At the Talis Aspire Open Day 26 February 2013 Michelle Anderson, Director of Library Services, Robert Gordon University shared their strategies and experiences of adopting Talis Aspire.
The document discusses North Carolina's implementation of school performance grades as required by the General Assembly. Key points include:
- The State Board of Education must annually recommend adjustments to the school performance grade elements and scales.
- The General Assembly intends to add a student growth component to school performance grades.
- Elementary/middle school grades are based on a performance composite out of 100 points. High school grades are based on performance composite (100 points), Algebra II/Integrated III (100 points), graduation rate (100 points), WorkKeys (100 points), and ACT (100 points) for a total of 500 points.
- The indicators for high school grades are aligned with college and career readiness expectations.
The document discusses a strategic change programme at Manchester Metropolitan University aimed at transforming the curriculum, student experience, and use of learning technologies. It outlines the university's goals of pursuing an ambitious institutional transformation through new buildings, curriculum, administrative processes, mobile technologies, and quality processes. A key part of the transformation involves taking a coordinated approach to improving the curriculum design, course administration, learning resources, and student experience through more integrated online and mobile services.
Monash - Talis Aspire User Group presentationTalis
This presentation discusses Monash Library's use of the Talis Aspire online reading list platform over several years:
1. Talis Aspire was adopted in 2011 to replace a manual HTML system for online reading lists, allowing lists to be created from scratch in the new platform.
2. Since adoption, improvements have included adding bookmarks, bibliographies, and direct links to e-resources. Usage statistics and a dashboard provide oversight of the lists.
3. Future plans include integrating Aspire into the university's Moodle system and allowing academic staff to directly edit their own lists, pending a trial in the upcoming semester.
London South Bank University Presentation - Talis Aspire Open Day 18 November...Talis
This document discusses the digitization services at London South Bank University before and after the implementation of the TADC (Teaching and Digital Content) system. It outlines the strategic aims of TADC to improve efficiency, make weekly reading available electronically, and rapidly expand digitization. The implementation process required decisions about uploading scans and the scanning process. Currently, operational issues like staffing and equipment need to be addressed to fully realize the proactive goals of TADC like scanning chapters identified in reading lists and integrating content into the virtual learning environment.
Invest for tomorrow – an analysis of investing in equities and real estate in...Vijay Shivram Menon
This document analyzes investing in equities and real estate in India. It discusses India's strong economic growth potential based on reports from 2005 and 2012. India is seen as an emerging economic powerhouse that could surpass China's economy by the end of the century. The real estate sector in India is one of the fastest growing in the world, attracting both domestic and foreign investors. Real estate is expected to become a $180 billion industry by 2020, growing at a 19% compound annual rate. Investing in Indian real estate and equities provides opportunities to capitalize on the country's economic growth.
Trends in education technology and what this means for Talis Aspire (Dave Err...Talis
Trends in education technology and what this means for Talis Aspire (Dave Errington, CEO Talis)
Talis CEO Dave Errington will outline how the company continues to align its development strategy to the key evolving trends in educational technology.
Training the Trainers: Faculty Development Meets Information LiteracyElisa Acosta
This document summarizes a workshop for training faculty on information literacy. The workshop covered defining information literacy, barriers to teaching it, strategies for collaboration between librarians and faculty, and a "train the trainer" approach. Activities demonstrated how to incorporate information literacy learning outcomes, design assignments, do curriculum mapping, and assess student work. The goal was to equip faculty to teach information literacy in their courses and address time constraints faced by librarians.
Robin kear western trends in academic librarianship - instructionrobinkear
This document discusses trends in academic librarianship and information literacy initiatives at Western universities. It outlines how librarians are reexamining their roles and instruction practices to better support changing student research habits. The document focuses on an information literacy initiative at the University of Pittsburgh that uses the ACRL standards and embedded librarians to promote information literacy across various courses and programs. It provides examples of assessment tools, online guides, and collaboration strategies used by the university library to integrate information literacy instruction.
The document discusses North Carolina's implementation of school performance grades as required by the General Assembly. Key points include:
- The State Board of Education must annually recommend adjustments to the school performance grade elements and scales.
- The General Assembly intends to add a student growth component to school performance grades.
- Elementary/middle school grades are based on a performance composite out of 100 points. High school grades are based on performance composite (100 points), Algebra II/Integrated III (100 points), graduation rate (100 points), WorkKeys (100 points), and ACT (100 points) for a total of 500 points.
- The indicators for high school grades are aligned with college and career readiness expectations.
The document discusses a strategic change programme at Manchester Metropolitan University aimed at transforming the curriculum, student experience, and use of learning technologies. It outlines the university's goals of pursuing an ambitious institutional transformation through new buildings, curriculum, administrative processes, mobile technologies, and quality processes. A key part of the transformation involves taking a coordinated approach to improving the curriculum design, course administration, learning resources, and student experience through more integrated online and mobile services.
Monash - Talis Aspire User Group presentationTalis
This presentation discusses Monash Library's use of the Talis Aspire online reading list platform over several years:
1. Talis Aspire was adopted in 2011 to replace a manual HTML system for online reading lists, allowing lists to be created from scratch in the new platform.
2. Since adoption, improvements have included adding bookmarks, bibliographies, and direct links to e-resources. Usage statistics and a dashboard provide oversight of the lists.
3. Future plans include integrating Aspire into the university's Moodle system and allowing academic staff to directly edit their own lists, pending a trial in the upcoming semester.
London South Bank University Presentation - Talis Aspire Open Day 18 November...Talis
This document discusses the digitization services at London South Bank University before and after the implementation of the TADC (Teaching and Digital Content) system. It outlines the strategic aims of TADC to improve efficiency, make weekly reading available electronically, and rapidly expand digitization. The implementation process required decisions about uploading scans and the scanning process. Currently, operational issues like staffing and equipment need to be addressed to fully realize the proactive goals of TADC like scanning chapters identified in reading lists and integrating content into the virtual learning environment.
Invest for tomorrow – an analysis of investing in equities and real estate in...Vijay Shivram Menon
This document analyzes investing in equities and real estate in India. It discusses India's strong economic growth potential based on reports from 2005 and 2012. India is seen as an emerging economic powerhouse that could surpass China's economy by the end of the century. The real estate sector in India is one of the fastest growing in the world, attracting both domestic and foreign investors. Real estate is expected to become a $180 billion industry by 2020, growing at a 19% compound annual rate. Investing in Indian real estate and equities provides opportunities to capitalize on the country's economic growth.
Trends in education technology and what this means for Talis Aspire (Dave Err...Talis
Trends in education technology and what this means for Talis Aspire (Dave Errington, CEO Talis)
Talis CEO Dave Errington will outline how the company continues to align its development strategy to the key evolving trends in educational technology.
Training the Trainers: Faculty Development Meets Information LiteracyElisa Acosta
This document summarizes a workshop for training faculty on information literacy. The workshop covered defining information literacy, barriers to teaching it, strategies for collaboration between librarians and faculty, and a "train the trainer" approach. Activities demonstrated how to incorporate information literacy learning outcomes, design assignments, do curriculum mapping, and assess student work. The goal was to equip faculty to teach information literacy in their courses and address time constraints faced by librarians.
Robin kear western trends in academic librarianship - instructionrobinkear
This document discusses trends in academic librarianship and information literacy initiatives at Western universities. It outlines how librarians are reexamining their roles and instruction practices to better support changing student research habits. The document focuses on an information literacy initiative at the University of Pittsburgh that uses the ACRL standards and embedded librarians to promote information literacy across various courses and programs. It provides examples of assessment tools, online guides, and collaboration strategies used by the university library to integrate information literacy instruction.
Lecture presented by Christine M. Abrigo at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.
The document discusses identifying quality teaching in online courses. It outlines seven principles of good practice for online courses, including encouraging contact between students and faculty and giving prompt feedback. It also discusses visions for quality teaching online, including benchmarks and standards. Examples are provided of tools that can be used to identify quality, such as rubrics, checklists, and course observation.
Cultivating TALint: Using the Core Competencies as a framework for training f...NASIG
In 2014, the University of Toronto’s Faculty of Information and the University of Toronto Libraries (UTL) partnered in the development of the TALint (Toronto Academic Libraries Internship) program. Focused on workplace-integrated-learning (W-I-L), the TALint program provides enhanced educational experiences for Masters of Information students by combining periods of in-class study with actual workplace experiences. The two-year program is intended to enhance the quality of student learning by providing interns with specialized knowledge and practical skills, professional development and mentorship opportunities. It is often the case that the workplace is ahead of academic programs. This is particularly true in technical services and the field of electronic resource management, where the requisite knowledge and practical skills required to perform these roles has traditionally been under-represented within library and information studies curricula. The TALint program has provided UTL with the unique opportunity to bridge the gap between the expertise developed through information studies programs and the specific knowledge and skills required to take on roles as electronic resource librarians. With this year’s TALint cohort in UTL’s Metadata Technologies Team, we are using NASIG’s Core Competencies for Electronic Resources Librarians as a framework for training our two TALint interns. In this session, presenters will discuss the development of a comprehensive student training plan in electronic resource management, the ongoing assessment of learning outcomes, student perceptions of competency-based training, and the benefits of using the Core Competencies that have been felt beyond the internship program. We will share how this training plan can better equip Masters of Information students for careers in electronic resource management by producing graduates who are qualified, technologically skilled and workplace-ready.
This document proposes an ontological model for representing rubrics digitally using Semantic Web standards like RDF and OWL. Currently, most rubrics shared online are in static, non-machine readable formats like Word documents or proprietary learning management systems. The proposed model aims to make rubrics sharable and reusable across different systems on the web by representing them semantically. It discusses how rubrics benefit both students and teachers by providing clear evaluation criteria and allowing for consistent grading. However, existing rubrics online often lack specificity and are not in open, transferable formats between different tools and systems.
This document discusses the changing role of school libraries in the context of technological advances. It argues that school libraries should focus on being knowledge spaces rather than just information places. Specifically, they should focus on connections rather than just collections, actions rather than just positions, and providing evidence of their educational impact rather than just advocacy. The document provides examples from international research demonstrating the positive impact of school libraries on student learning and success. It advocates for school libraries to play an active role in developing students' literacy skills and integrating information literacy into the curriculum.
Robin kear contemporary approaches to effective library instructionrobinkear
This document discusses contemporary approaches to effective library instruction. It outlines Robin Kear's information literacy initiative at the University of Pittsburgh which aims to demystify the library, empower students, and support the university's mission through embedding information literacy in courses. The initiative utilizes the ACRL standards, online testing, rubrics, embedded librarians, and guides to promote student research skills. The goal is to better integrate information literacy across the curriculum through collaboration between librarians and faculty.
Relaxed but purposeful: A case study in library services and self-evaluation at Moray College.
Angie MacKenzie LRC Officer at Moray College discusses how Moray College have developed their LRC and how they have evaluated the changes to ensure that things are purposeful.
Mahara for practical teaching and learning in an online Theatre Studies progr...Mahara Hui
Presentation by David Matthews and Jayne Richards (Rose Bruford College of Theatre and Performance) at Mahara Hui UK in Southampton, UK, on 10 November 2015.
Recording: https://www.youtube.com/watch?v=DfUVijh6hF8
Boosting student success: The role of data analyticsPeter Alston
In this short presentation to the Chartered ABS Annual Conference 2016, Baback and myself will talk about the importance of Learning Analytics and how it may prove to be a useful tool with regards to the impending Teaching Excellence Framework (TEF) Review. Baback and I will also talk about our own experiences and highlight what we are doing with respect to learning analytics.
Jisc webinar: Curriculum design: Changing the paradigmJisc
This document summarizes a webinar on curriculum design presented by Helen Beetham and Marianne Sheppard. The webinar aimed to provide a greater understanding of how a strategic approach to curriculum design can lead to better learner and stakeholder outcomes. It covered key challenges in curriculum design, areas of transformation including learning, curriculum and institutions, and actions institutions can take. Examples of curriculum design projects from various universities were also discussed. The webinar encouraged interaction from participants on polling questions regarding their institution's curriculum challenges and priorities.
Faculty Power: A Renewable Energy Source for Teaching Information LiteracyElisa Acosta
This document outlines a "train the trainer" workshop for faculty on teaching information literacy. The workshop is designed to educate faculty on key information literacy concepts so they can incorporate them into their own courses rather than relying on one-shot library instruction sessions. The workshop covers defining information literacy, aligning it with curriculum goals, designing effective assignments, and modeling sample activities. Faculty will learn how to assess student work and collaborate with librarians on developing rubrics and tutorials to embed information literacy into courses in a systematic way. The goal is to empower faculty as instructors of information literacy and make it a sustained part of the curriculum.
The document provides directions for a library media teacher credential candidate to organize evidence from their coursework and field experiences into an electronic portfolio template addressing California state standards for the credential. It lists representative assignments that could provide evidence for each standard and includes a template for the candidate to describe their selected evidence, reflections, and how it demonstrates their competence in meeting each standard.
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
Information Literacy Assessment 2007 versionJohan Koren
Assessment is the process of identifying, gathering and interpreting information about students’ learning to provide information on student achievement and progress. There are four main types of assessment: assessment of learning, assessment as learning, assessment for learning, and authentic assessment. Authentic assessment involves real-world tasks that demonstrate meaningful application of knowledge and skills.
The presentation slides for a half-day workshop that reviews the methods to identify the value of the academic library for students, faculty and the college or university itself.
This Talk was given by Dr. Sangeeta Dhamdhere, Librarian, PES Modern College of Arts, Science and Commerce, Ganeshkhind, Pune at the State Level Webinar Conducted by the VSPM Academy of Higher Education's Arvindbabu Deshmukh College, Nagpur and Cluster of Thirteen Institutions (CoTI) on 22nd April 2022.
Assessment of Information Literacy LearningJohan Koren
The document discusses various types and purposes of assessment in education. It defines assessment of learning, assessment as learning, and assessment for learning. Assessment takes many forms including formal and informal observation, discussion, tasks, monitoring, and comparing evidence of achievement against standards. Effective assessment provides feedback, is consistent with learning objectives, and uses clear criteria. Authentic assessment involves real-world tasks that demonstrate application of knowledge and skills. Library staff can collaborate with teachers on assessment by developing learning goals and resources or designing their own assessments.
ACRL Value Update 2014, Annual Las Vegasmbowlesterry
An update on the work of the Value of Academic Libraries committee, presented at a Sunday afternoon forum at ALA Annual Conference in Las Vegas by Lynn Silipigni Connaway and Melissa Bowles-Terry.
The document proposes developing a peer-to-peer (P2P) network to connect engineering colleges in Kerala, India to improve collaborative learning. Currently, the education system focuses on rote learning and passing exams rather than developing skills. The proposed P2P network would provide resources, communication, and guidance to support collaborative learning. It would involve designing modules for file sharing, communication tools, and monitoring trust and reputation over the P2P network. The goal is to enhance academic quality and research through more interactive, collaborative learning.
Talis Insight Europe 2019: Export and manipulate: Making best use of your Tal...Talis
This document discusses ways to make effective use of data from the Talis Aspire platform. It emphasizes leveraging your data through tools that allow real-time, collaborative workflows. Different approaches can be used as long as they help aggregate minor gains and allow librarians to develop essential skills like proper metadata demarcation. The document encourages reaching out to the Talis community for additional support and feedback.
Talis Insight Europe 2019: The Reading List Foundation in 3 numbersTalis
The Reading List Foundation provides £250 scholarships to exceptional students from lower-income households in England to help pay for textbooks in their first year of university. The Foundation was created to address financial barriers facing students from disadvantaged backgrounds, as 40% have had to cut back on textbooks, with typical debt of £57,000 on graduation for the poorest 40%. The scholarships have made a big difference for recipients, with 49 students supported so far who are now studying at universities across England.
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Lecture presented by Christine M. Abrigo at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.
The document discusses identifying quality teaching in online courses. It outlines seven principles of good practice for online courses, including encouraging contact between students and faculty and giving prompt feedback. It also discusses visions for quality teaching online, including benchmarks and standards. Examples are provided of tools that can be used to identify quality, such as rubrics, checklists, and course observation.
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In 2014, the University of Toronto’s Faculty of Information and the University of Toronto Libraries (UTL) partnered in the development of the TALint (Toronto Academic Libraries Internship) program. Focused on workplace-integrated-learning (W-I-L), the TALint program provides enhanced educational experiences for Masters of Information students by combining periods of in-class study with actual workplace experiences. The two-year program is intended to enhance the quality of student learning by providing interns with specialized knowledge and practical skills, professional development and mentorship opportunities. It is often the case that the workplace is ahead of academic programs. This is particularly true in technical services and the field of electronic resource management, where the requisite knowledge and practical skills required to perform these roles has traditionally been under-represented within library and information studies curricula. The TALint program has provided UTL with the unique opportunity to bridge the gap between the expertise developed through information studies programs and the specific knowledge and skills required to take on roles as electronic resource librarians. With this year’s TALint cohort in UTL’s Metadata Technologies Team, we are using NASIG’s Core Competencies for Electronic Resources Librarians as a framework for training our two TALint interns. In this session, presenters will discuss the development of a comprehensive student training plan in electronic resource management, the ongoing assessment of learning outcomes, student perceptions of competency-based training, and the benefits of using the Core Competencies that have been felt beyond the internship program. We will share how this training plan can better equip Masters of Information students for careers in electronic resource management by producing graduates who are qualified, technologically skilled and workplace-ready.
This document proposes an ontological model for representing rubrics digitally using Semantic Web standards like RDF and OWL. Currently, most rubrics shared online are in static, non-machine readable formats like Word documents or proprietary learning management systems. The proposed model aims to make rubrics sharable and reusable across different systems on the web by representing them semantically. It discusses how rubrics benefit both students and teachers by providing clear evaluation criteria and allowing for consistent grading. However, existing rubrics online often lack specificity and are not in open, transferable formats between different tools and systems.
This document discusses the changing role of school libraries in the context of technological advances. It argues that school libraries should focus on being knowledge spaces rather than just information places. Specifically, they should focus on connections rather than just collections, actions rather than just positions, and providing evidence of their educational impact rather than just advocacy. The document provides examples from international research demonstrating the positive impact of school libraries on student learning and success. It advocates for school libraries to play an active role in developing students' literacy skills and integrating information literacy into the curriculum.
Robin kear contemporary approaches to effective library instructionrobinkear
This document discusses contemporary approaches to effective library instruction. It outlines Robin Kear's information literacy initiative at the University of Pittsburgh which aims to demystify the library, empower students, and support the university's mission through embedding information literacy in courses. The initiative utilizes the ACRL standards, online testing, rubrics, embedded librarians, and guides to promote student research skills. The goal is to better integrate information literacy across the curriculum through collaboration between librarians and faculty.
Relaxed but purposeful: A case study in library services and self-evaluation at Moray College.
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Mahara for practical teaching and learning in an online Theatre Studies progr...Mahara Hui
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In this short presentation to the Chartered ABS Annual Conference 2016, Baback and myself will talk about the importance of Learning Analytics and how it may prove to be a useful tool with regards to the impending Teaching Excellence Framework (TEF) Review. Baback and I will also talk about our own experiences and highlight what we are doing with respect to learning analytics.
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This document outlines a "train the trainer" workshop for faculty on teaching information literacy. The workshop is designed to educate faculty on key information literacy concepts so they can incorporate them into their own courses rather than relying on one-shot library instruction sessions. The workshop covers defining information literacy, aligning it with curriculum goals, designing effective assignments, and modeling sample activities. Faculty will learn how to assess student work and collaborate with librarians on developing rubrics and tutorials to embed information literacy into courses in a systematic way. The goal is to empower faculty as instructors of information literacy and make it a sustained part of the curriculum.
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Talis Insight Asia-Pacific 2018 - Craig Milne and Kelly Johson, Griffith Univ...Talis
This document discusses Griffith University's use of reading list data from their Talis platform to improve management of electronic resources and drive cultural changes. Key points:
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- This has helped them target conversion of print to electronic resources, identify issues if databases were cancelled, and get a better understanding of resource use to influence selection practices.
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This document discusses reading lists at La Trobe University and their implications for student satisfaction and learning. It finds that maximally convenient reading lists that are easily accessible positively impact student satisfaction but may negatively impact students' information literacy skills. The ideal reading list is both maximally convenient and pedagogically robust by providing bibliographic context and transparency about source types and values to support long-term student learning. The future of reading lists may involve improved design, more student/staff feedback, and embracing alternatives while maintaining a focus on pedagogy.
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This document discusses copyright management and compliance at Victoria University of Wellington. It provides a scorecard showing progress made in getting course materials copyright cleared. It identifies challenges like Talis system issues, disconnect between what students and academics want, and questions around the library's role in copyright compliance. Ideas are proposed for improving Talis and managing copyright compliance going forward.
Talis Keynote presented an overview of Talis Aspire's growth and 2018 focus areas. Key points include:
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The survey about Waikato Reading Lists received 1486 responses from students. It found that 59% of respondents had heard about the reading lists from their lecturer, and 48% had used at least one list. Most users found the lists easy to use and said they saved time and money. However, 78% had not used additional supporting materials, and there was limited awareness of the lists' full features and benefits. The results helped identify areas for improvement like training and promotion, and informed planning discussions with Deans.
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Talis Insight Asia-Pacific 2018 - All kinds of clever, Simon Huggard, La Trob...Talis
1) La Trobe University implemented the Talis reading list management system to better integrate with their learning management system (LMS), simplify the process for academics, and reduce the large physical collection.
2) Some key statistics on reading list usage from 2012 show over 1,300 subjects/lists, over 8,800 physical items and 15,915 eReserve items on lists.
3) La Trobe's strategic goals include an outstanding student experience, research excellence, student employability, and being a partner of choice. Talis will help redefine benchmarks for the student experience through technology.
Talis Insight Europe 2017 - Marketing and launching the reading lists service...Talis
The document discusses marketing and launching a reading lists service to academics and students at Royal Holloway, University of London. It outlines the strategy which included a soft launch in 2014/15 focusing on key pilot departments, expanding to include 2nd and 3rd year courses in 2015/16, and aiming to have everything online by 2016/17. It identifies challenges such as academic engagement, identifying reading list materials, and space for housing high use reading list items. Stats provided show 88% of lists were published in the first year and goals for 2017/18 include having all lists published by spring 2018 and increasing academic and student engagement.
Talis Insight Europe 2017 - Achieving instant & accurate uptake stats - Joy C...Talis
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Talis Insight Europe 2017 - Reflections on a year using Talis Aspire - UWE an...Talis
UWE Bristol and University of Bristol implemented Talis Aspire over 18 months. UWE took a phased approach including early adopters and library staff training. They faced challenges getting academics to create high quality lists and provide specific support. University of Bristol ran it as a project with migration officers creating initial lists, but this removed academic engagement. Both found varying quality in transferred lists and challenges uploading digitized content due to metadata issues.
Talis Insight Europe 2017 - Improving accesibility through reading lists - Un...Talis
The document discusses the University of Kent's OPERA Project which aims to improve accessibility through prioritized reading lists. Key points:
- The OPERA Project supports developing an inclusive information environment and adopting assistive technologies.
- Inclusive Learning Plans (ILPs) set out reasonable adjustments like prioritized reading lists for students with disabilities.
- A pilot restricted to certain schools involved reviewing ILP reading lists to prioritize electronic versions and inform student support when complete.
- Challenges included tools, communication, workload, and costs. Solutions included standardized guidelines and cross-team communication.
- Over 400 requests were made in one term for alternative formats, putting Kent in the top 10% of universities
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
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5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
2. Student perspective
Questions arising from
survey data Student
expectations
Experience at
Consistency of point of
Quality of
access Reading lists
experience (NSS: 95%+,
sub 80%);
Equivalence of
experience (DSB). Availability &
Resource
format of
discovery
materials
3. Reading lists and students
Discussion with our students show they are
frustrated when reading lists:
Contain material not available in the library
Only include print books and nothing else
List out of date books
Provide no context or guidance
Have difficult to access material
Do not exist for their module
This leads to a poor learning experience for
students, problems for staff, and is detrimental to
the student’s interaction with the library service.
4. Strategic priorities
Priorities
Growth through online distance learning and
corporate programmes (international, niche
markets);
Ensuring a consistent and high quality student
experience;
More inclusive practice.
5. Leadership challenge
STaRS (Watkins, 2003) Realignment
Start Up Turnaround How to revitalise the service?
Challenges
Strong cultural norms
Building a case for change
Opportunities
Realignment Sustaining Success Significant strengths
Colleagues care about the
customer experience and
want the library to be a
success
6. How do these factors align?
Leadership
challenge: A
driver around
which to build
the need for
change
Student
expectations of
access to
reading
materials
Mitigate risks associated
with growth through ODL
& differential experience
for ODL students
accessing reading
material
Effective business partnering
7. Effective business partnering in the
context of the library
Successful, long term, strategic relationships
between the library and faculty.
Understanding faculty strategy and approaches,
identifying how the library service may support
delivery;
Providing intelligence to inform enhancement across
other areas of library service delivery;
Library colleagues as trusted and valued partners.
8. Why adopt a reading list solution?
An opportunity to enhance faculty/library
partnerships;
Enhancing the student experience
Improving the experience at the point of access;
Managing student expectation of access to resources;
Delivering excellence in learning and teaching;
Adding value to module/course development;
Improving quality and consistency of reading lists;
Advancing equality and diversity.
9. Building the business case
Building a need with key colleagues (identifying
the issues);
Securing support from senior colleagues;
Creating an awareness of reading list management
software (what it is and how it may address the
issues);
Defining the project (articulating the business
benefits, outcomes and risks);
Securing resources (capital bid, 1 yr pilot)
10. Why Talis Aspire?
After investigation and a tender process RGU
decided on:
Its features and benefits would allow us to
work towards the outcomes.
Other benefits were that the company was
actively developing the product, the support
was good, and the community growing.
11. Implementation of ASPIRE@RGU
ASPIRE@RGU (http://resourcelists.rgu.ac.uk)
was successfully set up and was launched on
31 May 2011.
After the first year of use it was decided to
continue to subscribe to Talis Aspire, meaning
we are now in year 2 of the project.
12. Day to day management of lists
1 - Academic staff send their new / updated lists to
the library
• This can be done via a web form, email, or in person
• They are asked to include details of the module, student
numbers and a “needed by” date
2 - The list is assigned to one of a core team of 5
library staff
• This is done using a rota system
• While creating the list the library checks if we have sufficient
copies and looks for new editions / eBooks / etc
3 - When complete the list is made available
• The list is published, attached to the module and the member
of staff informed
• Academic and library staff communicate throughout the
process as needed
13. Day to day management of lists
This approach was chosen as:
It was felt offering to do the work would elicit more lists
It would allow library staff to review the lists and ensure
accuracy in editions, access information etc.
Library staff could take on the associated tasks of looking
for online versions, and ensuring the Library had sufficient
/ up to date stock.
Issues that have arisen from this approach:
Time management especially at key times of year
Prioritisation of work for library staff
The need to manage expectations from academic staff
about the time for list creation
How to manage reviews and updates as list numbers grow
14. Promotion and raising awareness
Academic staff were informed about
ASPIRE@RGU in several ways:
Presentations at appropriate events, committees and
meetings
General presentations set up with all staff invited to
attend
A dedicated web page was set up
Use of the blog, email, twitter etc
Students find out about ASPIRE@RGU:
Links in their modules on Moodle
Advertising via blog posts, emails, twitter etc
The library web pages
15. Has it been a success? Number of lists
On 22 February 2013 there were 327 lists on
ASPIRE@RGU.
180
160
140
120
100
80
60
40
20
0
Aberdeen Business School Faculty of Design and Faculty of Health and Other
Technology Social Care
Approx 20% of modules have a list attached.
16. Has it been a success? User comments
…………………..I ‘launched’ it at my
What an excellent tool ASPIRE@RGU
introductory lecture this week. A few
is, I find it so useful to have a 'one-
hours later, in a follow-up ‘clinic’, a
stop' shop for bookmarks, module
student came to explain to me and her
reading lists etc………………………As a
fellow students that she found the
distance learner I think I am going to
resource ‘brilliant’. In particular, she
find this software/tool very useful.
liked the access to the e-books…………
The new facility is very useful
indeed…….is it possible to compare
I really like what you have done with
usage across different resources made
the list. The section labels are very
available i.e. use of e-books compared
helpful, and I think will make it easier
with use of videos etc. In this way
for students to find what they are
ASPIRE might be able help us develop
looking for.
a more sophisticated appreciation of
different learning styles……..
17. Has it been a success? Reading lists to
resource lists
A major benefit we see for ASPIRE@RGU is
the opportunity to expand on what a reading
list can be and create better quality lists.
Greater structure
More use of online Wider range of e.g.
resources resources provided sections, importance
levels, notes
18. Has it been a success? Workflows
Changes in the budget for 2012/13
Split into two areas of spending – orders for
resource lists and orders for general
collection/research material.
This allows increased focus on providing resources
on reading lists & more flexibility when resourcing
new courses.
Changing systems & workflows for purchasing
reading list materials (kaizen review)
Review of roles & responsibilities (co-
ordination and delivery)
19. Has it been a success? Wider influence
Driving policy
ASPIRE@RGU also ties in with policies such as library’s
resourcing strategy. The main tenets of this are:
All reading lists on ASPIRE@RGU.
All resources for distance learning students available
electronically.
Early engagement of academic staff with the library prior to
the development of new courses.
University Strategic Implementation Plan action
around ODL & student journey
Deepening & more strategic relationships with
faculty
20. Monitoring usage - Google Analytics
Aspire uses Google Analytics to provide statistics
Statistics cover areas like:
Visits
Unique visitors
New and returning visitors
Page views
Sources i.e. referrals and direct links
Locations of visitors
Average time on pages
Browsers and networks being used
Can create comparisons between time periods
Can export statistics to excel
21. Visitors to the site – 01/06/11 – 15/01/13
124425 visitors to the site
20000
18000
16000
14000
12000
10000
8000
6000
4000
2000
0
22. Visits / New and returning – 01/12/12 – 31/12/12
24. List usage with comparison – 01/12/12 –
31/12/12 (compared to same period 2011)
25. Top ten lists – 01/06/11 – 15/01/13
Business Environment BSM029
Business strategy BS4104
Learning for Professional Person Centred Care NU1442
Strategies & Approaches to Community Health NU4773
Principles & Concepts of Public Health NU4773
Research Methods PH4014
Poverty Inequalities, Vulnerability & Social Exclusion NU4773
Health Needs Assessment NU4773
Finance For Managers BSM017
Research Methods BS3184
0 500 1,000 1,500 2,000 2,500 3,000 3,500
26. Monitoring usage - Dashboard feature
New feature that sits on the lists themselves and
gives users a easy look at list usage.
27. Contact
Michelle Anderson
Michelle.anderson@rgu.ac.uk
01224 263452