The document discusses the SCARLET project, which uses augmented reality (AR) to enhance students' experience with rare books and special collections. It provides an overview of the goals, benefits, development process, and lessons learned from pilot courses integrating AR into Italian Studies, English/American Studies, and Classical Studies. Feedback from students was positive, finding the technology easy to use and resources provided valuable, though some found advanced content less relevant. The multi-disciplinary team aims to create an open toolkit and continue engaging wider audiences.
The document discusses the SCARLET project, which uses augmented reality (AR) to enhance students' experience with rare books and special collections. It provides an overview of the goals, benefits, development process, and lessons learned from pilot courses integrating AR into Italian Studies, English/American Studies, and Classical Studies. Feedback from students was positive, finding the technology easy to use and resources provided valuable, though some found advanced content less relevant. The multi-disciplinary team aims to create an open toolkit and continue engaging wider audiences.
SCARLET is a project that uses augmented reality (AR) to provide additional digital context and resources for rare books and objects from the special collections of the University of Manchester Library, with the goal of enhancing student learning; it has piloted AR applications in Italian Studies, English/American Studies, and Classical Studies courses and received positive feedback from students.
SCARLET Making the most of Special Collectionsteam_scarlet
AR uses computer graphics to overlay information on real world objects. The SCARLET project uses AR to link rare books and artifacts in university libraries with related digital materials. This enhances student learning by providing contextual information around physical objects. The project developed an AR application for special collections at The John Rylands Library that was piloted in three undergraduate courses. Evaluation found students found the technology easy to use and video introductions were most valuable. Lessons learned include ensuring content is contextual and closely linked to objects. The toolkit developed is available to help other institutions implement similar projects.
AR uses computer graphics to overlay information on real world objects. The SCARLET project uses AR to enhance rare books and objects in university libraries by linking them to related online resources. Students tested the AR app on editions of Dante's works and provided feedback. They found the technology easy to use and the additional context helpful for initial study. Lessons learned include ensuring content is contextual and closely linked to objects. The toolkit developed through this project aims to help other institutions implement similar AR applications.
PENSAR EN NACION- TURQUIA - Global golpe de estado en turquia. primeros mome...Heriberto J E Roman
Este documento resume los eventos del intento de golpe de estado en Turquía en julio de 2016. Incluye detalles sobre cómo comenzó el golpe, quiénes fueron los responsables según el gobierno turco (militares leales al clérigo Fethullah Gülen), las reacciones del presidente Erdogan y primer ministro pidiendo a los ciudadanos oponerse, y cómo las fuerzas leales eventualmente sofocaron el golpe. También analiza brevemente las figuras claves involucradas como Erdogan, el primer ministro Y
The SCARLET project aims to use augmented reality (AR) to enhance student learning experiences with special collections. AR overlays digital information on real world objects viewed through mobile devices. The project team includes librarians, technologists, and academics. An initial evaluation found students found the technology easy to use but it did not fully replace examining physical materials. Feedback will inform developing AR content for other collections and courses. Next steps include expanding to other subjects and disseminating lessons learned.
The document discusses the SCARLET project, which uses augmented reality (AR) to enhance students' experience with rare books and special collections. It provides an overview of the goals, benefits, development process, and lessons learned from pilot courses integrating AR into Italian Studies, English/American Studies, and Classical Studies. Feedback from students was positive, finding the technology easy to use and resources provided valuable, though some found advanced content less relevant. The multi-disciplinary team aims to create an open toolkit and continue engaging wider audiences.
The document discusses the SCARLET project, which uses augmented reality (AR) to enhance students' experience with rare books and special collections. It provides an overview of the goals, benefits, development process, and lessons learned from pilot courses integrating AR into Italian Studies, English/American Studies, and Classical Studies. Feedback from students was positive, finding the technology easy to use and resources provided valuable, though some found advanced content less relevant. The multi-disciplinary team aims to create an open toolkit and continue engaging wider audiences.
SCARLET is a project that uses augmented reality (AR) to provide additional digital context and resources for rare books and objects from the special collections of the University of Manchester Library, with the goal of enhancing student learning; it has piloted AR applications in Italian Studies, English/American Studies, and Classical Studies courses and received positive feedback from students.
SCARLET Making the most of Special Collectionsteam_scarlet
AR uses computer graphics to overlay information on real world objects. The SCARLET project uses AR to link rare books and artifacts in university libraries with related digital materials. This enhances student learning by providing contextual information around physical objects. The project developed an AR application for special collections at The John Rylands Library that was piloted in three undergraduate courses. Evaluation found students found the technology easy to use and video introductions were most valuable. Lessons learned include ensuring content is contextual and closely linked to objects. The toolkit developed is available to help other institutions implement similar projects.
AR uses computer graphics to overlay information on real world objects. The SCARLET project uses AR to enhance rare books and objects in university libraries by linking them to related online resources. Students tested the AR app on editions of Dante's works and provided feedback. They found the technology easy to use and the additional context helpful for initial study. Lessons learned include ensuring content is contextual and closely linked to objects. The toolkit developed through this project aims to help other institutions implement similar AR applications.
PENSAR EN NACION- TURQUIA - Global golpe de estado en turquia. primeros mome...Heriberto J E Roman
Este documento resume los eventos del intento de golpe de estado en Turquía en julio de 2016. Incluye detalles sobre cómo comenzó el golpe, quiénes fueron los responsables según el gobierno turco (militares leales al clérigo Fethullah Gülen), las reacciones del presidente Erdogan y primer ministro pidiendo a los ciudadanos oponerse, y cómo las fuerzas leales eventualmente sofocaron el golpe. También analiza brevemente las figuras claves involucradas como Erdogan, el primer ministro Y
The SCARLET project aims to use augmented reality (AR) to enhance student learning experiences with special collections. AR overlays digital information on real world objects viewed through mobile devices. The project team includes librarians, technologists, and academics. An initial evaluation found students found the technology easy to use but it did not fully replace examining physical materials. Feedback will inform developing AR content for other collections and courses. Next steps include expanding to other subjects and disseminating lessons learned.
The document provides an overview of the SCARLET project which aims to use augmented reality (AR) to enhance student learning experiences with special collections. It discusses implementing AR to overlay digitized content and contextual information onto physical objects. An evaluation found students found it engaging but wanted more direct links to objects. Lessons included using AR in shorter chunks and ensuring unique learning value. Next steps include developing materials for other subjects and disseminating the toolkit.
The SCARLET project aims to use augmented reality (AR) to enhance learning and teaching with special collections. It uses AR to add interpretive content and context to rare materials from the John Rylands Library in a way that engages students and adds value to their experience. An evaluation found students found the technology easy to use but feedback highlighted ways to better link AR content to physical objects and ensure it provides unique value compared to existing online resources. Next steps include developing AR materials for other courses and collections while disseminating lessons learned.
The document summarizes a project using augmented reality (AR) to provide additional educational resources and context for special collections materials at a university library. The project aims to make fragile historical materials more accessible while enhancing the learning experience. An initial implementation used AR on mobile devices to overlay information about a historical text when pointed at a visual trigger. Student feedback was mixed, finding the technology novel but wanting more engagement with physical objects. Next steps include refining the interface and evaluating the approach in other academic disciplines.
The SCARLET project aims to use augmented reality (AR) to enhance student learning experiences with special collections. The project will develop a methodology for using AR to provide virtual access to rare books and objects. Initial evaluations found that AR helped with basic knowledge acquisition but students preferred a more direct experience with physical objects. Next steps include developing AR materials for other courses and investigating wider applications in other subject areas.
The document discusses the SCARLET project, which uses augmented reality (AR) to enhance learning experiences with special collections at the University of Manchester's John Rylands Library. The project aims to add contextual information and supporting materials to rare books and manuscripts through AR applications on mobile devices. An evaluation found that AR engaged students and brought learning to life, though it also distracted some from physical objects. The project seeks to apply the SCARLET methodology to additional collections and subjects to further integrate AR into education.
Library Technology Conference 2019 . #LTC2019
Introduction to the organization, pedagogy, instructional design and similar consideration when starting eXtended Reality: VR, AR, MR on campus library
Outcomes from JISC Anytime Learning Literacies Environment (ALLE) projectjisc-elearning
Whilst there is a wealth of experience across the sector in supporting digital and information literacies with our learners, it is often dispersed and difficult for students most in need to access at the appropriate point in their studies. They need the very skills they are searching for before they can find them. Using the LLiDA findings (http://www.academy.gcal.ac.uk/llida/) our response was the development of a digital learning literacy environment (http://alle.uwl.ac.uk/).
The literacy environment is comprised of a series of learning objects organised in three parts: the Academic Journey, the Library Learning Journey and Digital Tools for Learning. The literacy environment has been used and evaluated by over 200 first-year business students (http://hermes.uwl.ac.uk/learnerjourney/).
As well as creating new resources, existing interactive materials customised for generic reuse were brought together in a cohesive and structured framework enclosed in a wraparound shell (http://www.glomaker.org/). We will share how we made effective use of ‘best’ pedagogy knowledge and resources to maximise OER potential.
This document discusses contextualizing learning resources for community learning. It addresses topics like context modeling, metadata for community content, learner modeling, and community content design principles. It advocates that context is key and community content should be locally relevant and created using tools and skills training. Learning is interest-driven and animateurs help develop learners within a community development model by providing timely interventions and goal articulation.
This document discusses open educational resources (OERs) and their role in distance education. It begins with definitions of OERs and examples of notable OER initiatives. It then summarizes research on OERs that found issues with discoverability, lack of context, and a need for communities and tracking of reuse. Practitioners were often unfamiliar with OERs and preferred resources with specific practical applications. Major constraints to using OERs included limited understanding of their value and lack of staff development. Adopting OERs could require training, time for discovery, and developing open access infrastructure and policies across institutions.
Stories of Tomorrow - Angelos Lazoudis and Thalia TsakniaBrussels, Belgium
Presentation by Dr. Angelos Lazoudis, R&D Department, EA
Thalia Tsaknia, Primary School teacher, EA, about the Stories of Tomorrow project, delivered at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Univirtual Lab is an e-learning center that provides learning and instructional design support through various functions and areas. It was founded in 1999 to develop online teacher education courses and has since expanded its scope. Today, Univirtual Lab supports learning and instructional design with an innovative approach to educational technologies in collaboration with CIRDFA. It carries out functions like needs analysis, course design, trainer development, and more to build specific tools and methods for different educational scenarios and needs.
Putting students in the SADL: keynote paper at HEA Changing the Learning Land...Maria Bell
Keynote by Jane Secker and Maria Bell, presenting the findings of the LSE Student Ambassadors for Digital Literacy (SADL) project at HEA Changing the Learning Landscape Digital Literacy workshop at LSE, 7 May 2014
Invited talk at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 14 Feb. 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
Using augmented reality to support learning and teaching in the recording stu...Jisc
This document describes a project using augmented reality to support learning in a music production studio environment. It discusses challenges in the current studio learning model like absorbing large amounts of information and focusing on practical skills. An augmented reality application was developed in two phases to help visualize concepts like console navigation and patch bay signal flow. Evaluations found students had improved knowledge retention and understanding of threshold concepts. The project aims to expand AR integration within the music program curriculum.
Moving from downloads to uploads: Toward an understanding of the curricular i...Darren Milligan
Full paper available: http://mw2016.museumsandtheweb.com/paper/moving-from-downloads-to-uploads-understanding-curricular-implications-of-access-to-large-scale-digitized-museum-collections-on-the-professional-practice-of-k-12-classroom-educators/
The need for museum strategy to be audience driven is now directed and enabled (in an accelerated way) by digital technologies. This allows, or requires, museums to understand the intersection between the needs of those it hopes to serve and the capacity of its own organization to meet them: to provide customized experiences and opportunities to unique audience groups. Educators are one of museums' historically most-valued audiences. Opportunities to have greater impact with teachers, their students, and the learning experiences they create, are great—greater than in the past, when museums focused on adult programming, school visitation, and exhibition-centered lesson plans. These new opportunities lie primarily in the utilization of museum collections and resources within the classroom, where the teacher can make use of them in ways that fit naturally into the learning process they have already developed for their students. To enable this, as we should, museums need to understand this group and how they use digital assets to design and deliver learning experiences. This study looks towards the development of a reusable framework for addressing this need through an understanding of the evolving role of the museum in the education space, the process and knowledge bases required for teachers to be designers of learning resources, and finally the ways that technology itself (in this case, primarily the Web) changes the nature of teaching and learning. The framework proposed is used to develop a survey instrument that is then tested through a case study of an emergent digital platform for teachers, the Smithsonian Learning Lab.
The document discusses integrating mobile devices and apps into teaching. It begins by noting the need for educators to innovate and experiment with mobile learning rather than imposing traditional pedagogical models. The goals are to help educators ask the right questions about integrating mobile devices, apply best practices, and be inspired to lead conversations around learning environments and technologies. The document then covers observing students' existing mobile behaviors, intentionally designing mobile integration, evaluating resources, and considering cognitive limitations to ensure effective instructional design.
Tutors considered several key factors when deciding whether to reuse open educational resources for research methods teaching, including interactivity, media richness, feedback, and academic credibility. Both smaller and larger resources had advantages, with smaller resources supporting more autonomous learning but less credibility, and larger resources requiring more work to introduce but being more credible. While context-free resources may be more reusable, tutors would need to do more work setting them in a subject-specific context. The size and level/context specificity of resources influenced how autonomous learners could be as well as the tutor workload.
This document outlines an agenda for a staff development day focused on pedagogy and technology. The objectives are to share teaching ideas across subjects, revisit pedagogical approaches and how technology can enhance them. The activities include groups sharing a recent lesson, discussing student performance, and designing a new multi-disciplinary lesson incorporating appropriate pedagogies and technologies. References are provided on various teaching approaches and how they can be combined with tools like videos, apps, VR and AR.
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!
The document provides an overview of the SCARLET project which aims to use augmented reality (AR) to enhance student learning experiences with special collections. It discusses implementing AR to overlay digitized content and contextual information onto physical objects. An evaluation found students found it engaging but wanted more direct links to objects. Lessons included using AR in shorter chunks and ensuring unique learning value. Next steps include developing materials for other subjects and disseminating the toolkit.
The SCARLET project aims to use augmented reality (AR) to enhance learning and teaching with special collections. It uses AR to add interpretive content and context to rare materials from the John Rylands Library in a way that engages students and adds value to their experience. An evaluation found students found the technology easy to use but feedback highlighted ways to better link AR content to physical objects and ensure it provides unique value compared to existing online resources. Next steps include developing AR materials for other courses and collections while disseminating lessons learned.
The document summarizes a project using augmented reality (AR) to provide additional educational resources and context for special collections materials at a university library. The project aims to make fragile historical materials more accessible while enhancing the learning experience. An initial implementation used AR on mobile devices to overlay information about a historical text when pointed at a visual trigger. Student feedback was mixed, finding the technology novel but wanting more engagement with physical objects. Next steps include refining the interface and evaluating the approach in other academic disciplines.
The SCARLET project aims to use augmented reality (AR) to enhance student learning experiences with special collections. The project will develop a methodology for using AR to provide virtual access to rare books and objects. Initial evaluations found that AR helped with basic knowledge acquisition but students preferred a more direct experience with physical objects. Next steps include developing AR materials for other courses and investigating wider applications in other subject areas.
The document discusses the SCARLET project, which uses augmented reality (AR) to enhance learning experiences with special collections at the University of Manchester's John Rylands Library. The project aims to add contextual information and supporting materials to rare books and manuscripts through AR applications on mobile devices. An evaluation found that AR engaged students and brought learning to life, though it also distracted some from physical objects. The project seeks to apply the SCARLET methodology to additional collections and subjects to further integrate AR into education.
Library Technology Conference 2019 . #LTC2019
Introduction to the organization, pedagogy, instructional design and similar consideration when starting eXtended Reality: VR, AR, MR on campus library
Outcomes from JISC Anytime Learning Literacies Environment (ALLE) projectjisc-elearning
Whilst there is a wealth of experience across the sector in supporting digital and information literacies with our learners, it is often dispersed and difficult for students most in need to access at the appropriate point in their studies. They need the very skills they are searching for before they can find them. Using the LLiDA findings (http://www.academy.gcal.ac.uk/llida/) our response was the development of a digital learning literacy environment (http://alle.uwl.ac.uk/).
The literacy environment is comprised of a series of learning objects organised in three parts: the Academic Journey, the Library Learning Journey and Digital Tools for Learning. The literacy environment has been used and evaluated by over 200 first-year business students (http://hermes.uwl.ac.uk/learnerjourney/).
As well as creating new resources, existing interactive materials customised for generic reuse were brought together in a cohesive and structured framework enclosed in a wraparound shell (http://www.glomaker.org/). We will share how we made effective use of ‘best’ pedagogy knowledge and resources to maximise OER potential.
This document discusses contextualizing learning resources for community learning. It addresses topics like context modeling, metadata for community content, learner modeling, and community content design principles. It advocates that context is key and community content should be locally relevant and created using tools and skills training. Learning is interest-driven and animateurs help develop learners within a community development model by providing timely interventions and goal articulation.
This document discusses open educational resources (OERs) and their role in distance education. It begins with definitions of OERs and examples of notable OER initiatives. It then summarizes research on OERs that found issues with discoverability, lack of context, and a need for communities and tracking of reuse. Practitioners were often unfamiliar with OERs and preferred resources with specific practical applications. Major constraints to using OERs included limited understanding of their value and lack of staff development. Adopting OERs could require training, time for discovery, and developing open access infrastructure and policies across institutions.
Stories of Tomorrow - Angelos Lazoudis and Thalia TsakniaBrussels, Belgium
Presentation by Dr. Angelos Lazoudis, R&D Department, EA
Thalia Tsaknia, Primary School teacher, EA, about the Stories of Tomorrow project, delivered at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Univirtual Lab is an e-learning center that provides learning and instructional design support through various functions and areas. It was founded in 1999 to develop online teacher education courses and has since expanded its scope. Today, Univirtual Lab supports learning and instructional design with an innovative approach to educational technologies in collaboration with CIRDFA. It carries out functions like needs analysis, course design, trainer development, and more to build specific tools and methods for different educational scenarios and needs.
Putting students in the SADL: keynote paper at HEA Changing the Learning Land...Maria Bell
Keynote by Jane Secker and Maria Bell, presenting the findings of the LSE Student Ambassadors for Digital Literacy (SADL) project at HEA Changing the Learning Landscape Digital Literacy workshop at LSE, 7 May 2014
Invited talk at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 14 Feb. 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
Using augmented reality to support learning and teaching in the recording stu...Jisc
This document describes a project using augmented reality to support learning in a music production studio environment. It discusses challenges in the current studio learning model like absorbing large amounts of information and focusing on practical skills. An augmented reality application was developed in two phases to help visualize concepts like console navigation and patch bay signal flow. Evaluations found students had improved knowledge retention and understanding of threshold concepts. The project aims to expand AR integration within the music program curriculum.
Moving from downloads to uploads: Toward an understanding of the curricular i...Darren Milligan
Full paper available: http://mw2016.museumsandtheweb.com/paper/moving-from-downloads-to-uploads-understanding-curricular-implications-of-access-to-large-scale-digitized-museum-collections-on-the-professional-practice-of-k-12-classroom-educators/
The need for museum strategy to be audience driven is now directed and enabled (in an accelerated way) by digital technologies. This allows, or requires, museums to understand the intersection between the needs of those it hopes to serve and the capacity of its own organization to meet them: to provide customized experiences and opportunities to unique audience groups. Educators are one of museums' historically most-valued audiences. Opportunities to have greater impact with teachers, their students, and the learning experiences they create, are great—greater than in the past, when museums focused on adult programming, school visitation, and exhibition-centered lesson plans. These new opportunities lie primarily in the utilization of museum collections and resources within the classroom, where the teacher can make use of them in ways that fit naturally into the learning process they have already developed for their students. To enable this, as we should, museums need to understand this group and how they use digital assets to design and deliver learning experiences. This study looks towards the development of a reusable framework for addressing this need through an understanding of the evolving role of the museum in the education space, the process and knowledge bases required for teachers to be designers of learning resources, and finally the ways that technology itself (in this case, primarily the Web) changes the nature of teaching and learning. The framework proposed is used to develop a survey instrument that is then tested through a case study of an emergent digital platform for teachers, the Smithsonian Learning Lab.
The document discusses integrating mobile devices and apps into teaching. It begins by noting the need for educators to innovate and experiment with mobile learning rather than imposing traditional pedagogical models. The goals are to help educators ask the right questions about integrating mobile devices, apply best practices, and be inspired to lead conversations around learning environments and technologies. The document then covers observing students' existing mobile behaviors, intentionally designing mobile integration, evaluating resources, and considering cognitive limitations to ensure effective instructional design.
Tutors considered several key factors when deciding whether to reuse open educational resources for research methods teaching, including interactivity, media richness, feedback, and academic credibility. Both smaller and larger resources had advantages, with smaller resources supporting more autonomous learning but less credibility, and larger resources requiring more work to introduce but being more credible. While context-free resources may be more reusable, tutors would need to do more work setting them in a subject-specific context. The size and level/context specificity of resources influenced how autonomous learners could be as well as the tutor workload.
This document outlines an agenda for a staff development day focused on pedagogy and technology. The objectives are to share teaching ideas across subjects, revisit pedagogical approaches and how technology can enhance them. The activities include groups sharing a recent lesson, discussing student performance, and designing a new multi-disciplinary lesson incorporating appropriate pedagogies and technologies. References are provided on various teaching approaches and how they can be combined with tools like videos, apps, VR and AR.
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!
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
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
2. What is AR?
AR uses computer graphics
to add a layer of
information on the real
world
Aims to assist
understanding and/or
interaction with the world
around you
Natural-feature tracking
(physical object) and marker
less (GPS coordinates)
4. SCARLET context
Students must consult rare
books within the controlled
conditions of library study
rooms
The objects are isolated from
the secondary, supporting
materials and the growing
mass of related digital assets
Unfamiliar experience for
students used to living in an
online world
5. SCARLET aims
Provide method of linking
fragile and rare objects with
related online resources
Use AR to enhance the
learner experience
Develop a methodology that
can be replicated in other
contexts
6. Benefits for students
Combining the magic of
seeing and handling primary
sources with leading-edge
technology to support
research-led teaching
Surrounding objects with
contextual material
Users retain information
when actively involved in a
learning experience
7. Multi-disciplinary team
Mimas John Rylands Library
Project management, AR technology Special collections
expertise and development, learner expertise, technical integration
evaluation and toolkit development with digitised content and special
collections materials
Academics
Award winning academics from
Humanities faculty developing
and delivering content
8. Perspectives from the team
John Hodgson, Collections Manager
“The future of AR within special collections is
very exciting. We're demonstrating that AR can
really enliven students experience of special
collections.”
9. Pilot courses
Pilots in three UG courses:
•Italian Studies
– Beyond the Text: The Book and its Body
•English and American Studies
– Milton
•Classical Studies
– Egypt in the Graeco-Roman World
10. Dante content development
10 key editions of the
poem which are
particularly important in
terms of the publishing
and or/intellectual history
All published between
1472 and 1555
11. Perspectives from the team
Guyda Armstrong, Lecturer in Italian
“Using AR we can show students the treasures
we have in the library and we can open up
resources to them using this exciting new
technology.”
12. Perspectives from the team
Matt Ramirez, Lead Technical (AR) Developer
“AR promotes active learning and critical
response by encouraging students to engage
with the rich, visual content.”
15. Evaluation process
Various evaluation methods
(focus groups, surveys)
Does AR add value to
students study and assist
with learning outcomes?
How can feedback be used
to inform future
development phases?
16.
17. D r G u yd a A r m s tr o n g :
“ T h e S C A R L E T p r o je c t w ill
a llo w s t u d e n t s t o u t iliz e
c u t t in g -e d g e d ig it a l
t e c h n o lo g y w he n
r e s e a r c h in g f iv e -h u n d r e d -
y e a r -o ld books . T h e y ' ll
h a v e t h e lib r a r y in t h e ir
p o c k e t a t a ll t im e s . I h o p e
it w ill b e a hug e s te p
f o r w a r d in t e r m s b o t h o f
18. Lessons learned: content
• Useful for an introduction to a subject, UG 1 & 2
• AR may be more suitable when used as part of an
activity-based learning exercise
• Use of AR should be contextual, closely linked to the
object and offer a unique experience
• Amount of time required by academics to assist in
content development shouldn’t be underestimated