A study of the information seeking bebavior of science and technology teachers and researchers of Cocbin University of Science and Technology and University of Kerala in the cbanged library environment

Information communication technology (IC T) has invariably brought about fundamental changes in the way in which libraries gather. preserve and disseminate information. The study was carried out with an aim to estimate and compare the information seeking behaviour (ISB) of the academics of two prominent universities of Kerala in the context of advancements achieved through ICT. The study was motivated by the fast changing scenario of libraries with the proliferation of many high tech products and services. The main purpose of the study was to identify the chief source of information of the academics, and also to examine academics preference upon the form and format of information source. The study also tries to estimate the adequacy of the resources and services currently provided by the libraries.The questionnaire was the central instrument for data collection. An almost census method was adopted for data collection engaging various methods and tools for eliciting data.The total population of the study was 957, out of which questionnaire was distributed to 859 academics. 646 academics responded to the survey, of which 564 of them were sound responses. Data was coded and analysed using Statistical Package for Social Sciences (SPSS) software and also with the help of Microsofl Excel package. Various statistical techniques were engaged to analyse data. A paradigm shift is evident by the fact that academies push themselves towards information in internet i.e. they prefer electronic source to traditional source and the very shift is coupled itself with e-seeking of information. The study reveals that ISB of the academics is influenced priman'ly by personal factors and comparative analysis shows that the ISB ofthc academics is similar in both universities. The productivity of the academics was tested to dig up any relation with respect to their ISB, and it is found that productivity of the academics is extensively related with their ISB. Study also reveals that the users ofthe library are satisfied with the services provided but not with the sources and in conjunction, study also recommends ways and means to improve the existing library system.

The Personal tutorial guidance sessions in the framework of the teaching-learning field of the Bologna process: University of Minho (first cycle) courses students’ perceptions

The Bologna Process defends the adoption of a higher education in teaching-learning methodologies that – in contraposition to the previous model based on the transmission of knowledge, which for being essentially theoretical, gives the student a passive role in the knowledge construction process – allows a (pro) active, autonomous and practical learning, where the student acquires and develops his competences. The personal tutorial guidance sessions are included in the teaching contact hours. This abstract presents a study about the University of Minho (first cycle) Courses Students’ perceptions of the personal tutorial guidance sessions’ relevance in the scope of the learning-teaching process, so as to confirm if the implementation/implantation of the commonly called tutorial (type) education, as an approach to an active, autonomous and practical learning, is sensed by the learners themselves

Recerca versus docència en una experiència d'internalització dels estudis de Geografia a la Universitat de Girona: The faces of landscape, Catalonia and North Karelia = Research versus teaching in one experience of internationalization of the Geography degree studies in the University of Girona: The faces of landscape, Catalonia and North Karelia

Un dels reptes cabdals de la Universitat és enllaçar l’experiència de recerca amb la docència, així com promoure la internacionalització dels estudis, especialment a escala europea, tenint present que ambdues poden actuar com a catalitzadores de la millora de la qualitat docent. Una de les fórmules d’internacionalització és la realització d’assignatures compartides entre universitats de diferents països, fet que suposa l’oportunitat d’implementar noves metodologies docents. En aquesta comunicació es presenta una experiència en aquesta línia desenvolupada entre la Universitat de Girona i la Universitat de Joensuu (Finlàndia) en el marc dels estudis de Geografia amb la realització de l’assignatura 'The faces of landscape: Catalonia and North Karelia'. Aquesta es desenvolupa al llarg de dues setmanes intensives, una en cadascuna de les Universitats. L’objectiu és presentar i analitzar diferents significats del concepte paisatge aportant també metodologies d’estudi tant dels aspectes físics i ecològics com culturals que s’hi poden vincular i que són les que empren els grups de recerca dels professors responsables de l’assignatura. Aquesta part teòrica es completa amb una presentació de les característiques i dinàmiques pròpies dels paisatges finlandesos i catalans i una sortida de camp. Per a la part pràctica es constitueixen grups d’estudi multinacionals que treballen a escala local algun dels aspectes en els dos països, es comparen i es realitza una presentació i defensa davant del conjunt d’estudiants i professorat. La llengua vehicular de l’assignatura és l’anglès

Online Writing Handbook (University of Toronto)

Tutorial style handbook on approaches to writing. Suitable for University level students. Topics include basic report writing it also gives you guidance on topics such as layout, referencing and even oral presentations

Networked Life: Module CIS 112, University of Pennsylvania, Spring 2008

What kind of science is appropriate for understanding the Facebook? How does Google find what you're looking for... ...and exactly how do they make money doing so? What structural properties might we expect any social network to have? How does your position in an economic network (dis)advantage you? How are individual and collective behavior related in complex networks? What might we mean by the economics of spam? What do game theory and the Paris subway have to do with Internet routing? What's going on in the pictures to the left and right? Networked Life looks at how our world is connected -- socially, economically, strategically and technologically -- and why it matters. The answers to the questions above are related. They have been the subject of a fascinating intersection of disciplines including computer science, physics, psychology, mathematics, economics and finance. Researchers from these areas all strive to quantify and explain the growing complexity and connectivity of the world around us, and they have begun to develop a rich new science along the way. Networked Life will explore recent scientific efforts to explain social, economic and technological structures -- and the way these structures interact -- on many different scales, from the behavior of individuals or small groups to that of complex networks such as the Internet and the global economy. This course covers computer science topics and other material that is mathematical, but all material will be presented in a way that is accessible to an educated audience with or without a strong technical background. The course is open to all majors and all levels, and is taught accordingly. There will be ample opportunities for those of a quantitative bent to dig deeper into the topics we examine. The majority of the course is grounded in scientific and mathematical findings of the past two decades or less.

Reusable Learning Object repository at the University of Nottingham

Over 100 RLOs in subjects relevant to health, including evidence-based practice, clinical skills, basic sciences, pharmacology, physiology, genetics and study skills.

The International Student Experience at the University of Southampton

This video highlights aspects of the lives of international students at UG, PGT and PGR levels from all 3 faculties. It shows them responding to a range of authentic scenarios about the experiences and challenges of being an international student at the University of Southampton in the early 21st century from their perspective. The overall objective of this short film therefore is to capture experiences and viewpoints of international students currently at the University. By viewing this video, it is hoped that staff will be able to gain a better understanding and appreciation of what their international students are feeling and facing at various points along their student life cycle.

University of Southampton Module Evaluation Form

This is the full Module Evaluation Form adopted by the University of Southampton. The latest editable file can be downloaded from the Learning and Teaching Enhancement Unit (LATEU) of the University. Included in this resource is the online version of the form for use in Blackboard, WebCT and other virtual learning environments. If you are using Blackboard, you are advised to use Internet Explorer version 6 or higher. Save the Blackboard zip archive to a local drive. Do not rename the file name. Go to the destination course area in Blackboard, open the "Control Panel" and then start the "Survey Manager" (in the "Assessment" group). Use the "Import" command to upload the zip archive. Once this is completed, rename the evaluation form which can then be added to any content area within the course using the dropdown "Add Survey" command.

Academic integrity at the University of Southampton

This is a two part audio podcast designed to provide advice and guidance for students at the University of Southampton. Transcripts for each part of the podcast are also provided.

Academic integrity resources at the University of Southampton

These are resources within EdShare which provide support and guidance to students on working with academic integrity and avoiding plagiarism.