Submit Search
Upload
Teaching information skills: my presentation at ILI 2011
•
Download as PPT, PDF
•
0 likes
•
386 views
K
kmovern
Follow
This is my presentation from Internet Librarian International in London, Oct. 28 2011
Read less
Read more
Education
Slideshow view
Report
Share
Slideshow view
Report
Share
1 of 14
Download now
Recommended
This is the presentation I used at my session at Internet Librarian International in October 2011. I was presenting results from my study on teaching information skills
Internet Librarian International - presentation 2011
Internet Librarian International - presentation 2011
NTNU Biblioteket Gjøvik
This is a presentation that Emma Durham and I gave about the Computer Research Skills and projects course offered in Foundations at Dubai Men's College. To listen to the audio: http://ictenhancedlearning.podomatic.com/ Please cite as: Owen, H., & Durham, E. (2008, January 24-26). Policy in Practice: A Blended Learning Approach to ELT. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.
Policy In Practice A Blended Learning Approach To Elt Hazel Owen Emma Durham
Policy In Practice A Blended Learning Approach To Elt Hazel Owen Emma Durham
Hazel Owen
Presented 19 May 2012 at JALT Fukuoka Chapter. Shows ways the presenter has used Moodle in her classes
Moodle - Has your school got it? What can you do with it?
Moodle - Has your school got it? What can you do with it?
Anne-Marie Tanahashi
Presented with Lynn Trinko (trinko.1@osu.edu) and Innovate 2013 (http://digitalfirst.osu.edu/innovate2013/ and https://storify.com/InnovateOSU/innovate-2013)
2013 innovatev2
2013 innovatev2
Tracey Stuckey-Mickell
Presentation1
Presentation1
pamlcross
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful. To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College. The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload. By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment. With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout. Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff. Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking. This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17
Blackboard APAC
Module 1: Chickering and Gamson's 7 Principles
Module 1: Chickering and Gamson's 7 Principles
sarao226
Pen interact education solutions
Pen interact education solutions
peninteract
Recommended
This is the presentation I used at my session at Internet Librarian International in October 2011. I was presenting results from my study on teaching information skills
Internet Librarian International - presentation 2011
Internet Librarian International - presentation 2011
NTNU Biblioteket Gjøvik
This is a presentation that Emma Durham and I gave about the Computer Research Skills and projects course offered in Foundations at Dubai Men's College. To listen to the audio: http://ictenhancedlearning.podomatic.com/ Please cite as: Owen, H., & Durham, E. (2008, January 24-26). Policy in Practice: A Blended Learning Approach to ELT. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.
Policy In Practice A Blended Learning Approach To Elt Hazel Owen Emma Durham
Policy In Practice A Blended Learning Approach To Elt Hazel Owen Emma Durham
Hazel Owen
Presented 19 May 2012 at JALT Fukuoka Chapter. Shows ways the presenter has used Moodle in her classes
Moodle - Has your school got it? What can you do with it?
Moodle - Has your school got it? What can you do with it?
Anne-Marie Tanahashi
Presented with Lynn Trinko (trinko.1@osu.edu) and Innovate 2013 (http://digitalfirst.osu.edu/innovate2013/ and https://storify.com/InnovateOSU/innovate-2013)
2013 innovatev2
2013 innovatev2
Tracey Stuckey-Mickell
Presentation1
Presentation1
pamlcross
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful. To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College. The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload. By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment. With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout. Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff. Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking. This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17
Blackboard APAC
Module 1: Chickering and Gamson's 7 Principles
Module 1: Chickering and Gamson's 7 Principles
sarao226
Pen interact education solutions
Pen interact education solutions
peninteract
E-learning
Lecture 1
Lecture 1
Daria Bogdanova
Helen Singer (Information Manager, University of Hertfordshire) Engineering engagement with EVS (5 minutes) This five minute talk describes a scenario of being given an hour in a lecture theatre with several hundred new Engineering and Technology students. Helen will explain how she decided to use the Electronic Voting System to engage the students, and give a brief evaluation of how this went.
Engineering engagement with EVS by Helen Singer
Engineering engagement with EVS by Helen Singer
LondonLibTeachMeet
Presentation to parents at the digital prototype information evening.
Digital prototype parents evening presentation
Digital prototype parents evening presentation
Andrew Bailey
Learn how to introduce active learning into your course and still cover your entire syllabus. STEM education expert and Professor Emeritus at North Carolina State University, Richard M. Felder, and Rebecca Brent, President of Education Design, Inc., and an expert consultant in faculty development, show you step-by-step how to introduce active learning into your class using a well-tested, and easy to implement strategy . The information contained in this deck is derived from Felder and Brent’s new book, Teaching and Learning STEM: A Practical Guide, published by Wiley.
Mine the Gap: Using Handouts With Gaps
Mine the Gap: Using Handouts With Gaps
Wiley
Slides from the M&L Webinar: Defining Video Pedagogy and activating interaction. Many people argue that video has a huge potential in terms of learner engagement, that by including quizzes and opportunities for interaction through video it is much easier to involve learners even in remote learning contexts. During this webinar we will be discussing this topic and sharing good practice on learner engaging as well as attempting to define different types of video pedagogies. To find out more about this webinar and watch the recording, please visit: http://association.media-and-learning.eu/portal/event/ml-webinar-defining-video-pedagogy-and-activating-interaction-0
Jörn Loviscach - Teaching with Videos ≠ Learning from Videos
Jörn Loviscach - Teaching with Videos ≠ Learning from Videos
Media & Learning Conference
Slides for the presentation by Jessica Guth and Edward Mowlam (University of Bradford) at the Learning in Law Annual Conference 2011.
Understanding good teaching: what do students say?
Understanding good teaching: what do students say?
UK Centre for Legal Education
Information Literacy presentation use of Research Ready in a flipped classroom concept. Challenges, assessment and results of using off-the-shelf software instruction alongside active learning for information literacy and library instruction classes.
AZLA 2014 Blitz: "Flipping the Classroom"
AZLA 2014 Blitz: "Flipping the Classroom"
Patricia Watkins
How to improve syncsession
How to improve syncsession
jinyuantao
Presentation given to EDUCAUSE Connect in Portland, Oregon in February 2014
Engaging the Mobile Generation: CSUN's Tablet Initiative
Engaging the Mobile Generation: CSUN's Tablet Initiative
CSUNIT
Student Voices is a series that explores classroom innovation from the student's perspective. Each part is written by a college student and cover topics ranging from technology to real-world skills.
Student Voices, Part 3
Student Voices, Part 3
Wiley
Thematic unit and webquest information
Thematic unit
Thematic unit
prissmore
The Student Voices series explores ways to make learning relevant to millennials. The ideas contained within were written by college students and meant to provide insight into the way they would most like to see higher education develop over the coming years.
Student Voices - Part 2
Student Voices - Part 2
Wiley
Transitions2010
Transitions2010
Lucy MacDonald
Blogging and Information Architecture
B&IA
B&IA
ay674
Introduces participants to using Podcasting and Blogs for learning and teaching
Educational Podcasting
Educational Podcasting
Allan Carrington
Pecha Kucha
Boyle - Creative Problem Clinics: information literacy triage
Boyle - Creative Problem Clinics: information literacy triage
IL Group (CILIP Information Literacy Group)
Presentation given at Online Exhibition at Olympia, London, December 2008. Concerns new Business School curriculum at University of Bedfordshire and how subject librarians work with this.
Online08
Online08
Peter Godwin
Acadar makes learning fun.We provide a platform for free lesson notes, exam practice, and interactive, social book access
Acadar
Acadar
acadar
My slideshow from the 2014 Computer Connection at CCCC in Indianapolis
Macklin_CC2014
Macklin_CC2014
macktial
This is a presentation for an international delegation from universities in Uganda, Nepal and India.
Policy input open_online_education
Policy input open_online_education
TU Delft, Faculty of Technology, Policy and Management
Presented at LILAC 2010
Professionalising the educational role of the information literacy practition...
Professionalising the educational role of the information literacy practition...
IL Group (CILIP Information Literacy Group)
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
Intro Week Induction and Inquiry-based Learning: Varying Approaches
cilass.slideshare
More Related Content
What's hot
E-learning
Lecture 1
Lecture 1
Daria Bogdanova
Helen Singer (Information Manager, University of Hertfordshire) Engineering engagement with EVS (5 minutes) This five minute talk describes a scenario of being given an hour in a lecture theatre with several hundred new Engineering and Technology students. Helen will explain how she decided to use the Electronic Voting System to engage the students, and give a brief evaluation of how this went.
Engineering engagement with EVS by Helen Singer
Engineering engagement with EVS by Helen Singer
LondonLibTeachMeet
Presentation to parents at the digital prototype information evening.
Digital prototype parents evening presentation
Digital prototype parents evening presentation
Andrew Bailey
Learn how to introduce active learning into your course and still cover your entire syllabus. STEM education expert and Professor Emeritus at North Carolina State University, Richard M. Felder, and Rebecca Brent, President of Education Design, Inc., and an expert consultant in faculty development, show you step-by-step how to introduce active learning into your class using a well-tested, and easy to implement strategy . The information contained in this deck is derived from Felder and Brent’s new book, Teaching and Learning STEM: A Practical Guide, published by Wiley.
Mine the Gap: Using Handouts With Gaps
Mine the Gap: Using Handouts With Gaps
Wiley
Slides from the M&L Webinar: Defining Video Pedagogy and activating interaction. Many people argue that video has a huge potential in terms of learner engagement, that by including quizzes and opportunities for interaction through video it is much easier to involve learners even in remote learning contexts. During this webinar we will be discussing this topic and sharing good practice on learner engaging as well as attempting to define different types of video pedagogies. To find out more about this webinar and watch the recording, please visit: http://association.media-and-learning.eu/portal/event/ml-webinar-defining-video-pedagogy-and-activating-interaction-0
Jörn Loviscach - Teaching with Videos ≠ Learning from Videos
Jörn Loviscach - Teaching with Videos ≠ Learning from Videos
Media & Learning Conference
Slides for the presentation by Jessica Guth and Edward Mowlam (University of Bradford) at the Learning in Law Annual Conference 2011.
Understanding good teaching: what do students say?
Understanding good teaching: what do students say?
UK Centre for Legal Education
Information Literacy presentation use of Research Ready in a flipped classroom concept. Challenges, assessment and results of using off-the-shelf software instruction alongside active learning for information literacy and library instruction classes.
AZLA 2014 Blitz: "Flipping the Classroom"
AZLA 2014 Blitz: "Flipping the Classroom"
Patricia Watkins
How to improve syncsession
How to improve syncsession
jinyuantao
Presentation given to EDUCAUSE Connect in Portland, Oregon in February 2014
Engaging the Mobile Generation: CSUN's Tablet Initiative
Engaging the Mobile Generation: CSUN's Tablet Initiative
CSUNIT
Student Voices is a series that explores classroom innovation from the student's perspective. Each part is written by a college student and cover topics ranging from technology to real-world skills.
Student Voices, Part 3
Student Voices, Part 3
Wiley
Thematic unit and webquest information
Thematic unit
Thematic unit
prissmore
The Student Voices series explores ways to make learning relevant to millennials. The ideas contained within were written by college students and meant to provide insight into the way they would most like to see higher education develop over the coming years.
Student Voices - Part 2
Student Voices - Part 2
Wiley
Transitions2010
Transitions2010
Lucy MacDonald
Blogging and Information Architecture
B&IA
B&IA
ay674
Introduces participants to using Podcasting and Blogs for learning and teaching
Educational Podcasting
Educational Podcasting
Allan Carrington
Pecha Kucha
Boyle - Creative Problem Clinics: information literacy triage
Boyle - Creative Problem Clinics: information literacy triage
IL Group (CILIP Information Literacy Group)
Presentation given at Online Exhibition at Olympia, London, December 2008. Concerns new Business School curriculum at University of Bedfordshire and how subject librarians work with this.
Online08
Online08
Peter Godwin
Acadar makes learning fun.We provide a platform for free lesson notes, exam practice, and interactive, social book access
Acadar
Acadar
acadar
My slideshow from the 2014 Computer Connection at CCCC in Indianapolis
Macklin_CC2014
Macklin_CC2014
macktial
This is a presentation for an international delegation from universities in Uganda, Nepal and India.
Policy input open_online_education
Policy input open_online_education
TU Delft, Faculty of Technology, Policy and Management
What's hot
(20)
Lecture 1
Lecture 1
Engineering engagement with EVS by Helen Singer
Engineering engagement with EVS by Helen Singer
Digital prototype parents evening presentation
Digital prototype parents evening presentation
Mine the Gap: Using Handouts With Gaps
Mine the Gap: Using Handouts With Gaps
Jörn Loviscach - Teaching with Videos ≠ Learning from Videos
Jörn Loviscach - Teaching with Videos ≠ Learning from Videos
Understanding good teaching: what do students say?
Understanding good teaching: what do students say?
AZLA 2014 Blitz: "Flipping the Classroom"
AZLA 2014 Blitz: "Flipping the Classroom"
How to improve syncsession
How to improve syncsession
Engaging the Mobile Generation: CSUN's Tablet Initiative
Engaging the Mobile Generation: CSUN's Tablet Initiative
Student Voices, Part 3
Student Voices, Part 3
Thematic unit
Thematic unit
Student Voices - Part 2
Student Voices - Part 2
Transitions2010
Transitions2010
B&IA
B&IA
Educational Podcasting
Educational Podcasting
Boyle - Creative Problem Clinics: information literacy triage
Boyle - Creative Problem Clinics: information literacy triage
Online08
Online08
Acadar
Acadar
Macklin_CC2014
Macklin_CC2014
Policy input open_online_education
Policy input open_online_education
Similar to Teaching information skills: my presentation at ILI 2011
Presented at LILAC 2010
Professionalising the educational role of the information literacy practition...
Professionalising the educational role of the information literacy practition...
IL Group (CILIP Information Literacy Group)
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
Intro Week Induction and Inquiry-based Learning: Varying Approaches
cilass.slideshare
Tertiary ict frielick
Tertiary ict frielick
flexilearn
EUROCALL Teacher Education SIG Workshop 2010 Presentation Jozef Colpaert
EUROCALL Teacher Education SIG Workshop 2010 Presentation Jozef Colpaert
The Open University
E jozef colpaert_lyon2010_colpaert[1]
E jozef colpaert_lyon2010_colpaert[1]
nickyjohnson
EUROCALL Teacher Education SIG Workshop 2010 Presentation Euline Cutrim Schmid
EUROCALL Teacher Education SIG Workshop 2010 Presentation Euline Cutrim Schmid
The Open University
L cutrim schmid_euline_eurocall_teacher_education_sig[1]
L cutrim schmid_euline_eurocall_teacher_education_sig[1]
nickyjohnson
In this presentation I was addressing the issue of on-line courses and the misuse of technology. I gave an example of one of my courses to show how the students are engaged and how they are learning very important skills that will help them in the future. I am teaching them to learn how to learn.
Jalt 2012 presentation
Jalt 2012 presentation
Mark deBoer
Poster: Implemening assessment of inquiry skills in science education. Perspectives from Denmark by Morten Rask Petersen . Laboratory for Coherent Education and Learning, University of Southern Denmark In the context of the SAILS project http://www.sails-project.eu/
Implementing assessment of inquiry skills in science education
Implementing assessment of inquiry skills in science education
Sails-project
I gave a one hour overview to librarians from NH about assessment. My approach to assessment focuses on collection of performance assessments, mapping session level outcomes to program outcomes, aggregating data by outcome, SHARING what you learn, and contributing to program level assessment. I plan for and organize assessment methods into “tiers” with tier one assessments capturing student development of information literacy from a variety of academic experiences, and tier two assessment methods capturing librarians contribution to students development of information literacy. One librarian asked me after the discussion: where should I begin, especially with limited access to students? My recommendation is always to start with what’s already being done. Where are students already being assessed? Look there and see what you can learn about the challenges students are having. Then create your plan, and “start small, but start” as Deb Gilchrist and other ACRL Immersion faculty always mantra. https://docs.google.com/presentation/d/1pOxo0s29jsQw9PVr7fp1AA7HKeOL8T_YiupQjyZFpGM/edit?usp=sharing
Unh il lesson plan design & assessment
Unh il lesson plan design & assessment
Elizabeth Dolinger
Motivation, video communication
GOAL 5
GOAL 5
Shona Whyte
Presentation during OOFHEC2018 Conference at Aarhus University in Aarhus, Denmark
[OOFHEC2018] Line Kristiansen & Anne Mette Bjørgen: Flipped Classroom in 'Emp...
[OOFHEC2018] Line Kristiansen & Anne Mette Bjørgen: Flipped Classroom in 'Emp...
EADTU
Cambridge Curriulum for Information Literacy workshop presentation
Cambridge Curriulum for Information Literacy workshop presentation
Jane Secker
CPD Craft of Writing Series
I think therefore I write
I think therefore I write
Tansy Jessop
Presentation given by Gail Matthews-DeNatale, Ellen Stoddard, and Mamta Saxena at the 2015 National Society for Experiential Education conference
Intensifying the Impact of Experiential Learning through Innovative Online Co...
Intensifying the Impact of Experiential Learning through Innovative Online Co...
Gail Matthews-DeNatale
10. concept of odl course materials
10. concept of odl course materials
Gambari Isiaka
Reshaping large-class teaching: Enactive coherence and enquiry-based blende...
Reshaping large-class teaching: Enactive coherence and enquiry-based blende...
flexilearn
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2014.
DIDACTIC MATERIALS USED IN EIGHTH LEVEL AT PRESBÍTERO ENRIQUE MENZEL HIGH SC...
DIDACTIC MATERIALS USED IN EIGHTH LEVEL AT PRESBÍTERO ENRIQUE MENZEL HIGH SC...
UNIVERSIDAD MAGISTER (Sitio Oficial)
Introduction to eLearning Lecture 1 March 2010
EDST2091 Lecture 1 2010
EDST2091 Lecture 1 2010
Andrew Chambers
Herein, I will highlight progress in introducing internet-based technologies into a majors-level introductory biology course. First, we have measured dramatic increases in personal interaction between professor and students as a result of introducing Instant Messaging and online office hours. Most surprisingly, we found that in-person student visit during office hours also increased following the introduction of Instant Messaging. Thus, online student-teacher interactions help break down the barriers that prevent students from seeking out their professors in person. Secondly, in an experimental section of Principles of Modern Biology II (Bio104), we introduced the use of pre-recorded Voice Over PowerPoint™ (VOPP) to deliver video lectures in place of selected lectures, normally delivered in class. This was run as a case-controlled study involving an experimental section and a control group (traditional lectures). We found that through the semester, student use and perceptions of video lectures evolved, aided by periodic student-led discussions. Comparisons of student performance, both in the course overall and individual exam questions directly covering material delivered by video, revealed that internet-delivered video lectures prepares students for exams as effectively as in-class lectures. SALG surveys also revealed that the majority of students find this to be an effective way to learn course material and many reported that they would often pause, rewind, and even watch the entire videos multiple times. Lastly, we will introduce how educational modules freely available on Visionlearning.com can be integrated into a variety of science courses to facilitate distance and blended learning. This modular content is easily customizable into a “my classroom” context that incorporates student-teacher communication functions, quizzes, and assessment, if so desired. The high-quality, media-rich, peer-reviewed content is written by experts and can be used as a supplement, partial replacement, or even complete replacement of a traditional textbook.
Simple but Powerful Tools for Enhancing College Science Education (Sloan-C Co...
Simple but Powerful Tools for Enhancing College Science Education (Sloan-C Co...
thenhl15
Similar to Teaching information skills: my presentation at ILI 2011
(20)
Professionalising the educational role of the information literacy practition...
Professionalising the educational role of the information literacy practition...
Intro Week Induction and Inquiry-based Learning: Varying Approaches
Intro Week Induction and Inquiry-based Learning: Varying Approaches
Tertiary ict frielick
Tertiary ict frielick
EUROCALL Teacher Education SIG Workshop 2010 Presentation Jozef Colpaert
EUROCALL Teacher Education SIG Workshop 2010 Presentation Jozef Colpaert
E jozef colpaert_lyon2010_colpaert[1]
E jozef colpaert_lyon2010_colpaert[1]
EUROCALL Teacher Education SIG Workshop 2010 Presentation Euline Cutrim Schmid
EUROCALL Teacher Education SIG Workshop 2010 Presentation Euline Cutrim Schmid
L cutrim schmid_euline_eurocall_teacher_education_sig[1]
L cutrim schmid_euline_eurocall_teacher_education_sig[1]
Jalt 2012 presentation
Jalt 2012 presentation
Implementing assessment of inquiry skills in science education
Implementing assessment of inquiry skills in science education
Unh il lesson plan design & assessment
Unh il lesson plan design & assessment
GOAL 5
GOAL 5
[OOFHEC2018] Line Kristiansen & Anne Mette Bjørgen: Flipped Classroom in 'Emp...
[OOFHEC2018] Line Kristiansen & Anne Mette Bjørgen: Flipped Classroom in 'Emp...
Cambridge Curriulum for Information Literacy workshop presentation
Cambridge Curriulum for Information Literacy workshop presentation
I think therefore I write
I think therefore I write
Intensifying the Impact of Experiential Learning through Innovative Online Co...
Intensifying the Impact of Experiential Learning through Innovative Online Co...
10. concept of odl course materials
10. concept of odl course materials
Reshaping large-class teaching: Enactive coherence and enquiry-based blende...
Reshaping large-class teaching: Enactive coherence and enquiry-based blende...
DIDACTIC MATERIALS USED IN EIGHTH LEVEL AT PRESBÍTERO ENRIQUE MENZEL HIGH SC...
DIDACTIC MATERIALS USED IN EIGHTH LEVEL AT PRESBÍTERO ENRIQUE MENZEL HIGH SC...
EDST2091 Lecture 1 2010
EDST2091 Lecture 1 2010
Simple but Powerful Tools for Enhancing College Science Education (Sloan-C Co...
Simple but Powerful Tools for Enhancing College Science Education (Sloan-C Co...
Recently uploaded
This presentation was provided by William Mattingly of the Smithsonian Institution, during the fourth segment of the NISO training series "AI & Prompt Design." Session Four: Structured Data and Assistants, was held on April 25, 2024.
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
National Information Standards Organization (NISO)
Students will get the knowledge of : - meaning of marketing channel - channel design, channel members - selection of appropriate channel, channel conflicts - physical distribution management and its importance
Unit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptx
VishalSingh1417
SGK
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
QucHHunhnh
Mixin classes are helpful for developers to extend the models. Using these classes helps to modify fields, methods and other functionalities of models without directly changing the base models. This slide will show how to extend models using mixin classes in odoo 17.
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Celine George
My CV as of the end of April 2024
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
agholdier
How Bosna and Herzegovina prepares for CBAM
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
Admir Softic
Nutritional Needs and Food Safety
Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104
misteraugie
In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
Chris Hunter
Foster students' wonder and curiosity about infinity. The "mathematical concepts of the infinite can do much to engage and propel our thinking about God” Bradley & Howell, p. 56.
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
christianmathematics
exam for kinder
fourth grading exam for kindergarten in writing
fourth grading exam for kindergarten in writing
TeacherCyreneCayanan
Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SD
Thiyagu K
SGLG2024
Seal of Good Local Governance (SGLG) 2024Final.pptx
Seal of Good Local Governance (SGLG) 2024Final.pptx
negromaestrong
As per the New Education Policy Value Added Course Sports & Fitness theory
Sports & Fitness Value Added Course FY..
Sports & Fitness Value Added Course FY..
Disha Kariya
As Odoo is a comprehensive business management software suite, the Calendar view is a powerful tool used to visualize and manage events, tasks, meetings, deadlines and other time-sensitive activities across various modules such as CRM, Project management, HR modules and more. In this slide, we can just go through the the steps of creating a calendar view for a module in Odoo 17.
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17
Celine George
Advance Mobile application development -(firebase Auth) for faculty of computers stuents seiyun University , yemen class - 07
Advance Mobile Application Development class 07
Advance Mobile Application Development class 07
Dr. Mazin Mohamed alkathiri
In this webinar, nonprofits learned how to delve into the minds of funders, unveiling what they truly seek in qualified grant applicants, and tools for success. Learn more about the Grant Readiness Review service by Remy Consulting at TechSoup to help you gather, organize, and assess the strength of documents required for grant applications.
Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy Consulting
TechSoup
APM Welcome Tuesday 30 April 2024 APM North West Network Conference, Synergies Across Sectors Presented by: Professor Adam Boddison OBE, Chief Executive Officer, APM Conference overview: https://www.apm.org.uk/community/apm-north-west-branch-conference/ Content description: APM welcome from CEO The main conference objective was to promote the Project Management profession with interaction between project practitioners, APM Corporate members, current project management students, academia and all who have an interest in projects.
APM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across Sectors
Association for Project Management
In Bachelor of Pharmacy course, Class- 1st year, sem-II Subject EVS having topic of ECOLOGICAL SUCCESSION under the ECOSYSTEM point in this presentation points like ecological succession , types of ecological succession like primary and secondary explain with diagram. Students having deep knowledge about Ecological Succession after studying this presentation.
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Shubhangi Sonawane
This slide will show how to set domains for a field in odoo 17. Domain is mainly used to select records from the models. It is possible to limit the number of records shown in the field by applying domain to a field, i.e. add some conditions for selecting limited records.
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
Celine George
Kallidus experts, Lucinda Hensley and Justine Swain, share their insights about the do's and don'ts of accessible design.
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impact
dawncurless
Recently uploaded
(20)
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Unit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptx
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
fourth grading exam for kindergarten in writing
fourth grading exam for kindergarten in writing
Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SD
Seal of Good Local Governance (SGLG) 2024Final.pptx
Seal of Good Local Governance (SGLG) 2024Final.pptx
Sports & Fitness Value Added Course FY..
Sports & Fitness Value Added Course FY..
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17
Advance Mobile Application Development class 07
Advance Mobile Application Development class 07
Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy Consulting
APM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across Sectors
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impact
Teaching information skills: my presentation at ILI 2011
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Download now
![Teaching Information Skills: Experiences from GUC ,[object Object],[object Object]](https://image.slidesharecdn.com/ili2011-3-111028083035-phpapp01/85/Teaching-information-skills-my-presentation-at-ILI-2011-1-320.jpg)
![[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)