%PDF-1.3 1 0 obj << /Type /Catalog /Outlines 2 0 R /Pages 3 0 R >> endobj 2 0 obj << /Type /Outlines /Count 0 >> endobj 3 0 obj << /Type /Pages /Kids [6 0 R ] /Count 1 /Resources << /ProcSet 4 0 R /Font << /F1 8 0 R /F2 9 0 R /F3 10 0 R /F4 11 0 R >> >> /MediaBox [0.000 0.000 612.000 792.000] >> endobj 4 0 obj [/PDF /Text ] endobj 5 0 obj << /Creator (DOMPDF) /CreationDate (D:20250716061843+00'00') /ModDate (D:20250716061843+00'00') /Title (Report 07-2025) >> endobj 6 0 obj << /Type /Page /Parent 3 0 R /Contents 7 0 R >> endobj 7 0 obj << /Length 2545 >> stream 0.702 0.800 0.816 rg 34.016 34.016 543.969 723.969 re f 1.000 1.000 1.000 rg 45.266 355.187 521.469 391.547 re f 0.773 0.773 0.773 RG 0.75 w 0 J [ ] 0 d 45.641 355.562 520.719 390.797 re S 0.773 0.773 0.773 rg 61.016 370.937 m 550.984 370.937 l 550.984 371.687 l 61.016 371.687 l f 0.200 0.200 0.200 rg BT 61.016 693.716 Td /F1 14.4 Tf [(OFFICE365 PHISHING E-MAIL)] TJ ET 0.400 0.400 0.400 rg BT 61.016 664.909 Td /F2 9.0 Tf [(Posted on )] TJ ET BT 104.045 664.909 Td /F3 9.0 Tf [(March 03,2017)] TJ ET BT 165.578 664.909 Td /F2 9.0 Tf [( by )] TJ ET BT 180.086 664.909 Td /F3 9.0 Tf [(IT Communications)] TJ ET 0.153 0.153 0.153 rg BT 61.016 637.420 Td /F4 9.0 Tf [(Please take note of a phishing e-mail circulating on campus which looks like an Office365 e-mail notification. )] TJ ET BT 61.016 626.431 Td /F4 9.0 Tf [(Unfortunately, a few students have been caught out by this trap. )] TJ ET BT 61.016 606.442 Td /F4 9.0 Tf [(We will not send you an e-mail resembling the one below. If in doubt, rather contact us to confirm whether it's a legitimate )] TJ ET BT 61.016 595.453 Td /F4 9.0 Tf [(request.)] TJ ET BT 61.016 575.464 Td /F4 9.0 Tf [( )] TJ ET 0.592 0.592 0.592 rg 0.592 0.592 0.592 RG 305.016 565.766 m 306.516 565.766 l 305.766 565.016 l 305.766 565.016 l f 1.000 1.000 1.000 rg 1.000 1.000 1.000 RG 305.016 563.516 m 306.516 563.516 l 305.766 564.266 l 305.766 564.266 l f 306.516 565.766 m 306.516 563.516 l 305.766 564.266 l 305.766 565.016 l f 0.592 0.592 0.592 rg 0.592 0.592 0.592 RG 305.016 565.766 m 305.016 563.516 l 305.766 564.266 l 305.766 565.016 l f 0.153 0.153 0.153 rg BT 61.016 545.725 Td /F2 9.0 Tf [(From: SU Student )] TJ ET BT 61.016 534.736 Td /F2 9.0 Tf [(   Sent: 03 March 2017 12:07 PM)] TJ ET BT 61.016 523.747 Td /F2 9.0 Tf [(   Subject: Missing Mails)] TJ ET BT 61.016 501.958 Td /F2 9.0 Tf [(   You have two\(2\) unread messages but cannot because your mailbox has)] TJ ET BT 61.016 490.969 Td /F2 9.0 Tf [(   exceeds its quota/limit.)] TJ ET BT 61.016 479.980 Td /F2 9.0 Tf [(   Click here to use the message retriever page and enter login again to)] TJ ET BT 61.016 468.991 Td /F2 9.0 Tf [(   access missing message.)] TJ ET BT 61.016 447.202 Td /F2 9.0 Tf [(   Secretary)] TJ ET BT 61.016 425.413 Td /F2 9.0 Tf [(   Office 365)] TJ ET BT 61.016 403.624 Td /F2 9.0 Tf [(   System Administrator)] TJ ET 0.400 0.400 0.400 rg BT 61.016 385.135 Td /F2 9.0 Tf [(Posted in:E-mail,Security,Students | Tagged:Phishing,Security | With 0 comments)] TJ ET endstream endobj 8 0 obj << /Type /Font /Subtype /Type1 /Name /F1 /BaseFont /Helvetica-Bold /Encoding /WinAnsiEncoding >> endobj 9 0 obj << /Type /Font /Subtype /Type1 /Name /F2 /BaseFont /Helvetica-Oblique /Encoding /WinAnsiEncoding >> endobj 10 0 obj << /Type /Font /Subtype /Type1 /Name /F3 /BaseFont /Helvetica-BoldOblique /Encoding /WinAnsiEncoding >> endobj 11 0 obj << /Type /Font /Subtype /Type1 /Name /F4 /BaseFont /Helvetica /Encoding /WinAnsiEncoding >> endobj xref 0 12 0000000000 65535 f 0000000008 00000 n 0000000073 00000 n 0000000119 00000 n 0000000305 00000 n 0000000334 00000 n 0000000472 00000 n 0000000535 00000 n 0000003132 00000 n 0000003244 00000 n 0000003359 00000 n 0000003479 00000 n trailer << /Size 12 /Root 1 0 R /Info 5 0 R >> startxref 3587 %%EOF Students « Informasietegnologie
Language:
SEARCH

  • Recent Posts

  • Categories

  • Archives

Students

« Older Entries
Newer Entries »

Office Mix – PowerPoint, just better

Friday, April 24th, 2015

As the need for a richer educational experience increases, so does the demand for software and apps encouraging and facilitating better and more interaction and collaboration between students and their educators.

office mix2

Of course, we wouldn’t expect any less of Microsoft, who last year, launched Office Mix. According to Microsoft Office Mix was originally created to help educators implement new teaching methods, using the simplicity of PowerPoint. It brings “the same benefits to the professional e-Learning community, with support for SCORM (Sharable Content Object Reference Model), the industry standard for packaging of digital learning content.”

With functions like voice, video and digital ink, polls and interactive apps, insights and analytics and playback on any device, the PowerPoint add on promises to make is easy to turn slides “into interactive online lessons and presentations.”

Teachers can record themselves while presenting and create a video of their presentation. They can write on slides using “digital ink” and insert quizzes, polls, videos, screen captures, screen recordings and other elements. Students can view the interactive document on the Office Mix website.

For analysis after the presentation, statistics are available as well.

To use Office Mix, you will need Office 2013 or Office 365. You can now download it locally from our IT support website.

[SOURCE: www.pcworld.com; www.microsoft.com]

Email

Posted in General, Students, Training | Comments Off on Office Mix – PowerPoint, just better

New tool for critical analysis of academic texts

Friday, April 17th, 2015

With the help of Stellenbosch University, and particularly InnovUS, we have developed Abstrahere Academic, which is a web application and tool to assist masters and doctoral students in the critical analysis of academic texts.

Accademic-logoAbstrahere Academic focuses on academic environments, and assists master’s and PhD students to improve and apply their critical reading skills – an important part of their thesis writing. Open and healthy communication between student and academic supervisor about critical text analysis is an integral part of the reading and writing process.

Master’s and doctoral students received an e-mail invitation from WARP Development to obtain access to the Abstrahere Academic application on the following link: http://academic.abstrahere.co.za

Using the application, you can upload scientific articles directly by selecting either File or URL. You will then be guided by online prompts to analyse the content, and by submitting your responses to a Critical Reading Box you make your own unique summaries for inclusion in the literature survey, theoretical foundations, discussion or conclusions of your thesis/dissertation.

How will Abstrahere Academic assists students with academic reading material?
  • You will be guided to critically assess academic literature in your own unique way.
  • Abstrahere prompts will guide you to summarize the essential ideas in the academic texts you have selected to read.
  • Your Abstrahere Critical Reading Box summaries will better prepare you to select text from academic literature for inclusion in your dissertation.
  • Optional prompts guide you how to manage your own Abstrahere Critical Reading box summaries.
  • You can communicate directly on line with your dissertation supervisor about your Critical Reading Box summaries.

Al documents uploaded on Abstrahere Academic must be in Pdf format. Please remember to activate your Inetkey for on-campus internet access, and to use Mozilla Firefox or Google Chrome as your web browser (please do not use Internet Explorer because specific Pdf plug-in technical issues are related to Internet Explorer)

Background information on this application is available at http://abstrahere.warpdemo.co.za/. We would greatly appreciate your feedback on this application. Please send your feedback to hjb@sun.ac.za.

Email

Posted in General, Research, Students | Comments Off on New tool for critical analysis of academic texts

Paperless classrooms Google’s aim

Friday, April 17th, 2015

Google Classroom is digital learning management system that aims to simplify creating, distributing and grading assignments, encourage collaboration between students and educators and also aims to create a paperless environment.

This next instalment in Google’s ever-growing repertoire was released in August 2014 on the Google App store. The various Google Classroom apps  are also available for iOS and Android devices (for free) and to anyone with Google Apps for Education, a free suite of productivity tools including Gmail, Drive and Docs.

“Since launching, more than 30 million assignments have gone through Classroom”, noted Jorge Lugo, a software engineer on the Google for Education Classroom team in January 2015 on a Google blog post.

The biggest advantage seems to be in the improvement of educators’ workflow and therefore saving much-needed time. Classroom can be used by educators to create classrooms, post to classroom feeds, communicate with students, and view assignments.

Tutorials on Google Classroom can be found on the Educational Technology and Mobile Learning’s website.

MORE INFORMATION:

http://www.zdnet.com/article/google-opens-up-classroom-tool-for-teachers-worldwide/
http://www.zdnet.com/article/google-classroom-mobile-ios-android-education/
http://www.alicekeeler.com/teachertech/2015/02/08/10-additional-things-you-can-do-google-classroom/

SOURCE: www.wikipedia.org

Email

Posted in General, Research, Students | Comments Off on Paperless classrooms Google’s aim

Padlet: your virtual bulletin board

Friday, April 17th, 2015

padlet

Padlet boasts that their platform is “the easiest way to create and collaborate in the world”. A rather presumptuous statement if you think about it.

For that reason we decided to test it for ourselves and you can also let us know if their statement is accurate or just too optimistic.  Can Padlet be used on an academic level or even within other areas within the university? Have a look at our own Bits & Bytes Padlet-page and leave us a message. (You can do this anonymously or leave your name)

But first – what is Padlet?

This seemingly simple platform gives educators, for example lecturers and teachers and learners or students a virtual bulletin board on which they can air their opinions and thoughts on a topic to their heart’s content. It almost works like a traditional board, but with much more functionality. For example, a lecturer can ask a question in class, paste it on a wall and students can comment and collaborate on it during class. You can even load graphics, files, as well as links.

Padlet does have a few handy options to customise your wall just the way you prefer it. Whether you want to change the background or assign specific rights to a particular person. You can even get a QR-code for your site/wall and Padlet is extremely smart phone and tablet friendly.

If you’re interested in what Padlet can be used for, also read Shaun Takenouchi’s article.

 

 

 

 

Padlet provides educators and learners a virtual platform on which to collaborate on a specific topic.

Padlet is a virtual wall that allows people to express their thoughts on a common topic easily. It works like an online sheet of paper where people can put any …

Padlet is the easiest way to create and collaborate in the world

https://padlet.com/

Welcome to Padlet, possibly the easiest way to create and collaborate in the world.

https://www.youtube.com/watch?v=UuzciL8qCYM
http://web.appstorm.net/reviews/media-reviews/padlet-a-blank-slate-on-the-web-to-collaborate-with-others/
 

In a nutshell, Padlet is an online bulletin board. History teachers, however, can use this tool in myriad ways. For example, Padlet users can pose open-ended questions and elicit multiple student responses—ideal for posing document-based questions using primary sources.

 

http://teachinghistory.org/digital-classroom/tech-for-teachers/24636

 

Email

Posted in General, Research, Students | Comments Off on Padlet: your virtual bulletin board

Tune in to Bits & Bytes

Friday, November 7th, 2014

radio2This September Bits & Bytes celebrated one year on air. Initially Bits & Bytes started out as a newsletter to staff, but over time we realised we have too many interesting things to share, we just can’t keep it to ourselves anymore. But what more could we do?

The answer was obvious. With an audience of 30 000 listeners between the ages of 14 and 28, we knew MFM would be the perfect match. And so Bits & Bytes, the radio version was born. For the past year and a bit we had a weekly slot during the AM-PM-show at 11:45 on Tuesday mornings.

Initially Tian Petersen was the IT voice, but we decided to add some spice and Marc-Allen Johnson joined later.

Bits & Bytes on air isn’t another institutional mouthpiece to promote IT, but became a platform to discuss all kinds of technological developments, gadgets – some weird and some even handy. With each programme we try to combine news relevant to students and staff, as well as interesting developments on the technological front, in an informal style.

We do realise not everyone will be able to listen to the show due to limited access, therefore we have an alternative so you won’t miss out on anything. You can now also listen to the broadcasts online by browsing to WWW.SUN.AC.ZA/BB.

There you will find all 34 broadcasts Tian and Marc-Allen has done.  Just click on the mp3 link. These clips are hosted within the SU network and won’t rocket your internet costs – so you can listen with ease. You’ll also find all previous versions of the Bits & Bytes newsletter.

If you do want to listen to the direct broadcast, tune in every second Tuesday at 11:45 on the AM to PM Show on MFM with Eduard and our two resident IT gurus, Tian and Marc-Allen.  Click HERE to listen to MFM live.

You’re also welcome to send comments and questions during the show via Twitter and if there’s enough time Tian will address them. Tweet us at @ITStellenUni!

Email

Tags: ,
Posted in Communication, Community Interaction, Students | Comments Off on Tune in to Bits & Bytes

« Older Entries
Newer Entries »
 

© 2013-2025 Disclaimer: The views and opinions expressed in this page are strictly those of the page author(s) and content contributor(s). The contents of this page have not been reviewed or approved by Stellenbosch University.