7 tips on maximizing the benefits on Google Plus for your business' B2B efforts.
Your new post is loading...
SHIFT PARADIGM | by Mark E. Weston The system of schooling to which I have dedicated my life seems incapable of educating all students to high levels of learning
Taking those lessons to heart, I hereby declare myself an education rebel who will no longer work to save the educational system for which I’ve long toiled.
Further, I vow to work to create, nurture, and give voice to an educational alternative that employs proven educational practices—real and individualized differentiated instruction, real and serious engagement of parents, ubiquitous access to information for all, and consistent and relevant feedback about performance—that will produce aptitude-defying-levels of learning among all students. I will work for new paradigm schools and technological tools.
I make this declaration knowing full well that being a rebel will be lots of work because lots of vested interests will work just as hard to maintain the dysfunctional status quo.
Join me in this space for regular updates about the education revolution. Your comments, suggestions, feedback and constructive criticism are welcome!
Via Gust MEES
Researchers at the Multimedia University in Malaysia have developed an app called the Intelligent Narrator to read out news articles in real-time. Supporting multiple languages, the app can automatically identify an online newspaper's language and read out the news in the same language.
"You will hear a Chinese voice, if Chinese text is written on the news website," Dr. Wee Kuok Kwee, a Senior lecturer at the Faculty of Information Science & Technology, Multimedia University, tells Gizmag. "We can modify our app to cater to the common languages of a region."
Currently the app supports Korean, Japanese, Malay, Tamil, English and Chinese. According to Kwee, it's also possible for users to hear news based on their specific interests as the app allows category-based selection.
Integrating a text-to-speech engine and an HTML text extractor, the app is designed to provide quick access to the latest news to listeners with disabilities, the visually-impaired and people who'd prefer to listen to the news while driving or otherwise engaged.
Click headline to read more--
Via Chuck Sherwood, Senior Associate, TeleDimensions, Inc, Luciana Viter
“Education is what people do to you and learning is what you do for yourself,” said Joi Ito in his TED2014 talk. “You’re not going to be on top of mountain all by yourself with a #2 pencil … What we need to learn is how to learn.” Indeed, traditional education may not be for …
Via Tom D'Amico (@TDOttawa) , Luciana Viter
Infografica su Il futuro del Web e della Tecnologia descrive sui prodotti trend e le innovazioni in rapida crescita di anno in anno. Realtà aumentata ei suoi prodotti essendo il nucleo di tecnologie avanzate in futuro. Google vetro, realtà aumentata basata gadget indossabili, stampanti 3d, il cloud computing, tecnologie didattiche, saltare movimento, un altro prodotto AR Oculus Rift, lenti a contatto AR, agente smartwatch e gadget correlati, contribuiscono al web e alla tecnologia.
Via Lauren Moss, Marco Favero
Effective study strategiesAttitudes to learning
Most people, when asked, can recount an experience that undermined their confidence in their own learning. Negative comments when we are young can have a very long-term effect upon our view of ourselves as bright, capable learners. However, self-confidence has a major impact upon our ability to perform well.
What kind of message were you given about your abilities to study when you were at school or college?
Are these messages helpful to you now?
What attitudes would be most useful to you succeeding at your studies now?
Optimum conditions for learning
We can improve the conditions for learning by being aware of some of the ways the brain works. Although we do not need to know a great deal about the brain, understanding some basics can help us to make the most of our minds. Some of the optimal conditions for learning are common sense and good for our general health. For example, the brain works well when:
For further information please see Chapters 2, 3 and 4 of The Study Skills Handbook by Stella Cottrell.General tips
Spending long hours studying is not necessarily productive. It is possible to gain better marks by studying more effectively rather than for longer. Most of this resource looks at ways of studying in more effective ways. To study effectively, you can:Identify what is really needed
Study assignment titles carefully. Work out exactly what is required for assignments. This saves time in re-writing assignments later. Time spent in preparation is well spent.Work strategically
Set yourself clear goals and work towards these.Make the material meaningful
Looking for 'the meaning' or how things work, rather than focusing on remembering information. Work with the material, looking at how it fits together and applies to different circumstances. If you develop your understanding of the subject, it will help you to take in future material more easily. This makes reading easier. It also improves your memory for the subject.Look for links
Be active in searching out links between different aspects of the programme. Look also for links between what you are learning and the wider world. This helps to develop understanding and memory.Work with others
Work with other students so that you share ideas and gain mutual support. You may be able to share some research tasks and clarify your lecture notes. Studying with others makes study more interesting, as you gain a different set of perspectives.Set yourself SMART-F targets
Targets should be:
Look for shortcutsUse the word limit to focus your energies
Look for reasonable short-cuts that do not compromise your studies. For example:
Most assignments have a word limit. Use this as a guide to how much you need to read and how many examples you can include. Plan out in advance how you will divide up the words available to you. Often, you need to be very concise about each topic. This means you may not be able to include very much of what you have read if you have undertaken a great deal of reading or made very extensive notes.Take care of yourself
Take rests when you are tired. Study takes longer and the brain is less effective when you are tired or stressed. Plan your time so that you get breaks. A change of scene stimulates the brain and helps creative thinking.
For more advice, see time management and organisational skills, and for further information please see Chapter 5 of The Study Skills Handbook by Stella Cottrell.TopHow to get good marks
There is no magical formula for getting good marks. Each lecturer will look for different things, depending on the subject and the nature of the assignment. However, there are steps you can take to increase your chances of good marks.Read assignment titles very carefully
These usually contain a question that the assignment must address. You will only get marks for answering that question. Other information just uses up your limited word allowance.Find out the conventions
Each subject works to a set of conventions or 'rules'. These will apply to such matters as the methodology to use, what counts as 'evidence' and the style of writing to use. Spend time finding out what these are. Guidance may be given in the programme handbook or web pages. Otherwise, look at the language and style used in books you are recommended. You will have a clearer idea of what is expected if you look at material from a different subject and see the contrast. Some subjects prefer creative or subjective approaches; others prefer objective and logical thinking; some require both.Structure your writing
Make sure that you follow the basic conventions for writing reports, essays or case studies. Ensure that readers can follow a clear line of reasoning and can see how every example and piece of information contributes to that line of reasoning.
For more advice, see writing skills and essay writing.Give evidence and a few good examples
Avoid opinions and feelings unless these are backed up with evidence available from sources open to others (books, journals, internet, etc.). Choose good examples that illustrate the point rather than loading the reader with too much detail or too many examples.Reference your work
Make references to source materials (books, journals, paintings, web-pages, etc) within your own work. Write a list of all references at the end of the work, following the conventions required by your programme.
For more advice, see referencing and plagiarism and the free audio download on plagiarism.Proof-read
Proof your work for typing errors. Read it aloud to check that it makes sense. Listen carefully as you read it aloud. Check that the computer hasn't accidentally swallowed half of a sentence or some paragraphs you though were there.Using feedback
Feedback is your main form of support from tutors. It is your best guide about what to do to improve your marks and your work more generally.
In the short term
In the longer term
For more advice, see handy tips for assessments and for further information please see Chapters 5 and 8 of The Study Skills Handbook by Stella Cottrell.TopLearning from lecturesThe purpose of lectures
Lectures are an opportunity to find out how one lecturer makes sense of the wealth of information and research that has been undertaken on a topic. A good lecturer will use the lecture to give you an overview of the main themes, develop your understanding of the issues, guide you on how to find out more about the subject and the reading you need to undertake. You may also gain details of relevant current issues, explanations of complex material or questions to answer that develop your own thinking and research. The aim is not usually to give you a definitive and comprehensive set of 'facts' on the subject. You are expected to supplement the lecture with reading and interpretations of your own.Lectures that develop understanding
The finer details of the subject should be available in lecture hand-outs, web-pages or in the recommended reading. This should mean that you do not have to spend the time in the lecture making detailed notes. If you have lecturers like this, your best strategy is:
Some lecturers will use the lecture to bombard you with information and expect you to take this in at speed. If so, most people will find it difficult to listen and take detailed notes, and it is unlikely that anybody will have a complete set of lecture notes. If you have lecturers like this, your best strategy is:
Top tips for learning from lecturesBefore the lecture
During the lectureAfter the lecture
TopGetting supportLevels of support
The amount of support available from teaching staff will vary a great deal. Usually this is much less than people are used to from school or college. There may be more help available where programme numbers are small or where the work is based mostly in a studio or laboratory. However, in general, you are expected to take the lead in:
Using support from lecturers and teaching staff
Lecturers provide information and guidance in Handbooks, in their feedback on your assignments and in handouts. They expect you to consult this before coming to ask for additional help.
Lecturers may not work full time at the university. Some of these lecturers will not be available to give extra help, as they may work at other jobs when they are not teaching you.
Other lecturers will have only a small amount of time to offer to any one student. They will not be able to go through your work with you in the detail you may have received at college. In order to make best use of the short time they can offer you:
Universities offer a range of support services. Find out what is available and make use of these if you need them. It is better to ask for help early on if you are experiencing difficulty. It is more difficult to find a good solution if you let a difficulty run on without seeking help. Most services are confidential. The Student Union usually has support or welfare officers that can offer advice.Set up your own support networks
It is expected that students will develop their own support networks. There are innumerable ways of doing this. For example, you could set up:
This content has been written by Stella Cottrell, author of The Study Skills Handbook.Top
Via Charles Tiayon, bill woodruff