PSS 5.1a Communicating solutions in academic contexts

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Academic Skills for University Success: Capstone

课程 5（共 5 门，Academic Skills for University Success 专项课程）

This Specialization is aimed at preparing students for undergraduate study in an English-speaking university. The course equips you for full participation and engagement with your studies by building awareness and understanding of the core values and expectations of academic culture, and providing you with practical strategies to apply to your studies. In the Capstone Project, you will apply the academic knowledge and skills you have learnt throughout courses 1-4 to research, write and present a project proposal that addresses a complex, real-world problem related to your field of interest and/or future study. After completing this course, you will be able to: 1. Apply a range of idea generation techniques 2. Apply research strategies to search, collect, select, process, and cite information 3. Use the research process to develop and critically analyse ideas 4. Apply critical thinking skills to evaluate and analyse ideas and evidence 5. Use problem-solving skills to identify gaps in knowledge and define issues 6. Develop creative and innovative solutions to real-world problems 7. Use appropriate academic genres for written texts and multi-media presentations 8. Use written and oral skills to communicate ideas effectively for academic contexts

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从本节课中

RESOURCES - Optional

This module is for the resources from the other courses you have studied. There is no new, or extra, material here. You do not have to watch any of this material.

PSS 5.1a Communicating solutions in academic contexts5:51

PSS 5.1b Communicating Solutions in Written & Oral Form3:36

COM 4.2c Coherence & Cohesion11:51

COM 4.3a Polishing and Refining Essays14:08

COM 4.3b Polishing and Refining Reports & Proposals8:25

COM 4.3d Editing for Language11:09

COM 4.4a Formatting & Proofreading Written Assignments for Sumbission5:50

教学方

Katherine Olston
Deputy Director (Digital Learning)
Luke Alexander
Academic Literacy Instructor and MOOC Learning Instructor
Lydia Dutcher
Education Manager, Graduate Programs
Jessica Blackburn
Academic Literacy Instructor and MOOC Learning Designer

脚本

[MUSIC]

Okay, so you've been through our four step process for problem solving.

You've taken time to understand the problem.

You've strategized how to solve it, you've executed your plan and

you have evaluated your solution.

Well done.

Unfortunately, particularly in academic context, we can't stop there.

We also need to communicate solutions to the right audience.

Usually the professors or other teaching stuff, but,

occasionally to our classmates and peers too.

The most important thing to remember when communicating solutions

is that in academic context the solution itself is not

always what interests your talking audience.

Frequently, teaching staff are just as interested if not more interested

in the relevant aspects of how you arrived at your solution.

Now this doesn't mean taking your audience through every twist and

turn of your problem solving process, but taking them through the highlights that

relate to the solution that you have arrived at.

Your solution then serves as a demonstration to them

that you have acquired the necessary academic knowledge of your field, and

are able to apply that to problems that might be typical in that field.

When communicating solutions in academic contexts,

the solutions can take several forms or combinations of forms.

Verbal, visual, numeric, or in writing.

While writing is the most common, other forms of expression also have their

place in different academic contexts and fields.

We'll have a look at forms of communication at university in more depth

in the communication for university success MOOC.

But for now, let's take a look at each of these forms

as they relate to communicating solutions to problems.

Solutions maybe communicated verbally either doing group work or

in presentations.

Of course solutions will be communicated differently in each of these two context.

When communicating solutions during group work,

remember that the group as a whole needs to decide.

Any solution presented in group work should be presented politely and

as an option for the whole group to decide upon.

In presentations however, the solution will be a final one and the language used

will be definite and closer to written language than in a conversational style.

Solutions can also sometimes be communicated numerically or visually.

Math solutions will of course be largely numerical,

as will some solutions in engineering and the sciences.

Remember however,

that expressing your solution in just numbers is usually not enough.

Even in mathematics and physics you will be expected to explain how

you arrived at that answer and what the answer means.

Solutions may also take a visual form.

Often this is in the form of tables, charts or diagrams, plans or blueprints,

but may even take the form of artworks if you're studying in the visual arts.

Again, this visual forms will not be sufficient by themselves and

they're importance and relevance will need to be explained in words.

Also be mindful that different forms of table and

charts are used to represent different forms of solutions.

Be careful to choose the form that best represents your data.

As stated earlier, writing is the most common way of communicating solutions in

academic culture.

When solutions are expressed in writing they can differ greatly in form

depending on the academic field and the genre used.

The manner in which the solutions are expressed can differ too.

As Brook points out, sometimes just the solution is enough but

sometimes the different options for solution are written.

And the reason for choosing the best one need to be explained.

In the sciences for example, solutions maybe communicated in lab notes or

possibly in a results and discussion sections of research reports.

In social sciences too, solutions need to be explained in writing.

In business, this might take the form of a recommendation section of a report and

an education.

It may be written in an rationale section explaining why a curriculum

change was undertaken.

Whatever form your communication takes,

the most important thing to remember is who your audience is.

Your main audience is your professor, or the teaching staff on your course.

And because of this, your communicated solution must adhere to

the typical norms of academic communication.

This means, among other things, abiding by academic integrity rules and

using evidence to support your solution.

[MUSIC]

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