LSK Test #4

Online Math Courses

-A special course orientation explains course management tools and special pop-up boxes or features of the program that provide students with access to math symbols that will be required when showing their work. -Many online math courses have a "math lab" feature. The math lab can provide more detailed explanations, a help section, tutorials, a place to submit assignments, and specific directions for completing and submitting assignments. -Some online courses analyze students' work and then adjust the assignments to provide greater focus, additional practice, and explanations for trouble areas. Some form of online discussions or discussion forums are often included to promote interaction, questions, and connecting to other students and the instructor. -Online math courses may have e-textbooks and the option to purchase a printed version of the textbook. Students may have the option of printing e-book pages to use to review steps and processes or to rework math problem sets. -Watching videos, moving through PowerPoint slides, engaging in discussion forums, and completing problem-solving assignments require time. The 3:1 ratio for studying is essential for math courses that meet in classrooms as well as courses that are online. In fact, online courses may require even more than the 3:1 ratio for students to watch videos or review PowerPoint slides multiple times.

Accuracy on the Internet

-Are there spelling or grammatical errors? Question the quality and credibility of information when you see spelling errors and grammatical errors, as these "red flags" indicate the website is an informal personal posting. -Can information presented as facts be proven or verified by data, research, or objective evidence? Factual data can be cross-checked with other websites and sources. However, if the same information appears in multiple places, search to find and verify the original source of the information. It is possible that multiple websites reprinted the same information, even if the information from the original source is not accurate or proven. If information cannot be verified or is not consistent with research or tested data, the information may be subjective but camouflaged to look objective. -Is the point of view or information presented objective or subjective? Even though statements may sound objective or authoritative, are they really expressing an opinion in an attempt to convince the reader to accept a specific point of view? Words such as should, would, and must often signal a subjective point of view and an opinion. Does the content serve a specific purpose, such as to sell, convince, or promote, or do existing links send you to other websites designed to sell, convince, or promote a specific belief, product, or agenda? -What are the author's credentials? Is the author affiliated with a reputable institution, organization, or association directly related to the topic of the website? You should be able to verify the author's qualifications and affiliations. Check the URL to see if the information comes from an educational institution, government, organization, or commercial domain and if it relates to the topic presented by the author. -Is the information current? Check the footer for dates when the information was first created or posted. Check to see if the authors have updated, revised, or edited the information. Because information such as research studies, results of polls or surveys, and test results can be posted relatively quickly on the Internet, information online may be more current than information in printed form in publications or books. -Is the information relevant for your purpose? If you are conducting Internet searches for a specific purpose, such as information for an essay, paper, report, or presentation, you may find hundreds or even thousands of documents related to your topic. Narrowing your search will help you locate information that is relevant to your purpose. However, if you are looking for facts to support a specific point of view or to support a specific thesis, you will want to discard some information that you locate because it does not serve your specific purpose or is simply not relevant for your assignment. -Is the information from a "wiki" collaborative website or a personal blog? Even though information may be accurate or informative, it has a greater potential to be incomplete, biased, inaccurate, and lack reference to the writer's credentials. In the case of a wiki website, multiple users, either identified by their user names or anonymous, may add or change the information; as a result, verifying the accuracy of the information is difficult or impossible to do.

Level-Three and Level-Four Information: Supporting Details

-Be very selective. Use only key words or short phrases for level-three and level-four details. Because the lower levels on your hierarchy tend to have numerous supporting details, consider different ways to place the details on the paper to avoid a cluttered or crowded look.

Researching for a Paper

-Because anyone can post almost anything on website pages without having the information evaluated, authenticated, or scrutinized for accuracy, you need to read online materials carefully. When you are using the Internet to search for information for academic purposes, such as writing a report or preparing for a speech, accept the information as accurate only after careful examination. -Is the information reliable? Check the domain in the URL. Is it .com (a commercial enterprise that might be trying to sell something), .org (a non-profit organization, more interested in services and issues than in commerce), .edu (an educational institution), or .gov (a government agency)? What bias might those operating the site have about your topic? Do they make any disclaimers about the information they post on the site? What makes this information reliable or not? -Is the information authoritative? URLs that include a tilde (~) often indicate that a single individual is responsible for the information on a website. Can you find the person's credentials posted on the site? Can you contact the person and ask for credentials? Can you find the person's credentials in any printed sources, such as a Who's Who reference? Regardless of whether the material was authored by a single person, an organization, an institution, or a company, is the author an expert on the subject of the site? -How current is the information? Many web pages include a date that tells you when it was posted or last updated. If you don't see such a date, you may be able to find it in your browser's View or Documents menu. If you determine that the website is current, is the time frame relevant to your subject or arguments? You may find great information, but if it doesn't relate to the time frame of your speech, it's not relevant or ethical to use. -How complete is the information? Much of the text posted on the Internet consists of excerpts from printed materials, and what is left out may be of more use than what is included. For example, a site may contain one paragraph from a newspaper article, but that paragraph may not reflect the overall message of the article. If you want to use an excerpted portion of a printed work, you must locate the complete work to ensure that you are using that material accurately. -Is the information relevant? Many interesting facts and stories appear on the web, but be sure those you use as supporting material do more than just tell a great story. Your information must help you develop your thesis . . . . Ask yourself whether the information fits your needs. Does it help develop your main ideas, or does it take you in a different direction? -Is the information consistent and unbiased? -Is the information you find consistent with information you find on other sites, from printed sources, or from interviews? Can you find other sources to support the statements, claims, and facts provided by the website? If the information is inconsistent with other sources, it may reflect new findings about a topic, but it also may reflect an unfounded or unsubstantiated claim. Many sites only present one side of an issue. To guarantee a less biased presentation and more comprehensive picture of your topic, search at a number of different sites and be sure to cross-check what you find against information you obtain from more established sources such as books and other printed documents. Be wary of outrageous or controversial claims that can't be checked for accuracy or aren't grounded in reasonable arguments or sources.

Working with your notes

-Complete your notes. Add missing details, fill in gaps, and correct any misspelled key terms that appear in your notes. Confer with other students or your instructor, or refer to your textbook for missing information or correct spellings. If you chose to use the Cornell Notetaking System, complete the reduce step by creating the recall column. -Add more structure to your notes. If your notes lack a clear structure or appear disorganized, insert headings, number the individual details, or separate details with bullets. Highlight specific concepts or key words, or use a colored pen to circle terminology to create more structure for your notes. -Supplement your notes. As you work with your notes, you may want to make lists of information, brief outlines of main ideas, or clarifying questions that you would like to ask in class. Each type of notetaking system recommends that you write only on the front side of your notebook paper. Use the back sides for adding supplementary notes or questions. -Rewrite your notes when justified. Do not spend valuable time rewriting lecture (or textbook) notes simply for the sake of producing a neater set of notes. However, if the physical process of rewriting notes by hand or on a computer boosts memory and encodes information in a form that is easier to recall, take the time to rewrite and possibly even reorganize your notes. -Recite, reflect, and review your notes. The true value of your notes involves using them after the lecture. Spend time digesting the information, reciting the information, reworking problems, rehearsing, and reflecting. At the beginning of your next study block for the class, you can use your notes as a warm-up activity. Schedule time each week to use your notes for ongoing review.

Composition Textbook

-Composition courses encompass a wide range of writing skills -accomplished writing skills include use of proper grammar, punctuation, usage, sentence structures, and well-developed, expressive vocabulary. Promoted and taught in these textbooks -Professional writers write for specific audiences, specific purposes, and within specific contexts; organize information and use transitions effectively; use analytical reading and critical thinking skills; and, finally, be skilled in using effective library and online research skills. -Often uses examples and step by step explanations(Procedural knowledge) -Customized Reading System is often effective​

Evaluating Online Material for classes

-Convenience and flexibility: Students can work on assignments and learn course content anytime and anywhere that they have access to a computer. They are not locked into a specific time period to "be in class." Self-paced learning: Students can move through familiar materials faster and spend more time with difficult materials. They can review PowerPoint slides or instructional videos as many times as needed to grasp the concepts or understand difficult materials. As long as the course content and assignments are posted and available online, students are in control of the pace of learning and completion of the course. -Time to think before responding: Students have time to formulate answers to discussion questions. Many discussions are asynchronous, meaning they do not require students to all be online at a given time to participate in a discussion. Students read the discussion questions and respond when they are ready and have reflected on the answers. -Motivation: Many students are proficient and motivated by technology. They are familiar with programs and applications and enjoy using the computer to complete tasks independently. -Monitor grades: Checking grades and monitoring progress are easier because many online courses have a virtual grade book that shows points or grades earned on assignments, missing assignments, and the current grades. -Multisensory: Many students benefit from the multisensory materials that are often a part of online courses. They can watch and listen to videos that demonstrate processes or teach specific topics. They use kinesthetic, hands-on skills with each keystroke and as they maneuver around the screen and websites. They feel more engaged when working on a computer and online. -Participation: Many students are more willing to participate in online discussions than in face-to-face discussions or classroom activities. They feel more relaxed and open to sharing ideas.

Two-Column Notes for Math Lectures

-During the lecture, write the math topic or principle in the left column with an explanation in the right column. You can also write the equation in the left column and the steps and solution in the right column. For some math classes, you may want to make two columns on graph paper to facilitate lining up columns of numbers in equations or graphing problems. -Your notetaking goal for math lectures is to copy the exact steps for solving a problem in your notes and to include brief explanations or paraphrase the instructor's explanation of each step: *Copy signs and symbols accurately. Omitting a sign or symbol or copying it incorrectly will affect not only the quality of your notes but also the accuracy of applying the steps to solve similar problems. *Listen and watch for patterns. Problems solved in class consist of underlying patterns used to solve similar problems at a later time. Look for similarities in problem patterns. *Listen and watch for prototypes. A specific problem discussed and solved in class may be the prototype (model) to memorize as an example for solving similar problems with similar characteristics. Your instructor may state that the steps used in a specific problem will be the same steps you need to use in a set of additional problems in your textbook, so listen carefully for the verbal clues from your instructor. *Record explanations for steps. Often the explanations remind you when to use a specific process and when not to use a specific process. They also tell you why a specific step is important. *Write reminders to see the textbook. If you are already familiar with the chapter, some of the problems presented in class may also be explained in your textbook. If your instructor indicates the problem is from the textbook, use an abbreviation such as TXBK next to the problem.

Strategies to Strengthen Notetaking Skills

-Familiarize yourself with the topic before class. Become familiar with the terminology, main concepts, and key details by previewing the chapter that will be discussed in class; read the chapter if time permits. -Activate your visual skills. Try to visualize information as it is presented. Turn on the "movie in your mind" to create a visual association with the verbal information. -Deal with sidetracking. If the instructor sidetracks by discussing information that does not seem to fit within the order or the outline of the topics, continue to take notes on the sidetracked information as it may be important. Write sidetracked information on the back side of the previous page of notes, or include sidetracked information in your regular notes but place these notes inside a box to separate them from your regular notes. (See Figure 11.5.) -Watch for visual clues. Information that instructors write on the chalkboard or visual graphics that instructors display on a screen are visual clues that information is important. Include visual information as much as possible in your notes. Following are additional suggestions to use: *If you recall seeing the same chart or visual information in your textbook, jot down a quick reminder to yourself to refer to the textbook chapter. If the visual information does not appear in your textbook, sketch the visual graphic and jot down as many details as possible. *Ask questions about the visual materials. This provides you with the opportunity to get more information from the instructor as to what information from the visual graphic is important to place in your notes. -Watch for nonverbal clues. Watch your instructor's nonverbal clues or patterns as well. Body stance, hand gestures, and facial expressions (forehead wrinkles, eyebrows rise) are nonverbal clues that communicate to observant listeners. Following are other points about nonverbal clues. *If the instructor pauses to look at his or her notes or simply pauses to allow you time to write, the pauses are nonverbal clues that suggest the information is important to include in your notes. *Nonverbal clues, such as pauses or glances toward the wall or ceiling, may signal that the instructor is shifting to another heading or main idea, or that he or she wants to verify that all the important details have been mentioned. *Writing information on the board, pointing to parts of it over and over, and circling words on the board are also nonverbal clues indicating that information is important.

PowerPoint Slides to Download

-If your instructor announces that the PowerPoint slides used in class will be available to download online after class, select a notetaking system to take notes on each PowerPoint slide. Again, the two-column notetaking system is efficient to use for taking notes on PowerPoint presentations. After class, when you download the slides, attach your notes to the printed slides or attach details to the pictures of each slide.

Studying Visual Mappings

-Imprint the skeleton: Create a mental image of the skeleton of your mapping. Memorize it. -Visualize: Without looking at the visual mapping, pull the image from memory. -Recite: Recite the skeleton and then recite details about each heading. Look at the details on the visual mapping to check your accuracy. -Reflect: Use a reflect activity for elaborative rehearsal. -Review: Use ongoing review to mentally rehearse and recite the visual mapping multiple times.

Strategies for Studying Visual Notes

-Imprint the skeleton: Imprint the basic structure (the skeleton) in your visual memory. Look intently (stare) at the first two levels of information. Carve a mental image of the skeleton into your memory. Do not focus your attention on the lower-level details. -Visualize: Visualize the skeleton of your notes. Close your eyes, look away, or look up and to the left to recall the image. Practice visualizing or "seeing" the words, the shapes, and the colors in your visual notes. Look back at your notes to check your accuracy. -Recite: Recite and explain the topic and the main headings. Without looking at your visual notes, name the first two levels of information. Then begin reciting, explaining in complete sentences, all that you remember about each heading. Look back at your notes to check your accuracy. -Reflect: Use reflect activities for elaborative rehearsal. Following are three suggestions: Without referring to your notes, redraw the skeleton. Label each part. -Record yourself reciting information about each part of your visual notes. -Convert the information into a written summary, developing one paragraph for each heading and its details. -Review: Use immediate and ongoing review. Mentally rehearse, visualize, and recite your visual notes frequently to keep the image sharp and the content fresh in your memory and readily accessible.

Citations

-In general, citations from the web include the name of the author, the title of the article, the copyright and publisher information, and then the date you accessed the article online. Sometimes the URL (the address of the article on the web) will be required. In the following list of online resources, note the inclusion of the word "web" in the citation. -There are two principal academic citation styles: the MLA style (Modern Language Association) and the APA style (American Psychological Association). The following websites provide you with specific guidelines:

Science Textbook

-Involves reading slowly to comprehend, process, and -integrate new information with old information​ -Hands-on-content​-personally participating in laboratory demonstrations, experiments, or observations -Parts-to whole concepts​-understanding how parts relate to whole concepts or frameworks -Using the Scientific Method​-experimenting, hypothesizing, collecting and analyzing data, and drawing conclusions -Conceptual understanding: understanding scientific concepts in order to solve problems in the appropriate context -Problem-Solving Skills, analysis, and application-knowing how to approach a problem, following steps to solve a problem, using problem analysis to explain the thinking processes used to reach a solution, and using steps for everyday applications ​-Inductive Argument-observing experiments and analyzing evidence or proof to arrive at a conclusion -often include complex scientific processes and reasoning, theories, predictions, explanations, evidence, patterns, numbers, symbols, formulas, graphic materials, and definitions.

Essential Strategies for Dealing with Rate Discrepancies

-Keep writing. -Mentally summarize. -Predict the next point or an answer to a question. -Paraphrase the speaker. -Use abbreviations and symbols. -Use modified printing. -Leave a gap and start writing again. -Shift to paragraph form. -Tape the lecture

Levels of Information

-Level-one information refers to the subject or the topic of visual notes. The topic may be the title of a chapter, the name of a lecture, or a specific subject. Once you have identified your topic, place it inside a geometric shape or inside a picture shape in the center of the page. -Level-two information-refers to the main ideas associated with or linked to the specific topic. If you are creating a visual mapping for a textbook chapter, use the headings in the chapter for level-two information. The examples of visual mappings for SQ4R and Cornell Notes in Figure 10.12 show steps of the SQ4R process and steps of the Cornell Notetaking System as the level-two information. Level-one and level-two information show the skeleton of the visual mapping; take time to visually memorize this skeleton. The following guidelines help you develop level-two information on your visual mapping: -Create your own headings. In addition to the headings indicated in the printed materials, you can add headings, such as "Introduction" or "Summary," or any other special heading to show a specific chart, diagram, or items that you want to include on the visual mapping. -Use effective spacing. Visually appealing and uncluttered mappings are easier to visualize and memorize. Before you begin adding the level-two information, count the number of main ideas to decide how to space them evenly around the page. Place them relatively close to the topic so you will have room to add level-three details later. -Use clockwise organization. The most common organization for level-two information is clockwise, beginning at the eleven o'clock position. If there is a definite sequence to the information, such as steps that you must learn in order, you may add numbers to the lines that extend from the topic or add numbers inside the borders of level-two information. -Use connectors. Draw a line from the topic in the center to each main idea to connect the level-two subtopics to the main topic. -Add borders, shapes, or pictures. To make the main ideas or categories stand out, you can place a border or shape around each item or add a picture next to each main idea. -Use colors. Colors strengthen visual memory and create a stronger visual impression. Experiment with the use of colors: shade in the main ideas, use different colors for different levels of information, or add colors to pictures used as retrieval cues. -Level-three information refers to the major supporting details that explain, support, or prove the main idea. These details are keywords that work as retrieval cues to trigger recall of information. *Add key words. Use only key words on level three. Strive to avoid long phrases or full sentences as they will clutter your visual mapping. *Decide how to organize details. You can arrange the details in any order; they do not need to be organized in a clockwise direction. *Space details evenly. Space details somewhat evenly around the main idea so each detail is clear and easy to read. Cluttered or crowded level-three details become distractions and are difficult to use to check your accuracy after reciting. *Select details carefully. Be selective. Include only as many major details as you need to help you remember key information about each main idea. *Write on a horizontal plane. To make your mapping easy to read, keep all your writing horizontal. Avoid writing at a slant or sideways or turning the paper as you write, resulting in words written upside down. Our visual memories are trained to recall writing that appears on horizontal lines. *Add optional borders. You do not need to add borders around level-three information if the details stand out clearly; however, including borders is an option. *Personalize with pictures or with other designs. Pictures and designs help imprint information in your visual memory and are often easier to recall than words, so include pictures when appropriate. *Add other variations. Visual mappings are creative study tools, so use any other variations that help with the process of visually imprinting the information. -Level-four information refers to minor details that directly explain or support level-three information. *Notice the words and short phrases used for level-four information in Figure 10.13. Use the following guidelines for level-four information: *Be extremely selective and brief. Too many minor details or long phrases or sentences will clutter your mapping and make it difficult to use as a study tool. *Branch minor details off major details. You can branch in any direction or order. *Cluster minor details. To avoid cluttering your visual mapping or branching information too widely across your paper, you can group or cluster minor details together, show them as lists, or place them inside a box to save space. *Use larger paper. To create extensive visual mappings with a variety of details and levels of information, work on unlined legal paper, drawing paper, or poster-sized paper. Crowded, cluttered visual mappings lose their purpose and their power if they are difficult to visualize. *Create separate visual mappings. If a visual mapping, such as for a chapter, becomes too large, consider reorganizing the information into several different visual mappings; narrow the scope of each mapping by chunking the information into more meaningful units.

More strategies for rate discrepancies

-Maintain Undivided Attention: Strategy 1: Keep writing. Even if the details do not seem vital to your notes, write them down, as this keeps your working memory active and focused on the content of the lecture. You can always cross out or eliminate unnecessary information later. Strategy 2: Mentally summarize. While you wait for new information to be introduced, in your mind, mentally summarize, list, or question the main ideas and details that have been presented. You can ask yourself basic questions, such as What are the three points the speaker just made? Is this the way the textbook presented this information? Strategy 3: Predict the next point or an answer to a question. -Increase Your Writing Rate Strategy 4: Paraphrase the speaker. Paraphrasing is the process of using your own words to rephrase or restate another person's words without losing the original meaning. Paraphrasing begins as a mental process that must be done quickly. As soon as you capture the speaker's words, interpret the information quickly, condense it using your own words, and write the shortened form in your notes. Your "sentences" do not need to be grammatically correct. You may omit words such as the, an, and, there, here, and other words that do not add to the overall meaning Strategy 5: Use abbreviations and symbols. Using abbreviations and symbols increases your writing speed. When you find content-related words that you use frequently, create your own abbreviations for the terms or use common abbreviations Strategy 6: Use modified printing. Modified printing is a style of handwriting that is functional and increases writing speed by using a mixture of cursive writing and printing. Do Not Stop When You Fall Behind- *Strategy 7: Leave a gap and start writing again. Instead of giving up, leave a gap in your notes and start taking notes again for as long as you can keep up with the instructor. After class, ask another student or the instructor to help fill in the gaps. *Strategy 8: Shift to paragraph form. Sometimes becoming overly concerned with the notetaking format slows you down. If you find yourself spending too much time trying to decide how to number, label, or indent a detail, stop using your notetaking format and shift instead to writing paragraphs. *Strategy 9: Tape the lecture. If you consistently have difficulties keeping up with one instructor's style and rate of speech in lectures, ask your instructor for permission to tape the lectures.

Rigors of Online Courses

-Online courses are demanding and often involve more reading than in-class courses. -Online courses are more time-consuming than in-class courses. Online students often need to use the 3:1 ratio to have sufficient time to listen to online lectures, complete assignments, and engage in required discussions. -Even though students can work on the course at any time, many students find they are able to stay more current with the course work if they treat the class as one that meets at a specific time. In other words, they log onto the course about the same time and the same days each week. A pattern for online course time can help students stay current and on track. -Creating a calendar of assignment dates, quizzes and tests, scheduled lectures, scheduled chats, discussions, or online group meetings is essential to manage the time effectively. Self-imposed structure for course management and self-discipline to follow plans of action (goals) increase the success rate for completing online courses. -Instead of asking questions in class and getting immediate responses from other students or the instructor, students need to post questions on a discussion board, e-mail other students, or contact their instructor via e-mail and then wait to get answers to questions. -Grading of online courses often involves writing more papers, completing more discussions on discussion boards, and submitting more assignments to the instructor. -The final grade may be based on assignments submitted to the instructor, journal summaries, papers or reports, creating web or PowerPoint presentations, and participating in assigned discussions or chat sessions. -Online courses require more self-discipline. When studying "offline," there are always distractions that break concentration. However, when students are working online, there are greater distractions and tendencies to divide attention by checking and responding to e-mail, using social media to connect with friends, or diverting attention to videos and websites that are not related to the course or the content being studied. -Sometimes problems with the computer or the software occur. Students need to know how to get technical support to resolve computer problems. When students are given directions for correcting the computer problems, they need to have sufficient computer skills to get their computers back online or they need to take extra time to find someone to help them resolve their computer problems. Computer problems may cause delays in listening to lectures, receiving and completing assignments, engaging in discussions, taking tests, or communicating with the instructor. -Students need to make a regular habit of backing up or saving their work on an internal and external program. Saving on an internal program involves saving work on the computer. However, if the computer runs into problems or stops working, students want to have all their work saved on an external drive, which can be a CD, or a thumb drive or flash drive. For students with more advanced computer skills, they can save their work in a "cloud" program. -Students need to use effective reading and notetaking strategies for online courses. Chapter 8 discussed a variety of reading and notetaking strategies that work effectively for online e-books used for online courses -requires motivation and self discipline

Important Points in Discussion Boards

-Participating in discussions is an assignment that often affects your final grade. Your responses may be graded, or "participation points" may be calculated into your grade. -Responses to discussion questions should be reflective, insightful, thoughtful, and complete. You have time to formulate effective and detailed responses, so do not make the mistake of responding quickly as though you are responding to a basic e-mail question. -Many discussion questions are open-ended, meaning that varied responses may all be correct as long as they are logical, relate to the question, reflect course content, and are supported by specific details. -Before posting your response, check for spelling, punctuation, and grammatical errors. Correct these errors before sending your response. -Responses to discussion questions may include personal examples or applications. For the best results, use relevant examples or applications that relate directly to the question posed on the discussion board. Do not sidetrack to unrelated topics. -Some discussion questions may require that you locate, read, and review a specific article or online resource. In such cases, the best responses will include direct reference to the assigned article or online resource. Do not try to bluff your way through the assignment without reading the article or going to the online resource. -Be an active, respectful participant. Do not dominate the discussion, respond in negative ways to other students' responses, or criticize other students' work.

Internet Search Strategies

-Reference resources: Encyclopedias and almanacs are helpful for a broad overview of a specific topic and for gathering facts and statistics. Online encyclopedias are easy to use and provide a large amount of general information in a relatively short time. Dictionaries and thesauruses are useful to find definitions, multiple meanings, etymology, and synonyms. -Public access catalogs and library catalogs: Online catalogs assist you in locating library facilities that house printed versions of books you wish to find. They also assist you in searching for books on a specific topic. Once you identify titles, you can use the web to locate information, such as summaries or articles, about specific books or authors. Becoming familiar with your college's online catalog provides you with immediate information as to the availability of a specific book. If your library participates in an inter-library lending program, you may be able to request a copy of the book from another library and have it delivered to your campus. -Periodical databases: Online database searches help you locate full-text newspaper and journal articles on very specific subjects. You can focus your search on narrowed topics or subjects as well as narrow the search to specific dates. Your search will provide you with links or a URL to locate the article online. The URL , short for the Uniform Resource Locator, is an online address for a specific website. -World Wide Web search: The World Wide Web , also called the web, is a part of the Internet that has a massive collection of files or websites. You can use the web (www.) for general or specific information. If you know the specific URL address, you can type the URL in your browser's location box at the top of the computer screen. When you click on Enter or Search, you will be taken to the specific URL address or web page. A web page is a document that looks similar to a page in a book; however, a web page can be more interactive than a page of a book, with sound, animation, videos, or links to other web pages. If you do not know the URL, you can type key words or phrases to do a general search for websites with information related to your topic. Following are important points to understand about conducting web searches: -A search begins by typing in key words or phrases for a category, topic, subject, person, or product. If you use too few key words or your key words are too broad, your options of websites to explore may be too extensive to be helpful. Experiment using different key words or narrowing key words to describe more specifically the kind of information you seek. There are many different search engines to get you to these websites. You may want to try several different search engines, such as the following popular search engines, as they often return different results: Google, Yahoo, AOL, Bing, WebCrawler, Dogpile, and Ask.

PowerPoint Outline

-Some instructors may provide you with a printed outline of the PowerPoint slides, but not the slides themselves. As with lecture outline notes, add details to the end of the lines of the outline. If there is sufficient space and if you have sufficient time, sketch the PowerPoint slide to show any additional details that do not appear in the outline.

How to Create Two Column Notetaking System

-Step 1: Write the topic in the left column. Use the left column to write the subject, topic, main idea, vocabulary term, or a question. -Step 2: Write notes in the right column. Directly across from the item in the left column, write details or explanations. As with Cornell notes, be brief, but not so brief that the information loses meaning over time. You can number details, use bullets for items in a list, or simply write the information in meaningful phrases or short sentences. -Be selective. Do not clutter your notes with unnecessary information. Capture only the important information presented by the speaker. -Space your notes. To create stronger impressions of "chunks" of related information, leave a space between each new item or group of related items in your notes. --The notes in the right-hand column should not look like a nonstop, steady stream of endless information. -Sketch diagrams or charts. When the speaker presents diagrams or charts, you can sketch them in the left column and summarize them in the right column, or you may write a question about the chart in the left column and sketch the chart in the right column.

Steps to memorizing prototype

-Study the example carefully, step by step, until you can follow the steps and understand the logic behind the process. -Practice verbally explaining each step of the process to solve that type of problem; then express the same information using mathematical symbols and equations. -Read the equation out loud. -Without referring to the text, rework the example problem and check your accuracy. Correct any mistakes immediately. -Memorize and use the prototype (model) on the problem sets that involve the same pattern or type of math problems. -Compare a new problem to the example problem (the prototype) to verify that both belong in the same category or type of problem. Then apply the problem-solving steps.

Online Conduct and Etiquette

-The code of conduct clearly states expectations, guidelines, and rules for your online conduct or behavior. -Codes of conduct restrict any behaviors that harass or threaten the safety of other students or instructors; -The code of conduct also may require you to attach a form with each assignment that states the work you submit is original, is not copied illegally from other sources, and has appropriate citations attached -Communicate with your instructor and other students using a formal, respectful level of conversation. Avoid abbreviations, slang terms, or incomplete sentences, such as those that you might use when you e-mail or Twitter (tweet) to your friends. -Avoid using profanity and politically incorrect, rude, insensitive, and abusive language. -Do not use all capital letters in your communications. All capital letters is a printed way of screaming at other people. -Reread or proofread all your messages or e-mails before sending them. Correct errors or "auto corrections" that may have changed your original words to words you had not intended to use.

Use Three-Column Notes to Define Terms

-The student used the second column to write the definition and the third column to add any additional details or applications presented by the instructor. This three-column format is ideal for working with terminology because it follows the pattern you learned in Chapter 9 for studying terminology. -For math terminology presented in lectures, write the term in the first column. As the instructor defines or explains the term, write the information in the middle column. In the third column, add any related details, rules, or explanations. You can also use this three-column notes format to create other kinds of study and review tools.

Literature textbook

-The writing in literature textbooks is designed to convey images, evoke emotions, develop themes and characters, and engage readers in the action of the plots. -characteristics of the content in literature courses: *Survey courses involve the study of major writers and literary works from a specific period of time, nationality, or culture. Other literature courses may focus on specific genres, such as short stories, poetry, drama and plays, mythology, essays, or novels. *"Rhetorical modes" you may encounter in literature courses refer to different organizational patterns: description, narration, definition, examples, classification, comparison, contrast, cause, effect, analysis, and argumentation. *Readers need to learn to identify, understand, and interpret imagery, symbolism, multiple meanings, and figurative speech -Grasping the plot, connecting with the action, understanding the unfolding of the plot, and responding emotionally to literature often involves reading the selection at least two times. For the first reading, read through the complete selection, uninterrupted, to get an overview; do not stop to analyze or take notes. For the second reading, and possibly the third reading, use thorough reading strategies to analyze and interpret the key literary elements. *Write comments next to important passages, take notes on paper, or create visual mappings or charts to show important details. -Customized Reading System is often effective​

Understanding Differences in Textbooks

-Understanding the differences among textbooks from various content areas or disciplines helps you select the most appropriate reading and study skills strategies to use for each textbook.

How to Create Level One and Level Two Information

-Use legal-size paper. To have adequate room for the level-two and later the level-three information, consider using legal paper (8 1/2″ × 14″). Space the main ideas evenly. Spacing level-two information evenly helps avoid a cluttered or crowded look. -Use connectors. Clearly connect levels of information by using lines. -Always write horizontally. Your visual memory is not set up to visualize slanted writing, so imagine horizontal lines on your paper so you print on a horizontal plane. -Add colors, shapes, or pictures. These visual features strengthen the visual image. -Add other level-two headings if necessary. You can add headings, such as "Intro" for introductory information, or you may want a heading to show a specific graph or chart. If the printed material has a summary, you may want to add a final heading, "Summary."

Study Your Two-Column and Three-Column Notes

-Use recitation to study from your two-column and three-column notes. For both kinds of notes, look only at the left column. Cover up the right column(s). Recite the information on the right, and then uncover the column(s) to check your accuracy -For math notes taken with a three-column system, rework the problems or equations, and then compare your results with the original problem and solution.

Math Textbooks

-Use the prototype​-a model of a specific type of math problem. By memorizing and understanding a prototype, you can then use it as a reminder of the steps to use to solve a new problem that is similar or of the same problem type. Prototypes often appear in chapters when a new type of math problem or equation with explanations and examples are introduced. -Studying methods should include repetition of steps​ -Recite or explain the concepts or steps to solve​ -Involves learning low-level skills and integrating with -higher level skills​ -Be aware of "gaps" in your learning -Use effective time-management and study strategies: study math every day of the week; use the 3:1 ratio; survey chapters or topics before lectures so you are familiar with the chapter contents; schedule a study block shortly after class to begin working problem sets and refining or revising your notes; and utilize all available resources, such as math lab videos, online videos, tutors, tutorials, or other supplemental materials. -Plan ample time to practice the essential repetition of problem-solving steps, recall prototypes (models), rework previous problems, increase problem-solving speed, and increase accuracy.

Traits of Visual Notes

-Utilize memory strategies, involve multisensory skills, and personalize information -Utilize creative use of colors, pictures, symbols, and graphic formats to create strong visual images, impressions, associations, and retrieval cues, all of which improve recall -Organize and rearrange information in meaningful ways to be used as reflect activities, study tools, and lecture and textbook notes -Promote effective recitation, lead to elaborative rehearsal, and increase concentration

Use Three-Column Notes for Math

-When you know you will need to review and rework math problems presented in lectures, consider using the three-column notetaking system. Begin by copying the original math problem in the first column. Then, skip the middle column. In the third column, write the steps discussed in the lecture to solve the problem. After the lecture when you are ready to review, fold the third column back so you cannot see the problem-solving steps. Rework the problem in the middle column

Partial PowerPoint Slides

-When your instructor provides you with a printed copy of partially completed PowerPoint slides, listen carefully for and watch for the missing details. Write the details on the lines provided on the partial PowerPoint slides. When information is presented that is not on the slide, jot down the key points in the space next to the picture of the PowerPoint slide.

PowerPoint Slides with a Notes Column

-Your instructor may provide you with a printed copy of the PowerPoint slides, usually two or three slides per page, with a "notes" column on the right. In the notes column, take notes on explanations and details not included in the original slide. Using bullets for separate details helps you group information into meaningful parts.

Tables

-also called comparison charts, grids, or matrixes, use columns and rows to organize information on various topics or to show data to use to solve problems. Tables require careful reading as they often contain a considerable amount of data in the boxes (cells) of the chart. When tables appear without lines that divide columns and rows, you can add those lines to the table if doing so will help you see the information more clearly.

Flow Charts

-also called organizational charts, show levels of organization or a directional flow of information from one topic or level to another. To remember information in flow charts, use the essential strategies

Visual Notes

-are a form of notetaking that organizes information into diagrams or charts that use colors, pictures, and shapes to help imprint information into visual memory. Visual notes, also called graphic organizers, include visual mappings (also called concept maps), hierarchies, and comparison charts.

Visual Mappings

-are diagrams that place the topic in the center of a diagram with main ideas branching off the center, followed by details branching off the main ideas. Visual mappings are also called cognitive maps, mind maps, and clusters. -You can use visual mappings to show the headings, subheadings, and important details in a chapter or to show levels of information in a paragraph. -You can also use visual mappings to show details for a topic that appeared in several different chapters and lectures. -you can also use visual mappings to create summary notes to review for a test or to brainstorm ideas to include in an essay, a paper, or a speech.

Hierarchy

-are diagrams that place the topic on the top line of a diagram with main ideas branching down from the topic, followed by details branching down from the main ideas. Hierarchies arrange information in levels of size and importance from the top down.

PowerPoint Notes

-are lecture notes based on a series of slides that include visual graphics and key points or topics. PowerPoint slides are a form of visual graphics that has become popular and widely used for classroom lectures and presentations. A special projector hooked to a computer projects individual slides created by using the PowerPoint program. Instructors click through a series of slides. As a slide with words, graphics, and possibly other special effects, such as animations, appears on the wall or screen, the instructor refers to the slide in his or her lecture. Sometimes the instructor reads what is on the slide and then clarifies or expands with details; other times the instructor discusses the slide but does not read word-for-word what appears on the slide.

Graphic Materials

-are printed representations that convert printed or verbal information into a visual format, such as drawings, charts, or pictures. -science, social science, and mathematics textbooks, use graphic materials to convey important information about data, statistics, trends, and relationships.

Pie Charts

-called circle graphs, show a whole unit (100 percent) divided into individually labeled parts or sectors. Pie charts are based on a whole-to-parts organizational pattern. Some pie charts show the size of each sector, usually presented as percentages of the whole (100 percent), making comparison of sectors easier and more accurate. With other pie charts, you may need to estimate the percentage represented by each sector of the chart if the size differences are important.

Level-One and Level-Two Information: The Hierarchy Skeleton

-identical to level-one and level-two information used in visual mappings -includes the topic and the level-two headings or main ideas

Studying Hierarchies

-imprint the skeleton; visualize; recite; reflect; and review. With frequent practice, you should be able to recall quickly and accurately the skeleton with the first two levels of information in your hierarchy. By reciting as you practice, you activate your auditory channel and strengthen your auditory memory and ability to recall the details.

Photos, illustrations, and Diagrams

-include cartoons, sketches, and drawings, provide background information and clarify concepts. In addition to adding visual appeal, graphic materials are informative and provide visual images to memorize and use as retrieval cues to recall information from long-term memory.

Declarative Knowledge (DK)

-involves using elaborative rehearsal strategies to work with factual information in new and creative ways. Strategies may involve rearranging information in more meaningful ways; creating associations, mnemonics, and notes; and using recitation, visualization, and other working memory strategies to rehearse the information

Procedural knowledge

-involves using repetition of steps and processes in their original form. When working with procedural knowledge, your goals are to internalize the process so you can perform it more automatically, increase problem-solving speed and accuracy, and generalize the steps so you can apply them to solve new problems.

Two-Column Notetaking System

-is a method of notetaking that shows topics, vocabulary terms, or study questions in the left column and details or explanations in the right column. Two-column notes are a simplified version of Cornell notes

Three column notetaking

-is a method of notetaking that shows topics, vocabulary terms, or study questions in the left column, followed by two categories of details in the remaining two columns. The labels you use for the two categories of information will vary depending on the lecture content. It will be up to you to decide how to label each column in your notes and how wide to make each column

plagarism

-is the act of using someone else's words, work, or ideas without acknowledging the author or without citing the source of the information. The choice of words and the way in which the ideas are presented give the reader the impression that the words or ideas are your original words or ideas. -Plagiarism in college courses often has serious consequences, which may range from receiving a failing grade for the course, being required to appear before an ethics board or committee, being placed on academic probation, or even being expelled from the college or university. -Most colleges and universities have clear policies about plagiarism. Read your college's academic standards. Many classes post warnings about plagiarism with each writing assignment in class or online. -Citing sources properly can be complicated. Ask if workshops, study guides, or tutorials are available to help you understand and avoid plagiarism in your course work. Check to see if your writing lab provides assistance with explanations and examples of plagiarism and strategies to use to avoid plagiarism. -Many syllabi alert students to the fact that instructors take measures to identify students who plagiarize. Many institutions have academic plagiarism detectors to catch students who plagiarize. For example, Turnitin.com is a website instructors can use to analyze students' papers for plagiarism. As a student, you can search the Internet to locate programs that will analyze your work for plagiarism. (Google or search for the word plagiarism or check for plagiarism.) -Some instructors, especially instructors for online courses, require students to sign a document that states the work is original and to submit the document with each written assignment. -Plagiarism involves trying to pass someone else's work off as your own. This includes using materials prepared by another person or agency that engages in selling or sharing term papers, other academic materials, or information from the Internet that is not properly identified or cited. Buying term papers is risky, and such term papers often are readily identified as plagiarized and illegal. -There is no need to cite facts or ideas that are commonly understood, are not attributed to or cannot be connected to a specific author, are used frequently by reputable sources without being cited, and are considered to be common knowledge. -There are two kinds of plagiarism: intentional plagiarism and unintentional plagiarism.

Reading rates

-rate of speaking (or rate of speech) indicates the average number of words a speaker says per minute -The average rate of speaking during a lecture is 100-125 words per minute—a rate that provides a little more time to create basic understanding and to take notes. You will likely encounter three general speaking rates instructors use during lectures: too slow, comfortable, or too fast. When the speaking rate is fast, you will have to increase your level of concentration and increase your rate of writing. When an instructor speaks too slowly, you may have difficulty staying focused, or you may find your attention fluctuating. As soon as you become aware of your inattentiveness, make a concerted effort to use strategies to increase concentration and eliminate distractions.

Thinking rate

-rate of thinking indicates the average number of words or small units of information a person thinks per minute. The average is 400 words per minute. When an instructor speaks slowly, your rate of thinking far outpaces the instructor's rate of speech, so your mind tends to wander off the subject.

Writing Rate

-rate of writing indicates the average number of words a person writes per minute. An average rate of writing is 30 words per minute. When an instructor speaks too fast, your rate of writing is too slow to capture the instructor's ideas on paper. When an instructor speaks at a comfortable pace, taking notes may still be demanding, but the discrepancies among speaking, writing, and thinking rates will not create as many notetaking difficulties.

Social Science Textbook

-refers to a large category of academic disciplines that study societies and humanity from different perspectives. Social scientists pose theories, create models, and examine trends based on research, scientific methods, and observational studies. -often relate to personal experiences you have encountered. -following characteristics reflect the content of social science textbooks: *Each social science textbook has its own "style or personality." Take time to familiarize yourself with the chapter layout and common features. Social science textbooks are rich with graphic materials designed to create interest and curiosity, explain concepts and theories, and condense statistics and data into visual forms. Take time to examine, analyze, and interpret all graphic materials that appear in the chapters. *Some textbooks use case studies to show how social scientists research topics, gather data, and form theories or create models. Read the case studies carefully and note the processes used and the outcomes or conclusions drawn. *Some textbooks, such as history textbooks, use a narrative, storytelling approach to explain the unfolding of events influenced by specific individuals, groups, governments and cultural factors, such as economics, religion art, and social structures. -reading and studying social science textbooks involve moving beyond personal experiences and into an academic look at aspects of human relationships in society -Familiarize yourself with the layout​ -Look at graphic materials​ -Read case studies

Bar Graphs

-use vertical or horizontal bars to show frequency of occurrence for different subjects or data being graphed and to show trends. -Bar graphs frequently appear in many textbooks, so knowing how to read and interpret the graphs is important. -Begin by reading the title and the caption. Then read the label that appears on the horizontal line, called the x axis, and on the vertical line, called the y axis. Notice that one axis identifies the data that is being graphed while the other axis shows the frequency of an occurrence or event, which may be shown in percentages, quantities, or a unit of measurement.-Finally, use the height (or the length) of the bars to obtain information about each bar and to compare information.

intentional plagiarism

-when students buy term papers or written assignments from other students and try to pass them off as their own work. Cutting and pasting words, phrases, sentences, paragraphs, or full articles without citing the sources is also intentional plagiarism. The student doing the cutting and pasting is fully aware that he or she is attempting to take a shortcut in writing a paper by lifting other people's words and ideas and placing them into a document

unintentional plagiarism

-when students do not cite the sources properly or do not place quotation marks correctly around direct quotations. Understanding how to cite sources, indicating where you found the information and acknowledging the person whose words or ideas you are using, is the basic way to avoid plagiarism. -Guidelines for citing sources are usually included in your composition and research courses. Learn the required way to cite sources. Because citing methods can vary for different kinds of sources as well as different kinds of courses, consider creating your own guide or manual for citing information properly. -Properly citing sources makes it possible for readers to identify the source of the information and understand that the information is not your original work. Proper citations also provide necessary information for readers to locate, retrieve, read, and review your source of information. -Citing sources from information taken from the World Wide Web differs from the way to cite sources from printed materials. Rules for citing electronic information are fluid; therefore, follow the guidelines provided by your instructor or presented in course materials.

Different Types of Textbooks

Composition, Literature, Science, Math, Social Science

URL

The URL address begins with http and ends with a domain suffix that shows the origination (domain) of the website. There are hundreds of domain suffixes, many related to names of countries. Following are common domain suffixes you will encounter online: *.edu indicates an educational institution site *.com indicates a commercial site *.gov indicates a government site *.org indicates an organization *.net indicates an administrative site

Two-Column Notes for Discussions

Two-column notes work effectively to capture different answers to questions posed during a lecture or questions used in a discussion group. Write the question, or a simplified version of the question, in the left column. Jot down different responses in the right column.

Google Search

a program that searches for and identifies items in a database that correspond to keywords or characters specified by the user, used especially for finding particular sites on the World Wide Web

discussion thread

are categories or groups of questions that appear online in discussion boards.

discussion board

are places on a website where one question or a series of questions appear for students to read, respond to, and post responses online.

Legend

defines values for the symbols used in the graphic

caption

is a short explanation or description that accompanies a graphic.

How to study Multiple Slides on a Page-PowerPoint

listen carefully for explanations or details not included on the slides. Use lines to branch off each slide; place key words at the end of each line or branch. If sufficient space is not available to connect key ideas to each slide, use the two-column notetaking system; write the slide number in the left column and the details about each slide in the right column. PowerPoint Slides with a Notes Column

Computer Skills for Online Courses

•Accessing the course online •Creating and using a username, password, and signing in with an access code •Understanding course requirements, expectations, and grading systems •Using the e-mail system to send and receive e-mail messages •Downloading and uploading e-mail attachments and documents •Submitting different types of assignments •Reading discussion boards; posting responses to discussions •Navigating the management system •Viewing videos and using links •Surfing the Internet, using a browser, and locating specific information

Types of Graphic Materials

•Photographs, Illustrations, and Diagrams •Pie Charts •Flow Charts •Tables •Bar Graphs •Line Graphs

line graph

•aka linear graphs •Plot points on a coordinate grid or graph to form one continuous line to show trends and compare data •Read horizontal and vertical axis •Look for trends, increases, decreases, and changes

Evaluating Online Materials/Researching for a paper

●Current or updated-Many web pages include a date that tells you when it was posted or last updated. If you don't see such a date, you may be able to find it in your browser's View or Documents menu. If you determine that the website is current, is the time frame relevant to your subject or arguments? ●Unbiased-Is the information you find consistent with information you find on other sites, from printed sources, or from interviews? Can you find other sources to support the statements, claims, and facts provided by the website? ●Correct without spelling or grammatical errors-Question the quality and credibility of information when you see spelling errors and grammatical errors, as these "red flags" indicate the website is an informal personal posting. ●Verifiable facts-Factual data can be cross-checked with other websites and sources. However, if the same information appears in multiple places, search to find and verify the original source of the information. It is possible that multiple websites reprinted the same information, even if the information from the original source is not accurate or proven. If information cannot be verified or is not consistent with research or tested data, the information may be subjective but camouflaged to look objective. ●Objective point of view-Even though statements may sound objective or authoritative, are they really expressing an opinion in an attempt to convince the reader to accept a specific point of view? Words such as should, would, and must often signal a subjective point of view and an opinion. ●Authoritative with valid credentials-URLs that include a tilde (~) often indicate that a single individual is responsible for the information on a website. Can you find the person's credentials posted on the site? Can you contact the person and ask for credentials? Can you find the person's credentials in any printed sources, such as a Who's Who reference? ●Reliable and complete-Much of the text posted on the Internet consists of excerpts from printed materials, and what is left out may be of more use than what is included. For example, a site may contain one paragraph from a newspaper article, but that paragraph may not reflect the overall message of the article. I ●Relevant for your purpose-Many interesting facts and stories appear on the web, but be sure those you use as supporting material do more than just tell a great story. Your information must help you develop your thesis . ●From a Wiki collaborative website or personal blog?-Even though information may be accurate or informative, it has a greater potential to be incomplete, biased, inaccurate, and lack reference to the writer's credentials. In the case of a wiki website, multiple users, either identified by their user names or anonymous, may add or change the information; as a result, verifying the accuracy of the information is difficult or impossible to do.