Dean Rehberger is an Associate Director of MATRIX and also Associate Professor in the department of Writing, Rhetoric and American Cultures at Michigan State University.
The document summarizes MediaMatrix, a digital media platform developed by MATRIX at Michigan State University. It has 16 full-time employees from various fields working on digital library research and tools to make digital media more accessible, usable, and interactive. MediaMatrix allows users to segment, annotate, and organize audio and video clips and create online publications. It has been used in writing and history courses at Tufts University and MSU. The conclusion emphasizes that accessibility requires helping users understand and educate with content, not just retrieve it, and users can generate metadata to provide context.
This document outlines a 6-year project funded by the Mellon Foundation and housed at the University of Virginia to promote scholarly communication in a digital world. It discusses how scholarly communication is a cyclical process of research, analysis, presentation, preservation, and dissemination. The overall goal is to help scholars embrace digital scholarship through collaboration with scholarly societies, research libraries, and technology experts. Key components include summer meetings, communities of action, and advancing digital scholarship in various fields such as practical ethics, architectural history, and visual studies.
UTUTI brings all the advantages of a social network, adapting them to the study process. This makes studying more efficient and convenient.
At he moment we are looking for universities or departments willing to be among the first using UTUTI.
More info:
- http://ututi.com
- info@ututi.com
Marilyn Leask: University of Bedfordshire EduSkills OECD
This document summarizes Professor Marilyn Leask's presentation on making online collaboration work through examples and challenges. It discusses communities she helped launch for educators in the UK and Europe from 1995-2010, funded by various government and university sources. Key lessons included ensuring communities have a clear purpose that engages members, easy-to-use technology, facilitation of high-quality content, and integrating use into members' work through appraisals and job descriptions. The document also briefly defines the evolution of the web and concepts like semantic web and augmented reality, and provides statistics on communities launched for public services and education.
This document discusses open educational resources (OER) and the role of libraries and librarians in promoting OER. It defines OER and outlines their history from early initiatives like MIT OpenCourseware. It describes how OER allow knowledge to be shared and reused freely through open licensing. The document recommends that governments, institutions, teachers support OER through policies, infrastructure, capacity building, and research. It explains how librarians can evaluate, manage, curate, and create OER materials to make them discoverable and help promote their use.
The document summarizes MediaMatrix, a digital media platform developed by MATRIX at Michigan State University. It has 16 full-time employees from various fields working on digital library research and tools to make digital media more accessible, usable, and interactive. MediaMatrix allows users to segment, annotate, and organize audio and video clips and create online publications. It has been used in writing and history courses at Tufts University and MSU. The conclusion emphasizes that accessibility requires helping users understand and educate with content, not just retrieve it, and users can generate metadata to provide context.
This document outlines a 6-year project funded by the Mellon Foundation and housed at the University of Virginia to promote scholarly communication in a digital world. It discusses how scholarly communication is a cyclical process of research, analysis, presentation, preservation, and dissemination. The overall goal is to help scholars embrace digital scholarship through collaboration with scholarly societies, research libraries, and technology experts. Key components include summer meetings, communities of action, and advancing digital scholarship in various fields such as practical ethics, architectural history, and visual studies.
UTUTI brings all the advantages of a social network, adapting them to the study process. This makes studying more efficient and convenient.
At he moment we are looking for universities or departments willing to be among the first using UTUTI.
More info:
- http://ututi.com
- info@ututi.com
Marilyn Leask: University of Bedfordshire EduSkills OECD
This document summarizes Professor Marilyn Leask's presentation on making online collaboration work through examples and challenges. It discusses communities she helped launch for educators in the UK and Europe from 1995-2010, funded by various government and university sources. Key lessons included ensuring communities have a clear purpose that engages members, easy-to-use technology, facilitation of high-quality content, and integrating use into members' work through appraisals and job descriptions. The document also briefly defines the evolution of the web and concepts like semantic web and augmented reality, and provides statistics on communities launched for public services and education.
This document discusses open educational resources (OER) and the role of libraries and librarians in promoting OER. It defines OER and outlines their history from early initiatives like MIT OpenCourseware. It describes how OER allow knowledge to be shared and reused freely through open licensing. The document recommends that governments, institutions, teachers support OER through policies, infrastructure, capacity building, and research. It explains how librarians can evaluate, manage, curate, and create OER materials to make them discoverable and help promote their use.
Ututi is a platform for creating academical social networksJaro Šatkevič
Ututi is a platform for creating academical social networks. It helps engage your students and teachers and improve the quality of your studies.
Here students and teachers can create groups online, use the mailing list for communication and the file storage for sharing information.
What is more, here Teachers will find (or create) areas for courses information where students will be able to access, share and comment study materials.
The Monteverde Institute Digital Library Project in Costa Rica aims to create digital collections through collaboration between various organizations. The project involves Syracuse University interns helping to inventory, describe, and create metadata for digital collections covering topics like sustainable futures, community health, and tropical ecology. The collaborative model has been successful in growing the digital collections and providing greater access to local research in the Monteverde zone.
This document discusses telecollaboration and the collaborative potential of web 2.0 technologies in language learning. It provides definitions of telecollaboration from scholars as online communication that brings together language learners from different countries to work on collaborative projects. While technologies enable these connections, human time and energy is still needed to make virtual exchanges work effectively. The document also outlines some of the challenges of developing international joint degree programs through online collaboration, including legal and administrative barriers between institutions.
The Internet provides many opportunities for distance education by allowing educators and students to overcome barriers of time and distance. Electronic mail, bulletin boards, and the World Wide Web can all be used to exchange information, post messages, and access documents from anywhere with an Internet connection. While the Internet expands the possibilities of distance learning through inexpensive and widely available resources, it also faces limitations such as requiring access to appropriate technology and bandwidth. The best approach is to select a mix of delivery methods based on learner needs, content requirements, and teacher constraints.
Presentation at the 2008 conference of the European Association for Distance Learning of "Developments to support flexibility and cooperation in online distance education"
The document discusses the development of personal learning environments (PLEs) as a framework for distributed learning. PLEs allow learners to access information from multiple sources using various web tools. They are personal and learner-centric, tailored to individual needs. Key PLE elements include tools for content production, collaboration, communication, storage, aggregation of people and content. PLEs offer benefits like organizing materials personally, facilitating communication and collaboration, and supporting both formal and informal lifelong learning. Technological solutions proposed include using .NET technologies, jQuery, OAuth for single sign-on, and protocols like Web Sockets and PubSubHubbub to enable real-time interactions in a distributed system.
Thinking Outside of the Dome: Learning in a Library 2.0 Environmentalexondra
Presentation by librarians Pamela Jackson, Carolyn Baber and Keven Jeffery at San Diego State University\'s Course Design Institute Symposium, May 27, 2008.
This document discusses using Wikispaces for a class. It provides examples from several sources that describe benefits of wikis for student learning, including increased engagement, motivation to learn, content retention, ability to reflect and self-assess, and fostering of collaboration. Wikis also allow practicing digital citizenship skills and continuous improvement when used as part of a professional learning community. However, the site is currently blocked by the writer's firewall.
The document outlines an agenda for an MDID Users Group meeting at the VRA Conference in 2011. It discusses a pilot of MDID3 at James Madison University, including student projects using the platform. It also describes how MDID3 serves as an application platform, with examples like JMUtube and online video collections. The document demonstrates embedding content and export features. It positions MDID as JMU's digital media hub, supporting many disciplines. Departments and units using MDID are listed, and the user community is encouraged to participate through forums like the mailing list.
VRA 2014- MDID Users Group PresentationGrace Barth
MDID Users Group session, Visual Resources Association 32nd annual conference, Milwaukee, WI. Thursday, March 13, 2014.
Organizer/Moderator: Grace Barth, James Madison University
Presenters:
Grace Barth, James Madison University
Kevin Hegg, James Madison University
Andreas Knab, vrcHost
Several institutions have switched to MDID3 in the past year, and we look forward to sharing some of those experiences as well as showcasing new features. In this session we will share updates to MDID3 such as the new ability to share collections between institutions, packaged slideshows, and cataloging improvements. The MDID team will be prepared to discuss software and hardware requirements, installation issues, best practices, system integration, custom application development, and other topics. Andreas Knab from vrcHost will discuss MDID hosting experiences and any upcoming features. This informative session is open to anyone using or interested in MDID. Adequate time for a question and answer period will follow the presentation.
Continuing the tradition of a freely shared educational resource, MDID is distributed free of charge under an open source license and is used at many institutions across the United States and around the world.
Sponsored by: vrcHost
vrcHost specializes in installation, integration, customization, and feature development for the Madison Digital Image Database (MDID) project - an open source digital content management system used at hundreds of institutions worldwide for teaching and scholarship in the visual arts.
MOOCs are massive open online courses offered for free by top universities worldwide on various topics. They provide open learning opportunities to anyone with an internet connection. While MOOCs have no entry requirements or formal instruction, they encourage self-directed learning through peer-to-peer knowledge sharing. Common stakeholders in MOOCs include students, professors, and subject matter experts. MOOCs help universities fulfill their mission of expanding access to education and promoting lifelong learning.
Cable in The Classroom: A Resource for All TeachersOHIO ITSCO
The document summarizes resources available through Cable in the Classroom, which is the cable industry's education foundation. It provides magazines, websites for teachers and parents, media literacy resources, educational television programming and web resources from cable networks, and awards that recognize innovative uses of cable resources in education. The presentation introduces these materials and suggests ways teachers can utilize cable content and technology to enhance learning.
The document discusses using Web 2.0 environments and professional networks for competence development and professional networking. It describes how personal learning environments (PLEs) help learners manage their own learning goals and content. Some advanced students arrange content and contacts into personal and professional networks, with the transition from PLE to professional learning network (PfLN) supporting lifelong learning. Building a PLE provides a core for expanding networks and socialization processes that allow learners to share and reuse resources.
Presentation of a JISC research project into e-textbook publishing processes at a university. The context is explained and some lessons-learned are listed.
This document discusses the links between research and teaching in education. It provides examples of how research can enhance teaching by bringing new ideas and stimulating inquiry among students. Researching one's own teaching practice can also lead to research-led, research-oriented, or research-informed teaching. The document also notes how open educational resources and cloud computing can help share research results and data, disseminate ideas, and enable collaboration beyond traditional boundaries. However, it acknowledges challenges for educational institutions in adapting to more self-organizing learning systems in areas like funding, reputation, and assessing value.
This document discusses using interactive video conferencing as a teaching and learning tool in distance education. It notes that video conferencing can promote more inclusive learning by reaching wider audiences and meeting the needs of learners unable to attend on-campus classes. However, there are also challenges like ensuring active participation, providing feedback, and addressing feelings of isolation. The document advocates for pre-class sessions to familiarize learners with the technology and addressing issues like language barriers and technical requirements to facilitate participation.
This document discusses the future of learning and education. It notes that education is shifting from traditional models to new online and blended models that incorporate open educational resources, digital technologies, and networked learning. Some of the benefits of this shift include increased flexibility, access to knowledge, and opportunities for lifelong learning. However, challenges include overcoming traditional systems and fostering digital skills. The future of education is one of continued evolution as it adapts to new technologies and possibilities for connecting learners globally.
The document discusses e-content and e-learning. It defines e-content as any information that can be displayed, processed, stored or transmitted electronically. E-content has three components - content, application and exchange. The profile of today's library user is discussed, noting that users want convenient information delivered flexibly. E-learning is defined and the role of libraries in supporting e-learning through finding and organizing resources is described. Challenges for libraries include developing e-content and integrating it into e-learning systems. The talk concludes by reflecting that e-content in higher education will increasingly be created and shared by empowered students.
Sources:
Multimedia (2011). Retrieved from http://www.slideshare.net/Shivam_Tuteja/multimedia-8114447?related=2
Nyirenda, M. (2013). Retrieved from http://www.ippmedia.com/frontend/?l=57601
Multimedia as an educational tool (n.d.). Retrieved from cemca.org.in/ckfinder/userfiles /files/Section2.pdf
Benefits of Using Multimedia in Education (n.d.). Retrieved from http://hrsbstaff.ednet.ns.ca/engramja/gradcourse/
multimedia/benefits_of_multimedia.htm
*unable to include sample video clips
Ututi is a platform for creating academical social networksJaro Šatkevič
Ututi is a platform for creating academical social networks. It helps engage your students and teachers and improve the quality of your studies.
Here students and teachers can create groups online, use the mailing list for communication and the file storage for sharing information.
What is more, here Teachers will find (or create) areas for courses information where students will be able to access, share and comment study materials.
The Monteverde Institute Digital Library Project in Costa Rica aims to create digital collections through collaboration between various organizations. The project involves Syracuse University interns helping to inventory, describe, and create metadata for digital collections covering topics like sustainable futures, community health, and tropical ecology. The collaborative model has been successful in growing the digital collections and providing greater access to local research in the Monteverde zone.
This document discusses telecollaboration and the collaborative potential of web 2.0 technologies in language learning. It provides definitions of telecollaboration from scholars as online communication that brings together language learners from different countries to work on collaborative projects. While technologies enable these connections, human time and energy is still needed to make virtual exchanges work effectively. The document also outlines some of the challenges of developing international joint degree programs through online collaboration, including legal and administrative barriers between institutions.
The Internet provides many opportunities for distance education by allowing educators and students to overcome barriers of time and distance. Electronic mail, bulletin boards, and the World Wide Web can all be used to exchange information, post messages, and access documents from anywhere with an Internet connection. While the Internet expands the possibilities of distance learning through inexpensive and widely available resources, it also faces limitations such as requiring access to appropriate technology and bandwidth. The best approach is to select a mix of delivery methods based on learner needs, content requirements, and teacher constraints.
Presentation at the 2008 conference of the European Association for Distance Learning of "Developments to support flexibility and cooperation in online distance education"
The document discusses the development of personal learning environments (PLEs) as a framework for distributed learning. PLEs allow learners to access information from multiple sources using various web tools. They are personal and learner-centric, tailored to individual needs. Key PLE elements include tools for content production, collaboration, communication, storage, aggregation of people and content. PLEs offer benefits like organizing materials personally, facilitating communication and collaboration, and supporting both formal and informal lifelong learning. Technological solutions proposed include using .NET technologies, jQuery, OAuth for single sign-on, and protocols like Web Sockets and PubSubHubbub to enable real-time interactions in a distributed system.
Thinking Outside of the Dome: Learning in a Library 2.0 Environmentalexondra
Presentation by librarians Pamela Jackson, Carolyn Baber and Keven Jeffery at San Diego State University\'s Course Design Institute Symposium, May 27, 2008.
This document discusses using Wikispaces for a class. It provides examples from several sources that describe benefits of wikis for student learning, including increased engagement, motivation to learn, content retention, ability to reflect and self-assess, and fostering of collaboration. Wikis also allow practicing digital citizenship skills and continuous improvement when used as part of a professional learning community. However, the site is currently blocked by the writer's firewall.
The document outlines an agenda for an MDID Users Group meeting at the VRA Conference in 2011. It discusses a pilot of MDID3 at James Madison University, including student projects using the platform. It also describes how MDID3 serves as an application platform, with examples like JMUtube and online video collections. The document demonstrates embedding content and export features. It positions MDID as JMU's digital media hub, supporting many disciplines. Departments and units using MDID are listed, and the user community is encouraged to participate through forums like the mailing list.
VRA 2014- MDID Users Group PresentationGrace Barth
MDID Users Group session, Visual Resources Association 32nd annual conference, Milwaukee, WI. Thursday, March 13, 2014.
Organizer/Moderator: Grace Barth, James Madison University
Presenters:
Grace Barth, James Madison University
Kevin Hegg, James Madison University
Andreas Knab, vrcHost
Several institutions have switched to MDID3 in the past year, and we look forward to sharing some of those experiences as well as showcasing new features. In this session we will share updates to MDID3 such as the new ability to share collections between institutions, packaged slideshows, and cataloging improvements. The MDID team will be prepared to discuss software and hardware requirements, installation issues, best practices, system integration, custom application development, and other topics. Andreas Knab from vrcHost will discuss MDID hosting experiences and any upcoming features. This informative session is open to anyone using or interested in MDID. Adequate time for a question and answer period will follow the presentation.
Continuing the tradition of a freely shared educational resource, MDID is distributed free of charge under an open source license and is used at many institutions across the United States and around the world.
Sponsored by: vrcHost
vrcHost specializes in installation, integration, customization, and feature development for the Madison Digital Image Database (MDID) project - an open source digital content management system used at hundreds of institutions worldwide for teaching and scholarship in the visual arts.
MOOCs are massive open online courses offered for free by top universities worldwide on various topics. They provide open learning opportunities to anyone with an internet connection. While MOOCs have no entry requirements or formal instruction, they encourage self-directed learning through peer-to-peer knowledge sharing. Common stakeholders in MOOCs include students, professors, and subject matter experts. MOOCs help universities fulfill their mission of expanding access to education and promoting lifelong learning.
Cable in The Classroom: A Resource for All TeachersOHIO ITSCO
The document summarizes resources available through Cable in the Classroom, which is the cable industry's education foundation. It provides magazines, websites for teachers and parents, media literacy resources, educational television programming and web resources from cable networks, and awards that recognize innovative uses of cable resources in education. The presentation introduces these materials and suggests ways teachers can utilize cable content and technology to enhance learning.
The document discusses using Web 2.0 environments and professional networks for competence development and professional networking. It describes how personal learning environments (PLEs) help learners manage their own learning goals and content. Some advanced students arrange content and contacts into personal and professional networks, with the transition from PLE to professional learning network (PfLN) supporting lifelong learning. Building a PLE provides a core for expanding networks and socialization processes that allow learners to share and reuse resources.
Presentation of a JISC research project into e-textbook publishing processes at a university. The context is explained and some lessons-learned are listed.
This document discusses the links between research and teaching in education. It provides examples of how research can enhance teaching by bringing new ideas and stimulating inquiry among students. Researching one's own teaching practice can also lead to research-led, research-oriented, or research-informed teaching. The document also notes how open educational resources and cloud computing can help share research results and data, disseminate ideas, and enable collaboration beyond traditional boundaries. However, it acknowledges challenges for educational institutions in adapting to more self-organizing learning systems in areas like funding, reputation, and assessing value.
This document discusses using interactive video conferencing as a teaching and learning tool in distance education. It notes that video conferencing can promote more inclusive learning by reaching wider audiences and meeting the needs of learners unable to attend on-campus classes. However, there are also challenges like ensuring active participation, providing feedback, and addressing feelings of isolation. The document advocates for pre-class sessions to familiarize learners with the technology and addressing issues like language barriers and technical requirements to facilitate participation.
This document discusses the future of learning and education. It notes that education is shifting from traditional models to new online and blended models that incorporate open educational resources, digital technologies, and networked learning. Some of the benefits of this shift include increased flexibility, access to knowledge, and opportunities for lifelong learning. However, challenges include overcoming traditional systems and fostering digital skills. The future of education is one of continued evolution as it adapts to new technologies and possibilities for connecting learners globally.
The document discusses e-content and e-learning. It defines e-content as any information that can be displayed, processed, stored or transmitted electronically. E-content has three components - content, application and exchange. The profile of today's library user is discussed, noting that users want convenient information delivered flexibly. E-learning is defined and the role of libraries in supporting e-learning through finding and organizing resources is described. Challenges for libraries include developing e-content and integrating it into e-learning systems. The talk concludes by reflecting that e-content in higher education will increasingly be created and shared by empowered students.
Sources:
Multimedia (2011). Retrieved from http://www.slideshare.net/Shivam_Tuteja/multimedia-8114447?related=2
Nyirenda, M. (2013). Retrieved from http://www.ippmedia.com/frontend/?l=57601
Multimedia as an educational tool (n.d.). Retrieved from cemca.org.in/ckfinder/userfiles /files/Section2.pdf
Benefits of Using Multimedia in Education (n.d.). Retrieved from http://hrsbstaff.ednet.ns.ca/engramja/gradcourse/
multimedia/benefits_of_multimedia.htm
*unable to include sample video clips
This document discusses integrating social web tools into foreign language teaching. It defines the social web and outlines its development. Benefits include facilitating collaboration, interaction and equal participation. Challenges include information overload and academic resistance. The document recommends a gradual approach to integration, providing examples and clear guidelines. Specific tools are cited, such as blogs, wikis, tagging and networks. Best practices emphasize products, information, collaboration and communication.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
Hybrid online learning: An introductionjessrushing
This document discusses the benefits and guidelines for implementing hybrid online learning in face-to-face classrooms. Hybrid learning combines online and in-person instruction, allowing students to access resources and knowledge beyond the classroom. Standards from the American Association of School Librarians and Common Core emphasize students' need to use technology as a learning tool. Research suggests hybrid models provide individualized learning while maintaining social support from classmates and teachers. The document provides tips for collaborative online learning and lists popular platforms to integrate online content and activities into face-to-face courses.
Hybrid online learning: An Introductionjessrushing
This document discusses the benefits and guidelines for implementing hybrid online learning in classrooms. Hybrid learning involves adding online delivery of content and instruction to traditional face-to-face teaching. It can provide students with greater flexibility, engagement, and access to knowledge beyond what is taught in the classroom. Standards from organizations like the American Association of School Librarians and Common Core emphasize skills like research, media literacy, and use of technology that hybrid learning supports. The document provides examples of online learning platforms and guidelines for creating collaborative online learning communities.
The document outlines a framework for developing digital literacies. It describes three types of capabilities - CT capabilities, information and media capabilities, and academic/learning capabilities. It also describes four stages of development towards digital literacy: access, skills, practices, and attributes/identities. The framework is intended to help map competences, capabilities and attributes across these areas and stages to support learners' digital literacy development.
Hypermedia is a style of organizing and accessing information through a network of multimedia nodes connected by links. It allows for non-linear navigation and provides flexibility and learner control compared to traditional linear media. Some limitations include hypermedia models not being rich enough to support complex organizing and structuring tasks, and general purpose systems not being applicable to specific tasks for casual users. Hypermedia can take many forms such as encyclopedias, case studies, or edutainment and is delivered via web, CD-ROM, or other digital media.
The document discusses challenges and opportunities of digital scholarship in the digital age. It provides an overview of the evolving academic research cycle and various digital tools that can be used at different stages of research, including social networking, bookmarking, blogging, collaboration tools, and project management tools. It also discusses the concepts of digital literacy and digital scholarship, which involve the ability to participate in emerging academic practices that depend on digital systems and technologies. The document outlines three workshop topics for discussion around how digital communication can help or hinder scholarly activity, how digital approaches can impact other areas like teaching and administration, and new skills needed by digitally literate researchers.
This PowerPoint was an accessory for a presentation about why dynamic learning with 21st century tools is important. Included is information on how to support Moodle within a school or district. Additional resources can be provided by hollyrae.
Blended English programmes for National Skills Qualification FrameworkKshema Jose
This document discusses using blended learning to develop digital literacy, English language, and workplace skills aligned with India's National Skills Qualification Framework (NSQF). Blended learning utilizes both online and in-person resources to provide autonomy, expert guidance, and connections between classroom and real-world settings. An "ecology of resources" approach interacts learners with a network of knowledge, tools, people and environments. Learner-generated contexts further personalize learning around interests. This prepares learners for 21st century careers through acquisition of language, digital literacy, and lifelong learning abilities in authentic contexts.
DYAS: The Greek Research Infrastructure Network for the Humanitiesariadnenetwork
Presentation by:
Panos Constantopoulos
Athens University of Economics and Business,
Athena Research Centre
Costis Dallas
Toronto University,
Panteion University,
Athena Research Centre
Presenter: Dimitris Gavrilis
Full-day session on archaeological infrastructures and services at the 18th Cultural Heritage and New Technologies (CHNT) conference
Vienna, Austria
11th -13th November 2013
The document discusses the potential of mobile technologies and mobile learning. It explores how mobile devices can be used to make learning more personalized, contextualized and collaborative by giving learners ubiquitous access to resources, experts and peers. Example projects are described that aim to augment physical spaces and experiences with virtual information, capture and share multimedia data, and promote learner engagement through location-based games and activities.
This document provides an overview of digital literacy and fluency. It defines key terms like digital literacy, digital fluency, and participatory culture. It discusses the importance of these concepts for learners and educators. It also outlines several models for understanding digital literacy development. Additionally, it provides examples of digital literacy skills and competencies like digital scholarship, managing online identity, and using mobile devices. It discusses some challenges to digital adoption in higher education. Finally, it describes some university initiatives to promote digital fluency among students and faculty.
This document discusses developing digital literacies through interactive content creation. It proposes using the open-source Xerte tool to have students create interactive content as assessed work. Potential benefits include enhancing student and staff digital skills, establishing digital champions, and innovative teaching. Risks include staff inability to learn Xerte and infrastructure issues. Example projects are described to develop digital literacies for employability or create open educational resources. The document promotes sharing methods and experiences within discipline communities.
This presentation is made during the 4th CERN-UNESCO School on Digital libraries 2016. African libraries are invited to focus more in content, especially the local one, rather than software issues when they build digital libraries.
Slides - Leveraging institutional open practices to promote access- AVU Confe...Kathleen Ludewig Omollo
These slides are from a workshop called Leveraging Institutional Open Practices to Promote Access to Education at the African Virtual University 1st International Conference on November 20, 2013 (http://www.avu.org/1st-International-Conference-of-the-AVU-2013/pre-conference-workshops-november-20th-2013.html). The workshop was facilitated by Kathleen Ludewig Omollo and James Glapa-Grossklag. This and other materials from the workshop are available at http://tinyurl.com/levopenws-avu13. Editable versions are available at http://open.umich.edu/node/7497/. Workshop materials are copyright 2013 The Regents of the University of Michigan and College of the Canyons, shared under a CC BY license (http://creativecommons.org/licenses/by/3.0/).
This document provides an overview of the history and perspectives of educational technology. It discusses how educational technology has evolved from the abacus and slides to today's digital tools and ubiquitous mobile devices. It also summarizes different organizations' definitions of educational technology and how they have focused on both the processes and tools that support teaching and learning. Additionally, it outlines some of the challenges and trends in the field including issues around equity, implementation, and skills standards.
The document provides instructions for a creative invention task in multiple parts. Participants are asked to imagine a new object using three randomly selected object parts, then draw a picture of their creation. They are next instructed to interpret what their object could be used for within a given category, without altering the basic shape of the parts. The task is based on research finding that combining objects without an intended use leads to more creative outcomes than modifying objects to fit a predetermined category.
This document discusses opportunities and challenges for libraries in managing multimedia content such as video and audio recordings. It describes some current projects involving oral histories and educational multimedia. Key challenges include disseminating content to support teaching and learning, developing lifecycle management processes for digital assets, preserving analog collections by digitizing and cataloging them, and establishing standards and infrastructure for long-term digital preservation of audiovisual materials.
The document discusses the OpenCourseWare Consortium, which includes over 130 member institutions from more than 20 countries that provide open educational resources and course materials. It summarizes the global reach and participation of the Consortium, including the number of member schools, number of courses available, and number of languages represented. It also discusses opportunities for growth, such as increasing the amount of video content available and lowering the costs of producing high-quality open courses.
The British Universities Film & Video Council (BUFVC) is an organization that promotes the use of moving images in UK higher education. It was established in 1948 and is now core-funded by UK Higher Education Funding Councils. The BUFVC delivers services and resources to over 230 UK institutional members and provides online access to collections like Newsfilm Online and the Television and Radio Index.
The document discusses challenges and opportunities for cultural and educational institutions to harness the power of the web. It presents best practices for a managed web platform that provides intuitive user experiences, unified content management, universal access to content and tools, flexible tagging and architecture. The platform allows for seamless collaboration, dynamic workflows, and browser-based editing and search of digital assets. Customers praise the platform's ease of use, flexibility, and cost-effectiveness.
The document discusses the changing role of libraries in a digital world. It notes that traditional libraries contained printed books and media like records, CDs, tapes and DVDs that were accessed offline. However, people now create and share their own media online. The document suggests libraries need to become active partners that tell stories and make things, rather than just passively collecting content. It proposes libraries partner with scholars, technologists and communities to share the videos and other media they have preserved in new, engaging ways online through collaboration.
The document discusses the BBC's Creative Archive pilot program, which made select TV and radio content freely available online for non-commercial uses like learning, creativity, and enjoyment. Over 500,000 downloads were made during the pilot. The program aimed to make the BBC's vast archives more accessible while balancing copyright. An expansion was proposed to launch a full national Creative Archive service.
The document discusses video production services at Case Western Reserve University provided by MediaVision. It summarizes that MediaVision produces over 250 video projects per year and encodes over 100 hours of video per week for streaming. It also discusses the university's enabling IT infrastructure including high-speed internet and wireless access across campus. Finally, it highlights some example video projects including tele-surgery broadcasts and the use of video in a courseware management system that students have found helpful.
This document discusses best practices for using video, education, and open content in productions. It mentions Margaret Drain, the Vice President for National Productions at WGBH Boston. It also mentions Rebecca Nelson, a 20-year-old member of the Pima Salt River Tribe in Phoenix, Arizona. Finally, it references an integrated television and new media project about adoption families.
The document outlines a project to combine three existing websites about African American communities in Boston into a single, cross-searchable site and add approximately 50 new archival assets from WGBH. The new site will allow browsing by subject and cross-searching of metadata across 44 interviews from the series War and Peace in the Nuclear Age, 1 interview each from Vietnam: A Television History and Press and the People, and 5 additional public domain assets.
Media spending and media consumption are diverging as new technologies emerge. While TV still receives the largest portion of advertising dollars, people, especially younger generations, are spending more time with digital media like the internet, social networks, and mobile devices. This shift requires advertisers to rethink their strategies and follow consumers to the platforms where they are actively engaging rather than relying solely on traditional metrics of media spending.
The document discusses the Moving Image Collections (MIC) project which aims to create a union catalog and provide access to moving image collections held by various organizations. The MIC project grew out of national plans to preserve film and television in the US. It will provide a central portal with a union catalog of metadata records harvested from participating institutions. The metadata will be mapped to various standards like MPEG-7 and Dublin Core to make the collections more accessible. The project is developing cataloging and mapping utilities to help diverse institutions participate and expose their materials.
Donna Liu is Founder and Executive Director of the University Channel Project at Princeton University’s Woodrow Wilson School of Public and International Affairs.
Diana E. E. Kleiner is Dunham Professor of History of Art and Classics at Yale University and Director of Yale’s Open Educational Resources Video Lecture Project.
This document summarizes grant programs and initiatives from the Institute of Museum and Library Services. It discusses funding amounts and deadlines for various museum and library grant programs that support conservation, training, digital resources, and community engagement. It also outlines the Connecting to Collections initiative to raise awareness of the need to care for cultural heritage collections and provide safe conditions for these resources.
In a tight labour market, job-seekers gain bargaining power and leverage it into greater job quality—at least, that’s the conventional wisdom.
Michael, LMIC Economist, presented findings that reveal a weakened relationship between labour market tightness and job quality indicators following the pandemic. Labour market tightness coincided with growth in real wages for only a portion of workers: those in low-wage jobs requiring little education. Several factors—including labour market composition, worker and employer behaviour, and labour market practices—have contributed to the absence of worker benefits. These will be investigated further in future work.
5 Tips for Creating Standard Financial ReportsEasyReports
Well-crafted financial reports serve as vital tools for decision-making and transparency within an organization. By following the undermentioned tips, you can create standardized financial reports that effectively communicate your company's financial health and performance to stakeholders.
BONKMILLON Unleashes Its Bonkers Potential on Solana.pdfcoingabbar
Introducing BONKMILLON - The Most Bonkers Meme Coin Yet
Let's be real for a second – the world of meme coins can feel like a bit of a circus at times. Every other day, there's a new token promising to take you "to the moon" or offering some groundbreaking utility that'll change the game forever. But how many of them actually deliver on that hype?
Abhay Bhutada, the Managing Director of Poonawalla Fincorp Limited, is an accomplished leader with over 15 years of experience in commercial and retail lending. A Qualified Chartered Accountant, he has been pivotal in leveraging technology to enhance financial services. Starting his career at Bank of India, he later founded TAB Capital Limited and co-founded Poonawalla Finance Private Limited, emphasizing digital lending. Under his leadership, Poonawalla Fincorp achieved a 'AAA' credit rating, integrating acquisitions and emphasizing corporate governance. Actively involved in industry forums and CSR initiatives, Abhay has been recognized with awards like "Young Entrepreneur of India 2017" and "40 under 40 Most Influential Leader for 2020-21." Personally, he values mindfulness, enjoys gardening, yoga, and sees every day as an opportunity for growth and improvement.
The Rise of Generative AI in Finance: Reshaping the Industry with Synthetic DataChampak Jhagmag
In this presentation, we will explore the rise of generative AI in finance and its potential to reshape the industry. We will discuss how generative AI can be used to develop new products, combat fraud, and revolutionize risk management. Finally, we will address some of the ethical considerations and challenges associated with this powerful technology.
Seminar: Gender Board Diversity through Ownership NetworksGRAPE
Seminar on gender diversity spillovers through ownership networks at FAME|GRAPE. Presenting novel research. Studies in economics and management using econometrics methods.
Lecture slide titled Fraud Risk Mitigation, Webinar Lecture Delivered at the Society for West African Internal Audit Practitioners (SWAIAP) on Wednesday, November 8, 2023.
^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Duba...mayaclinic18
Whatsapp (+971581248768) Buy Abortion Pills In Dubai/ Qatar/Kuwait/Doha/Abu Dhabi/Alain/RAK City/Satwa/Al Ain/Abortion Pills For Sale In Qatar, Doha. Abu az Zuluf. Abu Thaylah. Ad Dawhah al Jadidah. Al Arish, Al Bida ash Sharqiyah, Al Ghanim, Al Ghuwariyah, Qatari, Abu Dhabi, Dubai.. WHATSAPP +971)581248768 Abortion Pills / Cytotec Tablets Available in Dubai, Sharjah, Abudhabi, Ajman, Alain, Fujeira, Ras Al Khaima, Umm Al Quwain., UAE, buy cytotec in Dubai– Where I can buy abortion pills in Dubai,+971582071918where I can buy abortion pills in Abudhabi +971)581248768 , where I can buy abortion pills in Sharjah,+97158207191 8where I can buy abortion pills in Ajman, +971)581248768 where I can buy abortion pills in Umm al Quwain +971)581248768 , where I can buy abortion pills in Fujairah +971)581248768 , where I can buy abortion pills in Ras al Khaimah +971)581248768 , where I can buy abortion pills in Alain+971)581248768 , where I can buy abortion pills in UAE +971)581248768 we are providing cytotec 200mg abortion pill in dubai, uae.Medication abortion offers an alternative to Surgical Abortion for women in the early weeks of pregnancy. Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman
2. Elemental Economics - Mineral demand.pdfNeal Brewster
After this second you should be able to: Explain the main determinants of demand for any mineral product, and their relative importance; recognise and explain how demand for any product is likely to change with economic activity; recognise and explain the roles of technology and relative prices in influencing demand; be able to explain the differences between the rates of growth of demand for different products.
Financial Assets: Debit vs Equity Securities.pptxWrito-Finance
financial assets represent claim for future benefit or cash. Financial assets are formed by establishing contracts between participants. These financial assets are used for collection of huge amounts of money for business purposes.
Two major Types: Debt Securities and Equity Securities.
Debt Securities are Also known as fixed-income securities or instruments. The type of assets is formed by establishing contracts between investor and issuer of the asset.
• The first type of Debit securities is BONDS. Bonds are issued by corporations and government (both local and national government).
• The second important type of Debit security is NOTES. Apart from similarities associated with notes and bonds, notes have shorter term maturity.
• The 3rd important type of Debit security is TRESURY BILLS. These securities have short-term ranging from three months, six months, and one year. Issuer of such securities are governments.
• Above discussed debit securities are mostly issued by governments and corporations. CERTIFICATE OF DEPOSITS CDs are issued by Banks and Financial Institutions. Risk factor associated with CDs gets reduced when issued by reputable institutions or Banks.
Following are the risk attached with debt securities: Credit risk, interest rate risk and currency risk
There are no fixed maturity dates in such securities, and asset’s value is determined by company’s performance. There are two major types of equity securities: common stock and preferred stock.
Common Stock: These are simple equity securities and bear no complexities which the preferred stock bears. Holders of such securities or instrument have the voting rights when it comes to select the company’s board of director or the business decisions to be made.
Preferred Stock: Preferred stocks are sometime referred to as hybrid securities, because it contains elements of both debit security and equity security. Preferred stock confers ownership rights to security holder that is why it is equity instrument
<a href="https://www.writofinance.com/equity-securities-features-types-risk/" >Equity securities </a> as a whole is used for capital funding for companies. Companies have multiple expenses to cover. Potential growth of company is required in competitive market. So, these securities are used for capital generation, and then uses it for company’s growth.
Concluding remarks
Both are employed in business. Businesses are often established through debit securities, then what is the need for equity securities. Companies have to cover multiple expenses and expansion of business. They can also use equity instruments for repayment of debits. So, there are multiple uses for securities. As an investor, you need tools for analysis. Investment decisions are made by carefully analyzing the market. For better analysis of the stock market, investors often employ financial analysis of companies.