A MITH Digital Dialogue
Tuesday, November 2, 12:30-1:45
MITH Conference Room, McKeldin Library B0135
“Beyond Friending: @cunycommons and the Emergence of the Social University” by Matthew K. Gold
This document outlines the agenda and speakers for a webinar on decolonizing courses. The webinar will feature presentations from three speakers - Justine Blau, an English lecturer; Heather Blicher, a library coordinator; and Joe Brenkert, a mathematics faculty member. They will discuss their experiences with and approaches to decolonizing courses. The webinar aims to expand awareness of open educational resources and support more equitable education. It provides information on upcoming related events and resources for open education.
Promoting Collaboration in Open Online ProgramsTom Mackey
This document discusses open and online learning at Empire State College. It provides an overview of the college's foundation of openness since 1971, allowing flexible, self-paced study. It then summarizes Empire State College's current efforts in several open and online initiatives through its Center for Distance Learning, including open educational resources, MOOCs, blended learning, and collaborations within the SUNY system through Open SUNY. The document outlines goals to expand access to online programs and increase the number of online learners across SUNY through open approaches.
CCCOER Presents: User Friendly OER Course Design for Remote and F2F LearningUna Daly
When faculty start using OER, one of the most exciting opportunities that the open license affords is for faculty to customize their courses to fit the needs of their students. In this discussion, we will explore some of the theory and practice around designing engaging, accessible, and inclusive OER courses. We will discuss how using OER can enable faculty to embrace good design principles for student-centered instruction in fully online courses or face-to-face courses, augmented with online components. We’ll discuss the advantages of this approach in our current, COVID-19 world.
When: Wednesday, June 3, 2020, 12 pm PDT/3 pm EDT
Featured Speakers:
Ben Kohntopp, Instructional Designer – Colorado Community College Online
Sophia Strickfaden, eLearning Technologist – Colorado Community Colleges Online
Scott Robison, Ph.D., Associate Director – Digital Learning and Design, Office of Academic Innovation, Portland State University
This document discusses open education and open pedagogy. It notes that many college students struggle with food and housing insecurity which impacts their ability to complete their degrees. Open educational resources (OER) such as free online textbooks can help reduce costs for students. When implemented effectively, OER have been shown to improve student performance and completion rates. The document advocates moving beyond just using OER and adopting an open pedagogy approach where students actively contribute knowledge to open resources and connect with public audiences. Open pedagogy emphasizes collaboration, sharing, and student agency in the learning process.
This document provides an overview of eCampusOntario, a not-for-profit organization funded by the Ontario government to support online and technology-enabled learning across Ontario's 45 public colleges and universities. eCampusOntario's mandate includes supporting quality online experiences, research and sharing of best practices, and helping institutions foster innovation and excellence. The presentation discusses eCampusOntario's strategic plan pillars of enhancing the student and faculty experience and building organizational capacity. It also covers rethinking learning through open educational resources, open textbooks, and their benefits like reducing costs, improving access, and enabling customization and collaboration.
California ZTC Degrees Panel: Past, Present, and FutureUna Daly
Online Teaching Conference 2020: Twenty-six California Community Colleges embarked on a journey to create thirty-four Zero Textbook Cost (ZTC) Degrees to dramatically reduce the financial burden of earning an associate degree or career technical education certificate. More than 20,000 students over three years would benefit from this approach to eliminating the barrier of textbook costs. Data collected from participating colleges show that all students in ZTC pathways did better than those in non-ZTC courses, and that traditionally underserved populations did even better.
With proven results of reducing equity gaps, the Governor has proposed doubling the initial $5 million ZTC program to $10 million in FY21, opening this opportunity to more colleges wishing to leverage ZTCs to increase student achievement and reduce equity gaps. Join us to hear from ZTC champions who led the initiative, supporting the faculty who transformed their courses to lower barriers and improve students learning, and ensuring the sustainability of the program. Consider how to integrate a ZTC approach with your distance education, equity, pathways and other student success-centered initiatives. Learn about how students and librarians are poised to play an essential role in the proposed $10 million grant. Finally, learn the critical steps for success and how to assess your college’s readiness for developing ZTC degrees.
Shanna Hollich, Collections Management Librarian, Wilson College, Chambersburg, PA (FTE: 1,030)
Big Talk From Small Libraries 2019
February 22, 2019
http://nlcblogs.nebraska.gov/bigtalk
This document outlines the agenda and speakers for a webinar on decolonizing courses. The webinar will feature presentations from three speakers - Justine Blau, an English lecturer; Heather Blicher, a library coordinator; and Joe Brenkert, a mathematics faculty member. They will discuss their experiences with and approaches to decolonizing courses. The webinar aims to expand awareness of open educational resources and support more equitable education. It provides information on upcoming related events and resources for open education.
Promoting Collaboration in Open Online ProgramsTom Mackey
This document discusses open and online learning at Empire State College. It provides an overview of the college's foundation of openness since 1971, allowing flexible, self-paced study. It then summarizes Empire State College's current efforts in several open and online initiatives through its Center for Distance Learning, including open educational resources, MOOCs, blended learning, and collaborations within the SUNY system through Open SUNY. The document outlines goals to expand access to online programs and increase the number of online learners across SUNY through open approaches.
CCCOER Presents: User Friendly OER Course Design for Remote and F2F LearningUna Daly
When faculty start using OER, one of the most exciting opportunities that the open license affords is for faculty to customize their courses to fit the needs of their students. In this discussion, we will explore some of the theory and practice around designing engaging, accessible, and inclusive OER courses. We will discuss how using OER can enable faculty to embrace good design principles for student-centered instruction in fully online courses or face-to-face courses, augmented with online components. We’ll discuss the advantages of this approach in our current, COVID-19 world.
When: Wednesday, June 3, 2020, 12 pm PDT/3 pm EDT
Featured Speakers:
Ben Kohntopp, Instructional Designer – Colorado Community College Online
Sophia Strickfaden, eLearning Technologist – Colorado Community Colleges Online
Scott Robison, Ph.D., Associate Director – Digital Learning and Design, Office of Academic Innovation, Portland State University
This document discusses open education and open pedagogy. It notes that many college students struggle with food and housing insecurity which impacts their ability to complete their degrees. Open educational resources (OER) such as free online textbooks can help reduce costs for students. When implemented effectively, OER have been shown to improve student performance and completion rates. The document advocates moving beyond just using OER and adopting an open pedagogy approach where students actively contribute knowledge to open resources and connect with public audiences. Open pedagogy emphasizes collaboration, sharing, and student agency in the learning process.
This document provides an overview of eCampusOntario, a not-for-profit organization funded by the Ontario government to support online and technology-enabled learning across Ontario's 45 public colleges and universities. eCampusOntario's mandate includes supporting quality online experiences, research and sharing of best practices, and helping institutions foster innovation and excellence. The presentation discusses eCampusOntario's strategic plan pillars of enhancing the student and faculty experience and building organizational capacity. It also covers rethinking learning through open educational resources, open textbooks, and their benefits like reducing costs, improving access, and enabling customization and collaboration.
California ZTC Degrees Panel: Past, Present, and FutureUna Daly
Online Teaching Conference 2020: Twenty-six California Community Colleges embarked on a journey to create thirty-four Zero Textbook Cost (ZTC) Degrees to dramatically reduce the financial burden of earning an associate degree or career technical education certificate. More than 20,000 students over three years would benefit from this approach to eliminating the barrier of textbook costs. Data collected from participating colleges show that all students in ZTC pathways did better than those in non-ZTC courses, and that traditionally underserved populations did even better.
With proven results of reducing equity gaps, the Governor has proposed doubling the initial $5 million ZTC program to $10 million in FY21, opening this opportunity to more colleges wishing to leverage ZTCs to increase student achievement and reduce equity gaps. Join us to hear from ZTC champions who led the initiative, supporting the faculty who transformed their courses to lower barriers and improve students learning, and ensuring the sustainability of the program. Consider how to integrate a ZTC approach with your distance education, equity, pathways and other student success-centered initiatives. Learn about how students and librarians are poised to play an essential role in the proposed $10 million grant. Finally, learn the critical steps for success and how to assess your college’s readiness for developing ZTC degrees.
Shanna Hollich, Collections Management Librarian, Wilson College, Chambersburg, PA (FTE: 1,030)
Big Talk From Small Libraries 2019
February 22, 2019
http://nlcblogs.nebraska.gov/bigtalk
The document is a magazine from Washington State University Vancouver that includes articles on the new chancellor, engineering projects on campus, a neuroscience degree program, and an exhibit created by media students. It also profiles alumni and upcoming campus events, and thanks recent donors to the university. The cover story is about research being done on bat hearing in a campus lab.
Fac. Learning Comms III - Next Steps Resources TLT Group - Milt Cox20090223Steven Gilbert
Part III of intro to Faculty Learning Communities by Milton Cox of Miami University for TLT Group online workshop 2/2009 about Information Literacy & Collaboration
Emerging Technologies, Emerging Perspectives on Education, and Cultures of Sh...George Veletsianos
Keynote at the Emergent Technologies for the Future 2013 conference
Open University - UK
Institutions of learning adapt and change over time. The emergence of certain technologies, social behaviors, cultural expectations, and political and economic pressures influence what institutions do and what they look like. We live at a time when education features prominently in the global press and discussions focusing on improving the ways we design education are a daily occurrence. A central tenet of this discussion is the notion that technology is transforming education. Yet, the assumption that technology changes education often goes unchallenged. In this talk, I will highlight how learning and education are and are not changing as we are faced with new ideas about learning, increased (market-driven) interest in education, decreased state funding for education, and cultures of participation and sharing. Together, we will explore the research on online learning, the opportunities that exist for meaningful change, and the future educational systems that we are creating.
Intro slidecast, jankowski, internet practice, part 2, draft4, 18 feb2012Nick Jankowski
This document provides an overview of a course on discovering and using digital tools in academic work. The course will cover 10 key digital tools for researchers, the steps involved in the scholarship process, and how digital tools can support activities like searching, processing information, sharing work, preparing presentations, and publishing. While the course focuses on digital tools, the instructor emphasizes that quality scholarship depends more on addressing problems through rigorous analysis and evidence rather than the tools used. The course website provides further resources and links for exploring digital scholarly tools.
CCCOER Presents: Professional Development Resources for OER Adoption and Crea...Una Daly
Do you, or the faculty and staff you work with, need more help getting started with OER adoption and creation? In this webinar, we will talk with experienced open education practitioners and trainers who will share free and inexpensive professional development resources and opportunities. We’ll explore resources that can be adapted to train faculty and staff at your institution.
When: Wednesday, May 12, 12 pm PDT/3 pm EDT
Panelists:
Cheryl Cuillier, Open Education Librarian, University of Arizona
Shanna Hollich, Interim Director of Library Services, Wilson College
Ursula Pike, Associate Director, Digital Higher Education Consortium of Texas (DigiTex)
This document discusses learning tools and media for 21st century students. It begins by outlining 21st century skills like critical thinking, creativity, collaboration, and ICT literacy. It then discusses the roles of 21st century teachers as curators, conductors, collaborators and more. Various learning tools and media are presented, including open educational resources, MOOCs, video, interactive tools, communication tools, collaboration tools, learning management systems, and social networks. Free and open source software options are also listed. The document emphasizes using these tools and media to improve student engagement.
Creative Commons and the Department of Labor US$2 Billion Grant ProgramCable Green
The document discusses the Open Professionals Education Network (OPEN) which will provide services to support Department of Labor TAACCCT grantees in meeting grant requirements. OPEN will help grantees license work created with grant funds under a Creative Commons license, apply learning science principles to develop open educational resources, and provide professional development opportunities regarding open policies and content development. The timeline indicates that Wave 1 of TAACCCT grants was launched in February 2014 and the OPEN kick-off event was in May 2014, with each grant wave lasting three years.
This document provides information about an opportunity to attend the Wifi: Depot Banquet with the password "depot255". It discusses how work created with support from a Trade Adjustment Assistance Community College and Career Training Grant must be licensed under a Creative Commons Attribution 3.0 License. "OPEN" Consortia will support all DOL TAACCCT grantees. It also discusses the growth of tertiary education enrollment and projections, challenges of accommodating more students, and how open educational resources can help address these challenges by reducing costs.
Integrative Learning And The Gift Of New Media: General Education for the 21s...Gardner Campbell
The document discusses the rise of new media and its implications for general education in the 21st century. It notes that digital technologies now allow for greatly increased creative expression and sharing of information. Educators need to help students develop skills to engage with these new media, including narrating, curating, and sharing content over networks. The task is to expand our means of expression using all available technologies.
The minutes summarized a meeting of the AMCOA team hosted by MassBay Community College. Key discussion points included:
- Updates on the upcoming February assessment conference
- Commissioner Freeland emphasized the goal of improving teaching and learning across the state's public higher education system
- There was discussion around how the AMCOA group could better influence deeper changes in faculty practices and engage adjunct faculty, such as through campus visits, online resources, and professional development days. Moving forward, AMCOA would continue to share best practices while also advising and supporting campuses.
Meeting a Worldwide Need for Community and Faculty Support for Online EducationSteve McCarty
The part by President Steve McCarty of a World Association for Online Education group presentation at the The Association of Internet Researchers (AoIR) 5th Annual Conference, University of Sussex, UK (22 September 2004)
Digital Interaction: Unraveling Student Voices through Collaborative Technolo...Casey McArdle
The document reports on a study examining student interactions and collaboration using different digital technologies. It investigated how students use the required Blackboard platform versus optional social media like Facebook and Twitter. Survey and interview results showed students see Blackboard as academic and Web 2.0 as social. Students did not want the two spaces combined. Observations found limited academic discussion on Blackboard but more of a mix of social and academic topics emerging on Facebook late in the semester. The study aims to better understand student interactions online and explore designing collaborative digital spaces.
Karen Cangialosi discusses open education and its three cornerstones of access, agency, and connection. She advocates for making education more accessible and equitable for all students by using open educational resources (OER) which are free, digital, and openly licensed materials. Cangialosi argues that open education can provide transformational experiences by giving students agency and allowing them to become agents of social change. She presents various open tools and practices that move beyond traditional learning management systems by encouraging community engagement, collaboration, and contribution to the public knowledge commons.
Working Web 2.0: User Generated Content and Global WritingCasey McArdle
This document summarizes an academic paper about using Web 2.0 technologies and user-generated content to teach writing at the university level. It discusses integrating familiar writing assignments with online environments students already use, taking a functional, critical, and rhetorical approach. It also references scholars who argue writing should be taught as a social activity where students receive feedback from public audiences. The goal is to prepare students for roles in community and society that require collaboration to solve problems.
December 4th Final Module Slidecast Revisionjgmatheson
The document discusses the future role of teachers as collaborative facilitators in online and blended learning environments. It argues that with the rise of Web 2.0 technologies, teachers will act as guides who encourage collaborative knowledge-building between students using tools like blogs, wikis and social media. Teachers will need training to help students leverage informal online spaces for formal learning and assessment of soft skills like collaboration. Overall, the role of teachers is shifting from sole content experts to curators and facilitators of collaborative student-driven learning.
Learning in the open: Networked student identities Bonnie Stewart
As students in conventional academic settings extend their learning into participatory, performative networked environments, what benefits and conflicts do they encounter?
Czerniewicz Troubling Open Education Edmedia 30 June 2016Laura Czerniewicz
Open education is a complex field with tensions around how openness is understood and implemented. Key tensions exist regarding the nature of digital resources and different understandings of the term "free." While open education aims to promote open access to knowledge, issues arise around copyright and licensing in digital environments. The growth of informal sharing online through piracy cultures has also impacted understandings of openness. Overall, open education exists along a continuum and must be viewed within specific cultural and historical contexts.
This document discusses developing a culture of open education in Washington State by sharing educational resources openly through creative commons licensing. It notes that high textbook costs reduce access to higher education, costing full-time students $1000 per year. It proposes creating an Open Course Library with 81 high-enrollment courses that are openly licensed and cost less than $30 per textbook to improve completion rates and engage in the global open education discussion. The document raises questions about the efficiencies if all publicly funded educational content was openly accessible.
The document is a magazine from Washington State University Vancouver that includes articles on the new chancellor, engineering projects on campus, a neuroscience degree program, and an exhibit created by media students. It also profiles alumni and upcoming campus events, and thanks recent donors to the university. The cover story is about research being done on bat hearing in a campus lab.
Fac. Learning Comms III - Next Steps Resources TLT Group - Milt Cox20090223Steven Gilbert
Part III of intro to Faculty Learning Communities by Milton Cox of Miami University for TLT Group online workshop 2/2009 about Information Literacy & Collaboration
Emerging Technologies, Emerging Perspectives on Education, and Cultures of Sh...George Veletsianos
Keynote at the Emergent Technologies for the Future 2013 conference
Open University - UK
Institutions of learning adapt and change over time. The emergence of certain technologies, social behaviors, cultural expectations, and political and economic pressures influence what institutions do and what they look like. We live at a time when education features prominently in the global press and discussions focusing on improving the ways we design education are a daily occurrence. A central tenet of this discussion is the notion that technology is transforming education. Yet, the assumption that technology changes education often goes unchallenged. In this talk, I will highlight how learning and education are and are not changing as we are faced with new ideas about learning, increased (market-driven) interest in education, decreased state funding for education, and cultures of participation and sharing. Together, we will explore the research on online learning, the opportunities that exist for meaningful change, and the future educational systems that we are creating.
Intro slidecast, jankowski, internet practice, part 2, draft4, 18 feb2012Nick Jankowski
This document provides an overview of a course on discovering and using digital tools in academic work. The course will cover 10 key digital tools for researchers, the steps involved in the scholarship process, and how digital tools can support activities like searching, processing information, sharing work, preparing presentations, and publishing. While the course focuses on digital tools, the instructor emphasizes that quality scholarship depends more on addressing problems through rigorous analysis and evidence rather than the tools used. The course website provides further resources and links for exploring digital scholarly tools.
CCCOER Presents: Professional Development Resources for OER Adoption and Crea...Una Daly
Do you, or the faculty and staff you work with, need more help getting started with OER adoption and creation? In this webinar, we will talk with experienced open education practitioners and trainers who will share free and inexpensive professional development resources and opportunities. We’ll explore resources that can be adapted to train faculty and staff at your institution.
When: Wednesday, May 12, 12 pm PDT/3 pm EDT
Panelists:
Cheryl Cuillier, Open Education Librarian, University of Arizona
Shanna Hollich, Interim Director of Library Services, Wilson College
Ursula Pike, Associate Director, Digital Higher Education Consortium of Texas (DigiTex)
This document discusses learning tools and media for 21st century students. It begins by outlining 21st century skills like critical thinking, creativity, collaboration, and ICT literacy. It then discusses the roles of 21st century teachers as curators, conductors, collaborators and more. Various learning tools and media are presented, including open educational resources, MOOCs, video, interactive tools, communication tools, collaboration tools, learning management systems, and social networks. Free and open source software options are also listed. The document emphasizes using these tools and media to improve student engagement.
Creative Commons and the Department of Labor US$2 Billion Grant ProgramCable Green
The document discusses the Open Professionals Education Network (OPEN) which will provide services to support Department of Labor TAACCCT grantees in meeting grant requirements. OPEN will help grantees license work created with grant funds under a Creative Commons license, apply learning science principles to develop open educational resources, and provide professional development opportunities regarding open policies and content development. The timeline indicates that Wave 1 of TAACCCT grants was launched in February 2014 and the OPEN kick-off event was in May 2014, with each grant wave lasting three years.
This document provides information about an opportunity to attend the Wifi: Depot Banquet with the password "depot255". It discusses how work created with support from a Trade Adjustment Assistance Community College and Career Training Grant must be licensed under a Creative Commons Attribution 3.0 License. "OPEN" Consortia will support all DOL TAACCCT grantees. It also discusses the growth of tertiary education enrollment and projections, challenges of accommodating more students, and how open educational resources can help address these challenges by reducing costs.
Integrative Learning And The Gift Of New Media: General Education for the 21s...Gardner Campbell
The document discusses the rise of new media and its implications for general education in the 21st century. It notes that digital technologies now allow for greatly increased creative expression and sharing of information. Educators need to help students develop skills to engage with these new media, including narrating, curating, and sharing content over networks. The task is to expand our means of expression using all available technologies.
The minutes summarized a meeting of the AMCOA team hosted by MassBay Community College. Key discussion points included:
- Updates on the upcoming February assessment conference
- Commissioner Freeland emphasized the goal of improving teaching and learning across the state's public higher education system
- There was discussion around how the AMCOA group could better influence deeper changes in faculty practices and engage adjunct faculty, such as through campus visits, online resources, and professional development days. Moving forward, AMCOA would continue to share best practices while also advising and supporting campuses.
Meeting a Worldwide Need for Community and Faculty Support for Online EducationSteve McCarty
The part by President Steve McCarty of a World Association for Online Education group presentation at the The Association of Internet Researchers (AoIR) 5th Annual Conference, University of Sussex, UK (22 September 2004)
Digital Interaction: Unraveling Student Voices through Collaborative Technolo...Casey McArdle
The document reports on a study examining student interactions and collaboration using different digital technologies. It investigated how students use the required Blackboard platform versus optional social media like Facebook and Twitter. Survey and interview results showed students see Blackboard as academic and Web 2.0 as social. Students did not want the two spaces combined. Observations found limited academic discussion on Blackboard but more of a mix of social and academic topics emerging on Facebook late in the semester. The study aims to better understand student interactions online and explore designing collaborative digital spaces.
Karen Cangialosi discusses open education and its three cornerstones of access, agency, and connection. She advocates for making education more accessible and equitable for all students by using open educational resources (OER) which are free, digital, and openly licensed materials. Cangialosi argues that open education can provide transformational experiences by giving students agency and allowing them to become agents of social change. She presents various open tools and practices that move beyond traditional learning management systems by encouraging community engagement, collaboration, and contribution to the public knowledge commons.
Working Web 2.0: User Generated Content and Global WritingCasey McArdle
This document summarizes an academic paper about using Web 2.0 technologies and user-generated content to teach writing at the university level. It discusses integrating familiar writing assignments with online environments students already use, taking a functional, critical, and rhetorical approach. It also references scholars who argue writing should be taught as a social activity where students receive feedback from public audiences. The goal is to prepare students for roles in community and society that require collaboration to solve problems.
December 4th Final Module Slidecast Revisionjgmatheson
The document discusses the future role of teachers as collaborative facilitators in online and blended learning environments. It argues that with the rise of Web 2.0 technologies, teachers will act as guides who encourage collaborative knowledge-building between students using tools like blogs, wikis and social media. Teachers will need training to help students leverage informal online spaces for formal learning and assessment of soft skills like collaboration. Overall, the role of teachers is shifting from sole content experts to curators and facilitators of collaborative student-driven learning.
Learning in the open: Networked student identities Bonnie Stewart
As students in conventional academic settings extend their learning into participatory, performative networked environments, what benefits and conflicts do they encounter?
Czerniewicz Troubling Open Education Edmedia 30 June 2016Laura Czerniewicz
Open education is a complex field with tensions around how openness is understood and implemented. Key tensions exist regarding the nature of digital resources and different understandings of the term "free." While open education aims to promote open access to knowledge, issues arise around copyright and licensing in digital environments. The growth of informal sharing online through piracy cultures has also impacted understandings of openness. Overall, open education exists along a continuum and must be viewed within specific cultural and historical contexts.
This document discusses developing a culture of open education in Washington State by sharing educational resources openly through creative commons licensing. It notes that high textbook costs reduce access to higher education, costing full-time students $1000 per year. It proposes creating an Open Course Library with 81 high-enrollment courses that are openly licensed and cost less than $30 per textbook to improve completion rates and engage in the global open education discussion. The document raises questions about the efficiencies if all publicly funded educational content was openly accessible.
This presentation was given at ASBBS 20th International Conference.
The use of celebrities like actors, actresses, singers, athletes, beauty contestants, and socialites for the advertisement of cosmetics and beauty products are used as a strategic marketing tool for a long time. There is strong public interest associated with renowned personalities (Worraporn Pudchong, 2013) and their visual appearances strike strong trust and credibility to the product (Belch and Belch, 2007). They act as thought leaders or opinion leaders to influence the general public (Passornnun Anekthammakul, 2010).
SMEs (Small and Medium Enterprise) or SMEs began using this marketing strategy to grow their business. Researchers in this study have selected a product named SnailWhite to analyze the marketing and communication strategy. At an initial stage, the company was started as ODM (original equipment manufacturer) to produce various skin creams; subsequently, the company has taken an initiative to develop its product by bringing Snail Slime ingredients to create a selling point for their product in less than five years from its launch. The company grew with sales of over 100 million baht in the first period and had generated revenue of 90 million baht from 40 million baht by applying its unique marketing strategy of bringing more than 60 celebrities to its people. The company has received numerous applauds and awards like an award from the Cosmopolitan magazine in the field of "Best facial sheet mask" in Cosmo Kiss Beauty Awards 2015, the award of best products for health and beauty products in 2016, an annual Health, Wellness and Beauty Award 2015 (HWB Award 2015) in the field of Best of The Best Award and The Best Selling Natural Ingredient Moisture Cream Award organized by Watson Health and Beauty store. Thus, there is a need to study the strategies used in the famous marketing communications of SnailWhite, to learn business marketing tools from SnailWhite, which can act as a guide for various beauty products in the future.
This document discusses the critical role of higher education in fostering civic engagement and global competencies in students. It emphasizes that universities should make the development of personal and social responsibility in students a major focus and learning outcome. This involves promoting civic knowledge, intercultural skills, ethics and lifelong learning through experiences such as service learning, dialogue programs, and campus-community partnerships. While progress has been made, more needs to be done to ensure civic learning is a core, integrated part of the student experience and curriculum in higher education.
The Chinese National Top Level Courses Project - using Open Educational Resou...Stian Håklev
The document discusses the Chinese National Top Level Courses Project, which uses Open Educational Resources (OER) to improve quality in higher education in China. It began in 2003 when Chinese universities decided to adopt the OER model inspired by MIT's OpenCourseWare initiative. The Chinese project involves selecting the best courses from universities nationwide and making them available online as open educational resources through the China Open Resources for Education (CORE) program. The goals are to encourage professors to improve their teaching methods and course materials. Over time the project has expanded, with over 1,800 courses available nationally by 2008 through the Chinese Quality OpenCourseWare program.
This document summarizes three projects that bring together scholarly communication and information literacy. It discusses the Image of Research competition at the University of Illinois and University of Kansas, which highlights original student work. It also describes a digital storytelling project on library anxiety and a study that explored undergraduates' awareness and perspectives of copyright. The document outlines the goals and findings of each project, and highlights collaborations across campus that supported their implementation.
The document discusses the history and principles of civic engagement at the University of Chicago. It outlines the university's model of civic engagement, which is built on upholding core values, pursuing mutual benefit, building external relationships, and having local and global impact. The Office of Civic Engagement is committed to strengthening the university's impact on Chicago and cities worldwide through partnerships and programs that increase access to education, support local non-profits, spur innovation, and use research to transform cities.
The document discusses the Open Courseware Consortium (OCC), which advances open education through sharing free educational materials online. It summarizes the OCC's history and goals of partnering with community colleges. Specifically, it aims to recruit more community colleges, study the impact of open educational resources, and provide support for using and creating open courseware.
The document discusses the history and evolution of technology from the 1950s to present day. It covers early technologies like key punch operators and Marshall McLuhan's concept of a "global village". It then outlines several key trends in universities including rising costs, changing student demographics, and demand for distance education. Finally, it discusses new forms of media and learning like user-created content, social networking, mobile phones, virtual worlds, and wikis that have transformed education.
Engaging students through social learningLisa Harris
This document discusses how the University of Southampton is using MOOCs and social learning to innovate curriculum and engage students. It highlights the university's flexible degree programs and involvement in the FutureLearn MOOC platform. MOOCs are seen as catalysts for changing teaching practices by adding social elements and flipping classrooms. Learning analytics from massive student cohorts in MOOCs allow new approaches to feedback, assessment and personalization. MOOCs are also used to showcase research and recruit students to existing programs.
Researching Students’ Information Choices (RSIC): Determining Identity and Ju...Lynn Connaway
Connaway, Lynn Silipigni. 2020. “Researching Students’ Information Choices (RSIC): Determining Identity and Judging Credibility in Digital Spaces.” Presented at VALA, February 11, 2020, Melbourne, Australia.
The university as a hackerspace v2 March 2014Joss Winn
The document proposes the idea of reimagining the university as a hackerspace through the creation of an anti-disciplinary Masters by Research degree. Some key aspects include having the entire campus function as a virtual and open hackerspace, emphasizing student-teacher collaboration in knowledge production, and experimentation over traditional modules. The degree would take a research-based approach following the student as producer model, with the institution learning from teacher-student scholars. Questions are also raised about how such a program could be organized and whether the university and hackerspace models are compatible.
The document summarizes the results of a survey conducted by the CUNY Academic Commons team to better understand how users engage with the site. Some key findings:
- The majority of users are faculty (58%) and graduate students (29%).
- The most commonly used features are groups (58%), sites/blogs (47%), and events (19%).
- Based on usage patterns, four primary user personas were identified: graduate students, graduate students with multiple roles, faculty, and staff/administration.
- The survey findings will help the team prioritize improvements to groups, sites/blogs, profiles/portfolios, and the events calendar.
David Porter, the CEO of eCampusOntario, gave a presentation on making open the default in education. He discussed several key points:
1) Extending open practices is a guiding principle, and rethinking needs to be at the core of educational design.
2) When resources are open, it grants more freedoms for sharing, collaboration, and adoption of materials. Open education reduces barriers and allows customization of resources.
3) Beyond just being free, open resources provide benefits like opportunities for authentic learning activities and collegial collaboration through initiatives like textbook sprints.
4) Openness empowers faculty and demonstrates institutions' commitment to their service mission by increasing access to education.
This document discusses the benefits of open education practices. It notes that half of public college students leave without a degree due to debt, and many students struggle with food and housing insecurity. Using open educational resources (OER) can help address these issues by lowering costs. OER have been shown to improve student outcomes like course completion rates. The document advocates for open pedagogies that give students agency and allow their work to remain available to others.
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
Open, Share, Learn: The University of Michigan's Open Educational ResourcesEmily Puckett Rodgers
The document discusses Open.Michigan, the University of Michigan's initiative for open educational resources (OER). It provides an overview of Open.Michigan's mission to share university knowledge and encourage open licensing of educational materials. It describes services offered through Open.Michigan like dScribe for collaborative content creation and OERca for managing open content projects. Future goals include increasing OER production, visibility, and participation across campus to embed open practices in academic life.
Brian Rosenblum: Roles for Academic Libraries in Supporting Open Scholarship ÚISK FF UK
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4. BCP, Surveying volume 1
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Beyond Friending: @cunycommons and the Emergence of the Social University
1. Beyond Friending:
@cunycommons and the
Emergence of the Social
University
MITH Digital Dialogue, 2 November 2010
Matthew K. Gold
Assistant Professor of English, New York City College of Technology
Interactive Technology and Pedagogy Program, CUNY Graduate Center
http://mkgold.net @mkgold
5. The CUNY Academic Commons
History, Strategy, Process, Use
The Social University
6. The CUNY Academic Commons
History, Strategy, Process, Use
The Social University
Opportunities, Barriers, Openings
7. The CUNY Academic Commons
History, Strategy, Process, Use
The Social University
Opportunities, Barriers, Openings
Building a Wider Commons
8. The CUNY Academic Commons
History, Strategy, Process, Use
The Social University
Opportunities, Barriers, Openings
Building a Wider Commons
Communities, Publics, Possibilities
10. City University of
New York (CUNY)
23 Colleges
11 Senior Colleges
6 Community Colleges
6,700 Full-Time Faculty Members
243,000 degree-credit students
273,000 continuing and professional
education students
47% of undergrads have a native language
other than English
41% percent work more than 20 hours a
week
63% attend school full time
15% support children.
60% percent female
29% are 25 or older.
Of first-time freshmen:
37% are born outside the U.S. mainland
70% attended NYC public high schools
source: cuny.edu
11. City University of
New York (CUNY)
23 Colleges
11 Senior Colleges
6 Community Colleges
6,700 Full-Time Faculty Members
243,000 degree-credit students
273,000 continuing and professional
education students
47% of undergrads have a native language
other than English
41% percent work more than 20 hours a
week
63% attend school full time
15% support children.
60% percent female
29% are 25 or older.
Of first-time freshmen:
37% are born outside the U.S. mainland
70% attended NYC public high schools
source: cuny.edu
12. City University of
New York (CUNY)
23 Colleges
11 Senior Colleges
6 Community Colleges
6,700 Full-Time Faculty Members
243,000 degree-credit students
273,000 continuing and professional
education students
47% of undergrads have a native language
other than English
41% percent work more than 20 hours a
week
63% attend school full time
15% support children.
60% percent female
29% are 25 or older.
Of first-time freshmen:
37% are born outside the U.S. mainland
70% attended NYC public high schools
source: cuny.edu
13. City University of
New York (CUNY)
23 Colleges
11 Senior Colleges
6 Community Colleges
6,700 Full-Time Faculty Members
243,000 degree-credit students
273,000 continuing and professional
education students
47% of undergrads have a native language
other than English
41% percent work more than 20 hours a
week
63% attend school full time
15% support children.
60% percent female
29% are 25 or older.
Of first-time freshmen:
37% are born outside the U.S. mainland
70% attended NYC public high schools
source: cuny.edu
14. City University of
New York (CUNY)
23 Colleges
11 Senior Colleges
6 Community Colleges
6,700 Full-Time Faculty Members
243,000 degree-credit students
273,000 continuing and professional
education students
47% of undergrads have a native language
other than English
41% percent work more than 20 hours a
week
63% attend school full time
15% support children.
60% percent female
29% are 25 or older.
Of first-time freshmen:
37% are born outside the U.S. mainland
70% attended NYC public high schools
source: cuny.edu
15. City University of
New York (CUNY)
23 Colleges
11 Senior Colleges
6 Community Colleges
6,700 Full-Time Faculty Members
243,000 degree-credit students
273,000 continuing and professional
education students
47% of undergrads have a native language
other than English
41% percent work more than 20 hours a
week
63% attend school full time
15% support children.
60% percent female
29% are 25 or older.
Of first-time freshmen:
37% are born outside the U.S. mainland
70% attended NYC public high schools
source: cuny.edu
16. source: Newman Library, Baruch College http://newman.baruch.cuny.edu/digital/2001/history/book/chap_07/nyt_75_11_16.htm
19. The CUNY Academic Commons
• What it is
• Why we created it
• What has worked
• What hasn’t worked
• How it’s changing the culture of the university
52. “we judge our tools by one key metric
above all others: use. Successful tools are tools
that are used.
“
Tom Scheinfeldt
“Lessons from One Week | One Tool – Part 2, Use.” Found
History. 2 August 2010. <http://www.foundhistory.org/
2010/08/02/lessons-from-one-week-one-tool-part-2-use/>
“
87. Build recursive publics
“Free Software . . . is not simply a technical pursuit but also the
creation of a ‘public,’ a collective that asserts itself as a check on
other constituted forms of power—like states, the church, and
corporations—but which remains independent of these domains of
power. Free Software is a response to this reorientation that has
resulted in a novel form of democratic political action, a means by
which publics can be created and maintained in forms not at all
familiar to us from the past. Free Software is a public of a particular
kind: a recursive public. Recursive publics are publics concerned
with the ability to build, control, modify, and maintain the
infrastructure that allows them to come into being in the first place
and which, in turn, constitutes their everyday practical
commitments and the identities of the participants as creative and
autonomous individuals.”
– Christopher Kelty, Two Bits: The Cultural Significance of Free
Software (2008)
89. Build generative communities
“Generativity is a system’s capacity to produce unanticipated
change through unfiltered contributions from broad and varied
audiences. . . . Generativity pairs an input consisting of unfiltered
contributions from diverse people and groups, who may or may not
be working in concert, with the output of unanticipated change.”
– Jonathan Zittrain, The Future of the Internet - And How to Stop It
(2008)