I hope your studies are proceeding well and as expected. As we head toward exams, I’d like to share a few ideas with you.
In a previous post, we briefly discussed a plan of action to start our academic year.
However, that post looked at planning from a long-term perspective and focused on how to begin the study phase; that is, a phase of accumulation and selective storage of information or, borrowing from that very same post, the base of the pyramid.
But, you might ask, are those considerations valid if we had to plan the next two or three hours in a matter of minutes? In other words, can we apply the same logic to the ultimate phase of our annual project, to the top of the pyramid?
If so, how can we plan our time during an examination to make the most of it?
“Law school is no joke.” That’s what a friend of mine said when we last talked about my study program. He wasn’t lying. He’s a professional athlete, a downhill skier. He inspired me to think of note-taking like one of his epic runs to the finish line on a Super-G (super giant slalom) course – a combination of precision, technical expertise, and speed.
Two sides to one story
When I wrote my first post I told you that my main concern as a studying mum was making space in my brain for knowledge when the ups and downs with The Little One were barely leaving any space available in said brain. After more than a month of daily study I think it is about time to make an evaluation.
In the past few weeks The Little One was going through the “adaptation period” at daycare. She had to get used to new people, new food, new patterns, new rules… And it was a lot to take. Interestingly, this adaptation period is also designed to help parents in coping with the difficult feelings of leaving their progeny in the care of someone unrelated to the family circle. My mind wandered off easily and I asked myself repeatedly if she would hate me for “abandoning” her like that.
Nobody said that it is going to be easy. Anyone who grows up in a traditional education system would have the idea of pedagogy that naturally conjures up the picture of a classroom of students and a teacher. Nobody said that to acquire a degree through self-studying, without guidance, is going to be smooth sailing. However, no one has said that it is an impossible task either.
I believe that most of us in the UOL long distance program shoulder the same responsibilities: work, family and studies. As if to juggle these is not challenging enough, some of us have also taken the degree course without any additional help: we study without attending any local teaching institutions. A daunting task it is, but, we must not forget the one big perk that is attached to it – flexibility.
Let’s really explore distance learning this week. To my surprise, this is a topic I find myself discussing quite a bit. Every day I find myself in conversations like: “What is distance learning really like? How do we implement it? What kind of results can we expect to see? What kind of measurements are best applied to our particular distance learning program?” I talk about it at work, in social settings, during board meetings and in job interviews. Keep in mind that I do not work in education at all, not even remotely. (No pun intended) Distance Learning is now that important.
Five years ago, if someone had told me that I was going to live in Luxembourg and raise a baby girl while studying English with the UoL International Programmes, I probably would have laughed. Yet here I am: a Spaniard based in Luxembourg studying English and, yes, raising a baby at the same time (six months now and going strong!).
The truth is I studied to become a teacher back in Spain. I got my teaching degree there but life brought me to this little country and, after a while, I decided to enroll in the International Programmes to widen my knowledge in English. Continue reading
Last month, I talked about the importance of taking a break; the benefits of my temporal relief of a knotty problem encountered in any aspects of life, including studying. No matter how pressing a matter might seem to be at a moment, it always does me immense good when I pry myself away, so that I can return to it rejuvenated and ready to tackle it afresh.
So, what is the next stage following the “chilling” method? How did I get myself warmed up to the tons of reading that have piled up since the day I signed up for the modules of the next academic year?
I call this next stage the “thawing” method. It is when I immerse my mind in a semi-ready mode, or when I do not want to be switched off completely, while preparing myself to return to serious studying.
Good day my fellow colleagues!
My apologies for not writing for some time. It’s been quite busy at work.
I trust that everyone was satisfied with their exam results. If you weren’t, I urge you to apply my motto:
“There are two things you can do with an exam, you can either pass or fail, and if you fail, then simply re-write it!”
In Stewart House reception with Student Affairs Manager Huw Morgan Jones.
More than three years have rolled by in a flash from I enrolled with the University of London International Programmes, as a student of BSc Accounting and Finance, under the academic direction of the LSE. Since then I have experienced the troughs and crescents of life – from changing my stream of study from Accounting to International Relations, witnessing the tragic death of one of my aunts, taking immensely challenging and rigorous exams, attending demanding lectures at the LSE and the SOAS summer schools, performing Indian classical music at SOAS, to even trying a hand at punting in the River Cam (which by the way was almost a flop)! With the results of my third year of study being declared (and which I am quite happy about), it feels a bit surreal to think I am onto my fourth and final year of study with the University of London and LSE. Back in India after spending one of my most productive and busiest times in London, I must confess that getting to tour the Senate House – the nerve centre of the International Programmes has been highly inspiring.
Today’s conversation marks roughly one year since I started collaborating with the Official Student Blog. To celebrate the event, I titled this post after my very first one, the subjects involved being obviously different.
I’m sure many newly-enrolled students in Economics, Management, Finance and the Social Sciences (EMFSS) programmes will have to take a combination of Mathematics 1, Mathematics 2, Statistics 1, and/or Statistics 2. With this in mind, why not share with you some general information about those units? Even prospective students might find it useful.