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03 JANUARY 2013

Monsters University: Pixar parody of college recruitment ads

"This is delightful: a campaign by Pixar for its upcoming film Monsters University that spoofs those wonderfully cheesy college–recruitment ads that air during NCAA sporting events. The spot below, which ran during this week's Rose Bowl telecast, promotes the movie's eponymous institution and imitates the source material perfectly, from the tagline ('Image you at MU') to the awkwardly saccharine student testimonials. The whole spot is nicely paced ahead of the amusing reveal halfway through. (The realism of the animation helps a ton, too, and is its own best marketing for the film.) The website, monstersuniversity.com/edu, is quite brilliantly done as well. The 'Student Policies' section is particularly inspired. On the issue of 'Basic Monster Respect,' it offers this advice: 'All monsters are unique – by heritage, number of appendages, or simply number of eyes – and all monsters deserve respect.' Pets, it should be noted, are not allowed on campus, 'with the exception of seeing–eye snakes.'"

(Tim Nudd, 03 January 2013, Adweek)

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TAGS

20133D animationAdweekanimationcampus • campus life • character animationcollege • college recruitment • conventional universitiesfake university • film marketing • fraternityfreshmenhumourhyperbolemonster • Monsters University • movieparody • Pixar • promotional materialpromotional video • saccharine • satirical illustrationspoof • student admissions • student enthusiasm • student testimonials • student viewsstudentsuniversity • university campus • university education • university recruitment • university students

CONTRIBUTOR

Simon Perkins
05 JUNE 2011

UK Universities and Colleges Admissions Service (UCAS)

"UCAS is an acronym for the Universities and Colleges Application System At present all students in schools and colleges apply to university at the beginning of Year 13, although there are plans to change this. This means that tutors have to be ready to start the process with their tutees at the end of Year 12, when they return from completing their AS examinations. By this time students will have already had some preparation, as students will have had talks from local university representatives, and have attended a UCAS Higher Education Fair and [open day presentations]. Some of them will also have attended Taster courses at local universities around Easter time."
(Groby Community Specialist Language College)

Fig.1 screen–shot of interactive Google map of UK universities and colleges.

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TAGS

collegecourse finder • Easter • Graduate Teacher Training Registry • GTTR • higher educationJACSJoint Academic Coding Systemmap • taster courses • tutee • UCAS • UCAS Higher Education Fair • UKUK Postgraduate Application and Statistical ServiceUKPASSundergraduateUniversities and Colleges Admissions Serviceuniversity • university and college map • university open day • Year 12 • Year 13

CONTRIBUTOR

Simon Perkins
02 JANUARY 2011

Piloting a three-year integrated term: learning for the sake of learning?

"About 50 Augsburg College students are deep into a semester–long experiment for which they'll receive credit for five courses, but no grades. ...

There are few non–graded terms in U.S. colleges and universities. The popularity of such programs has ebbed and flowed through the years, but the idea is new to Augsburg, where this fall's term is the first of a three–year pilot.

Evaluating students with 'narrative' feedback, instead of an A–F scale, is essential to a complex course with a diverse group of students, the Augsburg professors said. ...

'Grades get in the way,' said Lars Christiansen, a sociology professor who is researching grades and five colleges that decided to do without them. 'They become this extrinsic goal that ... can be in conflict with trying to cultivate students' intrinsic interest in what they're learning.' ...

At Augsburg, students helped create the criteria by which they'd be evaluated. Participation, improvement, transformation and impact all made the list. They also had a hand in how the semester would proceed."

(Jenna Ross, 30 November 2009, Star Tribune)

[Note that 'professor' in this context is equivalent to a lecturer.]

TAGS

2009 • Augsburg College • collegeeducationengagement • integrated term • learning • narrative feedback • North Americaparticipatory learningpedagogy • pilot programme • social constructionism • Star Tribune • teachinguniversity

CONTRIBUTOR

Simon Perkins
04 DECEMBER 2010

e-learning 1.0: LMSs, VLEs, e-portfolios

"the dominant learning technology employed today is a type of system that organizes and delivers online courses – the learning management system (LMS). This piece of [e–learning 1.0] software has become almost ubiquitous in the learning environment; companies such as WebCT, Blackboard, and Desire2Learn have installed products at thousands of universities and colleges and are used by tens of thousands of instructors and students. The learning management system takes learning content and organizes it in a standard way, as a course divided into modules and lessons, supported with quizzes, tests and discussions, and in many systems today, integrated into the college or university's student information system."

(Stephen Downes, 17 October 2005)

Downes, S. (17 October 2005). "E–learning 2.0." eLearn Magazine, an Association for Computing Machinery, Inc. publication.

TAGS

2005 • ACM eLearn Magazine • Assessment 2.0blackboardCanadacollege • Computer-Based Learning • content • corporate training • Desire2Learndiscussion forumdistance educationdistance learninge-learning • e-learning 1.0 • e-learning 2.0e-portfolioeducationeducation technologyinformation system • instructor • knowledge management • learning content • learning environmentLearning Management Systemlearning technology • lessons • LMSmodulesNational Research Council of Canadaonline coursesonline educationonline learning • performance support • quizsoftwareStephen Downesstudenttechnologytesttrainingtransmission model of communicationuniversityVLEWebCT

CONTRIBUTOR

Simon Perkins
04 OCTOBER 2005

The Word Research Is Only 100 Years Old In American Higher Education

"Today, when we speak of being 'scholarly,' it usually means having academic rank in a college or university and being engaged in research and publication. But we should remind ourselves just how recently the word 'research' actually entered the vocabulary of higher education. The term was first used in England in the 1870s by reformers who wished to make Cambridge and Oxford 'not only a place of teaching, but a place of learning,' and it was later introduced to American higher education in 1906 by Daniel Coit Gilman. [1] But scholarship in earlier times referred to a variety of creative work carried on in a variety of places, and its integrity was measured by the ability to think, communicate, and learn. What we now have is a more restricted view of scholarship, one that limits it to a hierarchy of functions. Basic research has come to be viewed as the first and most essential form of scholarly activity, with other functions flowing from it. Scholars are academics who conduct research, publish, and then perhaps convey their knowledge to students or apply what they have learned. The latter functions grow out of scholarship, they are not to be considered a part of it. But knowledge is not necessarily developed in such a linear manner. The arrow of causality can, and frequently does, point in both directions. Theory surely leads to practice. But practice also leads to theory. And teaching, at its best, shapes both research and practice. Viewed from this perspective, a more comprehensive, more dynamic understanding of scholarship can be considered, one in which the rigid categories of teaching, research, and service are broadened and more flexibly defined."
(Ernest L. Boyer p.15–16)

[1] Charles Wegener, Liberal Education and the Modern University (Chicago: The University of Chicago Press, 1978), 9–12; citing Daniel C. Gilman, The Launching of a University and Other Papers (New York: Dodd Mead & Co., 1906), 238–39 and 242–43.

[Interestingly according to Boyer (1990 p.8) the first Doctorate of Philosophy in America was only conferred at Yale in 1861. It appears that there is a hierarchy of legitimacy that operates in higher education that attempts to place 'sandstone' universities above the ex–polytechnics and technical colleges in Aotearoa/New Zealand, Australia (including ATN), Hong Kong, Singapore and the United Kingdom (the new universities ), and 'land–grant' colleges in America. This is particularly strange given the brief hold that the sandstone universities have had on higher research activity.]

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TAGS

academicCambridge UniversitycollegecreativeEnglandErnest Boyer • Gilman • hierarchy of functions • higher educationlearnpracticeresearchscholarshipteachingtheoryuniversityUniversity of Oxfordvocabulary • Wegener
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