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The CRAAP test for Evaluating Web Resources

The CRAAP test for Evaluating Web Resources | Teaching | Scoop.it
This is a multidisciplinary guide on evaluating research sources, especially resources found on the World Wide Web.

Via Nik Peachey
MarkgHolloway's insight:

Brilliantly named framework.  Glad I didn't see it in time to recommend to Yifan for her dissertation!

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terrymc's curator insight, October 21, 2013 7:11 AM

A handy mnemonic if ever there was.

carldowse's curator insight, November 13, 2013 4:33 AM

A checklist to help trainers (and learners) think critically about online resources

lisa waxman's curator insight, January 25, 2015 9:50 PM

This is very helpful for teaching students about web literacy. If you teach middle school, you will appreciate the memorable acronym.

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UCAS shares the most frequently-used opening lines in university applicants’ personal statements

Some 1,770 students (from over 700,000 who applied) started their personal statements that way; and most of these finished the sentence with ‘interested in’ or ‘fascinated by’. “For as long as I can remember I have…” was close behind, followed by “I am applying for this course because…” Over 900 applicants told universities: “I have always been interested in …” with “Throughout my life, I have always enjoyed…” and “Reflecting on my educational experiences…” some way behind. Next was a sentence specific to Nursing – the degree course with the highest number of applications. Over 200 people wrote: “Nursing is a very challenging and demanding [career/profession/course].” “Academically, I have always been…” was another popular pick and equal numbers (160) began with “I have always wanted to pursue a career in…” or “I have always been passionate about…” Just outside the top ten was a quote from former president of South Africa, Nelson Mandela: “Education is the most powerful weapon which you can use to change the world”, chosen by nearly 150 people. The UK’s admissions service for higher education has shared the most common first sentences to help applicants convey their connection with the subject, in language that makes them stand out. It’s not too late to apply to start at university or college in 2016. Applicants can make five university choices up until 30 June this year and may still get offers if places are available. Mary Curnock Cook, UCAS’ Chief Executive said: “The personal statement is supposed to be personal. Learning to write about yourself in a compelling way is a vital skill when applying for jobs; using hackneyed phrases is not the best way to stand out.” The ten most common opening lines used in personal statements during the 2015 UCAS application cycle were: 1. From a young age I have (always) been [interested in/fascinated by]… [1,779] 2. For as long as I can remember I have… [1,451] 3. I am applying for this course because… [1,370] 4. I have always been interested in… [927] 5. Throughout my life I have always enjoyed… [310] 6. Reflecting on my educational experiences… [257] 7. Nursing is a very challenging and demanding [career/profession/course]… [211] 8. Academically, I have always been… [168] 9. I have always wanted to pursue a career in… [160] 10. I have always been passionate about… [160] 11. Education is the most powerful weapon which you can use to change the world… [148] Ends Notes to editors: The UCAS website has comprehensive advice on how to write a strong personal statement, including a new tool to help structure this important part of the application. Last year, UCAS analysed the balance of ‘passion’ and ‘career’ related words in personal statements from students applying to a selection of subjects. UCAS’ end of cycle data resources include applications (choices) and acceptances (individuals) to around 150 subjects in full-time undergraduate UK higher education. About UCAS UCAS, the Universities and Colleges Admissions Service, is a charity and the UK’s shared admissions service for higher education. We manage applications from over 700,000 applicants each year for full-time undergraduate courses at around 380 universities and colleges across the UK. Press Office contacts UCAS Press Office: 01242 545469 communications@ucas.ac.uk
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The revolution that’s changing the way your child is taught | Ian Leslie

The revolution that’s changing the way your child is taught | Ian Leslie | Teaching | Scoop.it
The long read: Doug Lemov believes great teachers are made, not born – and his ideas are transforming education
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Rana Plaza building collapse, April 2013 | Business & Human Rights Resource Centre

Rana Plaza building collapse, April 2013 | Business & Human Rights Resource Centre | Teaching | Scoop.it
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Is this really the end for America’s death penalty? | Nick Cohen

Is this really the end for America’s death penalty? | Nick Cohen | Teaching | Scoop.it
The use of the ultimate sanction in American justice is on the wane
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‘What I Really Want Is Someone Rolling Around in the Text’

‘What I Really Want Is Someone Rolling Around in the Text’ | Teaching | Scoop.it
It’s a brave new dawn for marginalia: I’ll show you my scribbles if you show me yours.
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The WAC Clearinghouse

The WAC Clearinghouse | Teaching | Scoop.it
The WAC Clearinghouse is an open-access, educational Web site that publishes journals, books, and other resources for teachers who use writing in their courses.
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38% of College Students Can't Go 10 Minutes Without Tech [STATS]

38% of College Students Can't Go 10 Minutes Without Tech [STATS] | Teaching | Scoop.it
Many college students are dependent on digital technology in the classroom, according to a study released on Tuesday by etextbook seller CourseSmart and Wakefield Research. Th
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The man who helps students to cheat - BBC News

The man who helps students to cheat - BBC News | Teaching | Scoop.it
Marek Jezek writes dissertations for £2,500 a time. Then students hand them in as their own.
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UCL Institute of Education Library

UCL Institute of Education Library | Teaching | Scoop.it
Opening hours, address and contact details, subject coverage and services available at our UCL Libraries and its study spaces.
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Download the GSE Learning Objectives for Academic English

Download the GSE Learning Objectives for Academic English | Teaching | Scoop.it
I found this helpful I did not find this helpful
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LRB · Stefan Collini · Who are the spongers now?

LRB · Stefan Collini · Who are the spongers now? | Teaching | Scoop.it
In After Virtue: A Study in Moral Theory (1981), Alasdair MacIntyre raised the disquieting possibility that what we take to be ‘the’ language of morality now amounts to little more than a collection of verbal remains – husks from which the kernels of coherent moral beliefs have long . . .
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Nexus of Contracts - YouTube

I use the Nexus of Contracts in so many ways in classes that it has almost become a joke with my students. I really think it is that important. When coupled ...
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Skills and Strategies | Annotating to Engage, Analyze, Connect and Create

Skills and Strategies | Annotating to Engage, Analyze, Connect and Create | Teaching | Scoop.it
Annotation is not just a classroom exercise, but something we all do all the time. With these ideas we hope to expand students’ notions of what annotation can be and inspire them to experiment with new ways of doing it — in class and out.
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