students are more concerned with content relevance than with credibility. They rarely attend to source features such as author, venue or publication type to evaluate reliability and author perspective. When they do refer to source features in their explanations, their judgments are often vague, superficial and lack reasoned justification
Gino Fransman's insight:
hugely relevant at post-secondary levels too, students tend to assume that what's there must be right, more than to critically engage with what they're encountering.
Although we can learn a lot of great information from books, articles, interviews, and conversations, we naturally forget a lot of it. Create a system to regularly remind you of lessons you've already learned. Here are three simple ways you can do that.
Resource to cosult while considering assessment and test questions in the Clinical Sciences. Several are applicable elsewhere, and worthey of a look.
The following pair of item stems illustrate the difference between a question assessing recall of an isolated fact and a ques-tion assessing application of knowledge.Basic Science Recall Item Stem:What area is supplied with blood by the posterior inferior cerebellar artery?Basic Science Application of Knowledge Item Stem:A 62-year-old man develops left-sided limb ataxia, Horner’s syndrome, nystagmus, and loss of appreciation of facialpain and temperature sensations. What artery is most likely to be occluded?
We well know of the most famous cases of banned books: James Joyce’s Ulysses, Henry Miller’s Tropic of Cancer, Allen Ginsberg’s Howl. In fact, a full 46 of Modern Library’s “100 Best Novels” have been suppressed or challenged in some way.
There are so many ways to use mobile devices with students. You can create interactive textbooks for children to read, ask them to explain their thinking through screencasting or help them access inf (Apps for maths.
Another survey—this one from the Association of American Colleges and Universities—documents employers’ lack of confidence in recent graduates, raising questions about what colleges can do to close the gap.
Police, design, plan and manage: developing a framework for integrating staff roles and institutional policies into a plagiarism prevention strategy. . ???aop.label???. doi: 10.1080/1360080X.2014.957895
As a genre, academic writing is especially intimidating to undergraduate students as they are mostly expected to master it without explicit instruction or guidelines.The University of St Gallen (HSG) requires all first-year students to take
Gino Fransman's insight:
Resources to consult and share.
Hint: consider looking at some of these resources BEFORE submitting your next piece of writing...
From understanding what digital literacy is, to developing skills and establishing ethical principles for students, our live chat panel share ideas and resources for universities (20 ways of thinking about digital literacy in higher education | @scoopit...