Students have a lot to learn about data. That’s why they’re in school for a long, long time. As a youngster they are squarely thought about established data – stuff invented by early people, theories discovered and promulgated by scholars.
Zooming in, as students approach secondary and higher education, their learning of data shifts into another kind – one that puts them in a position to process and establish data. In other words, these students will have to become like those “early people” and “scholars.”
The Visual Aide
In among a wide variety of chores used to facilitate this kind of learning, the most popular assignment is known to be the powerpoint presentation. This tool is usually introduced as early as the elementary stage of the youth’s education. Because of the multiplying access to several technological mediums, from gadgets to more gadgets, learners have become more attuned to the technicalities involved in using each of these mediums.
The tool is imbued with a lot of functions and shortcuts; if early generations of users were ‘intimidated’ with this kind of trait, the late, modern ones are not. In fact, tutors or instructors hardly have to make too much effort in teaching about the tool, as these youngsters are highly likely to independently tinker with the tool and come up with the coolest slides the teacher may have ever set sight on.
Losing the Real Score
In this more-independent arrangement, what role does the teacher have to play regarding the use of the powerpoint presentation tool? The teacher needs to remain steadfast in reinforcing the most crucial essentials of data. In the processing of data and transformation into slides, students can get too engrossed with the visual aspects.
At such rate, students can be expected to embed the coolest graphics they can download, or even opt for snazzy animation. They tend to forget the purpose of the tool’s use, as well as, recognise the star of the event – the data and its recipients, the audience.
An All-Important Reminder
This is not to say that students need to forget all about the coolest graphics, or downgrade the quality of which they are more than willing and capable to raise up. Rather, they must be incessantly reminded that they must do all that ‘cool stuff’ in their powerpoint presentation without compromising the clarity of the message and the meaning of those slides.
In fact, they are encouraged to hunt and use the best features of the tool – only to the extent of perfecting the slides for their audience to understand. Lastly, students should never rely the telling of the story of data to the tool; rather, it is up to their voice to do the deed.
If you are not a resident of the UK, but chose to acquire your university degree in this country you are labelled as an international student. Part of the application process for UK universities is to submit a personal statement UCAS members require. UCAS refers to the Universities and Colleges Admissions Service, which is the British admission service that scans the applications of students who are looking to study higher education at a university or college. If you are not familiar with writing an expository essay, you must start practising already so that you will know how to write a personal statement. A personal statement UCAS typically contains the following information:
- why a student chose the course or degree programme
- what catches the student’s interest regarding the subject of study
- the student’s future plans after completing the course or degree programme
- any relevant work experience, placement or voluntary work that gave the student skills and experience which will help him or her study for the course or degree programme or to adapt to university life
- participation in summer schools or mentoring activities
- participation in advanced classes or other programmes for the gifted and talented
- any scholastic awards received
- any recognition obtained from work or voluntary service
- any other subjects the student is taking which do not have a formal assessment
- any sponsorship or placements that the student has applied for
- for those who are planning to or who have taken a gap year before starting university, explain why you chose to do so
- the student’s social, sports and leisure interests which aims to present the student not only as an academic but also other areas of his or her personality which may indicate his or her personality, values and passion
- for applicants who choose not to attend higher education full time, they should provide an explanation of why this is so whether the reason is personal or professional. The student may give details of any relevant work experience and current or previous employment history.
For an international student, there are additional items in the personal statement UCAS that he or she must sufficiently answer:
- the reason why the student chose the UK as the place to study
- any evidence which will show that the student can still actively participate in class and complete a higher education course that is almost entirely taught in English
- whether the student has been in a position to actively use his or her communication skills
Should an international student choose send additional information to supplement the information in the personal statement such as a CV, it has to be sent directly to the college or university once UCAS has already sent the student’s welcome letter and personal ID or application number.