 10.18: Renaming sheet1 to Kuiz

10.3.4 Use of MS excel functions

Once data is inserted, MS Excel will be able to perform many functions, for
example, addition, division and subtraction. Table 10.2 shows order of op-
erations used in Excel. Use this to help you to understand each function.
Table 10.2: Order of operations used in Excel
(a) Adding Numbers in Excel. To add numbers (by using the function
SUM), this is the procedure: Step 1: Click the cell in which you want to
enter the formula (cell ‘E’ as in Figure 10.19), the cursor will be seen in
the ‘fx’ (Insert function). Step 2: Type = (an equal sign) at the function
space. Step 3: Click the ‘Function’ button . Step 4: Select the formula
you want and follow the on-screen instructions.
Step 5: A dialog box ‘Function Arguments’ appears. Step 6: Click ‘OK’

what do you get?

Figure 10.19: Using the function ‘sum’ in MS Excel
Activity 10.5
? Use the previous worksheet.
1. Calculate the total for Quiz 1 and Quiz 2, give a new name as Total for
the column next to column Quiz 2, and then click E2. Click ‘Auto
sum’, a given formula =SUM (C2:D2) is displayed at the formula bar.
Press <Enter> and the answer given is 11.
2. To get the total in another row, drag the cursor from E2 till E10. What
is the answer?
3. Save the File by clicking the ‘Save’ button.

(b) Other Functions. There are many functions in MS Excel. You can see a
list of Files by selecting Menu Insert ? Function as in Figure 10.20.
Figure 10.20:
Self-check 10.1
? 1. List down five functions available in MS Excel, and state the purpose
of each function.
10.3.5 Sorting data

Data gathered can be sorted according to many indicators, for example, stu-
dent matric number, or name or total marks. We may also want to sort by
ascending or descending order. Sorting by ascending order means that the
top row begins from the lowest mark to the highest mark and by descending
order means from the highest to the lowest.

Follow the steps below on how to sort data by matric number. Step 1: Select
the data to be arranged by highlighting the data.
Step 2: Click on ‘Data’ ? ‘Sort’, and sort by matric number.
Figure 10.21: Sorting data using the ‘Sort’ function

Step 3: You will be asked whether to sort by ascending or descending order
(see inset of Figure 10.21), where ascending order has been selected.
Step 4: Click ‘OK’. You will see the changes in the order.
10.3.6 Opening multiple worksheets

Sometimes, we work on multiple worksheets in the same FIle. For example,
if you teach two different subjects but have the same group of students, you
can open three worksheets at the same time as seen in the examples below:

Worksheet 1: Detailed marks for Subject 1
Worksheet 2: Detailed marks for Subject 2
Worksheet 3: Overall Marks for Subject 1 and Subject 2
The value for matric no., name, and marks for Subject 1 and Subject 2 in
Worksheet 3 are taken from Worksheet 1 and Worksheet 2. We can insert
data in Worksheet 3 using two methods:
Step 1: Copy from Worksheet 1 or Worksheet 2, and paste on Worksheet 3,

or
Step 2: Refer to data in Worksheet 1 or Worksheet 2, for example Matric

No. in Worksheet 3 refers to Matric No. in Worksheet 1. This means that
data in Worksheet 3 is the same as in Worksheet 1.
10.3.7 Converting data to charts

Another feature in MS Excel is that it can also produce results in the form of
charts or graphs. There are many types of graphs or charts in MS Excel, such
as Pie Chart, Bar Chart, Histogram, and Line Graph. To create a graph using
MS Excel, please do the following activity 10.6.

Activity 10.6
? 1. Open a File Book1.xls. Click the ‘Quiz’ screen.

2. Select from cell B2 until B9. Go to the tool bar and check on the
‘Chart’ icon. Once this is done, a dialog chart wizard will appear (refer
to Figure 10.22). Follow the instructions by First selecting the ‘Chart
type’ and then ‘Chart sub-type’.
3. Select ‘Chart type’ as Column, and ‘chart sub-style’ as stack-column.
The graph screen is as shown in Figure 10.23.
Figure 10.22: An example of converting data to chart

Figure 10.23: Bar chart in the stack-column style

1. You can customise the size of the graph box by clicking the graph and
dragging it in or out from any corner.
2. You can see a dialog box chart. Here, you can update your data by
clicking on a button to change your graph to a different one e.g. into a
pie chart (Figure 10.24).
Figure 10.24
10.3.8 Adding borders and shading to cells

Step 1: Make sure you have the ‘Formatting’ toolbar visible. If not, do the
following:
Click on View Toolbars Formatting

Step 2: Select cells you wish to format by left-clicking on them and highlight-
ing them.
Step 3: Click the
button to shade a cell and/or the
button to give a cell a border (see Figure 10.25) when shading and
border has been added.
Figure 10.25
10.3 Microsoft PowerPoint

Microsoft PowerPoint is a powerful tool used to create professional-looking
presentations. You can create your presentations yourself or by using ready-
made templates. In this section, we will help you get started with Microsoft
PowerPoint, but we suggest that you also access the Help Files that come
with Microsoft PowerPoint, or go to Microsoft’s website located at http://
microsoft.com /ofFIce/powerpoint/default.htm for further assistance.
10.4.1 Starting Microsoft PowerPoint

To open MS PowerPoint: Double-click on the MS PowerPoint icon on the
desktop.

OR Click on Start ? Programs ? Microsoft PowerPoint (as shown in Figure

10.26).
Figure 10.26: Starting MS PowerPoint

After you have opened a Microsoft PowerPoint File, a screen will pop up
asking if you would like to ‘Create a new presentation’ or ‘Open an existing
presentation’ (as shown in Figure 10.27).

Figure 10.27: Create a new dialog-box presentation using MS

PowerPoint
(a) Creating a new presentation. If you choose to create a new presenta-
tion, the following are the options: AutoContent Wizard, Design Tem-
plate and Blank Presentation. The following sections further elaborate
on these three types:
(i) Auto content wizard. The purpose of using AutoContent Wizard
is to help you get started. It also provides ideas on how to or-
ganise a presentation.
(ii) Design template. You will be able to create a new presentation
based on one of the PowerPoint design templates supplied by
Microsoft.
(iii) Blank presentation. Allows you to create a new, blank presenta-
tion using the default settings for text and colours. Once you
click on this, an ‘Auto layout’ screen will appear where you will
see a variety of layout styles such as Title Slide, Bulleted List,
Two Column Text, Table, Text & Chart, Chart & Text, etc. To
prepare your presentation, the following are the procedures:
NOTE: As shown in Figure 10.29, the screen is divided into
three areas: Outline Panel, Notes Panel and Slide Panel. Outline
Panel shows all slides, whereas Slide Panel is used to display the
actual slide and Notes Panel is used for extra notes for the pre-
senter or to provide further explanation for each slide.

Figure 10.28: Pre-designed slide layouts
Step 1: Click on the layout style of your choice, however, the first default
slide that is the ‘Title Slide’ will be highlighted (see Figure 10.28).
Step 2: Once the layout is chosen, you can type into the spaces provided
(follow the prompts given, for examples ‘click to add title’ means click
first then type).
Figure 10.29: Basic features of PowerPoint

Fig 10.30
Step 3: To continue with the flow of your slide presentation, it is advisable to
quickly add on the next slide. To add on a new slide, the following are the
procedures:
 Click ‘Insert’ at the menu bar.
 Select ‘New Slide’ (see Figure 10.30).
 Continue inserting slides according to the desired layout.
 Alternate your view between slide and outline to check on your flow of
ideas.
(b) Opening an Existing Presentation If you want to return to an existing
presentation, follow these steps:
Step 1: Go to File Ó Open.
Step 2: Click on your presentation FIle. Here, we have one FIle in the folder
called ‘My Documents’. The FIle is BridgingODL.ppt. as shown in Figure
10.31.
Step 3: Click ‘Open’ to view your presentation FIle.

Fig. 10.31
Activity 10.7
1. Open a Blank Presentation in Microsoft PowerPoint. Name the FIle
? ‘presentation.ppt’.
2. Type ‘Information Technology and Its Uses’. You will see the same
text appear in the Slide Panel. Change font attributes to: Font > Arial
Black, Font Size > 32, Font Color > Automatic.
3. Now, from the Slide Panel in the second text box, type ‘Open University
Zimbabwe’. Adjust the text box correctly if part of the text is not visible.
Change font attributes to: Font > Arial Black, Font Size > 32, Font
Color > white and click Shading Button.
4. Save the file.

10.4.2 Different PowerPoint Views

Microsoft PowerPoint allows you to look at your presentation from different
perspectives. You can select the page view by clicking the buttons just above
the formatting toolbar as in Figure 10.32. For further details on characteris-
tics of views, please refer to Table 10.3.
Fig. 10.32

10.4.3 Inserting clip art and pictures

You can display Clip Art and pictures in your slides by following these simple
steps:
Step 1: Click Insert at Menu Bar (see Figure 10.33).
Step 2: Select ‘Picture’.
Step 3: Select ‘Clip Art’.
Step 4: Click the category that you want.
Step 5: Click the picture of your choice.
Step 6: Click Insert Clip on the shortcut menu.
Step 7: When you are finished using the Clip Gallery, click the ‘Close’ button
on the Clip Gallery title bar.
Step 8: Steps 1 to 4 can be applied when inserting other pictures, objects,

movies, sounds, and charts.
Figure 10.33: Steps in inserting a picture using Clip Art

10.4.4 Adding transitions to a slide show

You can add customised transitions to your slide show to make it come alive
and appealing to your audience. Follow these steps:
Step 1: In slide or slide sorter view, select the slides from which you want to
add a transition.
Step 2: On the Slide Show menu at the top of the screen, click ‘Slide Tran-
sition’ as illustrated in Figure 10.34.
Step 3: In the ‘Effect box’, click the types of transition of your choice.
Step 4: To apply the transition to the selected slide, click ‘Apply’.

Step 5: To apply the transition to all the slides, click ‘Apply to All’.
Fig 10.34
Step 6: Repeat the process for each slide.
Step 7: To view the transitions, click ‘Animation Preview’ on the Slide Show
menu.
10.4.5 Viewing the slide show

You can view your slide show by using any of the following methods:
 Click ‘Slide Show’ at the lower left of the PowerPoint window.
 From the menu bar, click ‘Slide Show’, followed by clicking ‘View
Show’ or ‘View Slide Show’.
 Press <F5> on the keyboard.

10.4.6 Navigating a slide show

Navigating a slide show is crucial for the success of your presentation. The
following are different ways of navigating:
 Forward Navigation: Click on the left mouse button or hit the <Enter>
key on your keyboard.
 Reverse Navigation: Hit <Backspace> on the keyboard.
 Exiting the slide show: Hit the <Esc> button on the keyboard.
10.4.7 Pack up a presentation for use on another computer

The purpose of this facility is to allow you to copy the presentation into a disk
or network location, which later can be viewed on another computer. The
following steps will guide you on how to pack up a presentation:
Step 1: Open the presentation you want to pack. Step 2: On the ‘File’ menu,
click ‘Pack and Go’ as shown in Figure 10.35. Step 3: Follow the instruc-
tions in the ‘Pack and Go Wizard’.
Figure 10.35: Steps on how to start a ‘pack and go’

If you want to unpack a presentation:
Step 1: Insert the disk or connect to the network location where you have
packed the presentation.
Step 2: In My Computer, go to the location of the packed presentation and

double-click on Pngsetup.
Step 3: Enter the destination you want to copy the presentation to.
Activity 10.8
? 1. MS PowerPoint provides several buttons known as View Buttons.

State the functions of the following buttons.
Self-Check 10.2
? 1. How do you think an open and distance learner benefits from using
Microsoft Office Applications? Give three reasons.

Summary
 You have been exposed to some basic functions of MS Word, MS
Excel and MS PowerPoint which will be helpful in making your learn-
ing process effective.
 The discussion in this topic has guided you on how to create a Word
document using MS Word; compute and present data in MS Excel;
and present information in MS PowerPoint.
 You are now aware of the functions available in each of the three MS
Office Applications.
 These skills are also crucial in equipping you with basic ICT compe-
tencies.
Key Terms
Microsoft Office Application


Blank page

DLSH101

Uploaded by

Copyright:

Available Formats

DLSH101

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DLSH101

Uploaded by

Copyright:

Available Formats

Faculty of Information

Technology and Multimedia

Learning Skills For Open

Editor: Sithembile Manyuchi

P.O. Box MP1119

The Zimbabwe Open University is a distance teaching and open

Cover design: B. Pillay

Layout and design: C. S. Nhari

Typeset in Garamond, 12 point on auto leading

© Zimbabwe Open University. All rights reserved. No part of this publication

The six hour tutorials should be so structured that the

Session I (Two Hours)

Session II (Two Hours)

Session III (Two Hours)

Conclusion for this course, but also to prepare yourself to

Foreword & Module Overview ___________________________________ 1

Unit One: Managing Your Learning

Unit Two: Online Learning Environment in ZOU

Unit Three: Reading for Information

Unit Four: Note-making and Note-taking Skills

Unit Five: Presenting Information

Unit Six: Coping with Your Assessment

Unit Seven: Information Gathering Process

Unit Eight: Skills in Information Retrieval

Unit Nine: Evaluating and Citing Information Sources

Unit Ten: Using Microsoft Office Applications

This course is compulsory to all learners registered at ZOU. This module is

As an open and distance learner, you should be able to learn independently

By the end of this course, you should be able to:

In Unit 2 we allow you to familiarise yourself with the components of the

2 Zimbabwe Open University

In Unit 3 we examine various reading techniques, including fast reading and

In Unit 4 we look at five methods of note-making and note-taking. You may

In Unit 8 we discuss skills involved in retrieving information like searching

In Unit 9 we help you determine the authenticity of information by giving you

In Unit 10 we focus on the basic ICT skills especially in creating documents

Zimbabwe Open University 3

Text Arrangement Guide

Self-Check: This component of the module is inserted at strategic locations

Activity: Like Self-Check, activities are also placed at various locations or

4 Zimbabwe Open University

References: References is where a list of relevant and useful textbooks,

Zimbabwe Open University 5

6 Zimbabwe Open University

Managing Your Learning

 explain three blended learning methodologies at ZOU;

1.2 ZOU’s Learning Environment

1.2.1 Getting to know ZOU’s learning modes

8 Zimbabwe Open University

Blended learning combines online learning, or more technologically advanced

Figure 1.1: Blended learning at ZOU

Zimbabwe Open University 9

a) Face-to-face Interactions (Actual Classroom) are tutorial sessions con-

? 1. Refer to the diagram on blended learning possibilities at ZOU. Which

10 Zimbabwe Open University

1.2.2 Being independent

As a self-managed learner, you should be able to make your learning experi-

1.2.3 Maximising ZOU learning facilities

Zimbabwe Open University 11