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in title, tags, annotations or urlPhysics.org - 2 views
Study Skills | University of Manchester - 7 views
Mondofacto: Study Skills - 0 views
News: What Students Don't Know - Inside Higher Ed - 5 views
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The prevalence of Google in student research is well-documented, but the Illinois researchers found something they did not expect: students were not very good at using Google. They were basically clueless about the logic underlying how the search engine organizes and displays its results. Consequently, the students did not know how to build a search that would return good sources. (For instance, limiting a search to news articles, or querying specific databases such as Google Book Search or Google Scholar.)
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Librarians often have to walk that line between giving a person a fish and teaching her how to fish, proverbially speaking, says Thill. And the answer can rightly vary based on how quickly she needs a fish, whether she has the skills and coordination to competently wield a pole, and whether her ultimate goal is to become a master angler.
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“It’s not about teaching shortcuts, it’s about teaching them not to take the long way to a goal,” says Elisa Addlesperger, a reference and instruction librarian at DePaul. “They’re taking very long, circuitous routes to their goals.… I think it embitters them and makes them hate learning.” Teaching efficiency is not a compromise of librarianship, adds Jagman; it is a value.
QUT | Studywell - 0 views
Downloadable resources for Extended Project tutors and assessors (The University of Manchester) - 14 views
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A series of bespoke workshops has been designed by experienced researchers specifically to support students studying for the Extended Project Qualification (EPQ) or undertaking an Extended Project as part of their Diploma. These sessions can be used by teachers delivering the taught element of the EPQ to provide students with an excellent grounding in the academic and intellectual skills required.
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Fantastic resource Lesley, thanks for sharing this. Useful too to adapt ideas for the Higher Project Qualification.
BBC News - Revision techniques - the good, the OK and the useless - 8 views
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Only two of the 10 techniques examined turned out to be really effective - testing yourself and spreading out your revision over time. "Students who can test themselves or try to retrieve material from their memory are going to learn that material better in the long run", says Prof Dunlovsky. "Start by reading the text book then make flash cards of the critical concepts and test yourself. "A century of research has shown that repeated testing works." This is because the student is more engaged and it is harder for the mind to wander.He adds: "Testing itself when you get the correct answers appears to produce a more elaborative memory trace connected with your prior knowledge, so you're building on what you know". Starting lateHowever the best strategy is to plan ahead and not do all your revision on one subject in a block before moving on to the next - a technique called "distributed practice".Prof Dunlovsky says it is the "most powerful" of all the strategies.
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HOW THE TECHNIQUES FARED Elaborative interrogation - being able to explain a point or fact - MODERATE Self-explanation - how a problem was solved - MODERATE Summarising - writing summaries of texts - LOW Highlighting/underlining - LOW Keyword mnemonics - choosing a word to associate with information - LOW Imagery - forming mental pictures while reading or listening - LOW Re-reading - LOW Practice testing - Self-testing to check knowledge - especially using flash cards - HIGH Distributed practice - spreading out study over time - HIGH Interleaved practice - switching between different kinds of problems - MODERATE
Finding Information for Your Assignment - 1 views
Young and Mobile: A Global View of Cellphones and Youth | Nielsen Wire - 4 views
Reading as teenager gets you a better job - Telegraph - 5 views
Brier Dudley's Blog | Kindle so-so for students, UW study concludes | Seattle Times Newspaper - 1 views
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