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Thank You for visiting UK Student - UK Largest Student Community Portal offering Student Forum, Student Links, Academic Directory, and other information useful for Students. This is a NON-Commercial Project. UK Student Portal is being recommended to students by numerous Universities including Manchester Metropolitan University, Heriot-Watt University, Brunel University, University of Dundee, York University, University of Toronto, University of Greenwich, University of Sunderland, University of Worcester, University of Minnesota, University of Belgrad, Uppsala University, University of Arizona, Edith Cowan University and other institutions. For full listing please Click Here. Academic Directory is, probably, the key element of this web site. Ever wondered what tutors really want from you when asking you to write an essay, coursework, report or dissertation? How to do effective Presentations, how not to Plagiarise and how to make your Group really WORK . Find answers to these and many other questions HERE. And, finally, don't forget to have a look at the Glossary of Task Words before you start writing your assignment - your tutor may have made it a bit more complex than you think...

Abstract A recent draft manuscript suggested that Facebook use might be related to lower academic achievement in college and graduate school (Karpinski, 2009). The report quickly became a media sensation and was picked up by hundreds of news outlets in a matter of days. However, the results were based on correlational data in a draft manuscript that had not been published, or even considered for publication. This paper attempts to replicate the results reported in the press release using three data sets: one with a large sample of undergraduate students from the University of Illinois at Chicago, another with a nationally representative cross sectional sample of American 14- to 22-year-olds, as well as a longitudinal panel of American youth aged 14-23. In none of the samples do we find a robust negative relationship between Facebook use and grades. Indeed, if anything, Facebook use is more common among individuals with higher grades. We also examined how changes in academic performance in the nationally representative sample related to Facebook use and found that Facebook users were no different from non-users.

"Sakai is an alternative Learning Management System, similar to WebCT. Brock evaluated WebCT and alternatives such as Sakai for use as Brock's primary Learning Management System (LMS) starting in the 2009 academic year. A Pilot of Sakai with 50 courses and 27 instructors was conducted for the 2007 academic year. Instructors had the option to include the course that they were teaching in this pilot. Sakai is a free and community source based product that offers a different take on learning on-line. Moodle, which was also being evaluated in a smaller scale is a free open source option. A representative advisory group was struck to co-ordinate the pilot and help shape the decision. Please feel free to leave informal feedback below. This group conducted a pilot and submitted the results (below) to the University Senate and the Provost and Vice-President. A decision was made by the Provost and Vice-President based on this information to implement a Sakai-based system as Brock's Primary LMS."

"A full-featured web site-creation package solely for the academic community. Scholars create web sites in seconds and can easily manage everything themselves (for free)"

I'm a pre-tenure professor and the father of a special needs child. My last year in grad school, I was trying to write my dissertation, hunt for academic jobs and work on two start-ups. Wasting time hasn't been something I could afford to do for a long time. Read on below for a write-up of the time-saving tips and tricks I've accumulated over the last few years. If you have tips of your own, please send them my way!

"With each new wave of technological innovation, the traditional way to explore the evolution of the educational model is to focus on how to best integrate the new technology into the learning process without influencing the traditional pedagogical principles and policies imposed by formal educational institutions. Recently, with the rise of new Web 2.0 tools and services (e.g. blogs, wikis, RSS, mashups, social tagging), many researchers are going the same way by exploring how to best include these tools into the traditional academic and corporate learning process. I believe however that in doing so, educational Web 2.0 technologies will go the way of previous technologies (e.g. LMS, LCMS, CMS, LO, LOR); i.e. much hype followed by a slow death. "

academic search engine

After exam boards have been conducted, letters signed and mailed to students, external examiners thanked and supplementary assessments created, there is a moment - a fracture in time - where academics breathe, reflect and consolidate. Before writing courses for the September start, I take a week to think about the semesters that have passed. I review my teaching journal, think about student reviews and locate the literature that has emerged in the past few months while I've been buried in marking, moderating and examining. This year has been special. All my students - from first year through to doctoral candidates - have been engaged, challenging and provocative. They have big personalities, work hard and care about both personal success and wider social justice. There was Alex who saw every concept, from postFordism through to information literacy, through the gauze of Lady Gaga. Toby never knew how extraordinary he was until the final seminar of his first year when fellow students burst into spontaneous applause in response to one of his comments. Aimee thought deeply, read widely and arrived 30 minutes before each lecture to make sure she did not miss it. Sophie discovered Google Scholar early in the course and proceeded to give her colleagues updates of the conference papers she had read during the week.

"A definition for the term Personal Learning Environment (PLE), remains elusive. Conception about what should constitute a PLE depends on the perspective of the commentator. For example, the priorities for a PLE are different for a tertiary student, a university administrator, an instructor, a working professional, or an adult who persues an eclectic path of lifelong learning. Metaphorically, an individual may engage in a learning process that is either more acquisitional or participatory (Sfard, 1998). There are inconsistencies across these positions about what a PLE should do. But whether constructively and defensively, interest in PLE appears to be growing. At the time of writing this introduction (August 2006), no particular product or service exists that can definitively be categorised as a PLE, although some prototypical work is in progress. An inclusive, authoritative account about PLEs does not yet exist. Only a handful of articles have appeared in the academic and public press about PLEs since the term gained currency in 2004. This article has been compiled after tracking recent conversations in the blogosphere and following social bookmarks. "

"About four years ago, I wrote an article on Learning Ecology, Communities, and Networks. In many ways, it was the start for me of what has become a somewhat sustained dialogue on teaching, learning, knowledge change, connectivism, and so on. Connectivism represents the act of learning as a network formation process (at an external, conceptual, and neural level …and, as I've stated previously, finds it's epistemological basis in part on Stephen's work with connective knowledge). Others have tackled the changes of technology with a specific emphasis on networked learning - Leigh Blackall, for example). And some have explored network learning from a standards perspective (Rob Koper). While not always obvious, there is a significant amount of work occurring on the subject of networked learning. What used to be the side show activity of only a few edubloggers now has the attention of researchers, academics, and conferences worldwide. Networked learning is popping up in all sorts of conference and book chapter requests - it's largely the heart of what's currently called web 2.0, and I fully expect it [networked learning] will outlive the temporary buzz and hype of all thing 2.0."

UChannel presents public affairs events from academic institutions all over the world. Here you can see the full-length presentations of faculty, policy-makers, and researchers who have been invited by member universities to discuss the problems of the world -- and how to solve them. These events are put online as a public service, brought to you by the institutions who support UChannel. The UChannel consortium is led by Princeton University's Woodrow Wilson School of Public and International Affairs. The other Charter Members are: - Columbia University's School of International and Public Affairs (SIPA) - Middlebury College's Rohatyn Center for International Affairs - The LBJ School of Public Affairs at the University of Texas at Austin. These lectures are distributed under the Creative Commons "Attribution, NonCommercial, NoDerivatives" Deed.

The mission of MIT is to advance knowledge and educate students in science, technology, and other areas of scholarship that will best serve the nation and the world in the 21st century. The Institute is committed to generating, disseminating, and preserving knowledge, and to working with others to bring this knowledge to bear on the world's great challenges. MIT is dedicated to providing its students with an education that combines rigorous academic study and the excitement of discovery with the support and intellectual stimulation of a diverse campus community. We seek to develop in each member of the MIT community the ability and passion to work wisely, creatively, and effectively for the betterment of humankind.

The University of California, Berkeley is the preeminent public research and teaching institution in the nation. From classic literature to emerging technologies, the curricula of our 130 academic departments span the wide world of thought and knowledge. Supported by the people of California, the university has embraced public service as an essential part of its mission since 1868.

As the internet replaces library databases as students' primary research option, a new discussion is emerging in academic circles: Is the vast amount of information at students' fingertips changing the way they gather and process information for the better--or for worse? In a recent Atlantic Monthly article titled "Is Google Making Us Stupid," author Nicholas Carr asserts that technology has changed the way we think, making our minds a "high-speed data-processing" machine under the influence of internet search engines. But he questions whether this development has led to a focus on surface-level skimming at the expense of deeper reading.

With the YaleInfo Portal you can: * Customize Yale and other Internet resources with your NetID login * Access important academic & business information and Yale web resources in one place * Save bookmarks, organize your news and local information, check for alert messages, network backup, systems status and more!

* iPED * * iPED International Conference 2009 * iPED 2009 Conference * Themes * Speakers * Virtual delegates * Author Guidance * Register for iPED 2009 * Venues * Contact us iPED 2009, 4th International Inquiring Pedagogies Conference 'Researching Beyond Boundaries', Academic Communities without Borders 14 - 15 September 2009, Coventry, UK NEWS SUBMISSION SYSTEM OPEN You are invited to join our international iPED JISCMAIL discussion list. Read how delegates from Pakistan and Thailand viewed the iPED2008 conference.

Welcome to the Global Innovation Network www.ginnn.com is THE social network and community of practice dedicated to facilitating innovation and business development by bringing together businesses, entrepreneurs, academics, researchers and investors in one place. The more you put in to this community the more you will get out - so join in and get involved.

Student Publications We have been involved in writing and developing publications. These have been celebrated by CETL, Students Union and Academic Registry and include guides for staff and students and also resources. Click on the links below to download pdf versions of the original Assessment for Learning guides created by students working with CETL AfL. A Catalogue of Assessment Essentials for Higher Education Staff The Student Survival Guide to Assessment for Learning

Author Guidance iPED 2009, 4th International Inquiring Pedagogies Conference 'Researching Beyond Boundaries', Academic Communities without Borders Author Guidance Submissions Contributors are asked to ground their work in relevant areas of research, and in doing so, address issues relating to boundaries or borderless-ness higher education through one of three complementary viewpoints:

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