Half baked but crispy

Another Chris P. Jobling blog 

Tough visa rules deterring overseas students coming to UK

From the Guardian Education blog. Not only is it difficult to get to the UK, once here big brother is watching and Universities have to act as his eyes and ears!

 
 


Universities and schools face international student shortfall as new visa system causes rejections and delays

Thousands of international students are being warned against coming to study at universities and schools in the UK because of tough new visa rules, it is claimed.

Up to 40% of overseas students who apply for a study visa are being turned away, say education agents in Hong Kong.

Others are subject to such long delays that they miss the start of the school or college term. The agents said they were encouraging students to apply to Australia or the US instead.

They blame the UK's new points-based immigration system, which was introduced in April to stop bogus students entering the country.

The Home Office said 30% of study visas from Hong Kong are being approved, down from 100% last year. The same is thought to be happening across the world, but particularly in Asia.

A drop in the number of international students will have severe financial repercussions on already hard-pressed universities and on the UK economy.

Overseas students pay tuition fees worth an estimated £2.5bn to UK universities each year and contribute an annual £1.89bn to the university sector. Many stay in the UK after they graduate.

In 2007-08, there were more than 45,300 students from China at UK universities, and 9,700 from Hong Kong. Some 3,000 students from Hong Kong and China join private schools in the UK each year.

Dominic Scott, the chief executive of the UK Council for International Students, said that between April and June this year, 35% of visa applications from China were refused. Some 49% of applications from India and 21% from the United States were rejected.

Students need an unconditional offer to apply for a visa, but do not receive this until they have their GCSE or A-level results.

They then have to apply for the visa, which can take up to eight weeks, by which time the college or school term has started and the university term is about to begin.

For example, the Hong Kong Certificate of Education Examination results are released at the beginning of August, so visas aren't received until mid-September – after term has begun.

Scott said: "Our concern at the moment is not that people submitting applications are going to be refused, but that they may be put off and scared by the very high refusal rate, which may make them reconsider."

Steve Lo, an agent working in Hong Kong to recruit students for Portsmouth, East Anglia and Northumbria universities, said 40% of his students – up to 300 of them - had been turned away by visa officials.

Hundreds more have to wait up to eight weeks for their visas, he said.

Lo said: "The students are disappointed and we are telling them they are better off applying to Australia because the visa application there takes as little as two weeks. We don't want them to wait and then not get a visa."

James Pitman, managing director of the Study Group, which has centres for international students across the country, said: "Our agents report that students are worried about applying and are therefore opting for the easier alternative: Australia."

Universities UK, the umbrella group for vice-chancellors, said a survey of their members conducted in May showed that in Japan and Hong Kong there were reports of five- or six-week delays. In China, there was a refusal rate of 80% soon after the new system began.

Diana Warwick, the chief executive of Universities UK, said: "Despite signs of improvement, it is still likely to be a nervous summer for universities as they support their international students through the visa process and await the decisions of entry clearance officers around the world. International students do not come automatically to the UK. Our universities work hard to attract them and offer them a high education."

She said overseas students offered a "huge academic, cultural and financial benefit" to the UK. "We are in serious danger of sending out a message that the UK does not welcome international students," she said.

Matthew Burgess, the deputy chief executive of the Independent Schools Council, said small errors could mean an application was refused. "It's a real test to get all the information right," he said.

A spokesman from the UK Border Agency said: "We make no apology for carrying out tougher checks, and by working with the education sector we have made every effort to ensure that the information of the points-based system has been a success. The government will continue to welcome students who wish to receive a first-rate education, but they must first prove they are legitimate."

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Tim Berners-Lee and the web at 20

My hero TBL speaking at "The Web At 20 launch event for [planned BBC documentary] Digital Revolution".

 
 

via Digital Revolution Blog by Dan Biddle on 7/10/09

"The web is a basic human right; like clean water."

So said the creator of the World Wide Web, Sir Tim Berners-Lee, in answer to a question posted online and relayed at The Web At 20 launch event for Digital Revolution.

As part of the ambition of the Digital Revolution project to start a conversation about the web to collaboratively create a documentary about the web, Sir Tim joined Baroness Susan Greenfield, Digital Planet's Bill Thompson, Wired magazine's Chris Anderson (live linked from San Francisco) and presenter Aleks Krotoski to present their ideas about (as Bill Thompson put it 'one of the most important things we have managed to do as a species' - the World Wide Web.

We filmed the event and, while we will post a slicker, more complete and cohesive version featuring all of the speakers and questions from the afternoon in a subsequent blog post, we thought you'd like to see a quick edit of Sir Tim's speech and the first part of the Q&A asap.


Unsurprisingly, considering there were more than a couple of BBC TV content producers in the room, there were several questions around the web's new models for content, audiovisual and beyond. If there were gasps of horror at Sir Tim's line: "The concept of a [TV] channel is going to be obsolete on the internet - it's not relevant." they can't be heard on the recordings...

And if this leaves you hungry for more and you can't wait for the longer video to arrive, as is the wont of the web, you can find other reports of The Web At 20 from the web itself; from Rory Cellan-Jones on the BBC Technology blog; or audio snippets via Bill Thompson's Audioboo:

Listen!

 

Or from those that were present (and those that weren't but were watching the tweets and responding). You can read the tweets we sent out from @BBCDigRev and search the wider twittersphere under tags such as Tim Berners-Lee, #webat20 and more as your imagination and search-fancy takes you.

Enjoy. And, as ever, your comments are greatly appreciated.

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Wikipeadia Papers - How to improve Wikipedia and University Studies Quality

An interesting proposal!

 
 

via O'Reilly Network Articles and Weblogs by Mark Finnern on 7/15/09

How to bring Wikipedia up to the scientific standard that many in the Universities are claiming it is missing: The Wikipedia Paper. Every student that takes a class, no matter what topic, has to create or improve a Wikipedia page of the Topic of the class.

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BBC - Digital Revolution Blog: what is Digital Revolution (working title) all about?

On "open source" directory in production on the BBC, on 20 years of the WWW. Join in via twitter, delicious, youtube and flickr.

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[from davidwjgill] Elgin Marbles -Times Online

Not sure that Athens getting back their stolen property would be such a bad thing! Maybe the Pergamon should be shipped back to Turkey as well!

 
 

via Delicious/network/swansealearninglab by davidwjgill on 6/15/09

The only way that the Elgin Marbles can make periodic visits to the new Acropolis Museum, which is highly desirable, is if there is an EU cultural treaty couched in general terms allowing for the transfer of antiquities between the museums of member states in a way that guarantees, under international law, all aspects of their movement. In this way the EU would be demonstrating that it is a unique international organisation capable of ensuring the cultural heritage of its citizens without establishing precedents that could lead to the return to their country of origin of many objets d’art which enrich the museums of the EU member states.

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The Edgeless University

Report from Demos "The Edgeless University". Discovered via Jane's Pick of the Day. The PDF should be required reading!

 
 

via Jane's E-Learning Pick of the Day by Jane Hart on 6/27/09

Back in April I was interviewed by Peter Bradwell, of the UK think tank Demos. for a research project he was leading on the impact of technology on Higher Education.

He has now produced the final report - The Edgeless University -  and which was published a few days ago.

An overview to the report appears on the Demos website as follows:

"British universities have world-class reputations and they are vital to our social and economic future. But they are in a tight spot. The huge public investment that sustained much of the sector is in jeopardy and the current way of working is not sustainable. Some are predicting the end of the university as we have known it.

The Edgeless University argues that this can be a moment of rebirth for universities. Technology is changing universities as they become just one source among many for ideas, knowledge and innovation. But online tools and open access also offer the means for their survival. Their expertise and value is needed more than ever to validate and support learning and research. Through their institutional capital, universities can use technology to offer more flexible provision and open more equal routes to higher education and learning.

We need the learning and research that higher education provides. But this will take strategic leadership from within, new connections with a growing world of informal learning and a commitment to openness and collaboration. By exploiting this role, universities can harness technology as a solution and an indispensable tool for shaping their vital role in the future."

You can download a PDF of the report for free under a Creative Commons licence.

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New online resources for learning, teaching and assessment

 
 


The Higher Education Academy and JISC have teamed up to produce a set of on-line guides and interactive tutorials designed to help learning and teaching professionals make best use of digital technologies in their practice. The rapid development of information technology has made available a plethora of new resources for education. These educational tools can significantly enhance learning and teaching but also create new challenges for staff. These new on-line tutorials and guides give practical guidance on how to use digital technologies in areas such as assessment and work-related learning. They also show how technology can be used to help tackle issues such as inclusivity, copyright law and plagiarism. (Courtesy of the Higher Education Academy)

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Blogging and academic identity

A narrated shared presentation from Martin Weller on Blogging and online identity.

 
 

via The Ed Techie by mweller on 6/22/09

I gave a talk recently about blogging (twittering, etc) and how we create online identities for ourselves. The slidecast is above. I wanted to explore some ideas, the main ones being:

  • It is about identity, not technology X
  • Your identity will be constituted from several different tools/services
  • Your configuration and emphasis of those tools is part of what makes the identity (as well as what you put in them)
  • An online identity is becoming default for academics now
  • All this is driven by really easy and diverse ways of sharing
  • There are numerous benefits to you as an academic

I concluded with two propositions, which you might like to disagree with:

  1. Soon, your online identity will be your academic identity
  2. There is an online identity of some form out there for everyone

I hope you find the presentation useful - I have to say I've come to loathe the sound of my own voice and my incoherent rambling so much, I think I may desist from doing slidecasts. Whatever my online identity is, it's not as a raconteur.

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Reflections on #SLTC09

Reflection on Science Learning and Teaching Conference from Alan Cann. Most interesting to me for the ideas about how to build a community using a consistent tag (in this case stlc09) has a Twitter hashtag and on Flickr, Slideshare and Delicious. Plus the idea of aggregating all these using Friendfeed group (or PageFlakes/Netvibes).

 
 


sltc09 When I got back from the Science Learning and Teaching Conference 09, I walked into a maelstrom of committee meetings and exam boards, so here, belatedly but before I forget, are a few thoughts.

Overall, this conference was not as good as the previous two. I'd heard quite a few of the talks before - minor increments don't count. New blood and new ideas are needed before the next one. I felt I identified a couple of themes from the meeting:
  • Many isolated individuals failing to influence practice in their institutions, or beyond.
  • A tendency to ask students to do more and more, be expert in all areas, do everything at once. Get real! If you want them to do something new, what are you prepared to drop so they can do it?
But it wasn't all negative, and apart from personal networking, for me the most interesting aspect of this meeting was the social media amplification which, for the first time, allowed it to spread beyond the walls of the venue:
  • Twitter Hashtag: #sltc09
  • Delicious: sltc09
  • Flickr tag: sltc09
  • Slideshare: sltc09
  • and the SLTC09 Friendfeed Group which aggregates and archives all the above. As well as making it easier to keep up with the disseminated chatter across networks, this FriendFeed group now provides a semi-permanent archive of what would otherwise be ephemera (thoughts, opinions, links) around the main conference presentations.


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Twitter Workshop

Nice introduction to Twitter, shared on SlideShare.com by Jane Hart. Includes three videos and many inks to educational uses of Twitter.

 
 

via Jane's E-Learning Pick of the Day by Jane Hart on 6/19/09

At the Informatology Conference in London next week, I'm running a short Twitter Workshop for those who are new to Twitter, so I've just completed the (stand-alone) presentation.

I've uploaded it to Slideshare and embedded the 3 YouTube videos I refer to, within it.  It's currently being featured on their home page.

The Twitter Workshop slideset is embedded below. 

You can also view the slideset on the Twitter Tutorial page at the main C4LPT website, where you can find the links to all the content

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