Tips to Do Good in Examinations Essay Example | Topics and Well Written Essays - 750 words

Tips to Do Good in Examinations - Essay Example Students must ensure they have complete notes when preparing for an exam so that they will not miss out any item. It will be wise to keep a notebook for every subject despite having a module, textbook or handouts. The notebook should be used to note down important ideas, reminders, and insights arising from class discussions or textual reading. Once students have gathered the notes, they are ready to review for the exam. Second, practice making predictions. Making predictions regarding the items that will appear in the exams is a useful skill to facilitate review. Taking hold of the course syllabus, students can predict what may come out in the exam. Some students do not realize that the syllabus contains clues regarding assessments. For one thing, teachers prepare tests (quizzes and long tests) based on the course objectives. Thus, reviewing the objectives of the course is necessary to know the knowledge and skills to be evaluated. Third, make notes for review. Making separate notes on a clean sheet of paper will help to attain better mastery. In particular, rewriting ideas is better than just reading notes. One strategy in making notes is to make the reviewer notes handy. Handy notes are easy to carry around and read instead of a notebook or textbook. Students may use a bond paper folded in four to write notes for review. ... Some students may find it more useful to post notes on the walls of their bedrooms. This practice is best for visual people (Learning Styles Explained). That way, they can go over the notes every time they glance at the walls or before retiring to bed and waking up. It will also help to vary the color of the posted notes for better recall. Meanwhile, auditory students may choose to record their voice while reading notes. The recorded recitation may be played repeatedly until mastery is achieved. Kinesthetic students may use a large board to write notes on. Writing notes on the board makes use of movements, which is best for kinesthetic learners. Fourth, test oneself. When reviewing, students should test themselves if they are retaining what they read. This is particularly important for tests requiring memorization. After memorizing, students should close their eyes and recite what they have memorized. Making acrostics out of the first letters of the terms to be memorized may help fac ilitate memorization. Likewise, jotting down memorized ideas will serve as a form of practice. Moreover, explaining what the terms mean promotes better cognitive skills. In doing this, students may record their voice so they can go over their recorded speech any time they want to. Fifth, seek a review partner. Reviewing with a partner is recommended to assess mastery. The other person will ask questions to be answered by the student without holding notes. It is recommended to have someone from the same class so that students can discuss or clarify ideas they are studying. Questioning each other will test mastery of what was studied individually. Additionally, preparing a mock test for each other may help. Student may prepare questions based on

To what extent do lecturers & UG students at the Salford University Dissertation

To what extent do lecturers & UG students at the Salford University prefer to use social network or Black Board for the benefit - Dissertation Example Far more than a medium by which taxes can be filed and checkbooks can be balanced, computing technology has evolved in recent years to permit a level of social interactivity never before possible. The mere transmission of messages from person to person is an obvious consequence, but was already a telecommunications reality long before the onset of the digital age. Of vital consequence of the proliferation of computers becomes not simply a way to send simple text messages across any terrestrial distance, but a way in which vast groups of people, all over the world can interact with and know one another despite any challenge of geography. McLuhan in 1962 described the concept of a 'global village', (McLuhan, 1962) a new realm in which the transmission of information between individuals would accelerate in an unprecedented way. One message can be read by 10,000 people with no more cost or exertion to the original sender than the click of a button. This is a function of social media webs ites. Surveys indicate that over 50% of Europeans alone spend more than 3 hours on social network sites. (57%) (ComScore inc., 2009). For more statistics details on social media traffic see appendix section (Diagram L2). 1.2 DEFINITION AND HISTORY OF SOCIAL MEDIA In this context, a social network can be defined as an online, web based site that permits users to perform the following: 1. Create a public profile within a bounded system, though varying privacy options exist. 2. Publish a list of other users of the site for which affiliation, association, or affection exists. 3. Control their listing of connections, as well as explore the collections made by others with whom they have access as designated within the site. 4. Prepare post and share content in a variety of formats: text, video, and audio files. In the other hand other researchers have differing opinions on the validity and constitution of social media websites. Alternative definitions expand upon – for a more thoro ugh understanding of the 'nuts-and-bolts' of social media and social enterprise Moro-Soto defines such an outlet: i. Discussion forums (mandatory) ii. Blogs (mandatory) iii. Wikis iv. Instant messaging v. Videoconferencing vi. Documents sharing (mandatory) vii. Collaborative documents creation viii. Project or tasks management ix. (Moro-Soto et al. 2009 p.6) In the appendix section diagram (L1) shows the launch day for some of the social media. These functions of a networking site are more useful in the establishment of collaborative learning experiences. Efficient options for computer users are embracing a more directed purpose. Certain office related functions involving creative projects that require the expertise of many individuals would benefit from this approach, especially where the above-mentioned applications are facilitated using 'cloud' computing. 1.3 WEB 2.0 Through the internet, communication and various forms of exchange have been possible for years; but the above appl ications have been dubbed by certain researchers (Redecker) as Web 2.0. Higher level collaborative interactions and interconnectedness between individuals was not ease possible in earlier eras. The functions that comprise Web 2.0 have been defined as possessing the following utilities. (Redecker C. 2009p. 31-39), (Ala-Mutka, 2009 p.36,37): 1. blogging 2. podcasting 3. collaborative databases 4.