The document discusses saving, sharing, and finding resources. It asks the reader to consider a recently taught lesson using a new resource, where they found and save the resource, and if they would share it with colleagues. It suggests signposting online resources for colleagues and students, and evaluating their usefulness. It provides options for where to find resources, such as professional bodies, emails, books, or personal recommendations. It also lists possible ways to save resources, such as in an online library, bookmarks, or social media. Finally, it mentions reflecting on resource use and sharing in future weeks.
From the March 14, 2013 (represented March 28, 2013) webinar with Kiala Givehand, professor at Mills College and Diablo Valley College, designed to share practical (and proven) strategies for helping your online students interact with each other in authentic collaboration. Learn innovative ways to harness technology and use it to help students build academic relationships that empower their learning process. By the end of the presentation, you will have a plethora of ideas and tools to foster online student collaboration.
Topics covered include: Free resources designed to support online collaboration; Strategies for getting students to show up and interact; Tips for fostering realistic and helpful student partnerships; Information on how a new technology solution from Cengage Learning-MindTap-can also assist with effectively fostering online student collaboration and more.
A process model of learning
Grounded in a social-constructivist epistemology
Assumes effective learning requires the development of a community of learners that supports meaningful inquiry
Learning occurs because of the interaction of social, cognitive and teaching presence
This presentation is part of a series of open educational resources aimed at researchers and educators teaching research skills and teaching innovative practices. The resource and accompanying speaker's notes are available to download through a creative commons license from the African Universities’ Research Approaches programme (AURA) page on IDS OpenDocs: https://opendocs.ids.ac.uk/opendocs/handle/123456789/8992
The educational curriculum for strengthening research practice was developed as part of the African Universities’ Research Approaches programme (AURA). This programme sought to strengthen research and teaching practices in East Africa through a blended learning approach mixing online and face to face learning interventions. Further information is available on the Institute of Development Studies (IDS) website: http://www.ids.ac.uk/project/african-universities-research-approaches-aura-capacity-development-programme
Author: Duvigneau, S (institute of Development Studies)
Nuanced and Timely: Capturing Collections Feedback at Point of Use (Online NW...Rick Stoddart
Nuanced and Timely: Capturing Collections Feedback at Point of Use
Richard A. Stoddart, Assessment Librarian, Oregon State University Libraries & Press
Jane Nichols, Collection Development Librarian, Oregon State University Libraries & Press (@janienickel)
Terry Reese, Head, Digital Initiatives, The Ohio State University
While libraries use sophisticated metrics to determine e-resources usefulness, impact and cost effectiveness, much of this reflects past usage. To elicit qualitative data, an open-source application that inserts a pop-up survey between a citation and its full-text was tested. Inspired by MINES for Libraries®, this pop-up survey aims to capture users’ real-time reasons for selecting a given resource. Join us to learn about the application, users responses to the survey and to discuss future uses.
Findings and recommendations from an action research project where 6 tutors in a large FE college have worked together to experiment with a class set of iPads
From the March 14, 2013 (represented March 28, 2013) webinar with Kiala Givehand, professor at Mills College and Diablo Valley College, designed to share practical (and proven) strategies for helping your online students interact with each other in authentic collaboration. Learn innovative ways to harness technology and use it to help students build academic relationships that empower their learning process. By the end of the presentation, you will have a plethora of ideas and tools to foster online student collaboration.
Topics covered include: Free resources designed to support online collaboration; Strategies for getting students to show up and interact; Tips for fostering realistic and helpful student partnerships; Information on how a new technology solution from Cengage Learning-MindTap-can also assist with effectively fostering online student collaboration and more.
A process model of learning
Grounded in a social-constructivist epistemology
Assumes effective learning requires the development of a community of learners that supports meaningful inquiry
Learning occurs because of the interaction of social, cognitive and teaching presence
This presentation is part of a series of open educational resources aimed at researchers and educators teaching research skills and teaching innovative practices. The resource and accompanying speaker's notes are available to download through a creative commons license from the African Universities’ Research Approaches programme (AURA) page on IDS OpenDocs: https://opendocs.ids.ac.uk/opendocs/handle/123456789/8992
The educational curriculum for strengthening research practice was developed as part of the African Universities’ Research Approaches programme (AURA). This programme sought to strengthen research and teaching practices in East Africa through a blended learning approach mixing online and face to face learning interventions. Further information is available on the Institute of Development Studies (IDS) website: http://www.ids.ac.uk/project/african-universities-research-approaches-aura-capacity-development-programme
Author: Duvigneau, S (institute of Development Studies)
Nuanced and Timely: Capturing Collections Feedback at Point of Use (Online NW...Rick Stoddart
Nuanced and Timely: Capturing Collections Feedback at Point of Use
Richard A. Stoddart, Assessment Librarian, Oregon State University Libraries & Press
Jane Nichols, Collection Development Librarian, Oregon State University Libraries & Press (@janienickel)
Terry Reese, Head, Digital Initiatives, The Ohio State University
While libraries use sophisticated metrics to determine e-resources usefulness, impact and cost effectiveness, much of this reflects past usage. To elicit qualitative data, an open-source application that inserts a pop-up survey between a citation and its full-text was tested. Inspired by MINES for Libraries®, this pop-up survey aims to capture users’ real-time reasons for selecting a given resource. Join us to learn about the application, users responses to the survey and to discuss future uses.
Findings and recommendations from an action research project where 6 tutors in a large FE college have worked together to experiment with a class set of iPads
this is the PP used in a CELTA session on presenting conditionals using the inductive approach.
The slides show some student errors and possible reasons for these errors
6. Discussion
• Consider a lesson you have taught recently that used a
new resource
• Where do you find this resource?
• Where do you save/keep it once you found it?
• How will you find this resource again?
• Did you/ would you share it with a colleague
Consider how you can signpost, both colleagues
and students, subject-specific online resources
and evaluating their usefulness
Reflection & links in week 8 and 14
7. Sources for resources
Professional Email
Book/journal
body subscription
Personal
recommendation Office chat
Google Specific Online
search website forum
