The LSU Top 5 #32
This is the 32nd of our weekly links to the top 5 bits and pieces we’ve found from around the internet.
(Linking doesn’t mean we necessarily agree with these articles!)
My worst student – Times Higher Education
This article tackles a topic that’s taboo to talk about publically: your worst student.
I know. You think that there’s no such thing as a worst student – only more or less challenging ones…. You’d be wrong, but the mistake is an honest one. In truth, academics who don’t care about their students or about teaching are generally the ones that never encounter a “worst” student. To their way of thinking, every student is a bothersome distraction and the best that one can do is ignore these distractions and stay on task.
This led to some Twitter contributions…
My worst student? ow.ly/lcZJh – who was yours?*
*keep it anonymous!—
TimesHigherEducation (@timeshighered) May 20, 2013
…which in turn led to the National Union of Students starting #mybestlecturer. (The power of turning the other cheek!)
Do you use a highlighter when you prepare for an exam? Do you know someone who tries to remember blocks of text when revising? This article explains how these two tactics may be useless or even harmful when it comes to effective revision of information. According to the article, only 2 out of the 10 methods they reviewed actually help people revise effectively!
When “big bosses” want to obtain master degrees – VietnamNet Bridge
Degrees provide a signal that the holder has demonstrated knowledge and ability in their field, and that they are capable of working hard and persevering. They also confer status on the degree holder. So what happens when you can get the status and signal without actually doing any work or learning anything?
Going to class for others has become a very popular service. A lecturer who asked to be anonymous, said that 1/3 of the learners at her class are not the real learners.
And why? Well, why not?
There are many reasons that make the real learners hesitate to go to class. The boss of the student, for example, does not want to go to class not because he is too busy with his works, but simply because he’d rather spend time on relax than on learning.
What Professors Can Learn From ‘Hard Core’ MOOC Students – The Chronicle
Six of the most prolific MOOCs students were asked to give their observations on how much they felt they were learning from their courses and compare the MOOCs learning experience with traditional courses. The article extracts four tips from the interviews that the MOOCs providers could learn from their hard-core students.
Commencement 2013 profile: Michael Forzano – Inside Binghamton University
With the LSU starting to provide a disability support service, we thought we’d link to this story of a recently graduate from Binghamton University in the US who is blind and largely deaf. Now, he’s off to a programming job at Amazon.
We love hearing your thoughts on these articles, so feel free to comment below!