Making the unfamiliar familiar: reflections on training digital scholarship i...James Baker
Slides from a talk I gave at 'Data Driven: Digital Humanities in the Library', College of Charleston, 22 June 2014
Notes: https://gist.github.com/drjwbaker/90352720df706fa29a6c
Research data spring: streamlining depositJisc RDM
The research data spring project "Streamlining deposit: an OJS to repository plugin" slides for the third sandpit workshop. Project led by Ernesto Priego of City University London.
Making the unfamiliar familiar: reflections on training digital scholarship i...James Baker
Slides from a talk I gave at 'Data Driven: Digital Humanities in the Library', College of Charleston, 22 June 2014
Notes: https://gist.github.com/drjwbaker/90352720df706fa29a6c
Research data spring: streamlining depositJisc RDM
The research data spring project "Streamlining deposit: an OJS to repository plugin" slides for the third sandpit workshop. Project led by Ernesto Priego of City University London.
Presentation delivered at the LRC Connect Conference.
The LRC Connect project supports the Leicester Building Schools for the Future Programme ICT priorities Space & Place, CPD & Innovation, Networked Learning & Communities, and Information Management.
-http://tleblog.leicester.gov.uk/?p=12
Presentation looks at creative learning environments, digital users and how to embrace web2 to reach your target customers. Click on the web2 slides and they will open the sites. If you would like further information do get in touch.
Enabling digital scholarship through staff training: the British Library's ex...Mia
A talk at the DH Lab at the University of Exeter in February 2019.
The British Library's Digital Scholarship Training Programme provides colleagues with the space and support to
develop the necessary skills and knowledge to support emerging areas of modern scholarship. Their familiarity with the foundational concepts, methods and tools of digital scholarship in turn helps promote a spirit of innovation and creativity, encouraging digital initiatives within the Library and with external partners. Finally, the programme of events helps nourish and sustain an internal digital scholarship community of interest/practice.
In this talk, Digital Curator Dr. Mia Ridge will share some of the lessons the team have learnt about delivering Digital Scholarship training in a library environment since it began several years ago, and some of the challenges they still face.
Cuna Ekmekcioglu (University of Edinburgh) - “Engaging academic support libra...ARLGSW
Presentation from the 6th CILIP ARLG-SW Discover Academic Research and Training Support Conference (DARTS6). Dartington Hall, Totnes, Thursday 24th – Friday 25th May 2018
DIY’ Research Data Management Training Kit for LibrariansDigCurV
Presentation by Stuart Macdonald, EDINA & Data Library, University of Edinburgh at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
Immersive informatics - research data management at Pitt iSchool and Carnegie...Keith Webster
A joint presentation by Liz Lyon and Keith Webster on providing education for librarians engaged in research data management. This was delivered at Library Research Seminar VI, at the University of Illinois Urbana Champaign in September 2014. The presentation looks at a class delivered by Lyon at the University of Pittsburgh's iSchool in 2014, and the related needs for immersive training opportunities amongst experienced practicing librarians, using Carnegie Mellon University's library, led by Webster, as a case study.
Making the most of digital resources - Hazel White and Alicia WallaceJisc
Led by Hazel White, account manager, Jisc.
With contribution from Alicia Wallace, digital learning manager, Gloucestershire College.
In this session you’ll hear from local colleagues, explaining how they are making the most of some of the digital resources available through Jisc.
Jisc Connect more in Northern Ireland, 23 June 2016
Museums and the Web 2009: E-Learning workshopSgardam
This is the presentation delivered by Carolyn Royston and Steve Gardam at the Museums and the Web conference in Indianapolis, 15 April 2009.
Carolyn and Steve give a simple, practical guide to steps helpful in developing online e-learning resources. They use their experience of creating WebQuests, as part of the National Museums Online Learning Project (NMOLP) in the UK as a case study.
WebQuests from NMOLP are open-ended, enquiry based resources for schools, which use the 'raw' content from nine national UK museum and gallery collections, set within a carefully constructed framework of supporting information.
WebQuests can be accessed from any of the websites of the nine partner museums:
British Museum
Imperial War Museum
National Portrait Gallery
Natural History Museum
Royal Armouries
Sir John Soane's Museum
Tate
The Victoria & Albert Museum
The Wallace Collection
Presentation delivered at the LRC Connect Conference.
The LRC Connect project supports the Leicester Building Schools for the Future Programme ICT priorities Space & Place, CPD & Innovation, Networked Learning & Communities, and Information Management.
-http://tleblog.leicester.gov.uk/?p=12
Presentation looks at creative learning environments, digital users and how to embrace web2 to reach your target customers. Click on the web2 slides and they will open the sites. If you would like further information do get in touch.
Enabling digital scholarship through staff training: the British Library's ex...Mia
A talk at the DH Lab at the University of Exeter in February 2019.
The British Library's Digital Scholarship Training Programme provides colleagues with the space and support to
develop the necessary skills and knowledge to support emerging areas of modern scholarship. Their familiarity with the foundational concepts, methods and tools of digital scholarship in turn helps promote a spirit of innovation and creativity, encouraging digital initiatives within the Library and with external partners. Finally, the programme of events helps nourish and sustain an internal digital scholarship community of interest/practice.
In this talk, Digital Curator Dr. Mia Ridge will share some of the lessons the team have learnt about delivering Digital Scholarship training in a library environment since it began several years ago, and some of the challenges they still face.
Cuna Ekmekcioglu (University of Edinburgh) - “Engaging academic support libra...ARLGSW
Presentation from the 6th CILIP ARLG-SW Discover Academic Research and Training Support Conference (DARTS6). Dartington Hall, Totnes, Thursday 24th – Friday 25th May 2018
DIY’ Research Data Management Training Kit for LibrariansDigCurV
Presentation by Stuart Macdonald, EDINA & Data Library, University of Edinburgh at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
Immersive informatics - research data management at Pitt iSchool and Carnegie...Keith Webster
A joint presentation by Liz Lyon and Keith Webster on providing education for librarians engaged in research data management. This was delivered at Library Research Seminar VI, at the University of Illinois Urbana Champaign in September 2014. The presentation looks at a class delivered by Lyon at the University of Pittsburgh's iSchool in 2014, and the related needs for immersive training opportunities amongst experienced practicing librarians, using Carnegie Mellon University's library, led by Webster, as a case study.
Making the most of digital resources - Hazel White and Alicia WallaceJisc
Led by Hazel White, account manager, Jisc.
With contribution from Alicia Wallace, digital learning manager, Gloucestershire College.
In this session you’ll hear from local colleagues, explaining how they are making the most of some of the digital resources available through Jisc.
Jisc Connect more in Northern Ireland, 23 June 2016
Museums and the Web 2009: E-Learning workshopSgardam
This is the presentation delivered by Carolyn Royston and Steve Gardam at the Museums and the Web conference in Indianapolis, 15 April 2009.
Carolyn and Steve give a simple, practical guide to steps helpful in developing online e-learning resources. They use their experience of creating WebQuests, as part of the National Museums Online Learning Project (NMOLP) in the UK as a case study.
WebQuests from NMOLP are open-ended, enquiry based resources for schools, which use the 'raw' content from nine national UK museum and gallery collections, set within a carefully constructed framework of supporting information.
WebQuests can be accessed from any of the websites of the nine partner museums:
British Museum
Imperial War Museum
National Portrait Gallery
Natural History Museum
Royal Armouries
Sir John Soane's Museum
Tate
The Victoria & Albert Museum
The Wallace Collection
Describes the MyRI project which is a collaboration of 4 Irish academic libraries funded by NDLR the Irish learning objects repository initiative, which has produced an online tutorial and a suite of other learning materials for bibliometrics, all on Open Access
Decolonial Futures for Colonial Metadata, 1838-presentJames Baker
Institute of Historical Research Digital History Seminar, 21 May 2019 https://ihrdighist.blogs.sas.ac.uk/2018/08/james-baker-decolonial-futures-for-colonial-metadata-1838-present/
The Programming Historian: Open Access, Open Source, Open ProjectJames Baker
Slides for talk I gave at Research Hive Seminar on 'Open publication: exploring alternative models and practices', University of Sussex (22 March 2018)
Library Carpentry: software skills training for library professionals, Chart...James Baker
Notes for a keynote I gave at the Chartered Institute for Library and Information Professionals Cataloguing and Indexing Group biennial conference, University of Swansea, 31 August - 2 September 2016.
Notes at https://gist.github.com/drjwbaker/96a32b70da2e03035272b6e5656696ad
Enabling Complex Analysis of Large-Scale Digital Collections: Humanities Rese...James Baker
Talk at Digital Humanities 2016 with Melissa Terras, James Hetherington, David Beavan, Anne Welsh, Helen O'Neill, Will Finley, Oliver Duke-Williams, Adam Farquhar, and Martin Zaltz Austwick.
Abstract http://dh2016.adho.org/abstracts/2584
Hard disks as archives of everyday lifeJames Baker
Deck for a talk I gave at Born digital big data and approaches for history and the humanities, School of Advanced Study (University of London), 8 June 2016.
Notes https://gist.github.com/drjwbaker/24ec7f744911800d51fb768cedb64510
Notes for a keynote I gave at the [Digital Humanities Early Career Forum](http://www.dhecf.group.shef.ac.uk/), University of Sheffield, 27 May 2016
My notes: http://jameswbaker.tumblr.com/post/144971807912/ditching-the-digital
The Hard Disk as the new Paper Archive: opportunities and challenges for hist...James Baker
Deck for a talk I gave at Digital History Seminar, University of Cambridge, 23 February 2016.
Notes at https://gist.github.com/drjwbaker/db1815e36ab64eb1a074
Deck for a talk I gave at Contemporary Political History in the Digital Age, Foreign & Commonwealth Office, 11 February 2016.
Notes at https://gist.github.com/drjwbaker/e01a3d03040c3ccdd4c1
This deck is for Library Carpentry week one, held 9 November 2015 at City University London. Lesson materials are at https://github.com/LibraryCarpentry/week-one-library-carpentry
Library Carpentry is generously funded by the [Software Sustainability Institute](http://software.ac.uk/). The Software Sustainability Institute cultivates world-class research with software. The Institute is based at the universities of Edinburgh, Manchester, Southampton and Oxford.
On Open Access monograph publishing for Arts, Humanities and Social Science R...James Baker
Deck for a talk I gave at the Open Access Week Open Access Seminar, University of Sussex, 20 October 2015
Talk at http://jameswbaker.tumblr.com/post/131273373912/on-open-access-monograph-publishing-for-arts
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. www.bl.uk 2
Objectives
By staff for staff (with a role for external expertise)
Redefine the role of BL in taking an active approach to digital research
Increase awareness of the digital tools and methodologies researchers use
Increase ability to shape digital services
Increase confidence in establishing collaborations with external partners
for supporting digital research
3. www.bl.uk 3
Design and Development
Surveyed the current literature, primarily around DH, and the skills which
academics were acquiring by attending pertinent training courses and
conferences and reviewing open syllabi and course materials
Sought out scholars working at the intersection of computing and
scholarship and joined them for informal chats about their research
Drafted individual briefs and learning outcomes for what would become
our core offering of 15 one-day courses.
Each team member took responsibility for managing a set of the courses
and worked with our internal advisory board and external institutions on the
leading edge of digital scholarship to finalise the courses
Bought a suite of laptops and negotiated management terms with IT
4. www.bl.uk 4
Principles
Deliver from the library practitioner perspective and highlight the
Library’s current work, or potential for supporting digital research
Focus on wider concepts, methods and processes (rather than teaching tools)
Deliver hands-on practical and collaborative elements
Courses aimed at “intelligent novices”, colleagues aware of the concepts
but haven’t had the time, space or opportunity to explore them in depth
Deliver a one-day workshop onsite rather than online guide or webinar.
Alert colleagues to what is happening outside the Library, rather than stay
solely within boundaries of current British Library policies and practices.
Develop spaces for capturing rich and informative feedback
5. www.bl.uk 5
Initial Programme on launch in November 2012 (to run twice
annually)
1. What is Digital Scholarship?
2. Digital Collections at British Library
3. Digitisation at British Library
4. Communicating our collections online: access & reuse
5. Crowdsourcing in Libraries, Museums and Cultural Heritage Institutions
6. Text Encoding Initiative (TEI)
7. Data Visualisation for Analysis in Scholarly Research
8. Geo-referencing and Digital Mapping
6. www.bl.uk 6
Initial Programme on launch in November 2012 (to run twice
annually)
9. Information Integration: Mash-ups, API’s and The Semantic Web
10. Social Media: Introduction to Yammer, Twitter, and Blogging
11. Working collaboratively
12. Presentation skills: From PowerPoint to Prezi
13. Foundations in working with Digital Objects: From Images to A/V
14. Behind the Screen: Basics of the Web
15. Metadata for Electronic Resources: Dublin Core, METS, MODS, RDF,
XML
7. www.bl.uk 7
Between November 2012 - March 2014:
–50 course days delivered
–245 individual members of staff attended one or
more
–653 seats filled
–3 courses attended pp on average
8. www.bl.uk 8
But things had to change…
Have you any other specific comments that can help us improve this
course?
“Having different courses for those who have never used it [Twitter]“
"A brief and casual discussion between the presenter and attendees
about what if any experiences they have, had using Social Media.
Good or Bad."
Have you any other specific comments that can help us improve the Digital
Scholarship Training Programme or suggestions for courses you would like
to see added?
"Course which cover MOOCs and Virtual Learning Environments."
"Practical sessions to test and improve existing BL presentations?"
9. www.bl.uk 9
Out
– Text Encoding Initiative (TEI)
– Social Media: Introduction to Yammer, Twitter, and Blogging
– Working collaboratively
– Presentation skills: From PowerPoint to Prezi
In
– Cleaning up Data
– The Programming Curator
– Managing Personal Digital Research Information
– Digital Research Clinic (every Friday 2-3 at our team area)
10. www.bl.uk 10
What did you most enjoy about the day?
"The handouts are really useful for future reference, checking out
information later and 'playing' with some of the software.“
"It is good to have been given the information sheets which are clear
and easy to digest and excellent reference material; a good reminder
of what was covered and will help me build on what I learnt and
investigate further. The delivery was very clear and well structured and
paced. [...] The practical exercise."
11. www.bl.uk 11
What did you learn during today's sessions that you anticipate using in your
work?
"The course was excellent to broaden my horizon and general
knowledge. Immediate application may be not an adequate measure of
success in this case."
What did you most enjoy about the day?
"Quite a challenging course with a lot of information to absorb - now
motivated to find out more about subject."
12. www.bl.uk 12
What did you most enjoy about the day?
"Hearing really knowledgeable colleagues impart interesting
information about the collections."
What did you most enjoy about the day?
"The fact that the trainer had practical skills and expertise that she
made relevant to our situation in the library. Her approach was very
supportive, friendly and knowledgeable. I also enjoyed making
contact with London curators and colleagues who I don't often get
to meet face to face. I've arranged to liaise with a London curator on
some dataset work, which is great."
13. www.bl.uk 13
What next?
Reach out beyond early-adopters
Turn more of the trained into the trainers
Change angle of external perspective
Develop replicable toolkit
Turn the programme outward