This is not a college success site. It's a site about using college to succeed.
On its face, matching iPad textbooks with college students seems almost perfect. But Apple’s plans for its new iBookstore, from the way it has structured book purchases to its development strategy for multimedia e-books, doesn’t seem like it’s well suited for the college textbook market at all — if it even has that target in mind.
Apples New iBooks Wont School College Bookstores Any Time Soon
“I’m not sure it would’ve happened if Occupy Wall Street wouldn’t have started,” said Marina Keegan, of the Morgan Stanley protest at Yale, where she is a senior. “Definitely people are starting to think more critically about their choices after graduation and how they affect not just themselves, but the world.”
“At the same time, however, authoring standards-compliant e-books despite some promises to the contrary is not as simple as running a Word document of a manuscript through a filter. The current state of software tools continues to frustrate authors and publishers alike, with several authors telling Ars that they wish Apple or some other vendor would make a simple app that makes the process as easy as creating a song in GarageBand.”
Apple To Announce “GarageBand For eBooks” During Thursday’s Education Event
Two young companies try to elbow their way into the learning-management market, while another looks to subvert it from the outside.
All the individual grievances — recorded on Amazon’s own Web site — received a measure of confirmation last week when Jakob Nielsen, a usability expert, denounced the Fire, saying it offered “a disappointingly poor” experience. For users whose fingers are not as slender as toothpicks, he warned, the screen could be particularly frustrating to manipulate.
It was the weekly meeting of The New Inquiry, a scrappy online journal and roving clubhouse that functions as an Intellectuals Anonymous of sorts for desperate members of the city’s literary underclass barred from the publishing establishment. Fueled by B.Y.O.B. bourbon, impressive degrees and the angst that comes with being young and unmoored, members spend their hours filling the air with talk of Edmund Wilson and poststructuralism.
While specialized education tools have long played an important role in the classroom, some of the most commonly used gadgets and Web sites have become teaching tools of choice at business schools like Essec and elsewhere.
Facebook is increasingly used to foster a sense of community for business school classes that meet just a few times a semester; Twitter is used as a way for students to be heard in big halls, letting them ask questions during lectures without having to raise their hand or voice; and videoconferencing software is used at many business schools as a tool for communication between far-flung networks of professors and experts.
A U.S. teenager who wrote a disparaging tweet about Kansas Gov. Sam Brownback said Sunday that she is rejecting her high school principal’s demand for a written apology.
Emma Sullivan, 18, said she isn’t sorry and doesn’t think such a letter would be sincere.
The Shawnee Mission East senior was taking part in a Youth in Government program last week when she sent out a tweet from the back of a crowd of students listening to Brownback’s greeting. From her cellphone, she thumbed: “Just made mean comments at gov. brownback and told him he sucked, in person (hash)heblowsalot.”
In June, about 30 seniors will graduate from a little-known online high school currently called the Education Program for Gifted Youth. But their diplomas will bear a different name: Stanford Online High School.
Yes, that Stanford — the elite research university known for producing graduates who win Nobels and found Googles, not for teaching basic algebra to teenagers. Five years after the opening of the experimental program, some education experts consider Stanford’s decision to attach its name to the effort a milestone for online education.
A study of more than 200 students at the university to further examine what role cellphones play in their sleep habits. Students, the researchers found, were losing an average of 45 minutes of sleep each week because of their cellphones.
The phones were disrupting sleep and, in turn, were associated with higher rates of anxiety and depression because of insufficient rest. While depression is a well-documented side effect of a lack of sleep, Ms. Adams said, the anxiety element was something new.
Bleary-Eyed Students Can’t Stop Texting, Even to Sleep, a Researcher Finds
