Open to Integration: Incorporating Open Resources into Teaching and Learning ...Robyn Hall
Webinar presented for OA Week at the Nova Scotia Community College on October 24, 2013.
Abstract: Questions abound in higher education about both the quality and the sustainability of “open” resources such as open access journals, open education resources, open data, and massive open online courses (MOOCs). Against a backdrop of potential areas of concern, this session will address simple and practical ways to integrate open resources into teaching and learning activities and services. Participants will be encouraged to consider possibilities these resources have to offer colleges and universities that share a commitment to fostering critical thinking and lifelong learning skills among students while contending with financial challenges and constraints.
Open to Integration: Incorporating Open Resources into Teaching and Learning ...Robyn Hall
Webinar presented for OA Week at the Nova Scotia Community College on October 24, 2013.
Abstract: Questions abound in higher education about both the quality and the sustainability of “open” resources such as open access journals, open education resources, open data, and massive open online courses (MOOCs). Against a backdrop of potential areas of concern, this session will address simple and practical ways to integrate open resources into teaching and learning activities and services. Participants will be encouraged to consider possibilities these resources have to offer colleges and universities that share a commitment to fostering critical thinking and lifelong learning skills among students while contending with financial challenges and constraints.
Andrade and Hazlitt collaborated to design a Library Orientation & Tour workshop to predominantly Spanish-speaking staff in the university’s Facilities department, who had been underserved in opportunities for professional development. Using word-of-mouth networks on campus to promote the program, and a an organization called “Viernes Por La Tarde” to recruit faculty, staff, and student volunteers from all walks at LMU, a five-part series of workshops was created. Included is the history and evolution of the Computer Literacy Workshops; the description of the results of an LMU Service Staff Technology and Library Skills Survey; and the provision of strategies for implementing a similar program at other institutions.
–Jamie Hazlitt, Outreach Librarian, William H. Hannon Library, Loyola Marymount University
–Raymundo Andrade, Library Assistant III, Loyola Marymount University
Presentation delivered at the LRC Connect Conference.
The LRC Connect project supports the Leicester Building Schools for the Future Programme ICT priorities Space & Place, CPD & Innovation, Networked Learning & Communities, and Information Management.
-http://tleblog.leicester.gov.uk/?p=12
Presentation looks at creative learning environments, digital users and how to embrace web2 to reach your target customers. Click on the web2 slides and they will open the sites. If you would like further information do get in touch.
You Oughta Know: Faculty Strategies for Growing OERVera Kennedy
The presentation describes a pathway for faculty to adopt OER materials and redesign courses. Methods and tools for identifying and evaluating OER including a framework for adopting, modifying, and authoring materials to compliment instructional approaches and student audiences are shared. A summary of the institutional journey including policy development, governance structure, and financial support to foster OER growth and development are also provided.
The H818 is a project-based module that gives learners a greater degree of control than usual on what they produce in their assignments. Each learner was requested to conduct a relevant project that was presented at The Open University's H818 Online Conference that takes place every year. More info about my project can be found here: https://sixbert-h818project.weebly.com
OU Campus CMS: How to Generate Buy-In and Excitement from Your Campus LibraryColleen Greene
Is your campus library concerned that OU Campus can’t meet its needs? As the Systems Librarian in charge of administering CSU Fullerton’s Pollak Library website and as a member of the task force that developed the campus-wide OU Campus look and feel, Colleen understands multiple different perspectives. Learn how Colleen generated library buy-in through a comprehensive training plan, through the use of third-party APIs and widgets, and by treating the website like a newsroom. In this session, Colleen will discuss how to use OU Campus to address your library’s culture and special needs.
Andrade and Hazlitt collaborated to design a Library Orientation & Tour workshop to predominantly Spanish-speaking staff in the university’s Facilities department, who had been underserved in opportunities for professional development. Using word-of-mouth networks on campus to promote the program, and a an organization called “Viernes Por La Tarde” to recruit faculty, staff, and student volunteers from all walks at LMU, a five-part series of workshops was created. Included is the history and evolution of the Computer Literacy Workshops; the description of the results of an LMU Service Staff Technology and Library Skills Survey; and the provision of strategies for implementing a similar program at other institutions.
–Jamie Hazlitt, Outreach Librarian, William H. Hannon Library, Loyola Marymount University
–Raymundo Andrade, Library Assistant III, Loyola Marymount University
Presentation delivered at the LRC Connect Conference.
The LRC Connect project supports the Leicester Building Schools for the Future Programme ICT priorities Space & Place, CPD & Innovation, Networked Learning & Communities, and Information Management.
-http://tleblog.leicester.gov.uk/?p=12
Presentation looks at creative learning environments, digital users and how to embrace web2 to reach your target customers. Click on the web2 slides and they will open the sites. If you would like further information do get in touch.
You Oughta Know: Faculty Strategies for Growing OERVera Kennedy
The presentation describes a pathway for faculty to adopt OER materials and redesign courses. Methods and tools for identifying and evaluating OER including a framework for adopting, modifying, and authoring materials to compliment instructional approaches and student audiences are shared. A summary of the institutional journey including policy development, governance structure, and financial support to foster OER growth and development are also provided.
The H818 is a project-based module that gives learners a greater degree of control than usual on what they produce in their assignments. Each learner was requested to conduct a relevant project that was presented at The Open University's H818 Online Conference that takes place every year. More info about my project can be found here: https://sixbert-h818project.weebly.com
OU Campus CMS: How to Generate Buy-In and Excitement from Your Campus LibraryColleen Greene
Is your campus library concerned that OU Campus can’t meet its needs? As the Systems Librarian in charge of administering CSU Fullerton’s Pollak Library website and as a member of the task force that developed the campus-wide OU Campus look and feel, Colleen understands multiple different perspectives. Learn how Colleen generated library buy-in through a comprehensive training plan, through the use of third-party APIs and widgets, and by treating the website like a newsroom. In this session, Colleen will discuss how to use OU Campus to address your library’s culture and special needs.
OER in Repositories and Course Management SystemsUna Daly
Happy Open Access Week 2017! Open Access Week is an international advocacy event meant to highlight the benefits of sharing scholarly and academic work. This year’s theme is “Open in order to …” At CCCOER we are celebrating Open Access Week this month with two organizations that prioritize sharing OER through digital tools.
Join us to hear about how OER repositories and Open Course Management systems can support the development and sharing of OER within colleges and regional consortiums. Our speakers will share how Affordable Learning Georgia and the California Online Education Initiative develop and maintain digital tools to share open course content and academic work.
When: Wednesday, October 25, 2017, 11:00 AM PT (2:00 PM ET)
Featured Speakers:
Jeff Gallant, Program Manager for Affordable Learning Georgia.
Barbara Illowsky, Chief Academic Affairs Officer for the California Community Colleges Online Education Initiative (OEI)
This presentation was provided by Ashley Miller of Ohio State University during the NISO Virtual Conference, Opening Up Education, held on April 19, 2017.
Lightning Talk - Getting Students Involved In Open SourceGreat Wide Open
Lightning Talks are presented by Opensource.com
Chris Aniszczyk
Executive Director (interim)
Cloud Native Computing Foundation
Great Wide Open 2016
Atlanta, GA
March 17th, 2016
eStudent Services at Notre Dame CollegeShane Young
This learning object was made as a part of my course Guide to Everything eLearning for the Higher Education Administrator.
I chose Notre Dame College, a small, private, Catholic, liberal arts college located in South Euclid, OH.
Follow this link for a text based version of this presentation: https://drive.google.com/file/d/0B2OzAAixTv01U3RKekRWVmJ6QUk/view?usp=sharing
RDAP 15: Growing an Undergraduate DIL Support Program at University of Cincin...ASIS&T
Research Data Access and Preservation Summit, 2015
Minneapolis, MN
APril 22-23, 2015
Part of “Developing Data Literacy Programs: Working with Faculty, Graduate Students and Undergraduates”
Amy Koshoffer, Science Informationist, University of Cincinnati
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”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
1. FROM ANYTIME, ANYWHERE TO RIGHT HERE,
RIGHT NOW - (RE) IMAGINING YOUR
ASYNCHRONOUS LIBRARY INSTRUCTION
HOUSTON COMMUNITY COLLEGE LIBRARIES
2. EMPOWER – SPRING 2010
Used with permission (CC license) from Wichita State University Libraries
http://library.wichita.edu/empower/supplementalscreens/modules.htm
3. EMPOWER – SPRING, 2010
• Added a sign-up form and Exit Quiz and survey components
• Notification of completion to instructors & students
• Completion email sent when passing percentage on Exit
Quiz reached
• Key feature
• Drove use and increased over time
4. BEGIN RESEARCH – FALL, 2013
Replaced Empower with Begin Research from the
University of California Libraries
https://www.lib.uci.edu/sites/all/tutorials/BeginResearch/public/
5.
6.
7.
8. HOW TO?
• Convert asynchronous back to synchronous
• Online platform
• Similar content
• Tracking mechanism
• Same focus on online students, but not exclusively so
9. SOLO WEBINAR EFFORTS
• Mixed results in past years
• Time to revive the effort
• A change in culture?
• The time is now!
10. SPRING, 2017
• The call goes out
• The right people
respond
• We are in the webinar
business!
20. CONTACT INFORMATION
DAISY NGO DAISY.NGO@HCCS.EDU
JUSTINE RANDLE JUSTINE.RANDLE@HCCS.EDU
JENNIFER STIDHAM JENNIFER.STIDHAM@HCCS.EDU
Editor's Notes
· Communicate how webinars can be used to extend the instructional capacity of libraries.
· Discuss lessons learned at HCC over the course of two academic years.
· Identify opportunities for virtual outreach at respective libraries & institutions.
Good morning, I'm Jennifer Stidham and I'd like to give you a brief overview of the events that led to our online webinar efforts today.
Our story begins in 2010...
In an effort to provide HCC's online student population with library instruction absent a formal embedded librarian program or a Distance Education Librarian position, the libraries' DE Committee decided to adapt an existing online tutorial that would meet our students' needs. Rather than reinvent the wheel, we looked at available options and decided upon Empower.
It would be asynchronous, but completion would be tracked. Faculty wanted something that they could use as a formal assignment or as extra credit, or one that they could at least be assured was completed by the student. So, we added a 10-question Exit Quiz and a completion email that would be sent to the student and to their specified instructor when a passing grade was achieved.
In Fall of 2013, a smaller working group of committee members and others looked for a replacement for Empower. It remains a great general tutorial, but faculty had asked for some additional content areas, so we went looking around and decided to adapt the University of California Libraries' "Begin Your Research" tutorials.
We made it "open" with no sign-up form necessary. We changed our Exit Quiz and also designed a Canvas Commons version of the modules with an attached quiz that online instructors could embed right into their Canvas courses and integrate the quiz with their course grade-books.
We kept the key feature that I believe has been vital to the continued growth in use of these online tutorials, the tracking and notification to both faculty and students for completion.
Here are some numbers.
This chart is use (measured as number of students passing the Exit Quiz) per semester from Spring of 2010 to Summer 2017. In Spring of 2010, we had 48 and in the Spring of 2017, we had 1155.
This chart is per year. In 2016, we had 2577 students pass the Exit Quiz.
In FY 2016, 3089 passed. In comparison, our FY 2016-17 instruction attendance was 15,712. So, our online "attendance" equaled about 20% of our f2f attendance.
These numbers were looking impressive to us and our f2f instruction session attendance has fallen over the last few years. We sensed that there was opportunity here to reclaim some of these thousands of online students and offer them synchronous instruction, more comparable to our f2f sessions. But, what exactly could be done with the same level of librarian involvement? My conclusion was that it couldn't be done unless we had significantly more librarian involvement.
We started our efforts with a few assumptions- We wanted to maintain some similar elements to our online tutorials – We needed an online platform with tracking and completion mechanisms in place, with the addition of real-time facilitation by HCC librarians. So, the webinar exploration began.
I had done some GoToMeeting/Webinar/Training webinars in the past for both students and faculty with mixed results – low attendance, little chance of scalability with just one librarian, little interest from other librarians, but attendee feedback was good and faculty interest seemed high
But then.....a few years later, I detected a shift in the wind. Some of our newer librarian hires actually seemed interested in online efforts!
And these efforts seemed to be buoyed by more centralized support from the top.
I sensed it was time to strike....
So, I sent an email asking for volunteers to begin facilitating system-wide student webinars and five very capable and enthusiastic librarians responded, including Justine and Daisy here today. They represented all areas of our system geographically and were primarily newer librarians hired in the last five years or so. It felt to me like a new generation was in place and ready to go with a project like this.
I wanted the librarian volunteer group to focus on training on GoToWebinar – a product that HCC already had in place for employee use, content development and teaching, so I made it my role from the beginning to handle the administrative details – scheduling, setting up the GoToWebinar sessions and the project LibGuide and sending any reminder emails about instructor notifications, etc. We set up a shared OneDrive folder to share marketing materials like flyers and Introductory PowerPoints, but made no requirement that librarians follow any set lesson plan – they were free to structure the session as they wished, just like we do f2f sessions. We do all administer a common ending quiz that contains some of the same questions used in our f2f sessions plus a few more about technical issues. I send out emails regularly to online faculty to promote the webinars and have encouraged all librarians to include information about them in their communications with faculty.
Again, I think that being able to track attendance and notify instructors is key to an effort like this succeeding. GoToWebinar allows you to add customized questions to the registration form, so we ask students if they need an instructor to be notified of attendance and for the name of that instructor. I would say that 90% of attendees choose this option.
We have attempted topics that did not do very well- Books and Ebooks and have added others since the beginning that have – Database Searching and this semester, MLA and APA sessions.
We have added three new librarian this semester who are training and will be ready to go in the Spring.
Let me show you the project LibGuide and then Daisy and Justine will show you what a typical webinar session looks like.
Justine.
Showing up. The presenter experience.
User Experience. Students.
Demonstration.
-Contribute to the “WIG” or “wildly important goal” – Student Success
-Increase library instruction
-Asynchronous > synchronous
-Asynchronous was already popular with our college success course – EDUC 1300
-Ways to better support distance ed and canvas enhanced courses.
-Hurricane Harvey
-Faculty members have to submit supplemental instruction & activities for condensed courses. (opportunity)
-Renewed conversations in admin as to where library instruction lies on the spectrum of formal – informal.
-Colleagues
-We aren’t watering down content, but a conscious effort is being made to present information relevant to the delivery mechanism > eresources. (Our webinars on how to find books weren’t maxing out.)
-Marketing
-Make use of all avenues and connections. Listserves. Subject Liaisons. Marketing Committee.
-Created items to distribute online as well as for outreach activities. One of the samples is the pamphlet some of you are holding.
-Faculty
-Meet the faculty where they are.
-Message – We support your course, online too!
-Scope > The greater message.
-Information has value.
-Research is a process.
-Library resources & staff are available in-person & online as are our resources.
-Visit assigned webinar prior to initiating and practice, upload contact information and supporting documents. Copy the assessment link before starting.
-Use a network based computer. Connectivity is key as there will already be a lag.
-Verify that the device of your choice can support the session. Ex. Our teaching stations are not all wired the same. Some will not support audio / microphone use as they are connected to speakers.
-Allow yourself time to focus on the task. Attempt to isolate yourself. Many of our presenters book a room on campus that isn’t their office. Getting away is ok!
-We revisited the time offerings and topics based on attendance patterns. Then created enough webinars for all of our facilitators to have an opportunity or two to facilitate. The webinar schedule parallels the ebb and flow of our in-person instruction.
-Alongside topic revision there is now opportunity for instructors to request customized topics and time slots which again parallels our in-person offerings.
-We’ve had faculty and tutors attend in stealth mode.
-Centralized operations lends our facilitators flexibility to sit-in, swap or substitute sessions, provide technical support, and access to all recordings/reports.
-We are SME primary in the library domain who have learned how to use a delivery method that expands our reach. That doesn’t mean we can do it all, despite however confident we may be.
-Attendees preferred to use Q&A as opposed to the microphone. Majority of attendees connect via computer.
-Despite all of the reminder emails, we’ve had a student or two show up to libraries looking for a in-person webinar.
-Few technical issues overall, we do go through a short orientation of how to use the attendee panel.
-We are so good at promoting webinars that other departments have approached us to facilitate theirs. Know your role. Gently decline.
-Moderating the Q&A panel can get interesting and time consuming if there are many off-topic questions. A suggestion would to be to acknowledge you can see the audience questions. Some will be held back for the end of session. If time runs out provide students with contact information for a follow-up post-session.
-Requests for special accommodations. Captioning.
-Video Repository which is searchable via the library catalog (EDUTUBE) and corresponding metadata/tags. Integrating session recordings to LMS.
-Looking at how assessment data from the webinars compares to that of our in-person sessions
-Keeping a close eye on CCSSE custom survey items, particularly – If you have had a library instructional session at HCC or have completed an on-line tutorial about using library resources, to what extent did this help you complete your course assignments?
-More widespread use of polls as a means of formative assessment and student engagement. Incorporation of outside web applications.
-Report analysis to learn more about student attentiveness / interest, Q&A, and optimal timeframes. Conversations with our presenters to put the data in perspective.
-Ways to scale up operations. Recycle material. Participant engagement is real-time while recordings with integrated audio are utilized.
-Go to training is something we just got access to. An opportunity to host a more robust session with linked resources, integrated assessments, and a content library. Perhaps this is more suitable for in-house sessions or faculty focused sessions as it allows for break out sessions. Will require a few more people to facilitate.