Slideshows for Tag: cetl http://www.slideshare.net/ http://www.slideshare.net/images/logo.gif Slideshows for Tag: cetl http://www.slideshare.net/ Fri, 17 Apr 2009 18:17:48 GMT SlideShare feed for Slideshows for Tag: cetl CETL’s Summer Institutes 2009 http://www.slideshare.net/WSSU_CETL/cetls-summer-institutes-2009
Opportunites for WSSU faculty members]]>
Opportunites for WSSU faculty members]]> Fri, 17 Apr 2009 18:17:48 GMT http://www.slideshare.net/WSSU_CETL/cetls-summer-institutes-2009 WSSU_CETL@slideshare.net(WSSU_CETL) CETL&rsquo;s Summer Institutes 2009 WSSU_CETL Opportunites for WSSU faculty members <img src="http://cdn.slidesharecdn.com/cdocumentsandsettingsgalvisalmydocumentscetlaboutcetlbrochure2009cetlsummerinstitutesbrochurepage12-090417131756-phpapp01-thumbnail-2?1239992279" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Opportunites for WSSU faculty members CETL's Summer Institutes 2009
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]]> 261 0 http://cdn.slidesharecdn.com/cdocumentsandsettingsgalvisalmydocumentscetlaboutcetlbrochure2009cetlsummerinstitutesbrochurepage12-090417131756-phpapp01-thumbnail-2?1239992279 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Alternative Assessment http://www.slideshare.net/WSSU_CETL/alternative-assessment-presentation
A look at the benefits of portfolios and other forms of assessment. This presentation was given in the Pedagogy Circle on Nov 11 and Nov 12, by Joanne Chesley, Ed.D.]]>
A look at the benefits of portfolios and other forms of assessment. This presentation was given in the Pedagogy Circle on Nov 11 and Nov 12, by Joanne Chesley, Ed.D.]]> Thu, 13 Nov 2008 17:55:39 GMT http://www.slideshare.net/WSSU_CETL/alternative-assessment-presentation WSSU_CETL@slideshare.net(WSSU_CETL) Alternative Assessment WSSU_CETL A look at the benefits of portfolios and other forms of assessment. This presentation was given in the Pedagogy Circle on Nov 11 and Nov 12, by Joanne Chesley, Ed.D. <img src="http://cdn.slidesharecdn.com/more-effective-assess-finalstudentcentered-nov-10-final03-1226606140089609-8-thumbnail-2?1226598940" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> A look at the benefits of portfolios and other forms of assessment. This presentation was given in the Pedagogy Circle on Nov 11 and Nov 12, by Joanne Chesley, Ed.D. Alternative Assessment
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]]> 1982 0 http://cdn.slidesharecdn.com/more-effective-assess-finalstudentcentered-nov-10-final03-1226606140089609-8-thumbnail-2?1226598940 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Cetl Faculty Liaison Meeting, October 10, 2008 http://www.slideshare.net/WSSU_CETL/101008-cetl-faculty-liaison-meeting-presentation
This is the powerpoint presentation for this monthly meeting]]>
This is the powerpoint presentation for this monthly meeting]]> Fri, 10 Oct 2008 15:40:10 GMT http://www.slideshare.net/WSSU_CETL/101008-cetl-faculty-liaison-meeting-presentation WSSU_CETL@slideshare.net(WSSU_CETL) Cetl Faculty Liaison Meeting, October 10, 2008 WSSU_CETL This is the powerpoint presentation for this monthly meeting <img src="http://cdn.slidesharecdn.com/101008-cetlfaculty-liaison-meeting-1223660401702584-8-thumbnail-2?1223654596" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> This is the powerpoint presentation for this monthly meeting Cetl Faculty Liaison Meeting, October 10, 2008
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]]> 224 0 http://cdn.slidesharecdn.com/101008-cetlfaculty-liaison-meeting-1223660401702584-8-thumbnail-2?1223654596 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted The big tin-foil hat and a silent movie: technology and enquiry approaches, the teacher and student perspective http://www.slideshare.net/cilass.slideshare/the-big-tinfoil-hat-and-a-silent-movie-technology-and-enquiry-approaches-the-teacher-and-student-perspective
Understanding Law 2 is a new module introduced in the second semester of 06/07 in the School of Law at the University of Sheffield. The module is compulsory for first year law students, and aims to build on knowledge and skills students will have acquired in the first semester. One of the core objectives of the module is to educate students in identifying, locating and utilising legal information that is relevant for a particular legal problem. CILASS funding enabled the team to devise an electronic manual and accompanying e-workbook that requires students to apply legal rules to fictional scenarios. These sorts of exercises are ideal for fostering a culture of open-ended learning, and, as a teaching tool. The manual places students at the centre of the learning process and empowers them to take charge of their own learning. In addition to this we set the students a task of producing a presentation in any format to be showcased at the “Celebration of Learning”. This was a huge success and we were working with over 40 groups. This paper will address what worked and what didn’t and how we can learn from this experience for future projects.]]>
Understanding Law 2 is a new module introduced in the second semester of 06/07 in the School of Law at the University of Sheffield. The module is compulsory for first year law students, and aims to build on knowledge and skills students will have acquired in the first semester. One of the core objectives of the module is to educate students in identifying, locating and utilising legal information that is relevant for a particular legal problem. CILASS funding enabled the team to devise an electronic manual and accompanying e-workbook that requires students to apply legal rules to fictional scenarios. These sorts of exercises are ideal for fostering a culture of open-ended learning, and, as a teaching tool. The manual places students at the centre of the learning process and empowers them to take charge of their own learning. In addition to this we set the students a task of producing a presentation in any format to be showcased at the “Celebration of Learning”. This was a huge success and we were working with over 40 groups. This paper will address what worked and what didn’t and how we can learn from this experience for future projects.]]> Thu, 17 Jul 2008 17:35:44 GMT http://www.slideshare.net/cilass.slideshare/the-big-tinfoil-hat-and-a-silent-movie-technology-and-enquiry-approaches-the-teacher-and-student-perspective cilass.slideshare@slideshare.net(cilass.slideshare) The big tin-foil hat and a silent movie: technology and enquiry approaches, the teacher and student perspective cilass.slideshare Understanding Law 2 is a new module introduced in the second semester of 06/07 in the School of Law at the University of Sheffield. The module is compulsory for first year law students, and aims to build on knowledge and skills students will have acquired in the first semester. One of the core objectives of the module is to educate students in identifying, locating and utilising legal information that is relevant for a particular legal problem. CILASS funding enabled the team to devise an electronic manual and accompanying e-workbook that requires students to apply legal rules to fictional scenarios. These sorts of exercises are ideal for fostering a culture of open-ended learning, and, as a teaching tool. The manual places students at the centre of the learning process and empowers them to take charge of their own learning. In addition to this we set the students a task of producing a presentation in any format to be showcased at the “Celebration of Learning”. This was a huge success and we were working with over 40 groups. This paper will address what worked and what didn’t and how we can learn from this experience for future projects. <img src="http://cdn.slidesharecdn.com/the-big-tin-foil-hat-2008-1216323543001310-9-thumbnail-2?1216316144" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Understanding Law 2 is a new module introduced in the second semester of 06/07 in the School of Law at the University of Sheffield. The module is compulsory for first year law students, and aims to build on knowledge and skills students will have acquired in the first semester. One of the core objectives of the module is to educate students in identifying, locating and utilising legal information that is relevant for a particular legal problem. CILASS funding enabled the team to devise an electronic manual and accompanying e-workbook that requires students to apply legal rules to fictional scenarios. These sorts of exercises are ideal for fostering a culture of open-ended learning, and, as a teaching tool. The manual places students at the centre of the learning process and empowers them to take charge of their own learning. In addition to this we set the students a task of producing a presentation in any format to be showcased at the “Celebration of Learning”. This was a huge success and we were working with over 40 groups. This paper will address what worked and what didn’t and how we can learn from this experience for future projects. The big tin-foil hat and a silent movie: technology and enquiry approaches, the teacher and student perspective
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]]> 1018 0 http://cdn.slidesharecdn.com/the-big-tin-foil-hat-2008-1216323543001310-9-thumbnail-2?1216316144 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Assisting students to participate in Inquiry Based Learning http://www.slideshare.net/cies/assisting-students-to-participate-in-inquiry-based-learning-507692
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]]> Thu, 10 Jul 2008 13:25:16 GMT http://www.slideshare.net/cies/assisting-students-to-participate-in-inquiry-based-learning-507692 cies@slideshare.net(cies) Assisting students to participate in Inquiry Based Learning cies <img src="http://cdn.slidesharecdn.com/cilasspres-1215703333102861-8-thumbnail-2?1215696317" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Assisting students to participate in Inquiry Based Learning
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]]> 389 0 http://cdn.slidesharecdn.com/cilasspres-1215703333102861-8-thumbnail-2?1215696317 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Assisting students to participate in Inquiry Based Learning http://www.slideshare.net/cies/assisting-students-to-participate-in-inquiry-based-learning
]]>
]]> Thu, 10 Jul 2008 13:01:54 GMT http://www.slideshare.net/cies/assisting-students-to-participate-in-inquiry-based-learning cies@slideshare.net(cies) Assisting students to participate in Inquiry Based Learning cies <img src="http://cdn.slidesharecdn.com/cilasspres-1215702015362443-8-thumbnail-2?1215695390" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Assisting students to participate in Inquiry Based Learning
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]]> 369 0 http://cdn.slidesharecdn.com/cilasspres-1215702015362443-8-thumbnail-2?1215695390 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Values and worth: an EBL approach to encountering and constructing collections in real and virtual worlds http://www.slideshare.net/cilass.slideshare/values-and-worth-an-ebl-approach-to-encountering-and-constructing-collections-in-real-and-virtual-worlds
A test of ‘Generative Learning Object’ capacity to incorporate EBL. Consideration of the use of HEI teaching strategies to attract and prepare potential students from non-traditional cohorts. To introduce potential students to the reflective learning essential at university level; minority disciplines not encountered in the 14-19 curriculum and the potential cross disciplinary nature of university study. The potential ways that collections can be disseminated and used in real and virtual communities. The possibilities offered by digital capture of objects in real and virtual communities. Templates for enquiry that can be applied to the encountering and constructing of any ‘collection’.]]>
A test of ‘Generative Learning Object’ capacity to incorporate EBL. Consideration of the use of HEI teaching strategies to attract and prepare potential students from non-traditional cohorts. To introduce potential students to the reflective learning essential at university level; minority disciplines not encountered in the 14-19 curriculum and the potential cross disciplinary nature of university study. The potential ways that collections can be disseminated and used in real and virtual communities. The possibilities offered by digital capture of objects in real and virtual communities. Templates for enquiry that can be applied to the encountering and constructing of any ‘collection’.]]> Tue, 01 Jul 2008 11:59:45 GMT http://www.slideshare.net/cilass.slideshare/values-and-worth-an-ebl-approach-to-encountering-and-constructing-collections-in-real-and-virtual-worlds cilass.slideshare@slideshare.net(cilass.slideshare) Values and worth: an EBL approach to encountering and constructing collections in real and virtual worlds cilass.slideshare A test of ‘Generative Learning Object’ capacity to incorporate EBL. Consideration of the use of HEI teaching strategies to attract and prepare potential students from non-traditional cohorts. To introduce potential students to the reflective learning essential at university level; minority disciplines not encountered in the 14-19 curriculum and the potential cross disciplinary nature of university study. The potential ways that collections can be disseminated and used in real and virtual communities. The possibilities offered by digital capture of objects in real and virtual communities. Templates for enquiry that can be applied to the encountering and constructing of any ‘collection’. <img src="http://cdn.slidesharecdn.com/tatlocklackeydebert-1214919371975295-8-thumbnail-2?1214913592" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> A test of ‘Generative Learning Object’ capacity to incorporate EBL. Consideration of the use of HEI teaching strategies to attract and prepare potential students from non-traditional cohorts. To introduce potential students to the reflective learning essential at university level; minority disciplines not encountered in the 14-19 curriculum and the potential cross disciplinary nature of university study. The potential ways that collections can be disseminated and used in real and virtual communities. The possibilities offered by digital capture of objects in real and virtual communities. Templates for enquiry that can be applied to the encountering and constructing of any ‘collection’. Values and worth: an EBL approach to encountering and constructing collections in real and virtual worlds
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]]> 868 0 http://cdn.slidesharecdn.com/tatlocklackeydebert-1214919371975295-8-thumbnail-2?1214913592 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Exploring information literacy through inquiry http://www.slideshare.net/cilass.slideshare/exploring-information-literacy-through-inquiry
This workshop will give participants the opportunity to explore the relationship between inquiry-based learning and information literacy (IL). Participants will reflect on their own IL competencies using the SCONUL ‘Seven Pillars’ model of IL. We will then discuss how IL as defined by the Seven Pillars can support inquiry in student learning in HE. Several CILASS-funded curriculum development projects have featured a strong focus on the development of IL competencies through inquiry. A group exercise will invite participants to design inquiry-based activities to build IL in response to the same scenarios that have prompted the development of CILASS projects.]]>
This workshop will give participants the opportunity to explore the relationship between inquiry-based learning and information literacy (IL). Participants will reflect on their own IL competencies using the SCONUL ‘Seven Pillars’ model of IL. We will then discuss how IL as defined by the Seven Pillars can support inquiry in student learning in HE. Several CILASS-funded curriculum development projects have featured a strong focus on the development of IL competencies through inquiry. A group exercise will invite participants to design inquiry-based activities to build IL in response to the same scenarios that have prompted the development of CILASS projects.]]> Tue, 01 Jul 2008 11:55:42 GMT http://www.slideshare.net/cilass.slideshare/exploring-information-literacy-through-inquiry cilass.slideshare@slideshare.net(cilass.slideshare) Exploring information literacy through inquiry cilass.slideshare This workshop will give participants the opportunity to explore the relationship between inquiry-based learning and information literacy (IL). Participants will reflect on their own IL competencies using the SCONUL ‘Seven Pillars’ model of IL. We will then discuss how IL as defined by the Seven Pillars can support inquiry in student learning in HE. Several CILASS-funded curriculum development projects have featured a strong focus on the development of IL competencies through inquiry. A group exercise will invite participants to design inquiry-based activities to build IL in response to the same scenarios that have prompted the development of CILASS projects. <img src="http://cdn.slidesharecdn.com/il-through-inquiry-ltea2008-2-1214920049707298-9-thumbnail-2?1214913342" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> This workshop will give participants the opportunity to explore the relationship between inquiry-based learning and information literacy (IL). Participants will reflect on their own IL competencies using the SCONUL ‘Seven Pillars’ model of IL. We will then discuss how IL as defined by the Seven Pillars can support inquiry in student learning in HE. Several CILASS-funded curriculum development projects have featured a strong focus on the development of IL competencies through inquiry. A group exercise will invite participants to design inquiry-based activities to build IL in response to the same scenarios that have prompted the development of CILASS projects. Exploring information literacy through inquiry
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]]> 1119 0 http://cdn.slidesharecdn.com/il-through-inquiry-ltea2008-2-1214920049707298-9-thumbnail-2?1214913342 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Intro Week Induction and Inquiry-based Learning: Varying Approaches http://www.slideshare.net/cilass.slideshare/intro-week-induction-and-inquirybased-learning-varying-approaches
The University of Sheffield has considered strategically the induction process undertaken by departments during Intro Week in order to facilitate the transition to university for new students. The approaches from three departments Human Communication Sciences, Automatic Control and Systems Engineering, Mechanical Engineering will be showcased in the symposium. Two main aims were: (i) welcome students into the department and discipline, (ii) begin the education of students into a new way of learning, specifically independent learning. Topics included: How was intro week organised to meet the aims? Which aspects of good practise might be usefully summarised for other departments?]]>
The University of Sheffield has considered strategically the induction process undertaken by departments during Intro Week in order to facilitate the transition to university for new students. The approaches from three departments Human Communication Sciences, Automatic Control and Systems Engineering, Mechanical Engineering will be showcased in the symposium. Two main aims were: (i) welcome students into the department and discipline, (ii) begin the education of students into a new way of learning, specifically independent learning. Topics included: How was intro week organised to meet the aims? Which aspects of good practise might be usefully summarised for other departments?]]> Tue, 01 Jul 2008 10:51:10 GMT http://www.slideshare.net/cilass.slideshare/intro-week-induction-and-inquirybased-learning-varying-approaches cilass.slideshare@slideshare.net(cilass.slideshare) Intro Week Induction and Inquiry-based Learning: Varying Approaches cilass.slideshare The University of Sheffield has considered strategically the induction process undertaken by departments during Intro Week in order to facilitate the transition to university for new students. The approaches from three departments Human Communication Sciences, Automatic Control and Systems Engineering, Mechanical Engineering will be showcased in the symposium. Two main aims were: (i) welcome students into the department and discipline, (ii) begin the education of students into a new way of learning, specifically independent learning. Topics included: How was intro week organised to meet the aims? Which aspects of good practise might be usefully summarised for other departments? <img src="http://cdn.slidesharecdn.com/intro-week-induction-and-inquirybased-learning-varying-approaches-symposium-1214916366825742-8-thumbnail-2?1214909470" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> The University of Sheffield has considered strategically the induction process undertaken by departments during Intro Week in order to facilitate the transition to university for new students. The approaches from three departments Human Communication Sciences, Automatic Control and Systems Engineering, Mechanical Engineering will be showcased in the symposium. Two main aims were: (i) welcome students into the department and discipline, (ii) begin the education of students into a new way of learning, specifically independent learning. Topics included: How was intro week organised to meet the aims? Which aspects of good practise might be usefully summarised for other departments? Intro Week Induction and Inquiry-based Learning: Varying Approaches
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]]> 1187 0 http://cdn.slidesharecdn.com/intro-week-induction-and-inquirybased-learning-varying-approaches-symposium-1214916366825742-8-thumbnail-2?1214909470 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted It Takes a Curriculum: Preparing Students for Research and Creative Work http://www.slideshare.net/cilass.slideshare/it-takes-a-curriculum-preparing-students-for-research-and-creative-work
The shift to the Learning Paradigm and the call for more research-based education have opened exciting new possibilities for higher education. Unfortunately, while the Learning Paradigm has been applied to the whole of higher education, the focus on research has been primarily as an activity on the side, or suitable only for a subset of university students. We argue that especially with the advent of the world wide web, more ubiquitous access to the raw material of scholarship can now be readily available to all students. What is needed is an approach that organizes the entire curriculum around the mindset of a scholar and, just as importantly, incorporates an understanding of where traditionally-aged university students are developmentally. In this keynote, Dr Hodge lays out the rationale for the ‘student as scholar’ mindset, describes the impact of technological advances on the possibilities for original research, relates the ‘student as scholar’ to the core philosophy of a liberal arts and sciences approach, describes the developmental stages of university students as they relate to the students’ research potential, and then demonstrates how individual courses and a curriculum can be constructed with this perspective.]]>
The shift to the Learning Paradigm and the call for more research-based education have opened exciting new possibilities for higher education. Unfortunately, while the Learning Paradigm has been applied to the whole of higher education, the focus on research has been primarily as an activity on the side, or suitable only for a subset of university students. We argue that especially with the advent of the world wide web, more ubiquitous access to the raw material of scholarship can now be readily available to all students. What is needed is an approach that organizes the entire curriculum around the mindset of a scholar and, just as importantly, incorporates an understanding of where traditionally-aged university students are developmentally. In this keynote, Dr Hodge lays out the rationale for the ‘student as scholar’ mindset, describes the impact of technological advances on the possibilities for original research, relates the ‘student as scholar’ to the core philosophy of a liberal arts and sciences approach, describes the developmental stages of university students as they relate to the students’ research potential, and then demonstrates how individual courses and a curriculum can be constructed with this perspective.]]> Tue, 01 Jul 2008 10:49:25 GMT http://www.slideshare.net/cilass.slideshare/it-takes-a-curriculum-preparing-students-for-research-and-creative-work cilass.slideshare@slideshare.net(cilass.slideshare) It Takes a Curriculum: Preparing Students for Research and Creative Work cilass.slideshare The shift to the Learning Paradigm and the call for more research-based education have opened exciting new possibilities for higher education. Unfortunately, while the Learning Paradigm has been applied to the whole of higher education, the focus on research has been primarily as an activity on the side, or suitable only for a subset of university students. We argue that especially with the advent of the world wide web, more ubiquitous access to the raw material of scholarship can now be readily available to all students. What is needed is an approach that organizes the entire curriculum around the mindset of a scholar and, just as importantly, incorporates an understanding of where traditionally-aged university students are developmentally. In this keynote, Dr Hodge lays out the rationale for the ‘student as scholar’ mindset, describes the impact of technological advances on the possibilities for original research, relates the ‘student as scholar’ to the core philosophy of a liberal arts and sciences approach, describes the developmental stages of university students as they relate to the students’ research potential, and then demonstrates how individual courses and a curriculum can be constructed with this perspective. <img src="http://cdn.slidesharecdn.com/david-hodge-uk-presentation-608-1214916426478437-9-thumbnail-2?1214909372" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> The shift to the Learning Paradigm and the call for more research-based education have opened exciting new possibilities for higher education. Unfortunately, while the Learning Paradigm has been applied to the whole of higher education, the focus on research has been primarily as an activity on the side, or suitable only for a subset of university students. We argue that especially with the advent of the world wide web, more ubiquitous access to the raw material of scholarship can now be readily available to all students. What is needed is an approach that organizes the entire curriculum around the mindset of a scholar and, just as importantly, incorporates an understanding of where traditionally-aged university students are developmentally. In this keynote, Dr Hodge lays out the rationale for the ‘student as scholar’ mindset, describes the impact of technological advances on the possibilities for original research, relates the ‘student as scholar’ to the core philosophy of a liberal arts and sciences approach, describes the developmental stages of university students as they relate to the students’ research potential, and then demonstrates how individual courses and a curriculum can be constructed with this perspective. It Takes a Curriculum: Preparing Students for Research and Creative Work
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]]> 1635 0 http://cdn.slidesharecdn.com/david-hodge-uk-presentation-608-1214916426478437-9-thumbnail-2?1214909372 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Emerging Communities of Enquiry: overlapping communities of different scales and specificity http://www.slideshare.net/cilass.slideshare/emerging-communities-of-enquiry-overlapping-communities-of-different-scales-and-specificity
Communities of practice mediate knowledge and learning of a community (Lave and Wenger 2000). Cassidy et al. (2007) identify more specific communities of educational practitioners engaged in enquiry. CEEBL (Centre for Excellence in Enquiry-Based Learning) interacts with several communities of practice. These communities operate at different scales, from national to a specific school and have different levels of specificity, from very general interest in Enquiry-Based Learning (EBL) to a focus on a particular discipline or even being a specific instance of the delivery of EBL. This poster will describe a number of these networks, drawing from participation and observation.]]>
Communities of practice mediate knowledge and learning of a community (Lave and Wenger 2000). Cassidy et al. (2007) identify more specific communities of educational practitioners engaged in enquiry. CEEBL (Centre for Excellence in Enquiry-Based Learning) interacts with several communities of practice. These communities operate at different scales, from national to a specific school and have different levels of specificity, from very general interest in Enquiry-Based Learning (EBL) to a focus on a particular discipline or even being a specific instance of the delivery of EBL. This poster will describe a number of these networks, drawing from participation and observation.]]> Tue, 01 Jul 2008 10:29:37 GMT http://www.slideshare.net/cilass.slideshare/emerging-communities-of-enquiry-overlapping-communities-of-different-scales-and-specificity cilass.slideshare@slideshare.net(cilass.slideshare) Emerging Communities of Enquiry: overlapping communities of different scales and specificity cilass.slideshare Communities of practice mediate knowledge and learning of a community (Lave and Wenger 2000). Cassidy et al. (2007) identify more specific communities of educational practitioners engaged in enquiry. CEEBL (Centre for Excellence in Enquiry-Based Learning) interacts with several communities of practice. These communities operate at different scales, from national to a specific school and have different levels of specificity, from very general interest in Enquiry-Based Learning (EBL) to a focus on a particular discipline or even being a specific instance of the delivery of EBL. This poster will describe a number of these networks, drawing from participation and observation. <img src="http://cdn.slidesharecdn.com/posterceebl-1214915289342259-8-thumbnail-2?1214908183" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Communities of practice mediate knowledge and learning of a community (Lave and Wenger 2000). Cassidy et al. (2007) identify more specific communities of educational practitioners engaged in enquiry. CEEBL (Centre for Excellence in Enquiry-Based Learning) interacts with several communities of practice. These communities operate at different scales, from national to a specific school and have different levels of specificity, from very general interest in Enquiry-Based Learning (EBL) to a focus on a particular discipline or even being a specific instance of the delivery of EBL. This poster will describe a number of these networks, drawing from participation and observation. Emerging Communities of Enquiry: overlapping communities of different scales and specificity
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]]> 771 0 http://cdn.slidesharecdn.com/posterceebl-1214915289342259-8-thumbnail-2?1214908183 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Inquiry in the Web 2.0 environment: tools for students for ‘design for learning’? http://www.slideshare.net/cilass.slideshare/nquiry-in-the-web-20-environment-tools-for-students-for-design-for-learning
This paper develops the argument that students need opportunities to become designers or co-designers of their own processes of inquiry. With reference to current research and issues in design for learning and Web 2.0, it suggests that there may be value in developing new digital tools to enable students to take the lead in designing inquiry processes and in using design representations as resources for reflection and sharing with other students. Participants will have an opportunity to exchange perspectives and ideas on design for inquiry-based learning, and to respond to the view put forward in the paper.]]>
This paper develops the argument that students need opportunities to become designers or co-designers of their own processes of inquiry. With reference to current research and issues in design for learning and Web 2.0, it suggests that there may be value in developing new digital tools to enable students to take the lead in designing inquiry processes and in using design representations as resources for reflection and sharing with other students. Participants will have an opportunity to exchange perspectives and ideas on design for inquiry-based learning, and to respond to the view put forward in the paper.]]> Tue, 01 Jul 2008 10:05:52 GMT http://www.slideshare.net/cilass.slideshare/nquiry-in-the-web-20-environment-tools-for-students-for-design-for-learning cilass.slideshare@slideshare.net(cilass.slideshare) Inquiry in the Web 2.0 environment: tools for students for ‘design for learning’? cilass.slideshare This paper develops the argument that students need opportunities to become designers or co-designers of their own processes of inquiry. With reference to current research and issues in design for learning and Web 2.0, it suggests that there may be value in developing new digital tools to enable students to take the lead in designing inquiry processes and in using design representations as resources for reflection and sharing with other students. Participants will have an opportunity to exchange perspectives and ideas on design for inquiry-based learning, and to respond to the view put forward in the paper. <img src="http://cdn.slidesharecdn.com/ltea2008-pl-1214911699494130-8-thumbnail-2?1214908496" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> This paper develops the argument that students need opportunities to become designers or co-designers of their own processes of inquiry. With reference to current research and issues in design for learning and Web 2.0, it suggests that there may be value in developing new digital tools to enable students to take the lead in designing inquiry processes and in using design representations as resources for reflection and sharing with other students. Participants will have an opportunity to exchange perspectives and ideas on design for inquiry-based learning, and to respond to the view put forward in the paper. Inquiry in the Web 2.0 environment: tools for students for ‘design for learning’?
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]]> 1454 0 http://cdn.slidesharecdn.com/ltea2008-pl-1214911699494130-8-thumbnail-2?1214908496 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Student Learning Community http://www.slideshare.net/cilass.slideshare/student-learning-community
Submitted for the LTEA Conference 2008 Poster gallery. For more information see http://networked-inquiry.pbwiki.com/LTEA2008-Poster-Gallery]]>
Submitted for the LTEA Conference 2008 Poster gallery. For more information see http://networked-inquiry.pbwiki.com/LTEA2008-Poster-Gallery]]> Mon, 30 Jun 2008 13:05:49 GMT http://www.slideshare.net/cilass.slideshare/student-learning-community cilass.slideshare@slideshare.net(cilass.slideshare) Student Learning Community cilass.slideshare Submitted for the LTEA Conference 2008 Poster gallery. For more information see http://networked-inquiry.pbwiki.com/LTEA2008-Poster-Gallery <img src="http://cdn.slidesharecdn.com/ltea2008-student-learning-community-version-2-1214837279480451-8-thumbnail-2?1214831153" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Submitted for the LTEA Conference 2008 Poster gallery. For more information see http://networked-inquiry.pbwiki.com/LTEA2008-Poster-Gallery Student Learning Community
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]]> 723 0 http://cdn.slidesharecdn.com/ltea2008-student-learning-community-version-2-1214837279480451-8-thumbnail-2?1214831153 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Active Learning in Higher Education- a review of challenges and rewards http://www.slideshare.net/cilass.slideshare/active-learning-in-higher-education-a-review-of-challenges-and-rewards
Active learning focuses on inquiry in different contexts enabling students to construct theoretical understanding through reflection of practical activities. The successful delivery and assessment of active learning will be dependent on a range of contextual factors. This poster presents initial findings from a review of active or enquiry based learning in geography in 4 higher education institutions in the UK. The areas investigated include whether there is a common understanding of active or enquiry based learning and what challenges and rewards there are for individuals and organisations. The leadership skills required by those delivering the active learning, programme leaders and senior managers are considered.]]>
Active learning focuses on inquiry in different contexts enabling students to construct theoretical understanding through reflection of practical activities. The successful delivery and assessment of active learning will be dependent on a range of contextual factors. This poster presents initial findings from a review of active or enquiry based learning in geography in 4 higher education institutions in the UK. The areas investigated include whether there is a common understanding of active or enquiry based learning and what challenges and rewards there are for individuals and organisations. The leadership skills required by those delivering the active learning, programme leaders and senior managers are considered.]]> Mon, 30 Jun 2008 13:03:42 GMT http://www.slideshare.net/cilass.slideshare/active-learning-in-higher-education-a-review-of-challenges-and-rewards cilass.slideshare@slideshare.net(cilass.slideshare) Active Learning in Higher Education- a review of challenges and rewards cilass.slideshare Active learning focuses on inquiry in different contexts enabling students to construct theoretical understanding through reflection of practical activities. The successful delivery and assessment of active learning will be dependent on a range of contextual factors. This poster presents initial findings from a review of active or enquiry based learning in geography in 4 higher education institutions in the UK. The areas investigated include whether there is a common understanding of active or enquiry based learning and what challenges and rewards there are for individuals and organisations. The leadership skills required by those delivering the active learning, programme leaders and senior managers are considered. <img src="http://cdn.slidesharecdn.com/hbarrettmold-1214837228448660-8-thumbnail-2?1214831028" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Active learning focuses on inquiry in different contexts enabling students to construct theoretical understanding through reflection of practical activities. The successful delivery and assessment of active learning will be dependent on a range of contextual factors. This poster presents initial findings from a review of active or enquiry based learning in geography in 4 higher education institutions in the UK. The areas investigated include whether there is a common understanding of active or enquiry based learning and what challenges and rewards there are for individuals and organisations. The leadership skills required by those delivering the active learning, programme leaders and senior managers are considered. Active Learning in Higher Education- a review of challenges and rewards
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]]> 1331 2 http://cdn.slidesharecdn.com/hbarrettmold-1214837228448660-8-thumbnail-2?1214831028 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Academic Skills: Embedding Inquiry-based Learning for Learner Independence http://www.slideshare.net/cilass.slideshare/academic-skills-embedding-inquirybased-learning-for-learner-independence
For a number of years Academic Skills modules had been delivered to campus-based students in a blended mode. However the designs had not been able to fully engage students in a module that was seen as of little or no relevance to their academic or future careers. Inquiry based learning was used as the basis for a redesign of one such module allowing for the inclusion of authentic and group-based activities. The poster will outline the design, delivery and evaluation of a module and how undergraduate students have been brought to an awareness of the importance of independent learning skills and their value in HE and beyond.]]>
For a number of years Academic Skills modules had been delivered to campus-based students in a blended mode. However the designs had not been able to fully engage students in a module that was seen as of little or no relevance to their academic or future careers. Inquiry based learning was used as the basis for a redesign of one such module allowing for the inclusion of authentic and group-based activities. The poster will outline the design, delivery and evaluation of a module and how undergraduate students have been brought to an awareness of the importance of independent learning skills and their value in HE and beyond.]]> Mon, 30 Jun 2008 12:58:44 GMT http://www.slideshare.net/cilass.slideshare/academic-skills-embedding-inquirybased-learning-for-learner-independence cilass.slideshare@slideshare.net(cilass.slideshare) Academic Skills: Embedding Inquiry-based Learning for Learner Independence cilass.slideshare For a number of years Academic Skills modules had been delivered to campus-based students in a blended mode. However the designs had not been able to fully engage students in a module that was seen as of little or no relevance to their academic or future careers. Inquiry based learning was used as the basis for a redesign of one such module allowing for the inclusion of authentic and group-based activities. The poster will outline the design, delivery and evaluation of a module and how undergraduate students have been brought to an awareness of the importance of independent learning skills and their value in HE and beyond. <img src="http://cdn.slidesharecdn.com/daniellehintonltea08conferenceposter-1214837185709649-9-thumbnail-2?1214830724" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> For a number of years Academic Skills modules had been delivered to campus-based students in a blended mode. However the designs had not been able to fully engage students in a module that was seen as of little or no relevance to their academic or future careers. Inquiry based learning was used as the basis for a redesign of one such module allowing for the inclusion of authentic and group-based activities. The poster will outline the design, delivery and evaluation of a module and how undergraduate students have been brought to an awareness of the importance of independent learning skills and their value in HE and beyond. Academic Skills: Embedding Inquiry-based Learning for Learner Independence
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]]> 1084 0 http://cdn.slidesharecdn.com/daniellehintonltea08conferenceposter-1214837185709649-9-thumbnail-2?1214830724 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Web Tools: network Learning - The Pocket Guide http://www.slideshare.net/cilass.slideshare/web-tools-network-learning-the-pocket-guide
Affordability puts technology within the reach of every student. With increasing convergence of functionality, proliferation of open-source software, and boundaries between entertainment and education tools becoming distorted, relatively cheap and small devices (mobile phones/UMPCs) become serious tools for learning. I’ll demonstrate (both online and as hard copy) how some now established web2.0 and emerging software could be used innovatively by students for networked learning. Including, from mobile phones: - automatic images uploading to the web (copy-cam in your pocket), -live video-streaming (camcorder in your pocket), -Skype and UMPCs: -preinstalled links to Google Docs, iGoogle, and Skype]]>
Affordability puts technology within the reach of every student. With increasing convergence of functionality, proliferation of open-source software, and boundaries between entertainment and education tools becoming distorted, relatively cheap and small devices (mobile phones/UMPCs) become serious tools for learning. I’ll demonstrate (both online and as hard copy) how some now established web2.0 and emerging software could be used innovatively by students for networked learning. Including, from mobile phones: - automatic images uploading to the web (copy-cam in your pocket), -live video-streaming (camcorder in your pocket), -Skype and UMPCs: -preinstalled links to Google Docs, iGoogle, and Skype]]> Mon, 30 Jun 2008 12:55:54 GMT http://www.slideshare.net/cilass.slideshare/web-tools-network-learning-the-pocket-guide cilass.slideshare@slideshare.net(cilass.slideshare) Web Tools: network Learning - The Pocket Guide cilass.slideshare Affordability puts technology within the reach of every student. With increasing convergence of functionality, proliferation of open-source software, and boundaries between entertainment and education tools becoming distorted, relatively cheap and small devices (mobile phones/UMPCs) become serious tools for learning. I&rsquo;ll demonstrate (both online and as hard copy) how some now established web2.0 and emerging software could be used innovatively by students for networked learning. Including, from mobile phones: - automatic images uploading to the web (copy-cam in your pocket), -live video-streaming (camcorder in your pocket), -Skype and UMPCs: -preinstalled links to Google Docs, iGoogle, and Skype <img src="http://cdn.slidesharecdn.com/ltea2008-the-pocket-guide-version-5-1214837655806954-9-thumbnail-2?1214830555" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Affordability puts technology within the reach of every student. With increasing convergence of functionality, proliferation of open-source software, and boundaries between entertainment and education tools becoming distorted, relatively cheap and small devices (mobile phones/UMPCs) become serious tools for learning. I&rsquo;ll demonstrate (both online and as hard copy) how some now established web2.0 and emerging software could be used innovatively by students for networked learning. Including, from mobile phones: - automatic images uploading to the web (copy-cam in your pocket), -live video-streaming (camcorder in your pocket), -Skype and UMPCs: -preinstalled links to Google Docs, iGoogle, and Skype Web Tools: network Learning - The Pocket Guide
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]]> 1142 0 http://cdn.slidesharecdn.com/ltea2008-the-pocket-guide-version-5-1214837655806954-9-thumbnail-2?1214830555 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted A. Brew&rsquo;s Hexagon Diagram http://www.slideshare.net/cilass.slideshare/a-brews-hexagon-diagram
From: Brew, A. (2006). Research and Teaching: Beyond the Divide. London PalgraveMacmillan.]]>
From: Brew, A. (2006). Research and Teaching: Beyond the Divide. London PalgraveMacmillan.]]> Mon, 30 Jun 2008 12:09:02 GMT http://www.slideshare.net/cilass.slideshare/a-brews-hexagon-diagram cilass.slideshare@slideshare.net(cilass.slideshare) A. Brew&rsquo;s Hexagon Diagram cilass.slideshare From: Brew, A. (2006). Research and Teaching: Beyond the Divide. London PalgraveMacmillan. <img src="http://cdn.slidesharecdn.com/angelahexagondiagram-1214834775421032-8-thumbnail-2?1214827742" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> From: Brew, A. (2006). Research and Teaching: Beyond the Divide. London PalgraveMacmillan. A. Brew's Hexagon Diagram
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]]> 1026 0 http://cdn.slidesharecdn.com/angelahexagondiagram-1214834775421032-8-thumbnail-2?1214827742 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Literacies Development: Whose job is it anyway? http://www.slideshare.net/cilass.slideshare/literacies-development-whose-job-is-it-anyway
“All too often teachers take a Level 1 view…’ it’s not my job to explain such basics’. Not so. It is precisely the teacher’s job” (Biggs, 2003, p130). This poster will show how an IBL approach is implemented to embed literacies development into teaching and learning. The models currently employed at Christchurch Polytechnic Institute of Technology (CPIT) will be displayed as a basis for discussion of the complexities and challenges integral to such an approach and the professional alliances that can promote or inhibit the success of the model.]]>
“All too often teachers take a Level 1 view…’ it’s not my job to explain such basics’. Not so. It is precisely the teacher’s job” (Biggs, 2003, p130). This poster will show how an IBL approach is implemented to embed literacies development into teaching and learning. The models currently employed at Christchurch Polytechnic Institute of Technology (CPIT) will be displayed as a basis for discussion of the complexities and challenges integral to such an approach and the professional alliances that can promote or inhibit the success of the model.]]> Mon, 30 Jun 2008 12:00:13 GMT http://www.slideshare.net/cilass.slideshare/literacies-development-whose-job-is-it-anyway cilass.slideshare@slideshare.net(cilass.slideshare) Literacies Development: Whose job is it anyway? cilass.slideshare “All too often teachers take a Level 1 view…’ it’s not my job to explain such basics’. Not so. It is precisely the teacher’s job” (Biggs, 2003, p130). This poster will show how an IBL approach is implemented to embed literacies development into teaching and learning. The models currently employed at Christchurch Polytechnic Institute of Technology (CPIT) will be displayed as a basis for discussion of the complexities and challenges integral to such an approach and the professional alliances that can promote or inhibit the success of the model. <img src="http://cdn.slidesharecdn.com/9415-lib-conference-a1-840x594-poster-1214834613725948-9-thumbnail-2?1214827213" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> “All too often teachers take a Level 1 view…’ it’s not my job to explain such basics’. Not so. It is precisely the teacher’s job” (Biggs, 2003, p130). This poster will show how an IBL approach is implemented to embed literacies development into teaching and learning. The models currently employed at Christchurch Polytechnic Institute of Technology (CPIT) will be displayed as a basis for discussion of the complexities and challenges integral to such an approach and the professional alliances that can promote or inhibit the success of the model. Literacies Development: Whose job is it anyway?
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]]> 764 0 http://cdn.slidesharecdn.com/9415-lib-conference-a1-840x594-poster-1214834613725948-9-thumbnail-2?1214827213 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Introduction to Second Life for Inquiry-Based Learning http://www.slideshare.net/cilass.slideshare/introduction-to-second-life-for-inquirybased-learning
This presentation will briefly introduce the virtual world, Second Life (SL), and indicate its value for Inquiry Based Learning (IBL). The paper describes a CILASS initiative, in which 1st year BSc Information Management students inquired into SL residents’ information behaviour and will include feedback from the students and the personal reflections of the course leader and a librarian supporting students in SL. Other educational uses of SL for IBL will also be discussed. Outcomes: to explore the value of using Second Life to deliver IBL; to discuss the practicalities of using Second Life with students.]]>
This presentation will briefly introduce the virtual world, Second Life (SL), and indicate its value for Inquiry Based Learning (IBL). The paper describes a CILASS initiative, in which 1st year BSc Information Management students inquired into SL residents’ information behaviour and will include feedback from the students and the personal reflections of the course leader and a librarian supporting students in SL. Other educational uses of SL for IBL will also be discussed. Outcomes: to explore the value of using Second Life to deliver IBL; to discuss the practicalities of using Second Life with students.]]> Mon, 30 Jun 2008 11:24:44 GMT http://www.slideshare.net/cilass.slideshare/introduction-to-second-life-for-inquirybased-learning cilass.slideshare@slideshare.net(cilass.slideshare) Introduction to Second Life for Inquiry-Based Learning cilass.slideshare This presentation will briefly introduce the virtual world, Second Life (SL), and indicate its value for Inquiry Based Learning (IBL). The paper describes a CILASS initiative, in which 1st year BSc Information Management students inquired into SL residents&rsquo; information behaviour and will include feedback from the students and the personal reflections of the course leader and a librarian supporting students in SL. Other educational uses of SL for IBL will also be discussed. Outcomes: to explore the value of using Second Life to deliver IBL; to discuss the practicalities of using Second Life with students. <img src="http://cdn.slidesharecdn.com/lynn-parker-1214816221589471-8-thumbnail-2?1214825084" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> This presentation will briefly introduce the virtual world, Second Life (SL), and indicate its value for Inquiry Based Learning (IBL). The paper describes a CILASS initiative, in which 1st year BSc Information Management students inquired into SL residents&rsquo; information behaviour and will include feedback from the students and the personal reflections of the course leader and a librarian supporting students in SL. Other educational uses of SL for IBL will also be discussed. Outcomes: to explore the value of using Second Life to deliver IBL; to discuss the practicalities of using Second Life with students. Introduction to Second Life for Inquiry-Based Learning
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]]> 1056 0 http://cdn.slidesharecdn.com/lynn-parker-1214816221589471-8-thumbnail-2?1214825084 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Better groups, better feedback, richer inquiry? Using wiki technology to improve the learning environment in problem-based learning http://www.slideshare.net/cilass.slideshare/better-groups-better-feedback-richer-inquiry-using-wiki-technology-to-improve-the-learning-environment-in-problembased-learning
Our virtual learning environment (Blackboard) has recently developed a capability to allow the contributions of a group to be delivered and later assessed using wiki technology. Early indications suggest that not only is the use of the wiki technology supporting these objectives, but has also returned a host of other, (and some unforeseen) advantages. Despite this, the use of such technology has also raised some questions about how appropriate this approach is in this and other contexts. Dependence on technology, transferability to other learning contexts, and the unanticipated “intimacy” of observing group dynamics and the nature and impact of this scrutiny all raise questions that merit debate from other practitioners. Participants will have the opportunity to share similar practice, but most importantly engage in a debate about this method of monitoring, supporting and assessing the group-work associated with problem-based learning.]]>
Our virtual learning environment (Blackboard) has recently developed a capability to allow the contributions of a group to be delivered and later assessed using wiki technology. Early indications suggest that not only is the use of the wiki technology supporting these objectives, but has also returned a host of other, (and some unforeseen) advantages. Despite this, the use of such technology has also raised some questions about how appropriate this approach is in this and other contexts. Dependence on technology, transferability to other learning contexts, and the unanticipated “intimacy” of observing group dynamics and the nature and impact of this scrutiny all raise questions that merit debate from other practitioners. Participants will have the opportunity to share similar practice, but most importantly engage in a debate about this method of monitoring, supporting and assessing the group-work associated with problem-based learning.]]> Mon, 30 Jun 2008 11:11:07 GMT http://www.slideshare.net/cilass.slideshare/better-groups-better-feedback-richer-inquiry-using-wiki-technology-to-improve-the-learning-environment-in-problembased-learning cilass.slideshare@slideshare.net(cilass.slideshare) Better groups, better feedback, richer inquiry? Using wiki technology to improve the learning environment in problem-based learning cilass.slideshare Our virtual learning environment (Blackboard) has recently developed a capability to allow the contributions of a group to be delivered and later assessed using wiki technology. Early indications suggest that not only is the use of the wiki technology supporting these objectives, but has also returned a host of other, (and some unforeseen) advantages. Despite this, the use of such technology has also raised some questions about how appropriate this approach is in this and other contexts. Dependence on technology, transferability to other learning contexts, and the unanticipated “intimacy” of observing group dynamics and the nature and impact of this scrutiny all raise questions that merit debate from other practitioners. Participants will have the opportunity to share similar practice, but most importantly engage in a debate about this method of monitoring, supporting and assessing the group-work associated with problem-based learning. <img src="http://cdn.slidesharecdn.com/fiona-mcbell-1214816242856894-8-thumbnail-2?1214825404" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Our virtual learning environment (Blackboard) has recently developed a capability to allow the contributions of a group to be delivered and later assessed using wiki technology. Early indications suggest that not only is the use of the wiki technology supporting these objectives, but has also returned a host of other, (and some unforeseen) advantages. Despite this, the use of such technology has also raised some questions about how appropriate this approach is in this and other contexts. Dependence on technology, transferability to other learning contexts, and the unanticipated “intimacy” of observing group dynamics and the nature and impact of this scrutiny all raise questions that merit debate from other practitioners. Participants will have the opportunity to share similar practice, but most importantly engage in a debate about this method of monitoring, supporting and assessing the group-work associated with problem-based learning. Better groups, better feedback, richer inquiry? Using wiki technology to improve the learning environment in problem-based learning
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]]> 1620 0 http://cdn.slidesharecdn.com/fiona-mcbell-1214816242856894-8-thumbnail-2?1214825404 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted
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