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Preparing assignments, sending it in.

At some point you do need to let go and send your assignment in to be marked.

Be realistic about the time you can afford to spend on refinements - there's a balance between taking time to edit and endless tweaking that won't add marks.

Check the assessment guidance on your module website for instructions on submitting your assignment.

Most likely you will need to submit your assignment online.

  • See  Submitting a Tutor Marked Assignment  for how to submit your Tutor Marked assignment (TMA) online.
  • If you are submitting an End of Module Assessment (EMA) online see  EMA checklist (electronic submission) .

If you are submitting your assignment by post then make sure to allow enough time for delivery.

  • You can find out more about posting your TMA on  Submitting a Tutor Marked Assignment on paper .
  • For more information on submitting an EMA by paper see  EMA checklist (paper submission) .

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Week 3: Writing university assignments

assignment open university

Introduction

This week you will start to look at university writing, a very important student activity. You will first consider which aspects of your current writing will be useful when it comes to university-level writing and which might need a bit more work. Then you will move on to look at university assignments, their purposes and structure and the strategies students follow when approaching them.

Watch Anna describing what you will study this week:

assignment open university

Welcome to Week 3.

So far you have looked at reading: reading strategies and ways to use insights from readings in an assignment. Reading and selecting key information are two of the first steps towards writing a good assignment. It is now time to look at what university assignments ask for and how to produce a good assignment.

During Weeks 3, 4 and 5 you will concentrate on assignment writing. In particular, this week you will find out what types of assignments university students normally write, the reasons why they write them and the way they approach them. In Week 4 you will look in more detail at essay writing. In Week 5, you will learn how to clearly link ideas in your writing, so that your readers can easily understand your ideas.

By the end of this week you will be able to understand:

  • the purpose and structure of your everyday writing
  • the purpose and overall structure of university texts
  • the main stages of the writing process
  • the essay and report planning stages.

1 Everyday writing

For many of us writing is a daily activity. In a morning, for example, I might write a text message to a friend, make a ‘to do’ list and email a colleague.

Three images:a to-do list, a CV and three Post-it notes on a fridge door.

Three images: first image is of a to-do list, second image of a CV and third image of three Post-it notes on a fridge door.

Think about the types of text, that is any piece of writing, you have written in the past few days. These can be as short as a few words scribbled on a Post-it note or as long as a letter or a workplace report. Note your thoughts in the box below.

The answer is personal to you. Here are some of the texts I have written lately:

  • professional emails
  • a shopping list
  • comments on my friends’ Facebook pages
  • a birthday card
  • feedback on my students’ assignments
  • a page of my personal diary
  • a note to my neighbour
  • a workplace report
  • a recipe I heard on the radio

Most people do not consider themselves to be writers, yet they write something every day. There are many types of text. Some texts may appear easy but others seem more complex to write. In the next activity you will compare some texts to understand how they differ and why some are harder to write than others.

1.1 Types and structure of everyday writing

When we write, we communicate with other people. Birthday cards, Post-it notes and text messages are all ways to send other people messages containing information. Even a personal diary and a to-do list may be read initially only by the writer, but may be shared or read in the future by other people.

Communication is therefore the main reason why people write. The particular purpose of each piece of writing depends on the situation and the people we communicate with. For example, many of us leave little notes on the fridge to remind ourselves and others to do important chores or to wish them well.

The way our texts are organised varies depending on our reason for writing and our relationship with the person or persons who will read our messages.

In this activity you will look at the purpose and structure of three texts (Figure 2).

Described image

Three images: first image is of a to-do list, second image of a thank-you letter and third image of a CV.

Look at the three texts below and match them to their typical purpose.  

A to-do list

To briefly remind ourselves and others what needs to be done

A curriculum vitae (CV)

To show an employer our skills and experiences in the hope of being invited to an interview

A thank-you card

To tell somebody how much we appreciate what they have done for us

Using the following two lists, match each numbered item with the correct letter.

a. To show an employer our skills and experiences in the hope of being invited to an interview

b. To briefly remind ourselves and others what needs to be done

c. To tell somebody how much we appreciate what they have done for us

Have you ever written any of these three types of text? How easy or difficult do you or would you find writing them? Note your thoughts in the box below before comparing them with mine.

Here is my answer:

I’m one of those people who often write to-do lists. They are simple and informal, and contain just isolated words describing activities. I normally cross off each activity as soon as it is done.

I find thank-you cards and cards in general less easy to write. This is in part because in Italy, my country, people tend to phone or thank other people in person so cards are rarely written. In the UK, handwritten cards tend to follow a specific structure but I am never sure which one I should use, in which order to different people in different situations. I therefore tend to avoid cards or buy ready-made cards and just add my signature.

A curriculum vitae is generally difficult to write. My first CV was untidy, quite long and contained too much information so I had to ask a more experienced friend to help me.

All texts, even the simplest everyday ones, are written for a purpose. When we write, we have this purpose and our readers in mind and this helps us to structure our texts.

Some texts are easy to write because we understand their purpose, they are part of our culture and we are familiar with their typical structure. However, approaching unfamiliar text types may be challenging unless we know why we are writing them and how they should be organised. In many cases a model of a particular type of text or a more experienced person can help.

The next sections introduce some texts you may not be familiar with. You will look at texts written by university students, the reasons why they are written and the ways in which they are organised.

2 University assignments

At British universities, students are asked to carry out written tasks called assignments and submit them to their tutors by a set date. Assignments are part of the assessment process and, while most assignments are completed at home, some will take the form of a formal examination.

Like any other piece of writing you have written so far, assignments are written for a reason and follow a specific structure. The key is to understand these reasons and learn which structure you are expected to follow.

Students are asked to write assignments for a number of reasons:

  • to demonstrate that they understand the subject matter they are being taught
  • to show that they can explain key ideas and information in their own words
  • to show that they can use what they have learned to solve real life problems
  • to demonstrate that they can evaluate, compare and contrast different views
  • to gain feedback from their tutors on their understanding and use of course content.

Depending on the specific purpose of each assignment, university students are asked to write a range of assignment types. For example, they use summaries and definitions to simply describe what they have learned from their readings. They use essays to discuss what they have learned and to show that they can use their learning to make sense of real world situations. Finally, they use reports to describe or analyse a situation and provide recommendations.

The next section looks more closely at assignment types, their purpose and structure.

2.1 Types of assignment

There is a wide range of assignment types that students may be asked to produce during their university studies. Some assignments might require them to write single-sentence responses, while others might ask them to write an extended response of 600, 800 or even 2000 words.

In this video three Open University tutors talk about the assignments students are required to complete for the courses they teach:

assignment open university

2.2 Distinguishing between different types of assignment

It may be more common to find one kind of assignment type in a particular subject than in others. For example, science assignments may consist of short questions that require short answers, while a social sciences assignment might consist of short answers explaining a definition or essays explaining a theory. Regardless of the subject they are studying, students will probably have to write a variety of assignment types during their studies.

You are now going to gain an overview of some of the assignment types that you are likely to encounter in your university studies. Look at the list below of descriptions of various types of assignment. Match each assignment type with its appropriate description.

An assignment that gives detailed information and analysis about a topic; it will often have different sections, with headings that have different functions; there is an introduction, different sections and a conclusion with recommendations

Short definition and explanation

A word or concept is briefly defined and explained

An assignment that focuses on one topic; it has an introduction, body paragraphs and a conclusion

Short-answer exercise

Brief answers in response to questions; the contents of one answer is not necessarily directly connected with the next

A short account of the content of something you have read, heard or viewed without details

a. An assignment that gives detailed information and analysis about a topic; it will often have different sections, with headings that have different functions; there is an introduction, different sections and a conclusion with recommendations

b. A word or concept is briefly defined and explained

c. Brief answers in response to questions; the contents of one answer is not necessarily directly connected with the next

d. A short account of the content of something you have read, heard or viewed without details

e. An assignment that focuses on one topic; it has an introduction, body paragraphs and a conclusion

During your university studies, you will be asked to complete a variety of assignment tasks to demonstrate what you have learned. Having a good understanding of what is required in the various assignments that you are asked to produce for your university modules will help you fulfil the task and get better marks.

2.3 Typical challenges

Writing a university assignment can be difficult. The following activity identifies the main challenges.

Below is a list of challenges typically experienced by students who are new to assignment writing. Think of your experience of writing longer and possibly formal texts. For example, you may have had to write a job application or a formal email. If you haven’t had such experiences, you may want to think back to your school experiences. Have you ever experienced any of the challenges listed below?

  • It’s a very long time since I’ve done anything like this. I’ve forgotten how to do it.
  • I’m not familiar with the British educational system. What is done in my country is quite different from what is expected here.
  • I’m not clever enough to write an assignment.
  • How do I organise essays and reports?
  • I don’t understand the assignment title. What am I expected to do?
  • I look at the blank page. I don’t know where to start or what to write.
  • I can write short informal pieces but I have never written a long formal essay.
  • I write too many words.
  • I make too many errors and don’t know how to choose the right words.

Type your comments in the box before comparing them with mine.

The main problems students experience are caused by lack of experience and, in particular, difficulty in getting started. These difficulties arise when students have problems understanding the question and the way in which essays and reports should be organised. Some see assignment writing as daunting as it is a completely new experience.

The next section will address these challenges by focusing on the writing process.

3 The essay-writing process

Writing a successful assignment is less daunting if it is seen as a process consisting of several manageable steps. You will probably be familiar with some of these steps already: for example writing notes, putting ideas in order, selecting ideas to include, reviewing and rewriting what you have already written in order to improve it.

Another key point is that anyone writing an essay has to give themselves enough time. Generally the best assignments result from doing a little at a time over a period of days, rather than attempting to complete an assignment in one evening.

In this section you will look at this step-by-step process.

3.1 Some useful strategies

In the next activity you will look in more detail at the challenges often faced by students and the strategies they can use to complete an essay.

In the videos below, three students describe their writing process. They also mention the challenges they face and some of the strategies they use. Watch the videos and identify the challenges and strategies each student uses. Note them in the boxes below before comparing your answers with mine.

assignment open university

  • Writing too many words
  • Risk of not answering the question
  • Reading the question
  • Reading in order to find answers to the question
  • First writing everything you know, then revising it

assignment open university

  • Not enjoying essay writing
  • Using the structure given by the assignment
  • Writing thoughts about each section
  • Revising the answer many times
  • Circular revision process: rereading, rewriting, reviewing, rereading …
  • Stopping when the answer has been answered properly and completely

assignment open university

  • Becoming too used to his answer
  • First, making a list of key points
  • Then, carefully arranging these points
  • Writing the first draft
  • Asking someone else to read this draft

Coping with university writing is about developing strategies that help to meet a range of challenges. These students seem to have been successful in essay writing despite the various challenges they mention. They have dealt with those challenges by adopting strategies for planning what they are going to write, structuring the content of their essays and reviewing the text over and over again.

3.2 A step-by-step process

The next activity introduces you to a method that exploits all the strategies described by the three students.

In this activity you are introduced to the different stages of the essay-writing process. This process starts with activities that include reading (understanding the ideas of others), brainstorming (thinking of all you know about the topic) and note making, and proceeds through one or more cycles until you feel you have produced a full and correct answer.

The boxes show the eight stages in the process of completing an assignment. Drag each stage into the relevant blank box in the diagram.

Writing a university assignment involves going through a series of stages. It is quite normal for all writers to want to go through the cycle more than once. This may happen for many reasons. For example they may feel that they haven’t quite answered the question or they may want to go back to their readings and notes to find additional relevant material.

Many students find that the habit of breaking their writing process into manageable steps helps them not only to write university assignments but also other pieces of writing such as workplace documents.

In the next two sections you will learn how to plan an essay and a report.

4 Planning an essay: the pre-writing steps

Before writing an essay, it is important to take the time to understand its structure as this provides a useful starting point. A typical essay includes an introduction, the main body of the text, a conclusion and a list of references (Figure 3).

The structure of an essay consists of the introduction, main body, conclusion and references.

The structure of an essay consists of the introduction, the main body, the conclusion and the references.

While this is a simple structure, students often wonder what should be included in the main body of the essay. In this section you will learn how carefully reading the assignment question and carrying out some simple tasks can help you to plan the content of the main body of the essay.

4.1 Reading the essay question

Answering an essay question is only possible if a student knows and understands it. Reading the essay question is therefore a very important step that must be completed before starting the writing process.

Question 1a

assignment open university

Now answer the following question:

What is the first thing students should do after reading the assignment question?

Write a plan of their essay using tables or diagrams

Find the words that explain what they are required to do

Start looking for the information they can use in the essay

The correct answer is b.

It is important to carefully study the key words contained in the assignment question to find out what it is asking the student to do. These key words as known as instruction words and content words.

4.2 Identifying the instruction words

Having a good understanding of instruction words will help you to identify what type of task you are being asked to do, which, in turn, makes it more likely that an assignment answer will be relevant. These words may seem complex but they are very often used in assignment questions. Understanding instruction words makes it easier to understand the requirements of most assignments.

In the next activity you will learn some of the key words used in assignment questions.

Listed below are eight of the most common instruction words. Match each one with its definition.

Compare and contrast

Look for differences and similarities between two or more concepts or things in an organised way

Discuss/to what extent

Give reasons for and against an idea

Make an idea clear by giving an example

Give a shortened version of a written or spoken item, stating only the key points

Give a detailed account of something such as characteristics, a reading or an experience

Examine something to judge its value, importance, quality, or effectiveness

Take apart an idea and examine it in great detail in order to understand it

Give details, clarify meaning or give reasons

a. Give details, clarify meaning or give reasons

b. Take apart an idea and examine it in great detail in order to understand it

c. Give a detailed account of something such as characteristics, a reading or an experience

d. Examine something to judge its value, importance, quality, or effectiveness

e. Make an idea clear by giving an example

f. Give a shortened version of a written or spoken item, stating only the key points

g. Look for differences and similarities between two or more concepts or things in an organised way

h. Give reasons for and against an idea

4.3 Identifying key content words

Having understood what type of task is required, you need to find out what content you have to focus on. This is done by identifying the content words.

The content words are words that express key ideas that you are expected to write about. In the following example of an essay title, the content words are highlighted:

Using examples from Chapter 3, describe some biological factors that influence the health of the individual (approximately 600 words).

Once the content words and the instruction words (in this case, using examples and describe ) are clear, you should be able to rephrase the title to clarify it:

What are the biological factors that influence people’s health? I need to identify and give details about a few biological factors, and explain how each can affect health. I need to give some examples from Chapter 3 of my module materials to illustrate my explanation s .

4.4 Practice understanding the essay question

In the next activity you will practise identifying instruction and content words, and rephrasing questions into a simpler format.

Below are four essay questions. For each one complete the following tasks:

  • Find the instruction words.
  • Find the content words.
  • Rewrite the task in your own words.

At this stage, you are not expected to know the content or the authors mentioned in these questions. Your purpose for reading them is to understand what each question asks you to do. Type your notes in the boxes before comparing your answers with mine.

  • Compare and contrast our own education to date with that of one of your parents. Which points of comparison seem important to you and why?

The instruction words are:

  • compare and contrast
  • which important points of comparison …

The content words are:

  • your own education
  • one of your parents' education
  • points of comparison

This question can be reworded as:

Find similarities and differences between your education and either your mother’s or your father’s education. Decide which of these similarities and differences are the most important and explain why this is the case.

Decide which primate species you would prioritise for conservation action and explain how you came to this conclusion.
  • decide which ...
  • primate species
  • conservation action

Which primate species is it essential to protect from extinction as soon as possible? Why should each of these species be prioritised?

  • Why do people codeswitch?

The instruction word is:

The content word is:.

Codeswitching describes the habit bi-lingual people have of using more than one language when they talk to each other.

Give many reasons why people codeswitch

  • Describe the causes of deforestation , explain its negative effects and evaluate the solutions that have been implemented to date. 
  • deforestation
  • negative effects

This question can be rewording as:

What are the causes of deforestation? Write about the negative effects of deforestation. Write down your ideas about how good the solutions to the problems are.

4.5 Producing a draft outline

The next stage is to write a draft outline. This can only be written on the basis of a full understanding of the question. The first draft outline helps to decide what to look for in any readings. However, after reading, it is normal to update the draft outline to reflect your improved understanding of the subject.

Look at this task:

Describe government interventions which may help people to tackle obesity . To what extent do you think these interventions can be effective ? (800 words)

As this task asks the student to describe government interventions, each section of the essay will need to provide details about one type of intervention. It is also important to consider situations and reasons why an intervention is likely to be effective as well as situations and reasons why it may fail. Each point should be illustrated with examples.

This is a possible outline:

Intervention type 1 – description – examples – why it can be effective?/not effective? + examples

Intervention type 2 – description – examples – why it can be effective?/not effective? + examples

Intervention type 3 – description – examples – why it can be effective?/not effective? + examples

Having written this plan it will be necessary to read the course materials to find:

  • a definition of the term ‘government intervention’
  • a definition of the term ‘obesity’ and some general information about its causes and effects
  • examples of ineffective and effective government interventions
  • theories about types of government intervention in the health sector.

4.6 Practice producing draft outlines

You will now look again at the essay questions you analysed in Activity 9 and evaluate different outlines that can be used to answer them.

Activity 10

Below is a list of assignment tasks. For each assignment look at the outlines provided and make notes in response to these two questions:

  • Which outline best answers the question?
  • What kind of information are you likely to need in order to write this essay?
  • Outline 2 is the most appropriate because it provides a range of reasons why people codeswitch. It also explains the codeswitching techniques used and some examples that help to explain these reasons. Outline 1 is incorrect because it describes the techniques but doesn’t answer the question.
  • definition of codeswitching
  • theories about codeswitching, particularly reasons for doing so
  • codeswitching techniques

Outline 2 is the most appropriate because it directly answers the question by selecting one species and using each paragraph or section to clearly give reasons for this selection. For each reason, the writer also shows that they have considered and dismissed a contrasting viewpoint (e.g. a reason for not selecting this species). This adds strength to the points they make.

The themes covered by Outline 1 provide background information but fail to directly address the question. As the requirement is to write only 800 words there is no space to provide much background information. Some of this (e.g. reasons why conservation is necessary) could be included very concisely in the introduction.

  • definition of primate species
  • list of species that risk extinction and their characteristics
  • how important a species is to the environment: is it likely to benefit or damage it?
  • theories of conservation

Outline 1 answers the question because it identifies and develops several points of comparison and clearly compares and contrasts the two experiences. It also uses the last paragraph to indicate which one is the most important and why.

Outline 2 provides information about the two educational experiences but does not compare them. Therefore, this outline does not help to answer the question.

Outline 3 is also appropriate because it compares and contrasts the two experiences. However, the points of contrast need to be clearly mentioned when looking at similarities and differences. The last paragraph clearly indicates which points of contrast are the most important and why.

  • information about my own education
  • education theories; in particular, factors that have an effect on people’s education as these help to explain the choice of points of contrast

Outline 1 is inappropriate because it develops two paragraphs about deforestation techniques, which are not required. It does provide examples of possible effects and solutions but does not describe them. The solutions are neither described nor evaluated.

Outline 2 is appropriate because it clearly focuses on the three key content words included in the question: causes, effects and solutions. For each of these, it provides a description and some examples. When looking at solutions, it looks at reasons in favour of and against choosing them.

  • information about deforestation: causes, effects, solutions
  • theories about how forest management affects people’s lives and the planet

This section has highlighted the importance of fully understanding the essay question as this helps to produce an appropriate outline. In the next section you will look at ways to represent outlines visually through a diagram.

4.7 Using diagrams to plan an assignment

Many students find that diagrams can be useful when planning their essays. This is because diagrams help them to think in a visual way about their essays and the ideas they need to include in them.

Look again at this assignment question:

Describe the causes of deforestation, explain its negative effects and evaluate the solutions that have been implemented to date.

This assignment can be outlined using a mind map as shown in Figure 4.

Partial mind map for an assignment question on deforestation

At the centre of this mind map is a cloud labelled ‘deforestation’. From this cloud stem three branches. From one branch, labelled ‘causes’, stem three branches. From another branch labelled ‘effects’ also stem three branches. From the third branch, which is labelled ‘solutions’, stem two further branches labelled ‘solutions 1’ and ‘solutions 2’. From each of these branches stem two branches labelled ‘pros’ and ‘cons’. From each of these stem two branches.

The mind map can be used while reading about deforestation to add information that could be included in the essay.

Activity 11

Draw a mind map that can be used to plan the following essay and to record the most relevant information from readings.

Before designing your mind map, look again at the suggested outline for this question. When you have finished, compare your mind map with mine and read the comments.

While reading about this topic and using this mind map (Figure 5), it is possible to enter each of the three reasons, details about explanations, evidence and alternative views and more branches.

Partial mind map for an assignment question on primate conservation

At the centre of this mind map is the word ‘conservation’. From this stem three branches labelled: Reason 1, Reason 2, Reason 3. From each of these branches stem three further branches labelled explanations, evidence and alternative view.

4.8 Using diagrams to plan a science assignment

Sometimes just reading an assignment question is not sufficient to write a draft plan. You will now look at a science assignment that requires students to describe and explain but provides no information that could help them to write a plan.

The assignment title is:

Describe and explain the greenhouse effect.

Just reading this title is insufficient to outline a text easily because the title does not contain helpful key words such as cause, effect or similarities. Before planning it is therefore necessary to read about this effect. Having done this, information needs to be arranged into steps as this will help to plan the text.

The following activity provides a useful visual technique for planning the essay.

Activity 12

Watch the following video in which Open University science tutor Phil explains to Zorica how to plan the assignment by using a diagram to visualise the information she needs to include.

assignment open university

Now put the following steps into order described by Phil and Zorica.

Infrared radiation emitted from the Sun.

Absorption of infrared by the Earth.

Re-emission of infrared to the atmosphere.

Infrared absorbed by CO 2 and H 2 O.

This activity shows the how diagrams can be used to both identify and present the steps of a process at the pre-writing stage. Depending on the number of words the student is required to write, they can then write either a paragraph or a longer text outlining each of the stages of the process.

5 Planning a report

Reports differ from essays because they normally follow a more detailed standard structure. Knowing this standard structure makes planning easier as it is only necessary to decide what specific content to place in each of its parts and for what reason.

This structure depends on the subject. The next two sections illustrate the structure of a science or technology report, and of a business report.

5.1 Planning a science or a technology report

Table 5 highlights the elements of a science or technology report, though the same general principles apply in other disciplines too.

When writing a report, it is necessary to assemble and order the material, perhaps under a set of headings (which can be added to or subdivided). The plan will help to include material that is relevant and to the point.

5.2 Planning a business report

Business studies reports follow a structure that is very similar to those normally written to help management to make decisions. The main purpose of these reports is to describe a real life business situation and to provide a list of recommendations.

While the overall structure is similar to that of a science or a technology report, the main text is usually structured using a ‘business model’, i.e. a framework that helps the writer to analyse a situation by looking at its specific features.

The following assignment task is structured using a SWOT model. SWOT stands for:

  Strengths

  Weaknesses

  Opportunities

In other words, it is a framework that analyses a business by looking at its strengths and weaknesses as well as at any opportunities it can exploit and the threats it faces.

Below is a business studies assignment question:

Use a SWOT model to analyse the multinational company Coca-Cola.

Table 6 shows how this report should be structured.

6 This week's quiz

Well done, you’ve just completed the last of the activities for this week's study before the weekly quiz.

Remember the quizzes will let you check your understanding of what you have learned while also helping to prepare you for the badge quiz at the end of Week 4. By completing the weekly quiz you’ll also know how the quizzes work before you complete the badge quiz. So, it is a good idea to make time for them if you can.

Week 3 practice quiz .

Open the quiz in a new tab or window (by holding ctrl [or cmd on a Mac] when you click the link).

This week you looked at everyday writing, at different types of university assignments and at useful ways to break the writing process into manageable steps.

These are this week’s key learning points:

  • Writing is a daily activity for most people.
  • Writing is easier if you know why you are writing and how to organise ideas and information.
  • Assignments are written to show a tutor that the student has understood and can use the ideas and information learned from the course materials.
  • Essays and reports are two common types of assignment.
  • A range of strategies can be used to deal with the challenges of assignment writing.
  • A useful way to approach assignment writing is to follow a process that consists of several manageable steps.
  • The first step involves understanding the instruction words and key ideas contained in the question.
  • The second step consists in producing a draft plan and deciding what kind of information will be necessary to answer the question.
  • Mind maps and other diagrams can help to plan essays and organise notes.

You can now go to Week 4 .

Acknowledgements

This course was written by Anna Calvi.

Except for third party materials and otherwise stated (see  FAQs ), this content is made available under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence .

The material acknowledged below is Proprietary and used under licence (not subject to Creative Commons Licence). Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

Figure 1: (left) © Stacy Spensley in Flickr made available under https://creativecommons.org/ licenses/ by/ 2.0/ ; (middle) The CV Inn in Flickr made available under: https://creativecommons.org/ licenses/ by/ 2.0/ deed.en ; (right) From: http://www.stickypadblog.com/ wp-content/ uploads/ 2012/ 10/ fridgesickypad.jpg ; Figure 2: (left) © Stacy Spensley in Flickr made available under https://creativecommons.org/ licenses/ by/ 2.0/ ; (middle) © Scott Feldstein in Flickr; (right) The CV Inn in Flickr made available under: https://creativecommons.org/ licenses/ by/ 2.0/ deed.en .

Every effort has been made to contact copyright owners. If any have been inadvertently overlooked, the publishers will be pleased to make the necessary arrangements at the first opportunity.

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  • where and when you can study
  • planning your studies
  • exams, assessments and placements
  • the resources and support available.

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How OU study works

A module is the basic building block of Open University study. Modules usually take 9 months to complete. When you successfully complete a module, you’ll earn credits .

You can study a module on its own, or you can study multiple modules to work toward a nationally recognised qualification such as a certificate, diploma or degree.

For more information about modules, qualifications and credits, see our Planning your studies section.

You’ll be allocated a tutor who will guide you through your studies. Modules are taught through entirely online study, or a combination of online and printed materials. Most tutorials are delivered online, so you’ll be able to dial in anywhere you can get an internet connection.

For each module, you’ll be assigned a tutor. They’ll help you with your studies, mark your assignments and give you an extra helping hand when you need it. Most of your contact with them will be through email, phone and the module forums.

You’ll connect through your module website. The tutor will present to you and other students in an online tutorial room. If you’ve got a headset with a microphone, you’ll be able to join in the conversation. But, even if you don’t, you can still use the chat box to add your ideas.

Some online tutorials may be recorded, so if you miss one, or you want to go through the information again, they’ll be uploaded after the event is finished. If you want to know if a tutorial was recorded, be sure to ask your tutor.

As we’re a distance learning university, you won’t need to attend traditional lectures. Most of your study will take place through your module website and course materials. Some modules may offer you the opportunity to participate in field trips or require you to attend a residential school. Our module descriptions will tell you more.

Your course materials will be unique to the modules you study – these could be purely online, or a balance of online and print materials. Any online materials will be accessible through your module website and, if your module has printed materials, you’ll usually be able to download electronic copies.

If you need your module materials in an accessible or alternative format, be sure to let us know in plenty of time before your module starts. If you want to know more about accessibility at the OU, visit our disability support website .

The Virtual Learning Environment (VLE), or module website, as you’ll hear it called, will be where you find everything you need for your module.

There’s a wealth of information on your module website, but the main things to know about now are:

  • You’ll have a week-by-week study planner that’ll guide your learning throughout the module.
  • There’s an assessment section, showing exactly what you need to do for each assignment and when they’re due.
  • It’s where you’ll book to attend tutorials, join online tutorials and access the contact details for your tutor.
  • You can join all the other students in your module cohort on the module forums to discuss key topics, do any collaborative work, and get a little extra help if you’re stuck.
  • And it’s also where you can find all the online, PDF and accessible formats of your module materials and resources.

Where and when you can study

While our main campus is in Milton Keynes in the UK, you can study with us anywhere in the world.

Some courses may not be available in your country. These would include, but are not limited to, vocational courses for UK students only (social work and nursing).

You can study from home, work, on your commute, or wherever suits you. All you’ll need is an internet-connected computer and some time to concentrate on your studies.

Some of our modules include exams or a residential school, which you’ll need to attend. However, if your circumstances mean you aren’t able to come to these, we may be able to offer you an alternative.

Yes – as long as you’ve got access to an internet connection. Some modules have residential schools that you’ll need to be present for, but you can do your everyday studies from anywhere in the world.

Once you’ve registered on your qualification, you’ll choose your first module. Your module will most likely start in October, but some do have February and April start dates as well.

Be sure to enrol on your module before the cut-off date to secure your place. If you’re not sure when this is, contact us .

Planning your studies

You’ll need to build up a set number of credits to complete your qualification. Here’s how it works:

Each qualification is made up of 1, 2 or 3 stages.

Each stage is made up of 120 credits of modules.

Each module is worth 30 or 60 credits.

  • A Certificate of Higher Education is one stage (120 credits)
  • A Diploma of Higher Education/Foundation Degree is two stages (240 credits)
  • An Honours Degree is three stages (360 credits)

You’ll study your qualification on a module-by-module basis, so you sign up for only what you’re going to study that year. If you have other commitments (such as work, family, etc.) we recommend you sign up for 30 or 60 credits. The maximum credits you can study in one year is 120, which is equivalent to full-time study at a campus-based university.

Qualifications have compulsory or optional modules, or a mix of the two. You can see the modules you’ll study by looking at your qualification description.

Yes, whether you’ve studied some modules or courses at higher education level, completed part of a degree, diploma or certificate, you may be able to use it towards an Open University qualification.

We call this credit transfer, and it allows you to reach your qualification goals sooner, saving you time and money.

Find out more about credit transfer and check your eligibility.

Yes – you can vary the number of modules you study each year, but we recommend that you study no more than two modules at the same time (up to a maximum of 120 credits a year). Just make sure, if you want to study more than one module, you register on all of them before the cut-off date.

About two weeks before your module is due to start, you’ll have access to your module website. On there, you’ll have a week-by-week study plan and assignment deadlines, so you can start to plan your studies. If your module includes a residential school or exam, you may have to wait a little longer to find out these dates. But, don’t worry, we’ll let you know in plenty of time.

Yes – whether you need some time out due to work, family commitments, ill health, or anything else that’s going on in your life – you can request a Study Break. You’ll still be an OU student, and you’ll get communication from us that’ll be relevant to your studies.

Exams, assessment and placements

Some modules have exams, while others have end-of-module assessments you complete at home. Exams will normally take place remotely, and you will complete them at home or at an alternative location. If a module requires you to take a face-to-face exam, this will be made clear in the module description.

If your personal circumstances or disability are likely to have an impact on your ability to take your exam remotely, we may be able to put additional arrangements in place or make reasonable adjustments. This would need to be discussed with your Student Support Team.

Your exam date and time will be fixed, but we’ll let you know the details about 12 weeks in advance to give you time to prepare.

If you’re unable to undertake your exam due to circumstances beyond your control, you may be able to sit it at the next available opportunity. There are strict criteria for approving this.

If you’re not successful in passing your module, you won’t be able to re-submit your assignments, but you may be offered the opportunity to resit your exam or submit another end-of-module assessment.

Most of our courses don’t require work placements, or for you to be employed in a specific role. There are some exceptions for qualifications in vocational subjects such as nursing and social work, and you’ll have to arrange these yourself. For more information, check out the description for the specific qualification and modules you’re interested in.

As an Open University student, you’ll have access to a team of experienced careers consultants and an online portal where you can connect with employers offering internships and work experience.

Resources and support available

As an OU student, you’ll also have access to StudentHome, where you can:

  • find a list of all the qualifications and modules you’ve studied or are studying
  • access your module website
  • submit and collect your assignments
  • choose and enrol on your next module
  • get access to our online Help Centre, a fantastic resource which offers general study advice and information about OU study.

You’ll also get access to our online library, where you’ll find a massive range of ebooks, ejournals and databases, which you can use to assist you in your studies.  

We’re committed to making study accessible to all, whether you have a disability, health condition, mental health difficulty, or a specific learning difficulty (such as dyslexia). When you sign up for a qualification or module, we’ll ask you to let us know about any additional circumstances that may impact on your studies. The support we can offer you will depend on the modules you choose to take, but our services include:

  • Accessible study materials
  • Specialist equipment
  • Tailored assessment
  • Residential schools support
  • Additional support accessing tutorials and day schools
  • Financial help

You can find more information about our services on our disability support website .

Your tutor will be the first person to contact if you’re worried about keeping up with your studies. They’ll give advice and additional support for general study skills and time management. If you need to talk through your study options, you can get in touch with your Student Support Team who’ll be on hand to offer you expert subject-specific advice.

You’ll be able to talk to other students through dedicated module forums, or through any number of unofficial Facebook groups set up by students. If you’re looking to attend events and socialise, as an OU student you’ll automatically be a part of the Open University Students Association (OUSA) . Through OUSA, you can attend or create local meet-ups, join a club or society, or get extra help and support from your fellow students.

You won’t get an ID card from us, but, as a student of the OU, you can buy a TOTUM student discount card from the National Union of Students.

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Revise Assignments in Response to Generative AI

Author: Laura Schmidli. Editors: Jonathan Klein & Molly Harris. Published on February 16, 2024.

As generative artificial intelligence (Gen AI) continues to become more sophisticated and ubiquitous, the utility of Gen AI tools, perspectives about their use, and cultural acceptance of them will continue to change. This landscape of larger societal change will continue to inform our context for teaching – including our course policies and assignments. This ongoing shift prompts a number of questions: 

  • What do we know about student and instructor perspectives on Gen AI?
  • How are these perspectives shaping classroom activities and vice-versa? 
  • What adaptations to assignments have been successful for instructors and students in L&S? 
  • How can we best prepare instructors for future semesters and students for their future beyond academia? 

In this article, we look closer at these questions, leaning on emerging research literature, examples from instructors in disciplines across L&S, perspectives from UW students, and considerations you might make in evaluating how Gen AI can support student learning in your context. 

The L&S Design for Learning Series in red with three red bars

Table of Contents

  • 1. Incorporate Gen AI to support learning outcomes and disciplinary practices. More
  • 2. Help students consider uses of Gen AI beyond writing assignments. More
  • 3. Help students consider Gen AI tools relative to future careers. More
  • Considerations for your own context More
  • Challenges and opportunities for the future More

What's Effective?

Understanding student perceptions of Gen AI in the classroom can help instructors design assignments that support learning outcomes while meeting students’ needs and appealing to their motivation. While some students are eager to engage with these technologies, others continue to have anxiety and uncertainty about their use. From recent research, we know that students with a good understanding of how these tools work may have less anxiety about them overall (Chan & Hu, 2023). But developing an understanding of these tools is not always easy and requires context. Gen AI tools have strengths and weaknesses, and critical thinking skills and disciplinary knowledge are necessary to evaluate their output (Dahlkemper et al., 2023). To add further complication, different instructors, even within the same discipline, may have different ideas about how Gen AI helps or hinders students in reaching their learning outcomes. For these reasons it is essential to help students use and evaluate Gen AI tools relative to your course and discipline. Providing students with practice using and evaluating Gen AI in your classroom  makes your expectations clear to students, provides students with evidence of Gen AI’s utility and limitations, helps students build skills, and encourages critical thinking about these tools.

1. Incorporate Gen AI to support learning outcomes and disciplinary practices.

Weaknesses and limitations of Gen AI tools have been widely documented. At times they generate inaccurate information, reproduce biases and stereotypes, and fabricate non-existent citations. They also use a linguistic style that indicates confidence, despite making errors. Using these tools effectively requires evaluating their output critically using background information and additional research. In other words, a disciplinary novice may need more support to interact with these tools compared to an expert. Providing students with opportunities to use and evaluate these tools within an assignment, at a level appropriate to their experience, can help them determine when these tools help or hinder their learning in your course and discipline. When the use of these tools supports specific course outcomes and learning goals, students will be better able to make sense of connections between GenAI tools, their course work, and their learning overall. This can also reinforce values related to academic integrity, knowledge production, and learning. 

Two examples below from L&S instructors highlight different ways they have incorporated Gen AI tools within assignments. In both examples, students are asked to incorporate Gen AI into an assignment in a specific way and evaluate its effectiveness within a disciplinary practice. Both examples also retain space for students to demonstrate creativity, develop research skills, and accomplish other goals central to the learning outcomes.

L&S Instructor Example

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Shanan Peters, Professor, Geoscience

What did you do? I revised an assignment based around a traditional research paper on a scientific topic that honors students complete by incorporating use of ChatGPT. Students are expected to identify a viable research topic relevant to course content, and then select and gather information from traditional reputable sources on their own. Once they have completed these research steps, they then plan and execute prompts for ChatGPT that obtain additional explanation, clarify complex concepts, hypothesize potential scenarios, or further explore the topic and its implications. After engineering their prompts for the AI chat bot, students annotate and critique the exchange based on their background research and then reflect on the experience overall.

Why did you do it? When ChatGPT hit the scene, it was clear that this was going to be a powerful new tool that could facilitate some types of work. Perhaps more importantly, I was no longer confident that the traditional research paper would be an effective assignment, or that I would be able to consistently recognize ChatGPT-generated content and respond accordingly. So, I decided to tackle this new resource head on and incorporate it into the activity.

What impact did it have on students? Some students were very creative in their interaction with this AI tool. The feedback from students was generally positive. Most of them had little or no experience using it and some explicitly stated that they would begin using it more frequently for some tasks. Overall, students gained experience with both the utility and shortcomings of generative AI for basic research. As an example of the latter, ChatGPT happily responds, in a rather authoritative tone, to all manner of nonsense. After productively using the tool to start the assignment, one student really struck out to demonstrate just that, and did so spectacularly, with the system producing fantastical scenarios in response to probing prompts.

What might you change in the future? This first year had the advantage of novelty, for the students and me. Next year, that novelty will have likely worn off for most everyone involved. Nevertheless, the generative AI space is fast moving and the capabilities of the platforms are improving. I’m likely to try this type of assignment again, with a revised set of guidelines to foster even more critical assessment by students that is grounded in their traditional background research. One student also used the system to generate Julia code that attempted to reproduce and improve on an R simulation demonstrating selection that I showed in class. I liked this analytical bent and I might consider encouraging code generation to demonstrate a relevant concept as part of the assignment, though the very diverse backgrounds in this intro-level course would make that challenging as a general expectation.

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Anna Andrzejewski, Professor of American Art and Architecture

What did you do? I asked students in my intermediate-level Frank Lloyd Wright class to use AI to create the “first draft” of their text for their research projects. Wright is an iconic, popular figure in architecture, and there is a great deal about him on the internet. Much of this is written by enthusiasts and is of questionable accuracy, so I thought it would be a good way for students to explore their “research chops” by measuring the accuracy of online information. They were to pick a building designed by Wright and ask the free version of Chat GPT to write a paper about that building relative to one of six course themes.

 Why did you do it? I was coming back from a year of research leave, and I had heard horror stories from my colleagues about how AI was affecting their teaching. I had not yet had any experiences in the classroom with students using AI on assignments, but I figured rather than lose sleep over people misusing it, I would try to see if there was a way to embrace it. I wanted to have students think about its benefits and drawbacks critically. My goal was partly to enlist students in the process of assessing where the technology is in my field, which is a field where information of all sorts circulates on the Internet. What impact did it have on students? The students were surprised how AI repeated many of the common ideas about Wright. Even if their building was not in the “prairie style” (just one phase of Wright’s long career), AI often repeated the idea that Wright was a prairie style architect. In one case, a student was working on a Wright-designed building that is well known by scholars, which AI insisted didn’t exist. They learned that AI could be a starting point for art historical research but had its limits. Many of the same ideas they had learned about in overview lectures and textbooks were repeated, without real attentiveness to their particular buildings. For some, it led them to the library or at least scholarly databases to find detailed information. In other words, most of what they got through AI remained surface level, leading them to go back to research resources to deepen their knowledge of their particular building and research topic.

What might you change in the future? I know AI will get better. With the technology in its infancy I expect the assignment will work differently in the future. I like the idea of using it for a draft, but I think I’ll have to be very specific about expectations to edit that draft in the future. For example, I’ll likely have to say “find three other research sources not listed in the draft” to supplement the work.

L&S Student Voices

“[Using AI in an assignment] was enjoyable and meaningful because it directed me to many resources and made connections when prompted appropriately, yet it began recycling its responses and gave misleading or false information when it could not locate something to fill the content gap. Consequently, I opted to abandon the AI output and instead crafted my own outline from scratch, focusing on what I deemed important. Utilizing notes, topics, and research citations from my Zotero manager, I developed a cohesive paper that reflected my own narrative voice that expressed my interests and ideas. While AI excels at information retrieval, it lacks passion and enthusiasm for the topic. Its approach was overly factual and robotic, lacking the spirit and enthusiasm I had for my project.” – Margaret Murphy, Art History student

“Seeing AI’s poor response motivated me to put more effort into the project to write a great essay. It did a good job of setting a quality standard that our projects needed to exceed. As a result, I conducted a much deeper literature review than I typically would for an essay.” – Jack, Art History student

2. Help students consider uses of Gen AI beyond writing assignments.

Many students express skepticism and uncertainty about Gen AI’s utility and appropriateness for college-level work (Baek and Tate, 2023). Furthermore, engaging with Gen AI in the context of a writing assignment contributes to this skepticism by  helping students see its weaknesses relative to their own skills (Tossell et al., 2024). However, students also report experimenting with Gen AI for tasks beyond writing assignments, including generating illustrations and other images, searching for and summarizing information, generating practice questions, generating topic ideas for assignments, offering suggestions for coding computer programs and scripts, analyzing data sets, and more. Determining when and how generative AI output can be useful for these tasks can require more specific evaluation skills and background knowledge.

In the example at the right, an instructor and students experimented with Gen AI as a partner in Socratic questioning during a class session. Modeling ways Gen AI can be effective, or not effective, during class can show students possible uses for it outside of the classroom, including for studying, testing their knowledge, or generating practice questions.

Jan Miernowski, Professor of French

What did you do? I assigned groups of 2-3 students to interact with ChatGPT, adapting a Socratic Tutor exercise shared by Jon Ippolito from the University of Maine Learning with AI webpage . Students asked ChatGPT to use the Socratic method to question the basis of their claims, where their interaction would consist of a series of claims and challenges. The students were supposed to make interpretative claims about Balzac’s novel ‘Le Colonel Chabert’ that we just finished analyzing in class.

Why did you do it? I wanted to see to what extent generative AI may replace my own interaction during the live class discussions in class. My teaching style is largely based on a guided questioning of students’ interpretative claims based on previously assigned readings.

What impact did it have on students? The exercise came on the heels of 2 weeks of discussions on the novel. At best, it served as a recapitulation and further training of the skill of interpretation of a literary text they read.

What might you change in the future? If I were to reuse this kind of prompt, I would make sure students’ initial statement is not equivocal so the machine is at least set on a reasonably correct path regarding the object of the exchange, and not allow it to go beyond 5-6 statements from the students. The exchange becomes increasingly idle after that.

3. Help students consider Gen AI tools relative to future careers.

Students are also concerned about the impact of Gen AI on their future careers (Chan & Hu, 2023; Tossell et al., 2024). Students have highlighted that its use may be prohibited in education but required later on the job. Therefore, helping students consider these tools relative to future roles as professionals, community leaders, and critical consumers of information is important. 

In the example below, an instructor engages students in productive conversation where students choose to reflect on their use of Gen AI related to their internships, classes, personal tasks, and future. The instructor is also transparent in their own use of Gen AI and joins students in reflecting on its use.

Portrait of Jennie Maunnamalai outdoors in a blue weater

Jennie Mauer Maunnamalai, Lecturer, La Follette School of Public Affairs

What did you do? Undergraduate students in my course are participating in a public policy internship and the course provides opportunities for reflection, analysis, and engagement with their classmates on their internship experiences. As part of my general course guidance on my syllabus, I included guidance allowing students to use AI as a tool and requiring them to properly cite its usage. Students in my course complete regular online discussion prompts designed to help them reflect on their internship experience along with their peers and additional written assignments that are submitted to the professor.  In several discussion prompts I modeled using AI to summarize a text and generate discussion questions. I also included a prompt one week focused on AI to help students consider how AI was (or was not) part of their career, academic, or personal lives and why. Students could choose which questions they wanted to respond to, in order to preserve flexibility and choice in what they shared.

Why did you do it? There is a lot of discussion about AI and I had assumed that students would be using AI in my course, their internship, other courses, and in their personal lives. I wanted to learn more about their usage of AI and how it was or was not showing up in other professional and personal activities. I also want to encourage the group to begin exploring and experimenting with using AI.

What impact did it have on students? I was surprised to learn that students were using AI tools less than I expected and that they shared many of the same concerns and anxieties I have seen with my own professional peers. I was impressed that students were thoughtful and measured in their thinking on AI and I hope that our continued group exploration of AI tools will expand our thinking.

What might you change in the future? I intend to become more familiar with using AI tools to better prompt students and to model some real usage. I also want to continue facilitating an environment where students can speak candidly about this emerging resource.

Considerations for Your Own Context

  • Bias and Stereotypes
  • Use as a Study Aid
  • Professional Use
  • Learning Goals
  • Original Thinking

We know that Gen AI output, whether text or images, reproduces biases and stereotypes. Many students also recognize that generative AI can perpetuate existing societal biases (Tossell et al., 2024). What might bias and stereotype look like within your particular discipline? How might you help students explore this further and think critically?

How are students engaging with Gen AI as a study tool in your courses? Consider if you want to provide students with guidance or practice in using Gen AI to aid their thinking – e.g., generating practice quiz questions using Gen AI.

Consider where you can transparently engage students in critical thinking around use of GAI in their future workplace or other aspects of their lives. How can skills and background knowledge needed to use Gen AI effectively in your course help students in future workplace situations? How can your own professional use of Gen AI tools inform students?

What do your learning outcomes tell you is most important in your course? What disciplinary practices and ways of thinking does your course support? Consider how student use of Gen AI might support these outcomes and practices, and where its use might hinder these outcomes. This can help you determine where you can incorporate Gen AI, versus where you can emphasize the value of original thinking for learning.

What existing assignments in your course do you think students are already using AI to complete? If these assignments are essential for students to complete on their own, consider student motivations and incentives. Are there ways you can better communicate and incentivize the value of original thinking and work in these assignments? Do these assignments clearly connect to your learning outcomes and are those outcomes compelling to students? Are students able to make mistakes without huge penalties? How might you transparently and proactively incorporate Gen AI into small parts of these assignments? How are students engaging with Gen AI as a study tool in your courses? Consider if you want to provide students with guidance or practice in using Gen AI to aid their thinking – e.g., generating practice quiz questions using Gen AI.

Challenges and Opportunities for the Future 

  • Just as instructors are concerned that reliance on Gen AI might erode critical thinking skills and creativity, so are students. Assignments revisions that focus student effort solely on evaluating AI-generated content, rather than creating their own content, may make students feel short-changed (Smolansky et al., 2023). Student comments in a recent study indicate that they appreciate assignments that preserve student creativity (Tossell et al., 2024). Yet many instructors remain concerned that students will rely on AI when asked to create their own content. How might we design assignments that preserve authentic student creativity while also discouraging misuse of Gen AI?
  • If GAI tools become more often correct or more nuanced and complex, will assignments that focus on correcting or evaluating GAI output remain compelling? In what other ways might we incorporate these tools?
  • GAI written output can appear confident, persuasive, and even empathetic at a surface level. How can we help students think critically about the tone, style, and rhetorical strategies when interacting with GAI chatbots?
  • Access to Microsoft Copilot through UW-Madison might help students and instructors who have privacy and intellectual property concerns, as institutional access provides greater security. However, this access doesn’t help with disparities in access if individuals can pay for more advanced tools than those provided by the institution. How might we support efforts to democratize access to these tools?

“I’m worried that using AI is a ‘slippery slope’. Grammerly could make my writing better, but will I unlearn how to write on my own? Other tools that write for you seem even worse. When is my work no longer really my own? Sometimes struggling with writing and revising over time helps me have better ideas and creativity. Not everything is supposed to be easy.” – Anonymous Student

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References & Further Reading

Amani, S., White, L., Balart, T., Arora, L., Shryock, Dr. K. J., Brumbelow, Dr. K., & Watson, Dr. K. L. (2023). Generative AI Perceptions: A Survey to Measure the Perceptions of Faculty, Staff, and Students on Generative AI Tools in Academia . https://doi.org/10.48550/ARXIV.2304.14415

Baek, C., & Tate, T. (2023). “ChatGPT Seems Too Good to be True”: College Students’ Use and Perceptions of Generative AI. OSF Preprints . https://osf.io/preprints/osf/6tjpk

Bitzenbauer, P. (2023). ChatGPT in physics education: A pilot study on easy-to-implement activities. Contemporary Educational Technology , 15 (3), ep430. https://doi.org/10.30935/cedtech/13176

Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education , 20 (1), 43. https://doi.org/10.1186/s41239-023-00411-8

Dahlkemper, M. N., Lahme, S. Z., & Klein, P. (2023). How do physics students evaluate artificial intelligence responses on comprehension questions? A study on the perceived scientific accuracy and linguistic quality of ChatGPT. Physical Review Physics Education Research , 19 (1), 010142. https://doi.org/10.1103/PhysRevPhysEducRes.19.010142

Hou, I., Metille, S., Li, Z., Man, O., Zastudil, C., & MacNeil, S. (2024). The Effects of Generative AI on Computing Students’ Help-Seeking Preferences (arXiv:2401.02262). arXiv. https://doi.org/10.48550/arXiv.2401.02262

How AI reduces the world to stereotypes . (2023, October 10). Rest of World. https://restofworld.org/2023/ai-image-stereotypes/

Hutson, J., & Robertson, B. (2023). A Matter of Perspective: A Case Study in the Use of AI-Generative Art in the Drawing Classroom. The International Journal of New Media, Technology and the Arts , 18 (1). https://doi.org/10.18848/2326-9987/CGP/v18i01/17-31

In the Age of ChatGPT, What’s It Like to Be Accused of Cheating? (2023, September 12). http://drexel.edu/news/archive/2023/September/ChatGPT-cheating-accusation-analysis

Shoufan, A. (2023). Can students without prior knowledge use ChatGPT to answer test questions? An empirical study. ACM Transactions on Computing Education , 3628162. https://doi.org/10.1145/3628162

Smolansky, A., Cram, A., Raduescu, C., Zeivots, S., Huber, E., & Kizilcec, R. F. (2023). Educator and Student Perspectives on the Impact of Generative AI on Assessments in Higher Education. Proceedings of the Tenth ACM Conference on Learning @ Scale , 378–382. https://doi.org/10.1145/3573051.3596191

Tirado-Olivares, S., Navío-Inglés, M., O’Connor-Jiménez, P., & Cózar-Gutiérrez, R. (2023). From Human to Machine: Investigating the Effectiveness of the Conversational AI ChatGPT in Historical Thinking. Education Sciences , 13 (8), 803. https://doi.org/10.3390/educsci13080803

Tossell, C. C., Tenhundfeld, N. L., Momen, A., Cooley, K., & de Visser, E. J. (2024). Student Perceptions of ChatGPT Use in a College Essay Assignment: Implications for Learning, Grading, and Trust in Artificial Intelligence. IEEE Transactions on Learning Technologies , 1–15. https://doi.org/10.1109/TLT.2024.3355015

Van Campenhout, R., Hubertz, M., & Johnson, B. G. (2022). Evaluating AI-Generated Questions: A Mixed-Methods Analysis Using Question Data and Student Perceptions. In M. M. Rodrigo, N. Matsuda, A. I. Cristea, & V. Dimitrova (Eds.), Artificial Intelligence in Education (Vol. 13355, pp. 344–353). Springer International Publishing. https://doi.org/10.1007/978-3-031-11644-5_28

West, J. K., Franz, J. L., Hein, S. M., Leverentz-Culp, H. R., Mauser, J. F., Ruff, E. F., & Zemke, J. M. (2023). An Analysis of AI-Generated Laboratory Reports across the Chemistry Curriculum and Student Perceptions of ChatGPT. Journal of Chemical Education . https://doi.org/10.1021/acs.jchemed.3c00581

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Week1-assignment-business-plan

Wichita Eagle

He's started planning his dream coffee shop 9 years ago. Now, it's about to open downtown.

F eb. 14—When Byron McSwain was pursuing his business management degree at Friends University in the mid 2010s, he wrote a business plan for a hypothetical coffee shop.

As it turns out, it was a pretty prophetic class assignment.

McSwain, who now has a full-time job as an account manager at Cargill, is about to open a coffee shop — and it will be in downtown Wichita, right across the street from his current employer.

He's taken over the former Mud Haus concrete showroom space at 922 E. Douglas and plans to open Greater Grounds Coffee & Co. there this spring. McSwain estimates he'll have the business open by mid- to late April, though opening day could slide into May.

McSwain said he plans to create a "destination coffee shop" that will be a bit different from its competitors. Greater Grounds will serve a full menu of coffee and espresso drinks plus tea and smoothies. It'll also offer food — breakfast and pastry items in the morning, sandwiches and panini over the lunch hour, and charcuterie in the evenings. He'll also serve coffee cocktails.

He's purchased a coffee roaster and plans to roast beans in the shop, not only for his own use but also to sell by the bag to his customers. McSwain also says he'll put on coffee education classes and offer "cuppings" and tastings, where customers can try coffees produced in various regions and learn what makes them different.

He's already purchased a grand piano, which sits in the back of the shop waiting to be played by acoustic acts once the shop opens. A music lover, McSwain said he hopes to give local high school and college musicians a place where they can showcase their music.

The 2,500 square-foot space, which is several doors down from Larkspur Bistro and right across the street from Ribbit Computers, has finished concrete floors, exposed brick walls, raised platforms in the front windows and a large, modern fireplace in the back.

McSwain plans to fill it with a coffee bar featuring floor-to-ceiling cabinetry, pastry display cabinets, a coffee bar and lots of seating. He's hired a designer to create a dramatic look, which combines modern touches with an antique feel.

Alex Ibarra of Weigand Commercial Real Estate handled the deal for McSwain.

A native of Baton Rouge, Louisiana, McSwain said he's always loved coffee, and the dream of opening a coffee shop has always been brewing in him.

"My mom, my family, they were big coffee drinkers," he said. "To me, it's been a connection with the smell of coffee, the taste of coffee. My wife loves coffee, and I love everything about it."

His business plan has changed significantly since the one he authored in college, McSwain said, but he's been seriously working on it since before the COVID-19 pandemic. He worked with the Kansas Small Business Development Center at Wichita State University and with the SCORE program, where he secured a business mentor.

"The concept that I was going with changed, so I I had to dial in and do some good market research, see what my fellow coffee shops were doing," McSwain said. "And that kind of stuff sparked a dream, and I kept adding. And I said, 'Okay: Music. Coffee Cocktails. What's different? What are other people doing and not doing?'"

McSwain said he also wants Greater Grounds to be active in the community. He's passionate about the topic of mental health and wants his business to actively address that issue.

"I want to be a safe place for people to come, and if they want to talk mental health, we can connect them with groups and people and resources that are available," he said.

Greater Grounds will be open a bit later than some local shops, McSwain said. He's planning to be open from 6:30 a.m. to 8:30 p.m. Mondays through Saturdays. He'll have two parking spots in the back of the shop designated for mobile order pickups, and he'll also be able to use the "front porch" installed in front of neighboring business Standard Issue as part of last year's Front Porch Project for outdoor seating on Douglas.

I'll keep you posted as McSwain gets closer to opening day.

This story was originally published February 14, 2024, 11:37 AM.

(c)2024 The Wichita Eagle (Wichita, Kan.) Distributed by Tribune Content Agency, LLC.

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  • यू ओ यू में ऑनलाइन कार्यशाला 23 से होगी Hindustan : 19 Jan, 2023
  • यू ओ यू में नई शिक्षा नीति पर हुई चर्चा ; मुक्त वि वि के पाठ्यक्रम में कुमाउनी शामिल : 19 Jan, 2023
  • हल्द्वानी में धूमधाम से मना उत्तराखण्ड मुक्त विश्वविद्यालय का दीक्षांत समारोह, राज्यपाल और सी एम ने वर्चुअल माध्यम से किया संबोधित : 12 Jan, 2023
  • यू ओ यू का सातवाँ दीक्षांत समारोह आज ; 18हजार छात्रों को बांटी जाएंगी डिग्रियां : 11 Jan, 2023
  • यूओयू का एनएसएस शिविर सम्‍पन्‍न Amar Ujala : 9 Jan, 2023

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  1. Preparing assignments

    interactive computer-marked-assignments (iCMA) speaking assignment. an exam or end-of-module assessment (EMA) You should read the assessment strategy text for your module carefully (available from the module section of StudentHome) as it tells you what you need to do to pass your module.

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    Assignments TMAs, emTMAs and iCMAs are all assignments that may be a regular feature of your studies - these resources will help you complete them successfully. To see all of the articles on this topic Sign in Types of assignment Writing assignments Preparing assignments Writing in your own words To see more articles on this topic sign in.

  4. Course Assessments

    Tutor-Marked Assignments (TMAs) You'll usually have a number of these throughout each module. Each one can be an essay, a series of questions, a skills test, a speaking assessment or something else that allows you to show what you've learned. They'll each have a submission deadline. When your tutor returns them, they'll provide you with ...

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    You'll usually submit TMAs, emTMAs and EMAs using the OU's online eTMA (electronic tutor-marked assignment) system, although some modules allow you to submit assignments on paper. Your module materials tell you which submission method to use. You can access the eTMA system from your module record page on StudentHome.

  11. Being an OU student: Session 4: 6.2

    The Open University is incorporated by Royal Charter (RC 000391), an exempt charity in England & Wales and a charity registered in Scotland (SC 038302). The Open University is authorised and regulated by the Financial Conduct Authority in relation to its secondary activity of credit broking.

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