Invited talk at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 14 Feb. 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
The document discusses the SCARLET project, which uses augmented reality (AR) to enhance learning experiences with special collections at the University of Manchester's John Rylands Library. The project aims to add contextual information and supporting materials to rare books and manuscripts through AR applications on mobile devices. An evaluation found that AR engaged students and brought learning to life, though it also distracted some from physical objects. The project seeks to apply the SCARLET methodology to additional collections and subjects to further integrate AR into education.
The document discusses virtual copyright and Open Educational Resources (OER). It provides an overview of the Smartcopying website which provides guidelines and resources for schools on copyright. It notes that the understanding of education has expanded with digital innovations and the internet. Current copyright law is described as expensive and restrictive for educators. OER are presented as a solution, allowing free reuse, remixing and sharing of educational resources under open licenses. Common Creative Commons licenses are summarized and ways to find OER through search engines and repositories are provided.
This document is the table of contents and opening chapter of Arthur Conan Doyle's novel A Study in Scarlet. It introduces Dr. John Watson and his friend Stamford, who is trying to help Watson find lodging in London. Stamford mentions another man, Sherlock Holmes, who is looking for someone to share rooms with. Watson agrees to meet Holmes at Stamford's urging. At the hospital laboratory, Stamford introduces Watson to Holmes, who has made an exciting new discovery related to blood and hemoglobin testing.
This passage discusses the connections between Sherlock Holmes' methods of deduction in Sir Arthur Conan Doyle's novel "A Study in Scarlet" and the scientific method. It provides examples of how Holmes observes all available data before making conclusions, similar to how scientists conduct experiments and observations. It also explains how both Holmes and scientists must reason backwards from results to deduce previous events or steps. While these methods have helped solve mysteries, collecting the right data takes time and care, as misinterpreted data can lead to wrong conclusions. As a science student, the author applies Holmes' deductive techniques in their own lab work and studies.
Sherlock Holmes is a fictional detective created by Sir Arthur Conan Doyle in 1887. Holmes lives at 221B Baker Street in London and works as a consulting detective, using observation and deduction to solve complex cases. He is accompanied by his friend and chronicler Dr. John Watson. Some key facts about Holmes include that he has profound knowledge of chemistry and anatomy, plays the violin, and occasionally uses morphine. Holmes became the archetype for detective characters and inspired many authors after Conan Doyle.
The document summarizes a project using augmented reality (AR) to provide additional educational resources and context for special collections materials at a university library. The project aims to make fragile historical materials more accessible while enhancing the learning experience. An initial implementation used AR on mobile devices to overlay information about a historical text when pointed at a visual trigger. Student feedback was mixed, finding the technology novel but wanting more engagement with physical objects. Next steps include refining the interface and evaluating the approach in other academic disciplines.
The SCARLET project aims to use augmented reality (AR) to enhance student learning experiences with special collections. AR overlays digital information on real world objects viewed through mobile devices. The project team includes librarians, technologists, and academics. An initial evaluation found students found the technology easy to use but it did not fully replace examining physical materials. Feedback will inform developing AR content for other collections and courses. Next steps include expanding to other subjects and disseminating lessons learned.
The document discusses the SCARLET project, which uses augmented reality (AR) to enhance learning experiences with special collections at the University of Manchester's John Rylands Library. The project aims to add contextual information and supporting materials to rare books and manuscripts through AR applications on mobile devices. An evaluation found that AR engaged students and brought learning to life, though it also distracted some from physical objects. The project seeks to apply the SCARLET methodology to additional collections and subjects to further integrate AR into education.
The document discusses virtual copyright and Open Educational Resources (OER). It provides an overview of the Smartcopying website which provides guidelines and resources for schools on copyright. It notes that the understanding of education has expanded with digital innovations and the internet. Current copyright law is described as expensive and restrictive for educators. OER are presented as a solution, allowing free reuse, remixing and sharing of educational resources under open licenses. Common Creative Commons licenses are summarized and ways to find OER through search engines and repositories are provided.
This document is the table of contents and opening chapter of Arthur Conan Doyle's novel A Study in Scarlet. It introduces Dr. John Watson and his friend Stamford, who is trying to help Watson find lodging in London. Stamford mentions another man, Sherlock Holmes, who is looking for someone to share rooms with. Watson agrees to meet Holmes at Stamford's urging. At the hospital laboratory, Stamford introduces Watson to Holmes, who has made an exciting new discovery related to blood and hemoglobin testing.
This passage discusses the connections between Sherlock Holmes' methods of deduction in Sir Arthur Conan Doyle's novel "A Study in Scarlet" and the scientific method. It provides examples of how Holmes observes all available data before making conclusions, similar to how scientists conduct experiments and observations. It also explains how both Holmes and scientists must reason backwards from results to deduce previous events or steps. While these methods have helped solve mysteries, collecting the right data takes time and care, as misinterpreted data can lead to wrong conclusions. As a science student, the author applies Holmes' deductive techniques in their own lab work and studies.
Sherlock Holmes is a fictional detective created by Sir Arthur Conan Doyle in 1887. Holmes lives at 221B Baker Street in London and works as a consulting detective, using observation and deduction to solve complex cases. He is accompanied by his friend and chronicler Dr. John Watson. Some key facts about Holmes include that he has profound knowledge of chemistry and anatomy, plays the violin, and occasionally uses morphine. Holmes became the archetype for detective characters and inspired many authors after Conan Doyle.
The document summarizes a project using augmented reality (AR) to provide additional educational resources and context for special collections materials at a university library. The project aims to make fragile historical materials more accessible while enhancing the learning experience. An initial implementation used AR on mobile devices to overlay information about a historical text when pointed at a visual trigger. Student feedback was mixed, finding the technology novel but wanting more engagement with physical objects. Next steps include refining the interface and evaluating the approach in other academic disciplines.
The SCARLET project aims to use augmented reality (AR) to enhance student learning experiences with special collections. AR overlays digital information on real world objects viewed through mobile devices. The project team includes librarians, technologists, and academics. An initial evaluation found students found the technology easy to use but it did not fully replace examining physical materials. Feedback will inform developing AR content for other collections and courses. Next steps include expanding to other subjects and disseminating lessons learned.
The document provides an overview of the SCARLET project which aims to use augmented reality (AR) to enhance student learning experiences with special collections. It discusses implementing AR to overlay digitized content and contextual information onto physical objects. An evaluation found students found it engaging but wanted more direct links to objects. Lessons included using AR in shorter chunks and ensuring unique learning value. Next steps include developing materials for other subjects and disseminating the toolkit.
The SCARLET project aims to use augmented reality (AR) to enhance learning and teaching with special collections. It uses AR to add interpretive content and context to rare materials from the John Rylands Library in a way that engages students and adds value to their experience. An evaluation found students found the technology easy to use but feedback highlighted ways to better link AR content to physical objects and ensure it provides unique value compared to existing online resources. Next steps include developing AR materials for other courses and collections while disseminating lessons learned.
The SCARLET project aims to use augmented reality (AR) to enhance student learning experiences with special collections. The project will develop a methodology for using AR to provide virtual access to rare books and objects. Initial evaluations found that AR helped with basic knowledge acquisition but students preferred a more direct experience with physical objects. Next steps include developing AR materials for other courses and investigating wider applications in other subject areas.
This presentation was part of a webinar run by Jisc RSC on 03/06/14 called 'Learning Providers as MakARs - how Augmented Reality is being used in practice'.
The document summarizes a two-year project that used internet-based activities to help first-year geoscience students develop their understanding of 3D spatial relationships. The project tested students' spatial skills before and after using the online activities. It provided over 40 activities covering topics like minerals, fossils, volcanoes, and maps. Student feedback on the activities was positive and showed improved spatial awareness after using the resources. The project aims to help students who struggle with visualizing 3D relationships, which is an important skill for geoscience disciplines.
This document discusses using mobile augmented reality (MAR) to boost physics education. It defines MAR and outlines several MAR apps that can be used to teach science concepts, such as Wikitude for location-based information and Aurasma for overlaying digital content on images. Examples are given of how Aurasma can be used to teach electromagnetic induction and density measurement. Pre-service teachers participated in MAR activities and had positive attitudes towards integrating such technologies. Challenges include technical issues and limited research, but opportunities exist to increase student motivation and accessibility through MAR.
This document proposes purchasing an AVerMedia AVerVision 355AF 5MP document camera for a third grade classroom. It details how document cameras can replace overhead projectors by projecting 3D objects, papers, and experiments for students to see. The document provides evidence from several school districts that found document cameras improved student engagement, understanding, and presentation skills. It suggests the document camera could be used across subjects to enhance lessons and meet technology standards. Total cost is $833 and possible funding sources are identified.
The Digital Practitioner in Context and PracticeJisc Scotland
The document outlines an event aimed at broadening understanding of the digital practitioner in the context of further and higher education. The event aims to engage participants in a practical approach to determining the skills and knowledge required to become an effective digital practitioner and give an overview of learning technologies. Through hands-on sessions, participants will gain experience using technologies like mobile devices. The document then provides examples of case studies highlighting innovative uses of technology for learning, outlining challenges of becoming a digital practitioner and strategies various institutions have implemented to support digital literacy.
Presentation from 'Design Thinking 2016' conference in Sydney. Looking at the work of the Inspire Centre at the University of Canberra. Case studies in Design Thinking through various research projects including Augmented Reality, Location based educational services.
This document discusses using GIS (geographic information systems) in geography education. It provides an overview of key concepts in GIS like base maps, data layers, and querying spatial data. It also addresses challenges to using GIS in schools like costs, teacher skills, and curriculum constraints. Suggestions are provided to help overcome these challenges, such as using free online GIS tools and emphasizing hands-on learning. Examples are given of how GIS can enhance geography lessons and student understanding through activities like mapping field data and exploring real-world applications. Overall it promotes the educational benefits of incorporating GIS into the geography curriculum.
The Digital Practitioner - UHI VC workshop Jisc Scotland
The session provided an overview of the skills and challenges required to become an effective digital practitioner. It explored key topics such as digital literacies, technologies that support learning, and the evolving role of educators. Participants engaged in hands-on activities using tools like VoiceThread and explored case studies highlighting innovative uses of technology in academic institutions. The session aimed to provide a practical understanding of digital practitioner skills through discussion and interactive exercises.
The document summarizes efforts to connect information literacy and maker literacy at Miami University Regionals' library makerspace. Key points include:
- The library worked with faculty to develop class assignments incorporating the makerspace, with some successes and one failure due to lack of faculty follow through.
- Additional outreach included an information literacy menu, one button studio, classes/projects, and community connections like STEM programs.
- Challenges included failed projects/outreach and lack of assessment, but growth is shown in a survey finding most libraries now have or plan makerspaces.
DETAIL: Digital Storytelling with VoiceThreadcpstoolstech
Digital storytelling combines images, drawings, and voice narration to create stories that can be shared. The document provides guidance on using digital storytelling to support comprehension of central themes, details, and text structure. It discusses how digital stories can be used in the classroom, provides examples addressing Common Core standards, and gives step-by-step instructions for creating digital stories using VoiceThread, an online tool. Sample student projects created with VoiceThread are also shared.
Semantic technologies for the enhancement of learning in Higher EducationKaty Jordan
Carmichael, P., Jordan, K., Patel, U., Mackinnon, R., Peart, N. and Roberts, R. (2009) Semantic technologies for the enhancement of learning in Higher Education. Symposium at the annual Computer Assisted Learning (CAL) conference, Brighton, March 2009.
Articulating a vision for a media commons at the University of Marylandhorbal125
The document summarizes the work of a task force charged with developing a framework to create a "Media Commons" at the University of Maryland Libraries. The task force conducted an environmental scan including a literature review, interviews with other universities, and surveys and focus groups. They recommended creating a prototype multimedia production lab initially. A final report outlined services, staffing needs, partnerships, communications strategies, and a phased implementation plan to establish the Media Commons with flexible physical and virtual spaces to support multimedia creation and integration into teaching and learning.
PhoneBooth:‘mobilising’ library-owned maps and manuscripts for use in teachingEd Fay
This document summarizes the PhoneBooth project which aims to mobilize maps and manuscripts from the London School of Economics library for educational use. It details Charles Booth's historic survey of London poverty conditions, how the library is digitizing these materials, and how an app called PhoneBooth would allow students to access and interact with the archives while walking around London. Technical challenges of the project including georeferencing historic maps and supporting multiple devices are also covered. The document concludes that the app increased student engagement and innovative teaching approaches, and that mobile and geospatial library services are important skills.
This webinar provided information to applicants for grants to plan learning labs in libraries and museums. It described the program goals of engaging youth in mentor-led learning using digital and traditional media. Applicants were informed that up to 14 grants of up to $100,000 each would be awarded to support the planning and design of learning labs. The application process and timeline were outlined, with a deadline of June 15th to submit proposals through Grants.gov for selection in late fall.
Presentation by Sophia George, V&A Museum. An invited talk at a workshop for the 'Scotland's Collections and the Digital Humanities' knowledge-exchange project, hosted at the University of Edinburgh. 12 September 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
Engaging the public in tagging and researching the UK's paintings: Two case s...tarastar
A presentation by Andrew Greg, University of Glasgow. Invited talk at a workshop for the 'Scotland's Collections and the Digital Humanities' knowledge-exchange project, hosted at the University of Edinburgh. 12 September 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
The document provides an overview of the SCARLET project which aims to use augmented reality (AR) to enhance student learning experiences with special collections. It discusses implementing AR to overlay digitized content and contextual information onto physical objects. An evaluation found students found it engaging but wanted more direct links to objects. Lessons included using AR in shorter chunks and ensuring unique learning value. Next steps include developing materials for other subjects and disseminating the toolkit.
The SCARLET project aims to use augmented reality (AR) to enhance learning and teaching with special collections. It uses AR to add interpretive content and context to rare materials from the John Rylands Library in a way that engages students and adds value to their experience. An evaluation found students found the technology easy to use but feedback highlighted ways to better link AR content to physical objects and ensure it provides unique value compared to existing online resources. Next steps include developing AR materials for other courses and collections while disseminating lessons learned.
The SCARLET project aims to use augmented reality (AR) to enhance student learning experiences with special collections. The project will develop a methodology for using AR to provide virtual access to rare books and objects. Initial evaluations found that AR helped with basic knowledge acquisition but students preferred a more direct experience with physical objects. Next steps include developing AR materials for other courses and investigating wider applications in other subject areas.
This presentation was part of a webinar run by Jisc RSC on 03/06/14 called 'Learning Providers as MakARs - how Augmented Reality is being used in practice'.
The document summarizes a two-year project that used internet-based activities to help first-year geoscience students develop their understanding of 3D spatial relationships. The project tested students' spatial skills before and after using the online activities. It provided over 40 activities covering topics like minerals, fossils, volcanoes, and maps. Student feedback on the activities was positive and showed improved spatial awareness after using the resources. The project aims to help students who struggle with visualizing 3D relationships, which is an important skill for geoscience disciplines.
This document discusses using mobile augmented reality (MAR) to boost physics education. It defines MAR and outlines several MAR apps that can be used to teach science concepts, such as Wikitude for location-based information and Aurasma for overlaying digital content on images. Examples are given of how Aurasma can be used to teach electromagnetic induction and density measurement. Pre-service teachers participated in MAR activities and had positive attitudes towards integrating such technologies. Challenges include technical issues and limited research, but opportunities exist to increase student motivation and accessibility through MAR.
This document proposes purchasing an AVerMedia AVerVision 355AF 5MP document camera for a third grade classroom. It details how document cameras can replace overhead projectors by projecting 3D objects, papers, and experiments for students to see. The document provides evidence from several school districts that found document cameras improved student engagement, understanding, and presentation skills. It suggests the document camera could be used across subjects to enhance lessons and meet technology standards. Total cost is $833 and possible funding sources are identified.
The Digital Practitioner in Context and PracticeJisc Scotland
The document outlines an event aimed at broadening understanding of the digital practitioner in the context of further and higher education. The event aims to engage participants in a practical approach to determining the skills and knowledge required to become an effective digital practitioner and give an overview of learning technologies. Through hands-on sessions, participants will gain experience using technologies like mobile devices. The document then provides examples of case studies highlighting innovative uses of technology for learning, outlining challenges of becoming a digital practitioner and strategies various institutions have implemented to support digital literacy.
Presentation from 'Design Thinking 2016' conference in Sydney. Looking at the work of the Inspire Centre at the University of Canberra. Case studies in Design Thinking through various research projects including Augmented Reality, Location based educational services.
This document discusses using GIS (geographic information systems) in geography education. It provides an overview of key concepts in GIS like base maps, data layers, and querying spatial data. It also addresses challenges to using GIS in schools like costs, teacher skills, and curriculum constraints. Suggestions are provided to help overcome these challenges, such as using free online GIS tools and emphasizing hands-on learning. Examples are given of how GIS can enhance geography lessons and student understanding through activities like mapping field data and exploring real-world applications. Overall it promotes the educational benefits of incorporating GIS into the geography curriculum.
The Digital Practitioner - UHI VC workshop Jisc Scotland
The session provided an overview of the skills and challenges required to become an effective digital practitioner. It explored key topics such as digital literacies, technologies that support learning, and the evolving role of educators. Participants engaged in hands-on activities using tools like VoiceThread and explored case studies highlighting innovative uses of technology in academic institutions. The session aimed to provide a practical understanding of digital practitioner skills through discussion and interactive exercises.
The document summarizes efforts to connect information literacy and maker literacy at Miami University Regionals' library makerspace. Key points include:
- The library worked with faculty to develop class assignments incorporating the makerspace, with some successes and one failure due to lack of faculty follow through.
- Additional outreach included an information literacy menu, one button studio, classes/projects, and community connections like STEM programs.
- Challenges included failed projects/outreach and lack of assessment, but growth is shown in a survey finding most libraries now have or plan makerspaces.
DETAIL: Digital Storytelling with VoiceThreadcpstoolstech
Digital storytelling combines images, drawings, and voice narration to create stories that can be shared. The document provides guidance on using digital storytelling to support comprehension of central themes, details, and text structure. It discusses how digital stories can be used in the classroom, provides examples addressing Common Core standards, and gives step-by-step instructions for creating digital stories using VoiceThread, an online tool. Sample student projects created with VoiceThread are also shared.
Semantic technologies for the enhancement of learning in Higher EducationKaty Jordan
Carmichael, P., Jordan, K., Patel, U., Mackinnon, R., Peart, N. and Roberts, R. (2009) Semantic technologies for the enhancement of learning in Higher Education. Symposium at the annual Computer Assisted Learning (CAL) conference, Brighton, March 2009.
Articulating a vision for a media commons at the University of Marylandhorbal125
The document summarizes the work of a task force charged with developing a framework to create a "Media Commons" at the University of Maryland Libraries. The task force conducted an environmental scan including a literature review, interviews with other universities, and surveys and focus groups. They recommended creating a prototype multimedia production lab initially. A final report outlined services, staffing needs, partnerships, communications strategies, and a phased implementation plan to establish the Media Commons with flexible physical and virtual spaces to support multimedia creation and integration into teaching and learning.
PhoneBooth:‘mobilising’ library-owned maps and manuscripts for use in teachingEd Fay
This document summarizes the PhoneBooth project which aims to mobilize maps and manuscripts from the London School of Economics library for educational use. It details Charles Booth's historic survey of London poverty conditions, how the library is digitizing these materials, and how an app called PhoneBooth would allow students to access and interact with the archives while walking around London. Technical challenges of the project including georeferencing historic maps and supporting multiple devices are also covered. The document concludes that the app increased student engagement and innovative teaching approaches, and that mobile and geospatial library services are important skills.
This webinar provided information to applicants for grants to plan learning labs in libraries and museums. It described the program goals of engaging youth in mentor-led learning using digital and traditional media. Applicants were informed that up to 14 grants of up to $100,000 each would be awarded to support the planning and design of learning labs. The application process and timeline were outlined, with a deadline of June 15th to submit proposals through Grants.gov for selection in late fall.
Presentation by Sophia George, V&A Museum. An invited talk at a workshop for the 'Scotland's Collections and the Digital Humanities' knowledge-exchange project, hosted at the University of Edinburgh. 12 September 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
Engaging the public in tagging and researching the UK's paintings: Two case s...tarastar
A presentation by Andrew Greg, University of Glasgow. Invited talk at a workshop for the 'Scotland's Collections and the Digital Humanities' knowledge-exchange project, hosted at the University of Edinburgh. 12 September 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
Transcribe NLS: Crowdsourcing at the National Library of Scotlandtarastar
Presentation by Ines Byrne, National Library of Scotland. Invited talk at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 12 September 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
Presentation by Robin Rice, Data Librarian, University of Edinburgh. Part of a roundtable discussion at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 2 May 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
Studying the Use of Glasgow University's Digital Collectionstarastar
Presentation by Maria Economou, Joint Curator and Lecturer in Museum Studies at HATII and The Hunterian, University of Glasgow. Invited talk at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 2 May 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
Research Data Management: A Tale of Two Paradigmstarastar
Presentation by Martin Donnelly, Digital Curation Centre, University of Edinburgh. Invited talk at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 2 May 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
The Glasgow School of Art - Susannah Waterstarastar
Flash presentation at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 14 Feb. 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
Glasgow Life - Glasgow Museums - John Ferrytarastar
Flash presentation at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 14 Feb. 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
Digitising the Collections - Norman Rodgertarastar
Flash presentation at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 14 Feb. 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
NLS Digitised Collections and Services - Gill Hamiltontarastar
Flash presentation at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 14 Feb. 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
Scotland's National Collections and the Digital Humanities - Malcolm Chapmantarastar
The document discusses the Hunterian collection at the University of Glasgow, which contains over 1.3 million objects created over 200 years for research, teaching, and reference. It notes that the Hunterian is recognized as a Collection of National Significance by the Scottish Government. The document outlines ambitions to improve the online collection systems by developing a more functional image library, enabling onscreen comparison and sorting of results, linking between result sets, and making results more reusable and accessible globally through greater interoperability with other university systems.
Flash presentation at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 14 Feb. 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
Visualising Metaphorical Connections with the Historical Thesaurus - Brian Ai...tarastar
Flash presentation at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 14 Feb. 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
Flash presentation at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 14 Feb. 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
Flash presentation at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 14 Feb. 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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A Study in SCARLET - Matt Ramirez
1.
2. Matt Ramirez
Mimas AR Developer, University of Manchester
A Study in SCARLET
mimas.ac.uk
3. • Project Overview
• What is AR?
• Implementation of AR with Special Collections – SCARLET PROJECT
• Evaluation
• SCARLET+
• Other subject applications
• Current AR projects
Presentation Overview
5. Mobile Usage and behaviour
• Gartner forecasts in 2014, 2.16 billion mobile/tablet units shipped
compared with only 281 million desktops
• “The way children use media through the day is also changing…
suggesting a push-button, on-demand culture, which is moving away
from scheduled television programmes.” – Childwise survey, children 7-
16, 2013
• Juniper Research in 2013 report that the mobile Augmented Reality
(AR) market, is set to increase dramatically from 60 million unique users
this year to nearly 200 million in 2018.
mimas.ac.uk
6. Introduction to AR
• Augmented Reality (AR) is a term for
superimposing computer graphics over a
live view of the real world
• Can be delivered on a desktop,
television, mobile device etc.
• Points of Interest (POI‟s) are the main
way of displaying AR information.
mimas.ac.uk
7. Types of Augmented Reality
• Marker based AR (e.g. natural feature tracking – 2D or 3D physical
objects)
• Markerless(without tracking using locational device sensors such as GPS
and/or accelerometer)
mimas.ac.uk
10. Examples of AR
Early use cases
• Military application on Heads up displays (HUDs)
• Provide visual cues to pilots relating to aircraft systems
such as altitude, airspeed and horizon line.
• Frequently used in unmanned drones, controlled
remotely with contextual targeting information on
screen
mimas.ac.uk
11. Examples of AR
Early use cases
• Manufacturing on production lines (e.g. BMW)
• Engineers quality assure alignment of components
using augmented models.
• Provide directions for assembly on HUD‟s
mimas.ac.uk
12. SCARLET Project
Aims
• Use AR to add value to the learner experience.
• Produce a methodology that other Special
Collections libraries can follow, making these
resources accessible for research, teaching
and learning.
Challenges
• Students must consult rare books within the
controlled conditions of library study rooms.
• The objects are isolated from the secondary,
supporting materials and the growing mass of
related digital assets.
• How does the use of AR enhance Learning &
Teaching?
• What application does AR have to the wider
audience?
mimas.ac.uk
13. AR Student Benefits
• Compliment physical learning spaces (e.g. clinical skills labs, libraries)
with leading-edge e-learning.
• Surround objects with interpretative and contextual material.
• Bridging the gap between specialist-mediated demonstrations and
independent learning.
• Using blended learning methodology.
• Users retain information when actively involved in a learning
experience.
• Abstract concepts or ideas that might otherwise be difficult for students
to comprehend can be explained through AR in situ.
mimas.ac.uk
14. Stakeholder Roles
mimas.ac.uk
Mimas
Project Management
and AR technology
Academics
Award winning academics to
develop and deliver content
John Rylands Library
Technical integration special collections.
Expert knowledge of special collections.
Student Voice
Undergraduate students leading
the development process
15. The courses and content
Dante’s Divine Comedy
10 key editions of the poem which are
particularly important in terms of the publishing
and or/intellectual history
All published between 1472 and 1555
UG course, Italian Studies, Beyond the Text: The
Book and its Body
mimas.ac.uk
16. The courses and content
Gospel of John papyri
The most famous piece of the Rylands
collection, the world-renowned oldest
fragment of the Gospel of John, on
permanent public display.
UG course, Classical Studies, Egypt in the
Graeco-Roman World
mimas.ac.uk
19. Feedback - Positive
• Technology was easy to use.
• Provided a central reference to library systems and external resources.
• Beneficial for initial planning of essays and basic knowledge
acquisition.
• Video introductions related to specific objects were most valuable
asset in the delivery.
• “Makes learning fun”
• Enjoyed using the iPads working with peers.
• Give a more realistic perspective – puts you “in” the situation. Makes
learning more exciting and interactive
mimas.ac.uk
20. Feedback - Negative
• Some resources were already available online (Blackboard)
• Students felt divorced from physical object; linking to web app diluted
the experience
• Activity was prescribed and not aligned with some users research
methods consulting physical secondary texts.
mimas.ac.uk
21. Feedback – Lessons Learned
• Use of AR should be more contextual and linked to the object.
• Best used in short byte size learning chunks
• Must deliver unique learning values different from online support
(e.g.VLE).
• User should become less conscious of the technology and more
engaged with the learning/object.
• Users learn in different ways and AR may not be appropriate to all
students.
• Evaluation needed from other user groups and course areas.
mimas.ac.uk
23. Award Winning
Our achievements
• Junaio certified
• Silver award for the Association for Learning
Technologists „Learning Technology of the Year‟ team
award
• Awarded „Innovation in Education‟ in the Higher
Education category at the inaugural Education
Innovation Conference
mimas.ac.uk
24. SCARLET+
Moving forward
Embedding the SCARLET methodology with two different
types of collections (mass observations and visual arts) at
the University of Sussex and the Craft Study Centre at the
University for the Creative Arts.
mimas.ac.uk
25. Dr. Lucy Robinson, lecturer in contemporary British history and University
of Sussex academic lead on Scarlet+ project
http://www.youtube.com/watch?v=xPHzSFR6yi8 mimas.ac.uk
26. Landmap
• To provide UK HE and FE with high
quality spatial datasets and learning
materials
• UKMapAR App allows students to
interact with different mapping layers
from the UKMapdatabase.
• Used to promote science and
engineering courses for National
Science and Engineering Week 2013
mimas.ac.uk
28. Landmap
• Freeze the tracking to take a
snapshot of the layer
• Activate gestures to rotate, scale
and move the layer
• Make the layer transparent to see
how it fits on the printed base layer
• Displays information about different
parts of the interface
mimas.ac.uk
29. Other subject applications
Geology Field Trip
• The AR location based learning resource aimed to
enhance Geology field trip with audio, images, 3d
models and video.
• Feature finder identifying fossils, oil deposits and
minerals such as Blue John.
• Location based Points of Interest(POI) along the way
navigating your journey.
• Academic insight into the geological evolution of the
Hope Valley.
• Geological „Beneath your Feet‟ diagrams illustrating
the geological make up at points along the route.
• Dynamic navigation informing the user of the closest
POI and compass direction.
• Route finder – audio directions to the next POI
mimas.ac.uk
31. Geology Field trip - Feedback
mimas.ac.uk
“As an educational tool, Discover Geology demonstrates that it is
possible to construct activities for distance or part-time learners that are
functionally equivalent and of similar quality to traditionally mediated
lessons.”
“As a BSc Geology graduate I found the app interesting and fun, and a
great tool. I would have loved to have had this available to me during
my time at university, it would have been extremely helpful on our
numerous field trips.”
“All in all, the app made us take paths we didn‟t consider, stop and
examine rocks we would‟ve otherwise ignored, find tiny fossils and see
our trip as more than just a casual walk in the hills.”
32. Other subject applications
Handing over the display cases
• Five pupils from Oswald Primary
School guest curated the faith
exhibition at Rylands Gallery.
• AR provides a layer of interpretation
through allowing visitors to uncover
more information and providing
additional activities on their mobile
devices.
• Collaboration between Education and
learning at The John Rylands Library
and Mimas.
mimas.ac.uk
33. Dark Full page image Title
Bringing display cases to life
mimas.ac.uk
http://www.youtube.com/watch?v=LCG4SUZOzYk
34. Current Projects
Clinical Skills Labs
• Use AR posters to point towards online
resources .
• Interact with equipment and workstations
using 3D object recognition to serve
additional information.
• Reinforce practical skills such as applying a
cannula with 3D animated models
• Use 3D overlays for problem based learning
using virtual patients(e.g. x-rays over
mannequins, biopsies)
mimas.ac.uk
35. Dark Full page image Title
3D recognition for equipment mimas.ac.uk
36. Current Projects
Manchester Business School Retail tour
• Location based AR tour showing how retail has
evolved in Manchester city center for MBA students.
• Using GPS markers to held students understand the
shifting nature of retail.
• Overlaying historical photographs and using road
signs to deliver context.
mimas.ac.uk
37. Current Projects
AR in the City
• Focus on A-Level Sociology students
• Build AR as component of classroom based activity
• Deliver Housing, Crime and Census data over imaged affluent, poor and
business area of London,
mimas.ac.uk
38. Current Projects
Manchester Museum
• Mapping the Museum
• Use Google Earth and AR to visualise the
spatial distribution of amphibians and
reptiles found in the Vivariumcollection
• Highlight environmental issues such as
deforestation and climate change
mimas.ac.uk
39. Current Projects
Manchester Museum
• Ancient Worlds
• Turning Statue of Neb-Sanu
• Provide visitors with information in form
of multimedia (video, audio,
annotation)
• 3d animation of statue mapped to
exhibit
mimas.ac.uk
40. Conclusion
• AR has enormous potential to surround learning spaces with
academically qualified information to add value to the student
experience.
• AR works incredibly well for linear and procedural based activities e.g.
engineering, medical skills.
• It places the user central to the learning experience which in most
cases allows information to be retained easier.
• It is flexible in that it can be used as a group or piece of independent
learning.
• Students enjoy interacting in environments that are familiar to them.
• Using AR to deliver research can assist in future job prospects.
mimas.ac.uk
41. Selected Presentations
mimas.ac.uk
InsideAR, Munich 2013
ELI 2012 Annual Meeting, Austin, US
UKSG 2012, Glasgow, UK
Electronic Resources and Libraries, Austin, US
CNI meeting, Baltimore, US
LILAC 2012, Glasgow, UK
ELAG, Palma, Spain
Publications
Handing over the display cases – CILIP Update, January 2014
A Study in SCARLET – AR(t) Magazine, Issue 3
Augmented reality: a new vision for Special Collections. CILIP Update, February 2012
The SCARLET Project: Augmented Reality in special collections, SCONUL Focus 54
Augmented Reality in Education: The SCARLET+ Experience, Ariadne, Issue 71
42. Thank you
Keep up to date
Detailed perspectives about AR in education
on our blog:
http://teamscarlet.wordpress.com
Twitter: @team_scarlet @ARdiscuss
Email list: ARDISCUSS@jiscmail.com
Mimas: http://mimas.ac.uk/expertise/augmented-reality/
mimas.ac.uk
Want to do some AR work with us?
Email:matthew.ramirez@manchester.ac.uk
Editor's Notes
The JISC Observatory report, ‘Augmented Reality for Smartphones‘ was paramount in selecting the AR browser the SCARLET project would use to deliver content. At the time(April 2011), there was a proliferation of Augmented Reality browsers available with development API’s such as Layar, Wikitude, Sekai, Google Goggles and Junaio. Students expect increased differentiation in learning styles in contrast to traditional didactic approach.Universities have to offer more supported e-learning materials supplementing contact time.Differentiation and blended learning (Jo to write)
How Do Hype Cycles Work?Each Hype Cycle drills down into the five key phases of a technology’s life cycle.Technology Trigger: A potential technology breakthrough kicks things off. Early proof-of-concept stories and media interest trigger significant publicity. Often no usable products exist and commercial viability is unproven.Peak of Inflated Expectations: Early publicity produces a number of success stories—often accompanied by scores of failures. Some companies take action; many do not.Trough of Disillusionment: Interest wanes as experiments and implementations fail to deliver. Producers of the technology shake out or fail. Investments continue only if the surviving providers improve their products to the satisfaction of early adopters. Slope of Enlightenment: More instances of how the technology can benefit the enterprise start to crystallize and become more widely understood. Second- and third-generation products appear from technology providers. More enterprises fund pilots; conservative companies remain cautious.Plateau of Productivity: Mainstream adoption starts to take off. Criteria for assessing provider viability are more clearly defined. The technology’s broad market applicability and relevance are clearly paying off.
“The way children use media through the day is also changing, says the research, suggesting a push-button, on-demand culture, which is moving away from scheduled television programmes.” – Childwise survey, children 7-16John Herlihy, Google’s VP stated in 2010, the …”desktop has about three years before phones replace it.”The market will expand from the early adopting gaming segment and navigation based utility to becoming an integral part of the consumer’s ecosystem.
This is in opposition to traditional didactic methods that are predominantly teacher led.
SCARLET is unique in that it has a multi-disciplinary team working to achieve aims with a focus on student learning
The AR location based learning resource proposed has the potential to enhance a geology field trip by providing additional information possibly in the form of audio, video, pictures, and textual data, giving historical and geological information whilst they undertaking a field trip.
This is in opposition to traditional didactic methods that are predominantly teacher led.
This is in opposition to traditional didactic methods that are predominantly teacher led.
This is in opposition to traditional didactic methods that are predominantly teacher led.
Landmap remit to provide learning materials based around spatial dataLack of usage for UkMap dataset7 layers of contexual information including canopy,
The model was then output as a VRML 3D file for use in Blender.
The AR location based learning resource proposed has the potential to enhance a geology field trip by providing additional information possibly in the form of audio, video, pictures, and textual data, giving historical and geological information whilst they undertaking a field trip.Act as a promotional tool to increase usage of the UKMap dataProvide an interactive app for showcasing at the Science and Engineering Fair at The University of Manchester to engage school children in mapping data.Set a workflow for future mapping applications in AR
The AR location based learning resource proposed has the potential to enhance a geology field trip by providing additional information possibly in the form of audio, video, pictures, and textual data, giving historical and geological information whilst they undertaking a field trip.Why?Promotion for Geology courses to encourage applicationsPromotion to support universities social responsibility agendaTo show future uni students technology being harnessed on UG courses
3D printing can produce small to medium complex objects
Groundbreaking exhibition where children curate faith cases sharing their thoughts and ideasUsed as part of educational programme at library for general publicIf successful, other exhibitions could use this form of curation with AR to add surrounding content
Some of the features in the finished AR app include:3D models of selected objects using touch gestures to rotate, scale and move.Users can take a photo with virtual models of the objects, uploading them for posterity on the library Flickr page to share with friends and family.Learn fun facts about the objects such as where they were discovered, how they are stored, their religious purpose and what they are made of.Introductory video commentaries from the children describing the reasons they selected the individual object to curate and how it interested them. Polls to record the most popular objects.A feedback form to inform the library about how the experience could be improved and how general feedback on the objects themselves.
Translate existing learning materials into active based learning experiences.Standardise anatomical models using 3D printing across base hospitals to deliver identical student experience (experimental)Students use existing hardware (iPads) distributed in first year of course.
This allows you to create coloured 3D models in anatomy
Translate existing learning materials into active based learning experiences.Standardise anatomical models using 3D printing across base hospitals to deliver identical student experience (experimental)Students use existing hardware (iPads) distributed in first year of course.
Translate existing learning materials into active based learning experiences.Standardise anatomical models using 3D printing across base hospitals to deliver identical student experience (experimental)Students use existing hardware (iPads) distributed in first year of course.
Mapping the Museum is based at Manchester Museum which aims to enhance collections through the use of Augmented Reality (AR) and 3D mapping visualisation.The first phase of the project will use Google Earth and AR to visualise the spatial distribution of amphibians and reptiles found in the Vivarium collection, including those species behind the scenes. In addition learning outcomes of the Vivarium exhibit will be illustrated through the use of satellite images to highlight environmental issues such as deforestation and climate change.Leaf frog behind the scenes of the Vivarium, Manchester Museum – Taken by Matt RamirezThe second phase will focus on extending the Ancient Worlds App by using AR to annotate artifacts and objects found in the Egyptology exhibit and add a geospatial dimension through providing maps (where appropriate) of where the artifact/object was originally discovered.Project aimThe aim of the project is to reinforce learning outcomes of museum collections by using interactive technologies both in situ and remotely which can draw together a wide range of multimedia content related to the object of interest and provide a geospatial context to collections.
Mapping the Museum is based at Manchester Museum which aims to enhance collections through the use of Augmented Reality (AR) and 3D mapping visualisation.The first phase of the project will use Google Earth and AR to visualise the spatial distribution of amphibians and reptiles found in the Vivarium collection, including those species behind the scenes. In addition learning outcomes of the Vivarium exhibit will be illustrated through the use of satellite images to highlight environmental issues such as deforestation and climate change.Leaf frog behind the scenes of the Vivarium, Manchester Museum – Taken by Matt RamirezThe second phase will focus on extending the Ancient Worlds App by using AR to annotate artifacts and objects found in the Egyptology exhibit and add a geospatial dimension through providing maps (where appropriate) of where the artifact/object was originally discovered.Project aimThe aim of the project is to reinforce learning outcomes of museum collections by using interactive technologies both in situ and remotely which can draw together a wide range of multimedia content related to the object of interest and provide a geospatial context to collections.
This is in opposition to traditional didactic methods that are predominantly teacher led.Users retain information when actively involved in a learning experience.Blended Learning maximizing the opportunity for interaction, encouraging critical response and the adoption of new perspectives and positions (problem based learning).
The AR location based learning resource proposed has the potential to enhance a geology field trip by providing additional information possibly in the form of audio, video, pictures, and textual data, giving historical and geological information whilst they undertaking a field trip.