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Don’t know shit?

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Category : Christian, Just for Fun

http://12baskets.co.uk/view/images/heavens_door_opened

An atheist was seated next to a little girl on an airplane and he turned to her and said, “Do you want to talk? Flights go quicker if you strike up a conversation with your fellow passenger.”

The little girl, who had just started to read her book, replied to the total stranger, “What would you want talk about?”

“Oh, I don’t know,” said the atheist. “How about why there is no God, or no Heaven or Hell, or no life after death?” as he smiled smugly.

“OK,” she said. “Those could be interesting topics but let me ask you a question first.

“A horse, a cow, and a deer all eat the same stuff – grass. Yet a deer excretes little pellets, while a cow turns out a flat patty, but a horse produces clumps. Why do you suppose that is?”

The atheist, visibly surprised by the little girl’s intelligence, thinks about it and says, “Hmmm, I have no idea.”

To which the little girl replies, “Do you really feel qualified to discuss why there is no God, or no Heaven or Hell, or no life after death, when you don’t know shit?”

And then she went back to reading her book.

A warning to all “evangelists” whether Christian, Atheiest, or other… 

National Student Survey: Aim for Satisfaction?

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Category : Academic

http://www.sxc.hu/photo/1335487

There’s a lot of debate that I overhear about the value of the National Student Survey, feedback forms, etc. Which parts of those should we use to decide how we work with students, and in which areas do lecturers know better… Stefan Collini definitely thinks tutor knows best:

On the face of it, “student satisfaction” sounds like a good idea: who would want universities full of morose, miserable students?

But Stefan Collini, professor of English literature and intellectual history at the University of Cambridge, will have none of it.

“It may be that the most appropriate way to decide whether the atmosphere in the student bar is right is by whether students say, when asked in a questionnaire, that they ‘like’ it or not,” he writes in What Are Universities For?, published this week. “But this is obviously not the best way to decide whether a philosophy degree should have a compulsory course in Kant.”

On the contrary, he hopes that the students he teaches will come away with certain kinds of dissatisfaction – including with themselves, for “a ‘satisfied’ student is well-nigh ineducable”.

Read full story.

What do students want from University?

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Category : Academic

http://www.winchester.ac.uk/studyhere/Open%20Days/PublishingImages/Tours-Campus.jpg

Encouraging to see that students aren’t picking just on cost, but are looking for a wider idea of what offers “value”:

Almost a quarter of all students have changed their thinking on where to attend university owing to higher tuition fees, according to a new study of applicants.

That proportion rose to more than a third of those from poorer backgrounds with lower predicted grades, a survey of prospective students by university marketing advisers OpinionPanel found.

However, fee levels themselves are still unlikely to be the deciding factor when students choose an institution, with a bigger shift towards the perceived “return on investment” to be gained by studying on a particular course.

The survey attempts to look at how the tripling of tuition fees has affected the decisions of those still planning to go into higher education.

Read full story.

Expand Popular Courses?

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Category : Academic

http://www.sxc.hu/photo/1030730

Should universities be chasing the “popular courses” to stay afloat? And what difference does it make to a course to have it taught by many hourly-paid tutors?

The government argues that markets “drive up quality”. I have recently read articles and attended seminars concerned with whether higher education has really become a market or a quasi-market. These are usually fairly academic debates revolving around economists’ definitions and the listing of fixed, rigged or constrained elements that make the sector somewhat unlike any market most of us would recognise. But never mind the theory, what about the practical consequences? Institutions and their managers are starting to behave as if they were in a market, regardless of what economists think: this behaviour is affecting quality, and these effects will not always be what one might hope for.

Increasingly I hear vice-chancellors saying that their institutions need to be “fast on their feet” and “responsive to the market”. That can’t be bad, can it? Let’s consider what is going on where universities are rapidly axeing courses that are not especially popular, or combining courses in a way that might make them more popular. Given fixed student numbers overall, this can only mean larger numbers on the courses that are left, euphemised as “economies of scale”. Getting rid of permanent teachers is an expensive, protracted business, so you can forget the idea of increased resources being made available to the surviving courses any time soon.

Read full story.

Collaborative Authoring?

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Category : Academic, Career

As someone who is keen on ‘sharing’ to move knowledge forward, I’m all for collaborative authoring …

http://www.sxc.hu/photo/980542

Collaboration should not be a dirty word in the arts, says Stephen Mumford

Why isn’t co-authorship more prevalent in the arts? At a recent promotions committee meeting, I was struck by the extent to which sole-authored publication remains the norm – even though there can be genuine intellectual benefits when collaboration succeeds. Typically, authors can write something better together than they could have produced alone. Even if the benefit is only marginal, isn’t that justification enough?

Ploughing a lone furrow can make a researcher’s life tough. A single-authored book is an enormous commitment. Even if it delivers a 4* return in the research excellence framework, the author can still struggle to write three other items of equal quality. Perhaps it’s time to consider whether our approach in the arts, humanities and social sciences is self-defeating.

The case for more collaborative work can be made. Indeed, most of us do it already, to some degree. We tend to discuss our ideas with colleagues and seek trusted opinions. We present talks at conferences and seminars, and use the feedback to develop ideas before publication. We solicit comments on drafts. Colleagues share a research environment that, if it is effective, contributes to the quality of all output. Yet when the work appears, the standard model is still sole ownership. A colleague could have given a lot of input, discussing ideas or providing comments on early drafts, yet their accepted reward is only to appear in the list of acknowledgements. This seems a paltry return on what can be a considerable amount of effort, an effort that is obviously a degree of collaboration. Perhaps one tries to mitigate the paltry reward by extracting a reciprocal amount of uncredited assistance in return.

Read full story.

“Big Fat Liars”

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Category : Coaching

http://www.sxc.hu/photo/603467

What do you think of this story in the Evening Standard this evening?

We all tell the odd lie. I maintain, for example, that I have no idea how the teapot in my kitchen lost its handle. And when I missed my yoga class last week it was – of course – because I was feeling unwell.

Since we’re taking confession, hands up if you’ve ever told this one: “I deserve this large slice of chocolate cake because I went for a run yesterday.” How about: “I never eat junk food. I have a very balanced diet”? Ooh, you big fat liar!
The truth is, according to a recent poll, that women tell almost 500 lies every year about what they eat, with the top fib being, “It was only a small portion.”

Meanwhile, the overweight among us are either oblivious or won’t admit to being fat. Despite an obesity rate among UK adults of 24 per cent, only six per cent of men and women identify themselves as obese.

“There is a great deal of denial – unwitting and deliberate – surrounding obesity and food reporting,” says Professor David Haslam of the National Obesity Forum. “Part of the problem is that adults and children compare themselves with their peers who are fat, so they don’t see anything out of the ordinary.”

Video/Song: The Prodigal

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Category : Christian

Powerful video just seen at church:

Feedback: Play the Game

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Category : Academic

http://www.sxc.hu/photo/866529

What do you do when someone posts something ‘bad’ about you online? Do you encourage others that have more positive things to say to post for you – is that playing the game or manipulating things?

For lecturers who pay attention to such websites, a poor rating denoted by an unhappy face next to their name on the US-based website RateMyProfessor.com can be both a professional and personal blow.

However, rather than dismissing the site, a new research paper has suggested a way to turn the frown upside down – by encouraging more students to use it.

The study, “RateMyProfessors.com offers biased evaluations”, published in the journal Assessment and Evaluation in Higher Education, found that students who left ratings were a self-selecting group who were more likely to be negative than positive.

Thus, the ratings are “not representative of students who have taken a professor’s class”, the paper argues.

Read full story.

Britain Loves…

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Category : Inspirational

I just saw this advert for the first time. Having looked at British National Identity as part of my PhD, fascinated by these kinds of adverts:

Also really enjoyed the #Joyville advert from Cadburys

Feedback: Before, During, After

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Category : Academic

http://www.sxc.hu/photo/866529

I’m currently working on a project called ‘FASTECH’, funded by JISC, so any stories on Feedback/Assessment are of interest. I’ve also been working on a module called Manipulating Media for the past 18 months, which we’ve developed with clear expectations of the assignment, ongoing ‘consultancy’, and a mix of peer/tutor feedback:

In a paper entitled “Reconceptualising assessment feedback: A key to improving student learning?”, published in the latest issue of Studies in Higher Education, the researchers say that a “fault line” exists between secondary and tertiary education.

In particular, they say that young people develop a set of expectations about academic support as a result of their experience at school, but when they get to university, these expectations are shattered by what is on offer.

To address this, the authors advise that the first year of higher education should be viewed as a transitional stage between the supported learning provided in secondary education and the independence currently expected at university.

During this year, students should be given “preparatory” guidance before an assignment, “in-task” guidance during the project and “performance feedback” at the end.

The authors, Chris Beaumont and Michelle O’Doherty of Edge Hill and Lee Shannon of Liverpool Hope, say universities should change their approach from isolated “events” of summative performance feedback to a continual “guidance process”.

This should include a greater emphasis on verbal and one-to-one interaction between tutor and student, they say. They also suggest that feedback should be standardised to a greater degree.

Read full story.