Presentation for a workshop given by the CILASS Information Literacy Network at the University of Sheffield Learning and Teaching Conference in Jan 2008.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
Information Literacy for the Google GenerationTeresa S. Welsh
Information literacy for the Google generation includes cultural literacy, library literacy, ethical literacy, computer literacy, network literacy, and media literacy.
Dr Mandy Lupton, keynote at ASLA XXIII Biennial Conference - This presentation examines how inquiry learning is portrayed in the Australian Curriculum. It explores how inquiry is represented, developed and sequenced from Foundation to Year 10 in several subject areas. It compares inquiry models from a range of disciplines with the inquiry strands in the Australian Curriculum. It analyses and compares how information literacy and inquiry is represented, developed and sequenced in the inquiry strands and general capabilities.
Invited opening talk for University of Brighton Pedagogic Research Conference, February 2017
https://staff.brighton.ac.uk/clt/Pages/Events/enhancing%20higher%20education.aspx
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
Information Literacy for the Google GenerationTeresa S. Welsh
Information literacy for the Google generation includes cultural literacy, library literacy, ethical literacy, computer literacy, network literacy, and media literacy.
Dr Mandy Lupton, keynote at ASLA XXIII Biennial Conference - This presentation examines how inquiry learning is portrayed in the Australian Curriculum. It explores how inquiry is represented, developed and sequenced from Foundation to Year 10 in several subject areas. It compares inquiry models from a range of disciplines with the inquiry strands in the Australian Curriculum. It analyses and compares how information literacy and inquiry is represented, developed and sequenced in the inquiry strands and general capabilities.
Invited opening talk for University of Brighton Pedagogic Research Conference, February 2017
https://staff.brighton.ac.uk/clt/Pages/Events/enhancing%20higher%20education.aspx
This is the presentation I made to my committee for my proposal for research. I am focusing on creating Personal Learning Environments for two students with special needs. I am using their IEPs to design an on line learning environment to supplement their curriculum from school. For my doctorate, I would like to implement the PLEs into their school day and possible replace some of the activities they are doing with the intervention specialist. Any feedback will be helpful. However, please keep in mind that I have to work with and around the school's firewall system. Thank you, Sharon Shaffer
Cairns Conference Guided Inquiry workshopSyba Academy
Hay, L. (2010). Is it time for an ‘Inquiry Make-Over’? …enter Guided Inquiry [Workshop]. Cairns Diocese Curriculum Conference Library Strand, Catholic Education Services, Cairns, Qld, 13 March.
Supporting Instructors in MOOCs: Using cognitive science research to guide pe...Joseph Jay Williams
Abstract: How can online learning platforms provide useful information about pedagogy to instructors teaching online, while ensuring that course teams are not constrained in leveraging their teaching expertise to personalize their MOOC? The scientific literature on learning and education provides hundreds of detailed studies, which can be synthesized to identify effective instructional strategies, and mined for examples of how an instructional strategy can be implemented in a specific environment, set of educational materials, or student population. This talk illustrates this approach, by presenting a worksheet guide that supports MOOC designers in using two instructional strategies: increasing student motivation to think through challenges by designing exercises which encourage students to see their intelligence as malleable, and enhancing deep understanding with questions and prompts for students to explain. The talk explains how these two instructional strategies are motivated by both existing literature and recently conducted experimental studies. It also presents the specific details of how the guide is targeted at MOOC instructors and provides them with multiple actionable strategies they can use in their courses.
Cultural diversity is a fact of life, especially at the University of Surrey where over 30% of our students originate from over 130 different countries. The concept of a ‘Cultural Academy’ was born from a concern and a belief that we could do more to learn from our cultural diversity. Cultural Academy is not part of the formal curriculum but a process, founded on the idea of appreciative enquiry that requires voluntary participation from both students and staff. Through a series of workshops, planning meetings and a student-led conference extending over five months, participants (students, facilitators and mentors) shared their experiences and understandings of culture and its influences on their lives. Infrastructures to support learning included an on-line social networking space to encourage conversation and the recording and sharing of experience , a mentoring scheme to support and encourage learning and to validate learning, a new learning through experience award to value and recognise the learning, a wiki to support the production and accumulation of knowledge gained through enquiry. Various pedagogic processes within the learning process will be explored at the presentation.
Triads, Posters and Postgrads: inquiry-based learning, research methods and d...cilass.slideshare
Ana Vasconcelos, Jamie Wood, Kendra Albright, Bob Petrulis (Information Studies; CILASS). Presentation given at the University of Sheffield Learning and Teaching Conference in January 2009.
This is the presentation I made to my committee for my proposal for research. I am focusing on creating Personal Learning Environments for two students with special needs. I am using their IEPs to design an on line learning environment to supplement their curriculum from school. For my doctorate, I would like to implement the PLEs into their school day and possible replace some of the activities they are doing with the intervention specialist. Any feedback will be helpful. However, please keep in mind that I have to work with and around the school's firewall system. Thank you, Sharon Shaffer
Cairns Conference Guided Inquiry workshopSyba Academy
Hay, L. (2010). Is it time for an ‘Inquiry Make-Over’? …enter Guided Inquiry [Workshop]. Cairns Diocese Curriculum Conference Library Strand, Catholic Education Services, Cairns, Qld, 13 March.
Supporting Instructors in MOOCs: Using cognitive science research to guide pe...Joseph Jay Williams
Abstract: How can online learning platforms provide useful information about pedagogy to instructors teaching online, while ensuring that course teams are not constrained in leveraging their teaching expertise to personalize their MOOC? The scientific literature on learning and education provides hundreds of detailed studies, which can be synthesized to identify effective instructional strategies, and mined for examples of how an instructional strategy can be implemented in a specific environment, set of educational materials, or student population. This talk illustrates this approach, by presenting a worksheet guide that supports MOOC designers in using two instructional strategies: increasing student motivation to think through challenges by designing exercises which encourage students to see their intelligence as malleable, and enhancing deep understanding with questions and prompts for students to explain. The talk explains how these two instructional strategies are motivated by both existing literature and recently conducted experimental studies. It also presents the specific details of how the guide is targeted at MOOC instructors and provides them with multiple actionable strategies they can use in their courses.
Cultural diversity is a fact of life, especially at the University of Surrey where over 30% of our students originate from over 130 different countries. The concept of a ‘Cultural Academy’ was born from a concern and a belief that we could do more to learn from our cultural diversity. Cultural Academy is not part of the formal curriculum but a process, founded on the idea of appreciative enquiry that requires voluntary participation from both students and staff. Through a series of workshops, planning meetings and a student-led conference extending over five months, participants (students, facilitators and mentors) shared their experiences and understandings of culture and its influences on their lives. Infrastructures to support learning included an on-line social networking space to encourage conversation and the recording and sharing of experience , a mentoring scheme to support and encourage learning and to validate learning, a new learning through experience award to value and recognise the learning, a wiki to support the production and accumulation of knowledge gained through enquiry. Various pedagogic processes within the learning process will be explored at the presentation.
Triads, Posters and Postgrads: inquiry-based learning, research methods and d...cilass.slideshare
Ana Vasconcelos, Jamie Wood, Kendra Albright, Bob Petrulis (Information Studies; CILASS). Presentation given at the University of Sheffield Learning and Teaching Conference in January 2009.
Using ICT in IBL courses - Little and Bestwick (2007)cilass.slideshare
Presentation: Bestwick (student, Department of Archaeology), Little (CILASS): “Using ICT for
inquiry-based learning courses”, Workshop for HE Teachers of History, Classics
and Archaeology, University of Manchester and HCA Subject Centre, May 2007.
2008 - Student Ambassadors Workshop for Academic Liaison Librarianscilass.slideshare
Presentation from a workshop facilitated by members of the CILASS student ambassador network at the University of Sheffield for the institution's Academic Liaison Librarians. The session was focussed on student views of Information Literacy provision.
IBL Cafe presentation given by Jamie Wood (CILASS, University of Sheffield) in May 2008. It was on the use of the social bookmarking site del.icio.us in first year History seminars.
Bestwick, A. & Little, S. "Using ICT for inquiry-based learning courses"cilass.slideshare
Bestwick, A. & Little, S. "Using ICT for inquiry-based learning courses". Workshop for HE Teachers of History, Classics and Archaeology, University of Manchester and HCA Subject Centre, May 2007.
A presentation - Pedagogy Over Technology: Supporting Inquiry-based Learning in the Caribbean - given by Dr Sabine Little at the following conference: SOLSTICE Conference, Edge Hill, Omskirk, May 2006
Managing Inquiry-based Learning: Learning from experiencecilass.slideshare
We have taught a suite of inquiry-based learning modules for the past 20 years. Two problems that have occurred frequently are that the students can be poor at organising their schedules and setting deadlines, whilst at the same time we have moved towards marking schemes which are focused on process applied rather than product produced. These two factors have mandated that the students need to provide evidence that they are planning and following the process that has been set. To support this we have introduced a suite of custom support software.
A Question Of Taste - LTEA Conference 2009, University of Reading, Jamie Woodcilass.slideshare
Presentation given by Dr Jamie Wood at the Learning Through Enquiry Alliance conference 2009 at the University of Reading on inquiry-based learning and social bookmarking.
Learning by design: constructing knowledge through design inquiry around educ...cilass.slideshare
A simulation was run by educational developers that matched Visualisation students with academics from across the university in order to explore the potential of digital game-based learning (DGBL). Students acted as 'developer companies' charged with designing educational games for their academic 'clients.' One unexpected outcome was the realisation that the design process itself provided a valuable learning opportunity, requiring creativity in problem solving and discourse in the iterative design negotiations, and so offering a model of networked inquiry. The session will engage participants in discussion in order to develop understanding of the links between creativity, design and inquiry-based learning.
Presentation given at the University of Lancaster's Postgraduate Statistics Centre CETL by Dr Jamie Wood in May 2009 on the use of social bookmarking software for supporting IBL for first year History students at the University of Sheffield.
Starting as we mean to go on: Technology-rich Inquiry Based Learning in the f...Sheila Webber
Presented by Phiippa Levy and Sheila Webber (Information School, University of Sheffield) on 24th November 2010 at the Web 2.0 Untangled conference: http://www.cilip.org.uk/get-involved/special-interest-groups/ucr/divisions/bbo/pages/events.aspx
INQUIRY UNPACKED An Introduction toInquiry-Based LearningB.docxcarliotwaycave
INQUIRY UNPACKED An Introduction to
Inquiry-Based Learning
By Barbara A. Jansen
"Inquire, think critically, and gain knowledge."
"Plan strategies to guide inquiry."
As our national educational organizations'
standards evolve from students mastering
discrete skills to demonstrating broad learning
behaviors, often referred to as 21st century
learning skills, pedagogy is slowly shifting from
teacher- and textbook-centered dissemination
of facts and information to student-centered
construction of learning and knowledge. In
this environment, students use a wide range
of resources to collaborate with others to solve
authentic problems by thinking critically, actively
create content, and communicate with a wide
audience. The Partnership for 21st Century
Skills succinctly categorizes these participatory
skills into the four Cs: "critical thinking and
problem solving, collaboration, communication,
and creativity and innovation" (P21 mission
statement). Both the American Association of
School Librarians (AASL) and the International
Society for Technology in Education's (ISTE)
1 0 Library Media Connection ® i
"The inquiry process is not linear but occurs
as a cyclical series of actions or events."
National Educational Technology Standards for
Students 2007 call for students to use an inquiry
approach when engaged in the research process.
The AASL standards refer to inquiry seven times,
including having students "inquire, think critically,
gain knowledge, " and to "follow an inquiry-
based process in seeking knowledge in curricular
subjects, . . ." and "continue an inquiry-based
research process by applying critical-thinking skills
. . ." in addition to "conclud[ing] an inquiry-based
research process . . ." (AASL). ISTE standards call
tor students to "plan strategies to guide inquiry"
("NETS for Students").
But what does it look like for a student to be
engaged in inquiry? What is inquiry-based
research, commonly referred to as inquiry-based
learning or "guided inquiry" (Kuhlthau, Maniotcs,
and Caspari)? A recent post on the AASL email
forum underscores the confusion that school
librarians and educators in general have about
inquiry. A librarian questioned the use of the term
"inquiry-based project" in the standards in lieu
of "research project" and considered whether she
should teach her students the meaning of inquiry.
A search for "inquiry-based research" on Google
results in 102,000 links. "Inquiry-based learning"
returns over 151,000 links. A search for "inquiry-
based learning" offers 101 titles on Amazon.com,
over 8,400 results on Google Books, over 9,760
results on Google Scholar, and over 52,000,000
results on Bing.
March/April 2011
NOT TO BE MISSED READING AND
VIEWING FOR SCHOOL LIBRARIANS
Kuhlthau, Carol C, Leslie K. Maniotes,
and Ann K. Caspari. Guided Inquiry:
Learning in the 21st Century. Libraries
Unlimited, 2007.
Rheingold, Howard. "Librarian 2.0:
Buffy J. Hamilton." Digital LM Central.
MacArthur Foundation, 3 May 2010.
W ...
This was presented at the University of Strathclyde, Glasgow, Sotland, on 29th November 2007. The main focus is Inquiry Based Learning (IBL) but at the end I introduce Second Life and talk about my work with students in SL. Firstly I talked about what IBL is and then moved on to describe the work of the Centre for Inquiry Based Learning in the Arts and Social Sciences (CILASS) which is based at Sheffield University. I mentioned the level 1 module "Inquiry in Infrmation Management" (new last year), where I am part of the teaching team, and in particular I talked about the activity in Second Life with my first year "Information Literacy" class.
Empowering student learning through sustained inquiryJune Wall
Implementing a BYOD program at your school is only the beginning of a journey that should change teaching and learning. A personal device will only make a difference if the implementation includes pedagogical and curriculum review that focusses on inquiry learning and enables individualisation. This session outlines an implementation that incorporates an approach to inquiry learning through a lens of the Australian Curriculum.
Promoting Student Engagement and Imagination Through Project-Based LearningEduSkills OECD
This presentation was given by Joe Krajcik at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Similar to 2008 - University of Sheffield Learning & Teaching Conference - CILASS ILN Presentation (20)
Tim Herrick, Education as the practice of freedom: Paulo Freire and inquiry-b...cilass.slideshare
Presentation given by Dr Tim Herrick (CILASS Fellow and Combined Studies Programme Co-ordinator, The Institute for Lifelong Learning, School of Education, University of Sheffield) at the CILASS Third Mondays research seminar series in April 2009.
A presentation delivered by Graham Jones from ScHaRR: The School of Health and Related Research at the University of Sheffield that discussed the theory of 'capabilities' and how this relates to Inquiry-based learning.
Net(work) yourself a job? CETL student engagement and employabilitycilass.slideshare
Laura Jenkins & Sabine Little from CILASS and Louise Goldring from CEEBL lead a discussion session at the CETL student Network conference, University of Plymouth June 2008
Foregrounding inquiry based learning approaches in Foundation Year programmescilass.slideshare
A presentation delivered by Willy Kitchen at a Foundation Year Network Workshop: Developing the Independent Learner at Level 0, Manchester Metropolitan University 3rd July 2007
Third Mondays - Research Seminars - Philippa Levy - November 2008cilass.slideshare
Title: “I feel like a grown-up person”: first year undergraduates’ experiences of inquiry and research.
Professor Philippa Levy, Academic Director, CILASS, University of Sheffield.
How do students experience inquiry and research in their first undergraduate year? What role does this experience play in the construction and evolution of their identities and intellectual development as learners? What can we learn from their experiences to inform the development of inquiry-based approaches to educational practice? This seminar will explore these questions through a presentation of some of the findings of a longitudinal, qualitative study of undergraduate students’ experiences of inquiry as they progress through arts and social sciences degree programmes at the University of Sheffield.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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2008 - University of Sheffield Learning & Teaching Conference - CILASS ILN Presentation
1. Is number 5 alive? What does ‘the information literate graduate’ mean to our students? UoS Learning and Teaching Conference, January 14 th 2008 Sheila Corrall, Laura Jenkins, Philippa Levy, Clare Scott, Peter Stubley, Sheila Webber and CILASS Student Ambassadors, for the CILASS Information Literacy Network
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7. UoS, Dept. of Archaeology Field work “ I've picked up things from that module - just things like, you can answer 'no' rather than 'yes'; different ways of looking at things from different angles rather than just your textbook and 'this is what someone says' […] It's like, thinking for yourself, and asking different questions, and different ways of analyzing things and going through processes, rather than just looking at books”.
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9. Inquiry at Level 1 ‘ Understanding Law 2’ “ At the end of the module, I felt I´d taught myself something, but with a little bit of guidance, talking to people…and in the seminars, you got to discuss why you did things in a certain way, and you did it yourself, but you got the input as well…that was really good”.
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11. Close of module research poster conference, May 2007 INF106 ‘Inquiry in Information Management’ “ What made us pick this particular topic was that we were all fascinated by something non-one within the department really knew the answer to […] someone out there had the facts we needed to successfully answer the question, it was the challenge of finding this that drew us to the idea of [the topic]…
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13. A student prepares his skating robot for a test run at the Olympic Ice Skating Rink (University of Calgary, Canada) Example provided by Angela Brew, University of Sydney Electronics
14. Discovery-responsive IBL activities are primarily designed to involve students in pursuing new questions, problems, scenarios or lines of inquiry, as formulated by tutors, in interaction with the knowledge-base of the discipline (“how can I answer this new question?”). EXPLORING AND ACQUIRING EXISTING DISCIPLINARY KNOWLEDGE PARTICIPATING IN BUILDING DISCIPLINARY KNOWLEDGE Information-responsive IBL activities are primarily designed to involve students in exploring the knowledge-base of the discipline in response to questions, problems, scenarios or lines of inquiry formulated by staff (“what is already known about this?”). STAFF-LED STUDENT-LED Discovery-active IBL activities are primarily designed to involve students in identifying and pursuing their own new (or new to them) questions, problems, scenarios or lines of inquiry in interaction with the knowledge-base of the discipline (“how can I answer my (new) question?”). Information-active IBL activities are primarily designed to involve students in exploring the knowledge-base of the discipline by pursuing questions, problems, scenarios or lines of inquiry they themselves have formulated (“what is already known about this?”).