Changing faces!

Decided that it was about time to have a (minor!) change of appearance here; so have gone with one of the default themes (Twenty Eleven). I ran into a minor problem with header; I’d uploaded a couple (incidentally, if anyone knows of a tool, like Wordle & Tagexdo, that allows you to specify the size of canvas to fit the text to, I’d be interested to know) – but didn’t like one of them. Removing them wasn’t that easy  - though I eventually found a solution.

I may yet make some more changes, as it is pretty similar to the old one – the main change really is being able to have links to (selected) pages at the top (or, indeed, anything else I’d like to link to)

Raspberry Pi vs ZX 81

My first computer was a ZX 81 – cost £69.95 (assuming Wikipedia’s correct; I can’t remember!) That’s c £236 (This is Money) or 0.3% of an average house (House Price Crash). Came with 1kb of memory (expandable to 16kb) – Operating System & Keyboard inc; monitor required (monochrome output).
The Raspberry Pi goes on sale today … for £21.60 (0.01% of average house [does that say more about cost of houses or electrical components, one wonders!]) – you get 256mb memory, though you do have to add a keyboard and Operating System, as well as the monitor!

Me: I’d have one on order, were it possible to get through to a website!

Deciphering student search behaviour – SEARCH – Research Information

Some interesting questions arise here …

Deciphering student search behaviour – SEARCH – Research Information.

… firstly – does it matter?
On the assumption that it does; why?
I certainly don’t see any problems with students discussing what they’re learning with each other; whether it’s via Facebook, MSN, over a cuppa, or whatever.
The second is something that I’d like to know more about; so, when students say they’re using Wikipedia, but citing from the items it references; are they doing something that I see as fine – using Wikipedia as a starting point, to then go and *read* the refs; or are they using Wikipedia & claiming they’ve read others?
To me, a lot of this returns to the question of assessment design; is the assessment ultimately to test whether or not facts are known, or is it how facts are used? If truly the latter; then, finding (and *verifying*) facts is only a starting point. And why not find them wherever is easy.
Oh, and have a look at ref. 1; in a bit more depth & some useful Presentations (inc. lots of refs)