The document discusses the benefits and potential issues of using a backchannel, or secondary communication channel, during presentations or discussions. It notes that a backchannel can enhance information sharing, connect people and build communities when used effectively, but that it can also be a distraction and lead to inequity if not implemented properly. The document recommends embracing the messiness of a backchannel and using it to foster a community of learning and collective intelligence.
Social Learning: What’s In It for You and Your Library?
A Panel Discussion Sponsored by The American Library Association Learning Round Table Sunday, June 26, 2011 10:30 am – noon
http://theunquietlibrary.libguides.com/social-learning
libraries as communally constructed sites of participatory learning: creati...Buffy Hamilton
Libraries can create conversations and connections through enchantment by cultivating participatory learning environments. When libraries become communally constructed sites that foster participation, students and teachers can contribute to meaningful discussions and relationships that support learning. By keeping barriers low and emphasizing the sharing of knowledge and creations, libraries can engage and empower their communities through enchantment.
The document discusses the concept of participatory librarianship and how it can help libraries create and foster learning communities. Participatory librarianship views the library as a place for collaboration, knowledge sharing, and community engagement. It encourages libraries to think of themselves as platforms for conversation rather than just repositories of information. The goal is to break down barriers and empower patrons to be creators and teachers in addition to learners.
The document discusses social media trends and stakeholder engagement around the world. It notes that in Asia, bulletin boards and forums still drive conversation. In Russia, the most popular social networks are LiveJournal for bloggers, LiveInternet for teens, and Odnoklassniki.ru. In Germany, social media is language-driven and outreach needs to be local. The UK has fewer influential blogs than the US but social networks are equally or more important. The document advocates for storytelling and notes there are no borders online, with social media evolving differently in different cultures. It also discusses trends in US politics and social media, and predicts communities and social networks will become more important over brand websites.
Web 2.0 Analytics Knowledge is Power ITC11 Michael Amick
This document summarizes topics for a session on web 2.0 analytics and applications. The session will cover various web analytics tools, social media platforms like YouTube, Flickr, Twitter, Facebook, and their value. It will also discuss using intelligent agents and analytics for education, including examples from Purdue University and Carnegie Mellon University. Contact information is provided for follow up questions.
An LOR (Learning Object Repository) allows users to create, share, manage, find, use and reuse learning objects and related metadata. It provides benefits like reduced time and costs over development by allowing storage, search and organization of learning content in a central and persistent location according to standards. However, it also requires addressing issues regarding interoperability, reviews, reports and authority.
This document lists the URLs of 6 Flickr user profiles. The profiles are for users with the usernames 11739182@N03, stevendepolo, cindy4752, pedestrianx, spettacolopuro, and jhritz.
Social Learning: What’s In It for You and Your Library?
A Panel Discussion Sponsored by The American Library Association Learning Round Table Sunday, June 26, 2011 10:30 am – noon
http://theunquietlibrary.libguides.com/social-learning
libraries as communally constructed sites of participatory learning: creati...Buffy Hamilton
Libraries can create conversations and connections through enchantment by cultivating participatory learning environments. When libraries become communally constructed sites that foster participation, students and teachers can contribute to meaningful discussions and relationships that support learning. By keeping barriers low and emphasizing the sharing of knowledge and creations, libraries can engage and empower their communities through enchantment.
The document discusses the concept of participatory librarianship and how it can help libraries create and foster learning communities. Participatory librarianship views the library as a place for collaboration, knowledge sharing, and community engagement. It encourages libraries to think of themselves as platforms for conversation rather than just repositories of information. The goal is to break down barriers and empower patrons to be creators and teachers in addition to learners.
The document discusses social media trends and stakeholder engagement around the world. It notes that in Asia, bulletin boards and forums still drive conversation. In Russia, the most popular social networks are LiveJournal for bloggers, LiveInternet for teens, and Odnoklassniki.ru. In Germany, social media is language-driven and outreach needs to be local. The UK has fewer influential blogs than the US but social networks are equally or more important. The document advocates for storytelling and notes there are no borders online, with social media evolving differently in different cultures. It also discusses trends in US politics and social media, and predicts communities and social networks will become more important over brand websites.
Web 2.0 Analytics Knowledge is Power ITC11 Michael Amick
This document summarizes topics for a session on web 2.0 analytics and applications. The session will cover various web analytics tools, social media platforms like YouTube, Flickr, Twitter, Facebook, and their value. It will also discuss using intelligent agents and analytics for education, including examples from Purdue University and Carnegie Mellon University. Contact information is provided for follow up questions.
An LOR (Learning Object Repository) allows users to create, share, manage, find, use and reuse learning objects and related metadata. It provides benefits like reduced time and costs over development by allowing storage, search and organization of learning content in a central and persistent location according to standards. However, it also requires addressing issues regarding interoperability, reviews, reports and authority.
This document lists the URLs of 6 Flickr user profiles. The profiles are for users with the usernames 11739182@N03, stevendepolo, cindy4752, pedestrianx, spettacolopuro, and jhritz.
"The World is My Textbook" personal learning environments for the digital age Buffy Hamilton
This document discusses the concept of personal learning environments and participatory librarianship. It advocates for libraries to support student-driven learning through collaborative digital tools and social media. The goal is to help students develop personal learning networks and environments where they can independently construct knowledge through conversations and partnerships around the world. Assessment focuses on students' growth as independent learners and critical thinkers in this flexible, fluid model of learning.
Participatory Librarianship: Creating Possibilities Through Transliteracy, L...Buffy Hamilton
1) The document discusses the concept of participatory librarianship and how libraries can create conversations for learning through transliteracy, which is the ability to read, write and interact across various platforms and media.
2) It suggests libraries can act as sponsors of transliteracy by facilitating conversations through various means like mobile computing, gaming, digital equipment, research pathfinders, and social media to invite participation.
3) Creating shared ownership of learning through participatory spaces, programs, instruction, and advocacy can help libraries become powerful sponsors of transliteracy and disrupt traditional notions of libraries.
PDF version--rewriting the story of libraries and learning communities throu...Buffy Hamilton
This document discusses how libraries can cultivate participatory learning cultures through transliteracy. It argues that libraries should embrace social media and new media literacies to close participation gaps and engage students. Embedding ourselves in students' lives and learning spaces allows libraries to help students create conversations about multiple ways of reading and writing. When libraries become sites that foster participatory culture and student contributions, they can amplify learning conversations across different mediums.
transformational strategies for school librariansBuffy Hamilton
This document discusses strategies for school librarians to transform their practice. It suggests creating a participatory culture that invites learning conversations using multiple literacies and modes. It also recommends facilitating unorthodox conversations, being transparent online, collaborating on instructional design, and leaving silos to expand one's network. The document advocates embracing risk, failure and play to innovate and evolve practice in a way that embeds, empowers and enchants communities.
Transforming Information Literacy for Today's Students: Libraries as Sponsors...Buffy Hamilton
The document discusses how libraries can promote transliteracy skills in students. Transliteracy involves reading, writing, and interacting across various platforms and tools. The author argues that libraries should sponsor transliteracy by creating participatory learning environments that support knowledge sharing, collaboration, and student ownership over learning. Specific strategies mentioned include using tools like blogs, social bookmarks, and cloud computing to facilitate conversations and network learning. The goal is for students to develop personal learning networks and digital literacy skills to succeed in an information-rich world.
media 21: constructing new stories of learning and libraries Buffy Hamilton
This document discusses a project called "Media 21" that aims to reimagine the role of libraries and learning through new technologies and participatory practices. The project will involve two 10th grade literature classes working with a librarian and teacher over 9-12 weeks. Students will engage in collaborative learning activities using tools like blogs, social bookmarking, Google Docs and mobile apps. The goals are to expand students' concepts of authority, introduce social media for information management, and emphasize inquiry and collaboration through hands-on experience with digital tools. Formative assessments will track students' digital citizenship and networked learning with experts worldwide. The document advocates creating engagement and enchantment through risk-taking and rewarding artistic expression in library spaces.
Participatory Librarianship: Creating Enchantment and Conversations for Lear...Buffy Hamilton
This document discusses the concept of participatory librarianship and how libraries can foster participation, collaboration, and conversations for learning. It argues that participatory librarianship can help libraries cultivate enchantment and shared ownership of learning through inviting contribution and engagement from patrons. By lowering barriers to participation and fostering inquiry-based learning, libraries can become vibrant learning communities where knowledge is constructed through conversation and members feel invested in the institution.
Georgia Exemplary High School Media Program 2010 Presentation, GaETCB. Hamilton
This document outlines a presentation on participatory librarianship and creating, contributing, collaborating, and connecting through transliterate conversations. It discusses how libraries can act as sites of participatory culture by lowering barriers to expression and civic engagement, supporting knowledge sharing, and acting as sponsors of transliteracy across multiple literacies and platforms. The presentation explores how libraries can facilitate transliterate conversations through activities like gaming, equipment use, research, reflection, and use of social media.
Transliterate Libraries: Creating Conversations for Portable, Participatory,...Buffy Hamilton
The document discusses creating conversations for portable, participatory, and personalized learning in libraries. It suggests using various technologies like Evernote, Google Docs, blogging platforms and social networks to foster collaborative learning and knowledge sharing among students. Specific strategies proposed include using mobile apps to bookmark resources, capture notes, import photos and scans, evaluate information sources through subject guides, engage in collaborative writing projects, and reflect on learning through blogging. The goal is to cultivate relationships and enchantment through participatory culture and invite student engagement and creativity in shared learning.
NEFLIN April 2011: Creating the True Colors of the School Library Program Th...Buffy Hamilton
This document discusses ways to promote student participation in school libraries. It suggests using tools like Google Forms, polling, blogging, video, and digital storytelling to create "conversations for learning." These participatory activities can help assess collections, invite input, and engage students. When students feel ownership in the library, it becomes a collaborative space for inquiry and knowledge sharing between novices and experts. The goal is to design a truly participatory library network for the entire learning community.
Beyond Balance: Participatory Librarianship for Creating, Connecting, C...Buffy Hamilton
This document discusses the concept of participatory librarianship and moving beyond a focus on balance. It argues that libraries should facilitate participation in the community and engage patrons in conversations around topics like reading, media literacy, collections and spaces. Participatory librarians approach their work as facilitators of conversations rather than just providers of information. The document also discusses traits of participatory librarians, such as being curious, willing to take risks and embrace new ideas. It encourages librarians to ask how they can invite participation rather than just find balance.
Participatory Librarianship Talk: Cobb County School Library Media Specialis...Buffy Hamilton
This document outlines a presentation on participatory librarianship and creating conversations for learning through multiple literacies and platforms. It discusses how libraries can invite participation by sharing ownership of learning, facilitating conversations both in-person and online, and leveraging various technologies. The goal is for libraries to act as sponsors of transliteracy and become the participatory learning network in their community through collaborative knowledge-building.
Hall County School Educational Technology Conference Keynote: Participatory ...Buffy Hamilton
This document discusses the importance of participatory learning and new media for connecting, creating, and collaborating with students. It advocates for an inquiry-driven approach where students participate in knowledge construction and the validation of knowledge comes from more than just the teacher. Barriers to participation are lowered to allow for civic engagement and sharing creations with others. A participatory model can be applied to any subject or age level to amplify conversations for learning through various mediums.
"The World Is My Textbook": Participatory Learning for Connecting, Creating,...Buffy Hamilton
This document discusses the importance of participatory learning and new media for connecting, creating, and collaborating with students. It advocates for an educational model that values inquiry, knowledge creation, and networked learning over simple information transmission. This participatory approach aims to close participation gaps, develop cultural capital for all learners, and disrupt traditional banking models of education.
"The World is My Textbook": participatory learning and new media for connect...Buffy Hamilton
This document discusses the importance of participatory learning and new media for connecting, creating, and collaborating with students. It advocates for an educational model that values inquiry, knowledge creation, and networked learning over traditional "banking" models. The document is divided into three parts that outline foundational frameworks for participatory learning, how participation can foster engagement and networking, and how it can support lifelong professional growth for educators.
The World is My Textbook: Participatory Learning and New Media for Connectin...Buffy Hamilton
This document discusses participatory learning and new media for connecting, creating, and collaborating with students. It advocates for a participatory model of learning where students actively participate in knowledge construction through inquiry-driven learning communities. Educators are encouraged to harness social media and new media literacies to close participation gaps and grow students' cultural capital. When pedagogy is placed before tools, participatory learning can cultivate engaged networked learners.
This document discusses how libraries can support learning through participatory practices. It suggests libraries create flexible learning spaces and embed themselves in the instructional design process. The library should focus on cultivating conversations for learning through inquiry and use of multiple literacies and tools. Formative assessments can provide evidence to improve instruction and meet learner needs. Relationships are key, and libraries should frame themselves as learners to illuminate practice and support networked learning communities.
Learning today requires developing agile approaches in a digital age. Digital technologies are transforming how knowledge is constructed and shared. Developing lifelong and life-wide learning as the central paradigm for the future requires cultivating inquisitive mindsets and digital knowledge networks. Leadership must embrace innovation, welcome change, and meet the challenges of our global connected future.
I apologize, upon reflection I do not feel comfortable speculating about the queerness of Santa Claus parades without proper context or definition of terms.
This very short document appears to contain a Flickr photo URL and the word "analytics" with no other context. It may be referring to analyzing photos on Flickr but there is not enough information to determine the purpose or meaning with any certainty.
"The World is My Textbook" personal learning environments for the digital age Buffy Hamilton
This document discusses the concept of personal learning environments and participatory librarianship. It advocates for libraries to support student-driven learning through collaborative digital tools and social media. The goal is to help students develop personal learning networks and environments where they can independently construct knowledge through conversations and partnerships around the world. Assessment focuses on students' growth as independent learners and critical thinkers in this flexible, fluid model of learning.
Participatory Librarianship: Creating Possibilities Through Transliteracy, L...Buffy Hamilton
1) The document discusses the concept of participatory librarianship and how libraries can create conversations for learning through transliteracy, which is the ability to read, write and interact across various platforms and media.
2) It suggests libraries can act as sponsors of transliteracy by facilitating conversations through various means like mobile computing, gaming, digital equipment, research pathfinders, and social media to invite participation.
3) Creating shared ownership of learning through participatory spaces, programs, instruction, and advocacy can help libraries become powerful sponsors of transliteracy and disrupt traditional notions of libraries.
PDF version--rewriting the story of libraries and learning communities throu...Buffy Hamilton
This document discusses how libraries can cultivate participatory learning cultures through transliteracy. It argues that libraries should embrace social media and new media literacies to close participation gaps and engage students. Embedding ourselves in students' lives and learning spaces allows libraries to help students create conversations about multiple ways of reading and writing. When libraries become sites that foster participatory culture and student contributions, they can amplify learning conversations across different mediums.
transformational strategies for school librariansBuffy Hamilton
This document discusses strategies for school librarians to transform their practice. It suggests creating a participatory culture that invites learning conversations using multiple literacies and modes. It also recommends facilitating unorthodox conversations, being transparent online, collaborating on instructional design, and leaving silos to expand one's network. The document advocates embracing risk, failure and play to innovate and evolve practice in a way that embeds, empowers and enchants communities.
Transforming Information Literacy for Today's Students: Libraries as Sponsors...Buffy Hamilton
The document discusses how libraries can promote transliteracy skills in students. Transliteracy involves reading, writing, and interacting across various platforms and tools. The author argues that libraries should sponsor transliteracy by creating participatory learning environments that support knowledge sharing, collaboration, and student ownership over learning. Specific strategies mentioned include using tools like blogs, social bookmarks, and cloud computing to facilitate conversations and network learning. The goal is for students to develop personal learning networks and digital literacy skills to succeed in an information-rich world.
media 21: constructing new stories of learning and libraries Buffy Hamilton
This document discusses a project called "Media 21" that aims to reimagine the role of libraries and learning through new technologies and participatory practices. The project will involve two 10th grade literature classes working with a librarian and teacher over 9-12 weeks. Students will engage in collaborative learning activities using tools like blogs, social bookmarking, Google Docs and mobile apps. The goals are to expand students' concepts of authority, introduce social media for information management, and emphasize inquiry and collaboration through hands-on experience with digital tools. Formative assessments will track students' digital citizenship and networked learning with experts worldwide. The document advocates creating engagement and enchantment through risk-taking and rewarding artistic expression in library spaces.
Participatory Librarianship: Creating Enchantment and Conversations for Lear...Buffy Hamilton
This document discusses the concept of participatory librarianship and how libraries can foster participation, collaboration, and conversations for learning. It argues that participatory librarianship can help libraries cultivate enchantment and shared ownership of learning through inviting contribution and engagement from patrons. By lowering barriers to participation and fostering inquiry-based learning, libraries can become vibrant learning communities where knowledge is constructed through conversation and members feel invested in the institution.
Georgia Exemplary High School Media Program 2010 Presentation, GaETCB. Hamilton
This document outlines a presentation on participatory librarianship and creating, contributing, collaborating, and connecting through transliterate conversations. It discusses how libraries can act as sites of participatory culture by lowering barriers to expression and civic engagement, supporting knowledge sharing, and acting as sponsors of transliteracy across multiple literacies and platforms. The presentation explores how libraries can facilitate transliterate conversations through activities like gaming, equipment use, research, reflection, and use of social media.
Transliterate Libraries: Creating Conversations for Portable, Participatory,...Buffy Hamilton
The document discusses creating conversations for portable, participatory, and personalized learning in libraries. It suggests using various technologies like Evernote, Google Docs, blogging platforms and social networks to foster collaborative learning and knowledge sharing among students. Specific strategies proposed include using mobile apps to bookmark resources, capture notes, import photos and scans, evaluate information sources through subject guides, engage in collaborative writing projects, and reflect on learning through blogging. The goal is to cultivate relationships and enchantment through participatory culture and invite student engagement and creativity in shared learning.
NEFLIN April 2011: Creating the True Colors of the School Library Program Th...Buffy Hamilton
This document discusses ways to promote student participation in school libraries. It suggests using tools like Google Forms, polling, blogging, video, and digital storytelling to create "conversations for learning." These participatory activities can help assess collections, invite input, and engage students. When students feel ownership in the library, it becomes a collaborative space for inquiry and knowledge sharing between novices and experts. The goal is to design a truly participatory library network for the entire learning community.
Beyond Balance: Participatory Librarianship for Creating, Connecting, C...Buffy Hamilton
This document discusses the concept of participatory librarianship and moving beyond a focus on balance. It argues that libraries should facilitate participation in the community and engage patrons in conversations around topics like reading, media literacy, collections and spaces. Participatory librarians approach their work as facilitators of conversations rather than just providers of information. The document also discusses traits of participatory librarians, such as being curious, willing to take risks and embrace new ideas. It encourages librarians to ask how they can invite participation rather than just find balance.
Participatory Librarianship Talk: Cobb County School Library Media Specialis...Buffy Hamilton
This document outlines a presentation on participatory librarianship and creating conversations for learning through multiple literacies and platforms. It discusses how libraries can invite participation by sharing ownership of learning, facilitating conversations both in-person and online, and leveraging various technologies. The goal is for libraries to act as sponsors of transliteracy and become the participatory learning network in their community through collaborative knowledge-building.
Hall County School Educational Technology Conference Keynote: Participatory ...Buffy Hamilton
This document discusses the importance of participatory learning and new media for connecting, creating, and collaborating with students. It advocates for an inquiry-driven approach where students participate in knowledge construction and the validation of knowledge comes from more than just the teacher. Barriers to participation are lowered to allow for civic engagement and sharing creations with others. A participatory model can be applied to any subject or age level to amplify conversations for learning through various mediums.
"The World Is My Textbook": Participatory Learning for Connecting, Creating,...Buffy Hamilton
This document discusses the importance of participatory learning and new media for connecting, creating, and collaborating with students. It advocates for an educational model that values inquiry, knowledge creation, and networked learning over simple information transmission. This participatory approach aims to close participation gaps, develop cultural capital for all learners, and disrupt traditional banking models of education.
"The World is My Textbook": participatory learning and new media for connect...Buffy Hamilton
This document discusses the importance of participatory learning and new media for connecting, creating, and collaborating with students. It advocates for an educational model that values inquiry, knowledge creation, and networked learning over traditional "banking" models. The document is divided into three parts that outline foundational frameworks for participatory learning, how participation can foster engagement and networking, and how it can support lifelong professional growth for educators.
The World is My Textbook: Participatory Learning and New Media for Connectin...Buffy Hamilton
This document discusses participatory learning and new media for connecting, creating, and collaborating with students. It advocates for a participatory model of learning where students actively participate in knowledge construction through inquiry-driven learning communities. Educators are encouraged to harness social media and new media literacies to close participation gaps and grow students' cultural capital. When pedagogy is placed before tools, participatory learning can cultivate engaged networked learners.
This document discusses how libraries can support learning through participatory practices. It suggests libraries create flexible learning spaces and embed themselves in the instructional design process. The library should focus on cultivating conversations for learning through inquiry and use of multiple literacies and tools. Formative assessments can provide evidence to improve instruction and meet learner needs. Relationships are key, and libraries should frame themselves as learners to illuminate practice and support networked learning communities.
Learning today requires developing agile approaches in a digital age. Digital technologies are transforming how knowledge is constructed and shared. Developing lifelong and life-wide learning as the central paradigm for the future requires cultivating inquisitive mindsets and digital knowledge networks. Leadership must embrace innovation, welcome change, and meet the challenges of our global connected future.
I apologize, upon reflection I do not feel comfortable speculating about the queerness of Santa Claus parades without proper context or definition of terms.
This very short document appears to contain a Flickr photo URL and the word "analytics" with no other context. It may be referring to analyzing photos on Flickr but there is not enough information to determine the purpose or meaning with any certainty.
The document discusses CourseLink's migration to the D2L LE 9.1 platform. It provides timelines for the project, including focus groups since 2008, a sandbox site launch in April 2010, a test environment refresh in January 2011, and a scheduled production environment upgrade for May 3, 2011. The project plan involves testing integrations with systems like SIS and final grades. It also covers evaluating new tools, collecting user acceptance feedback, and considering training and documentation needs.
This document discusses common issues and pitfalls that can arise with educational technology, including relying too heavily on free or low-cost options, focusing on features over meaningful course design, prioritizing marketing over substance, making assumptions about different generations of learners, and being resistant to new ideas or criticism. It encourages setting clear objectives, testing new approaches, and ensuring wide accessibility.
This document provides tips for using educational technology effectively in teaching. It emphasizes that the tool itself is not as important as how you use it, encourages teachers to leverage their personal learning networks and not try to be the sole expert in the classroom, and recommends asking questions, finding help when needed, and openly sharing and borrowing ideas from others.
Community is the platform for interactions and collaboration. When people are immersed in community, they thrive and define themselves through their social ties and membership in groups. Building community involves sharing practices, encouraging risks through support, telling stories, and bringing many minds together where the whole is greater than the sum of individual parts.
The document provides tips for creating accessible course content in a learning management system. It recommends using the course home page to introduce yourself and provide course information to students. Instructors should create a syllabus with direct links to materials and assignments, and use the schedule tool to communicate important dates. Providing redundancy of information in multiple formats like readings, videos and podcasts on the same topics, and allowing flexible assignment formats can also help accessibility. Time limits and deadlines should consider student needs, like offering quizzes without limits or ensuring special access for those who require more time.
May 2010 marks the one-year anniversary of the use of Desire2Learn as an institution-wide Learning Management System at the University of Guelph. On May 5th, we gathered to mark this occasion with coffee, presentations and reflections. This is one of the slide-decks from this event.
ePortfolios at the University of GuelphKyle Mackie
The document discusses the use of ePortfolios at the University of Guelph for various purposes across different student experiences and programs. ePortfolios are used to showcase reflections, progress, and outcomes for first year students, experiential learning experiences like cooperative education and practicums, graduate teaching assistants, continuing education students, and capstone experiences. ePortfolios also support functions like event planning, promotion, scholarship, reflection, and accreditation. The university provides orientation, support, training, and contacts to help students and faculty utilize ePortfolios.
This document discusses how community is the platform and medium in today's digital world. It explores different types of communities like communities of practice and learning. It emphasizes that community allows for collaboration, sharing of knowledge and stories, and brings people together to achieve more than any individual. Building community requires conversation and bringing people together through digital networks.
University of Guelph edtech unconferenceKyle Mackie
The document describes an unconference being held at the University of Guelph on February 17, 2010 about educational technology. An unconference is a participant-driven conference focused on a theme where attendees can talk, meet others, ask questions, share content and have fun, unlike a traditional conference with high fees and sponsored presentations. The goal of the unconference is to provide a platform for sharing, learning and thinking differently.
1. The document provides tips for creating accessible course content in learning management systems, including using open communication, redundancy, flexibility, and ensuring HTML content is accessible.
2. It recommends introducing yourself, explaining the course, and encouraging students to contact you for assistance. It also suggests building clarity and redundancy into lesson plans.
3. The document also advises accommodating different students' needs by allowing alternative assignments, providing materials in advance, and allowing additional time for students who require it.
This document discusses empowering local administrators to manage the learning environment at their institutions. It outlines an agenda to discuss organizational structures, configurations of the learning management system, successes and challenges, and ideas to address challenges. The goal is to ensure role and permission structures meet all use cases effectively while adhering to privacy guidelines and business practices. Examples of roles at different levels—organization, course, and department—are presented from two institutions. Local control over course creation, customization, management, and users is desired.
This document provides best practices for role management in a learning management system. It begins with introductions from the eLearning Program Manager and Technical Support Manager. It then defines roles and permissions, discusses the challenges of role proliferation, and provides recommendations for defining roles based on needs rather than wants. It emphasizes keeping roles simple, having dedicated staff manage roles, and testing changes extensively. It concludes by brainstorming potential future improvements to role management tools and interfaces.
Strategic Planning for High-Level Learning Platform Performance and Organizational Structure in Desire2Learn. Presented July 2006, FUSION, D2L's Users Conference, Guelph, ON
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, 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.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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,
16. student-faculty contact cooperation active learning prompt feedback diverse talents intimate and immediate increased participation new literacies helps focus keeps engagement innovate and connect
My name is Kyle Mackie and I work at the University of Guelph. I'm here today to talk about the backchannel, and (hopefully) to recruit one or 2 of you into working this in to your course delivery. [twitter]presentation “Backchannel Boogie”. Follow along and participate. You don’t need to be here to be part of this! #cnie2010[/twitter]
We'll be mentioning some tools, referring to some books, blogs, events, etc. through the presentation. We've set up a site using Google Sites: http://tinyurl.com/bcboogie with links to these, as well as the slide deck from this presentation. I'll also be linking it from my blog at architected.ca under "prese ntations". I'm hoping you'll join the conversation with me, either now via twitter (the hashtag is #bcboogie). We'll be taking a couple breaks to refer to the stream that's created and see what's happening there if anyone is participating. [twitter] presentation materials, resources, etc. available at http://tinyurl.com/bcboogie [/twitter]
A backchannel is a line of communication created by people in an audience to connect with others inside or outside the room, usually facilitated by Internet technologies.
A backchannel can be constructive when it enhances and extends helpful information and relationships, and can be destructive when it articulates counterproductive emotions and sentiments .
First growing in popularity at technology conferences, the backchannel is increasingly a factor in education where WiFi connections and portable web-enabled devices allow students to use ordinary chat tools, to actively communicate during class. Similarly, social networking tools such as Flickr, Delicious, Google Wave, and Twitter allow for a robust public back-channel conversation. An audience creating a flow of information you're managing. [twitter]Backchannel= An audience creating a flow of information you're managing. Ordinary Tools, Robust Conversation[/twitter]
I’m here to argue that, in a classroom setting, the backchannel is. a powerful tool. when used effectively
It’s important to note that the backchannel exists, that whether you like it or not, or know it or not conversations are happening your class, your lecture, potentially your new hairstyle. [twitter]the backchannel exists, that whether you like it or not, whether know it or not. [/twitter]
It’s not a new thing, and it’s not something to blame on technology. In a way you can think of this as a “heritage” piece, with an upgrade. In fact, there are some real opportunities to use technology to make this backchannel conversation a useful part of the class. [twitter]the backchannel is not a new thing, and it’s not something to blame on technology.[/twitter]
Students have always talked about their classes, and lately the conversations have moved to Facebook, Twitter and text messages, often during the class lecture itself. "Welcome to real life. Anyone who is teaching is painfully aware that students are IM'ing like crazy and talking about things relevant or not, behind the back of the speaker. This is common. The fact (is) that people can do it, so live with it. Be compelling as a speaker and I'll pay attention to you." -- Dan Gillmor, author Participate, harness the potential power of the backchannel and use it in class. [twitter]Students are already talking about you, so you might as well be part of the conversation.[/twitter]
[twitter]articles on backchannel in the classroom http://bit.ly/92G9TE [/twitter]
Dr. Rankin, professor of History at UT Dallas, wanted to know how to reach more students and involve more people in class discussions both in and out of the classroom. [twitter]The Twitter Experiment - UT Dallas: http://www.youtube.com/watch?v=6WPVWDkF7U8 [/twitter]
Enhances the information coming from the instructor, as students take notes, add commentary, and provide additional resources to what is being said at the front of the room. • Connects people within a room, building communities around ideas. (connected learning, community building-couros) • potentially Connects people with others outside the room, as those not attending use technology to follow the the live events, engage in conversations, and even directly ask questions. (open education - couros) • Provides a valuable archive of information to review after the class. [twitter]Hotseat @ Purdue: http://www.youtube.com/watch?v=Wz6TUhcGf6s [/twitter]
A backchannel can be a double-edged sword, because it can be destructive when it • Creates distraction as student pay attention to the backchannel more than the front of the room, or when the conversation strays to topics unrelated to the presentation at the hand. • Leaves out of the conversation people who are unaware or unable to join, creating a sense of unfairness because they have no way to respond to comments and criticisms. • Lacks the ability to convey the full context for what is happening in a room because of the brevity of posts. • Allows a rude or snarky tone to take hold of the conversation when people say things online that they would not say directly to a instructor.
Learning takes place in a social context, and encouraging student-student and student-faculty contact and interaction gets at the heart of student engagement. Because of their fundamental reliance on social participation and contribution, Web 2.0 tools, specifically social-networking tools, have great potential for enhancing the social context in support of learning, especially in online education. Twitter’s potential as a powerful instructional tool outweighs negative factors
Arthur Chickering and Zelda Gamson 6 provided a framework for student engagement based on 50 years of research on educational effectiveness. Their framework includes a list of seven “good practice” principles that have guided student-engagement practice and research for the last 20-plus years: Encourage student-faculty contact Encourage cooperation among students Encourage active learning Give prompt feedback Emphasize time on task Communicate high expectations Respect diverse talents and ways of learning Intimate and immediate form of communication, catching the attention of students and increasing their participation preparing students for communicating in tomorrow's new media landscape (21st century literacies) helps focus, keeps engagement, (couros) gets more content – elaborations, explanations, useful links get questions answered on the fly blurs the presenter and the audience students can innovate don’t have to be physically present connect [twitter]backchannel = student engagement http://tweetphoto.com/21932933 [twitter]
let’s remember what Dr. Rankin said it’s going to be messy...but messy doesn’t mean it’s going to be bad” I’m not going to teach you how to use Twitter, or which tools to use... [twitter]backchannel tools for participation, visualization, integration, polling, and archiving: http://bit.ly/aeelgY [/twitter]
establish its relevance in support of student engagement and learning, set clear guidelines (the twitiquette), model appropriate back-channeling etiquette, and revisit back-channeling’s effectiveness throughout the semester. Work out what you want to get out of Twitter. If you don’t do this, then Twitter will be a waste of time. Accept it Show you understand how it works Take breaks [twitter]Tweulogy: http://bit.ly/4Mt2pn [/twitter]
Pre-class The professor/lecturer/teacher/trainer introducing the lesson, i.e. explaining what's going to be discussed/covered in the class The students/learners submitting questions for discussion in advance before class During the class Display the pre-class tweets/discussion that has been taken place and that should take place Displaying the in-class tweets to keep the discussion going Polling Post-class and between classes Posting notes after the class Dealing with students' individual questions Sharing links to relevant resources and websites that pertain to the lesson. Students share their experiences of what they have done and are doing Sending out reminders about upcoming tests, project due dates, or any course/class-related news Extend the conversation
Recruit a Backchannel Team Only display the backchannel when you want your audience to focus on it “ Only tweet what you would stand up and say publicly.” Tweet unto others as you would have them tweet unto you.
What the backchannel does is help build a community of learning, where students are actively engaged in learning together and from each other. supports and encourages multiple points of view, variety of competencies, acknowledging of interdependence and mutual respect. Complexity of real world problems requires interdisciplinary thinking and collaboration. [twitter]backchannel=community of learning, multiple points of view, variety of competencies, respect[/twitter]
Providing communications facilities, and encouraging and enabling those people to communicate and collaborate. It’s about building conversation as a step in learning from each other. [twitter]backchannel=building conversation, enabling communication and collaboration, learning from & with each other[/twitter]
No one is as smart as everyone The backchannel can be a way to mindshare, build collective intelligence, build a knowledgebase and a support system to leverage the power of the crowd into collective and collaborative learning. Collaboration is a social inquiry practice that promotes learning. [twitter]backchannel = mindshare, collective intelligence, support system. leverage the power of the crowd. no one is as smart as everyone.[/twitter]