The 2008-9 cover sheets, provided in the Appendix D of the module guides, requests a list of file names for the module portfolio. This has been a learning episode for some students, as the file names need to match the files uploaded. A typical list from the first module, Investigating the Work Setting, is shown below:

Although acceptable in the first semester of the course, an improvement would be to use the conventions suggested in the guidance for presentation of work for assessment. The conventions derive from suggestions by the external examiner, who sees work at levels 2 and 3 of the course.

Most spelling and keyboard errors are easily dealt with using automated spell checkers and I'm always a bit surprised when undergraduates haven't used them. Faculty guidance suggests that at Level 1 every error in a student's written work should be pointed out but by level 3 undergraduates are expected to deal with errors independently.

Assessment takes into account the standard of written English and although the BA Learning, Technology and Research degree promotes the exploration of audio and visual media, despite all encouragement most undergraduates fall back on Word documents to present text-based reports. A few still do not use the integrated grammar and spelling check, perhaps because they have left no time to check their work before the deadline. More serious is the problem for those who have checked, but failed to recognise some commonly mis-spelt words which would not be automatically detected.

effect/affect fare/fair their/there cited/sited where/were

Looking for online advice from universities, I was surprised not to see more as its a very common problem. There's a good site called Spelling Tips from Students and others, from Middlesex University. I'm not surprised that this is a lively area, and a good example of user-generated study support.

The FirstClass client spell check options can be set via the Preferences menu.

The Working Life task asks students to select about 6 highlights of a typical working day. Looking at what you actually do on most days will help to provide a basis for future modules, as well as explaining your work role. If you choose to do a 500 word essay, rather than the suggested photo story, then the structure could be a paragraph each for:
An introduction - your job title and context
One paragraph for each of about 6 highlights
A conclusion, revisiting how the six highlights relate to your job title.

If you are drafting a photo story, keep the explanations down to captions, rather than paragraphs.