Springshare's LibGuides has inspired significant buzz in the library blogosphere. Touted for its "Web 2.0" functions, attractive interface, and ease of use for librarians, Libguides has transformed the way many libraries build web-based research guides. Cornell and Princeton Universities decided to collaborate on an assessment initiative to discover how these guides are valued on each campus. This study goes beyond the "2.0" dogma to empirically determine if LibGuides lives up to its publicity.
Presented By:
Steven Adams
Princeton University
Angela Horne
Director, Management Library, Cornell University
Millenial Mythology: Putting suppositions to the test in an academic library, from Pascal Lupien, Academic Liaison Librarian, University of Guelph, and Randy Oldham, System Support Technician, University of Guelph; Presented at Computers in Libraries Conference 2008
Nottingham Trent University and Alexander Street have
partnered to pilot an in-depth view on analytics, demonstrating
user engagement and impact of use. They will share findings
on how e-resources were used and how these analytics can
go beyond simple cost-per-use evaluation to support effective
decision making on the marketing and promotion of resources
and improve our understanding of how library users are
engaging with the resources we provide.
This presentation was provided by Lorraine J. Haricombe of the University of Texas Libraries, during Session Two of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on September 25, 2020.
This webinar is based on experiences of working over the past two years with a number of further education (FE) colleges to help them increase engagement with digital resources and library services. It draws on the recommendations of a number of librarians/learning resources managers on how they have increased engagement with, and use of, their resources. The emphasis will be on non-technical approaches to enhance student experience, learning and teaching.
Lis Parcell will share recommendations which will be particularly useful for librarians and learning resources staff in FE colleges, but may also be of interest to staff working in smaller university library services. Participants will be encouraged to contribute their own views on the challenges they face in increasing engagement with their digital resources and library services. We will also highlight further support available from Jisc in this area. Lis will co-present with Elizabeth Newbold, Library Manager at Activate Learning.
Librarians are increasingly being asked to engage with
bibliometrics to help with institutional decision making.
However, few have professional qualifications in this area and
there is an onus on universities to do metrics responsibly. A
small project supported by the Lis-Bibliometrics forum and
Elsevier Research Intelligence Division is developing a set of
bibliometric competency statements to ensure practitioners are
equipped to do their work responsibly and well. This workshop
will report on progress to date and invite input into the project.
The session will present the key findings of a joint
Loughborough University and Taylor & Francis project
looking at postgraduate user experience in the digital
library. Using the findings from ten research students’
diaries collected over an eight-month period, we will focus
on the findings as they relate to the academic journal and
article including: evaluating different publishers’ platforms
and their UX; identifying the approaches and skills needed
in identifying papers relevant for their research; and
approaches to storing papers.
This webinar will provide an introduction to managing, purchasing and promoting eBooks within an academic context. It will also provide an overview of the key elements of eBook accessibility with reference to the recent HE eBook accessibility audit. With opportunities for questions and to feedback.
Millenial Mythology: Putting suppositions to the test in an academic library, from Pascal Lupien, Academic Liaison Librarian, University of Guelph, and Randy Oldham, System Support Technician, University of Guelph; Presented at Computers in Libraries Conference 2008
Nottingham Trent University and Alexander Street have
partnered to pilot an in-depth view on analytics, demonstrating
user engagement and impact of use. They will share findings
on how e-resources were used and how these analytics can
go beyond simple cost-per-use evaluation to support effective
decision making on the marketing and promotion of resources
and improve our understanding of how library users are
engaging with the resources we provide.
This presentation was provided by Lorraine J. Haricombe of the University of Texas Libraries, during Session Two of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on September 25, 2020.
This webinar is based on experiences of working over the past two years with a number of further education (FE) colleges to help them increase engagement with digital resources and library services. It draws on the recommendations of a number of librarians/learning resources managers on how they have increased engagement with, and use of, their resources. The emphasis will be on non-technical approaches to enhance student experience, learning and teaching.
Lis Parcell will share recommendations which will be particularly useful for librarians and learning resources staff in FE colleges, but may also be of interest to staff working in smaller university library services. Participants will be encouraged to contribute their own views on the challenges they face in increasing engagement with their digital resources and library services. We will also highlight further support available from Jisc in this area. Lis will co-present with Elizabeth Newbold, Library Manager at Activate Learning.
Librarians are increasingly being asked to engage with
bibliometrics to help with institutional decision making.
However, few have professional qualifications in this area and
there is an onus on universities to do metrics responsibly. A
small project supported by the Lis-Bibliometrics forum and
Elsevier Research Intelligence Division is developing a set of
bibliometric competency statements to ensure practitioners are
equipped to do their work responsibly and well. This workshop
will report on progress to date and invite input into the project.
The session will present the key findings of a joint
Loughborough University and Taylor & Francis project
looking at postgraduate user experience in the digital
library. Using the findings from ten research students’
diaries collected over an eight-month period, we will focus
on the findings as they relate to the academic journal and
article including: evaluating different publishers’ platforms
and their UX; identifying the approaches and skills needed
in identifying papers relevant for their research; and
approaches to storing papers.
This webinar will provide an introduction to managing, purchasing and promoting eBooks within an academic context. It will also provide an overview of the key elements of eBook accessibility with reference to the recent HE eBook accessibility audit. With opportunities for questions and to feedback.
This presentation was provided by Denise Stephens of Washington University at St. Louis, during Session Four of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 9, 2020.
Library Connect Webinar - Get your article noticedLibrary_Connect
Elsevier's Manon Burger explains what authors can do to prepare their articles for publication and to ensure they are widely read. From the April 16, 2015 webinar, Building professional identity: from research to impact:
https://www.brighttalk.com/webcast/9995/125073
As a means of making available and acquiring e-books,
Stockholm University Library uses PDA and EBS models.
In order to improve the knowledge of the benefits and
drawbacks of these purchasing models, the library has
undertaken a major evaluation of ten agreements with
various publishers and aggregators. This session will, among
other things, address the following questions: What is the
average price per book at the time of purchase? What is the
cost per use? Do purchased titles continue to be used? What
is the usage by subject area and by year of publication?
Library Connect Webinar - The secret life of articles: From download metrics ...Library_Connect
This presentation from Suzie Allard, Associate Dean for Research, University of Tennessee, Knoxville, was part of the Dec. 3, 2015 Library Connect Webinar, How researchers share articles: impact on library resources and services.
View the webinar recording: http://libraryconnect.elsevier.com/library-connect-webinars?commid=167539
Find out more about the Beyond Downloads project: http://libraryconnect.elsevier.com/beyond-downloads
Library Connect Webinar - Librarians Do Research Too!Library_Connect
Eminent LIS researcher Carol Tenopir, Chancellor’s Professor, School of Information Sciences, University of Tennessee, Knoxville, presented these slides during the Library Connect webinar on April 16, 2015, titled "Building a professional identity: from research to impact." These slides present an overview of why librarians should do research and how they can get started.
View the webinar at: https://www.brighttalk.com/webcast/9995/125073
Library Connect Webinar - Calculating sharing metrics: Possible approaches Library_Connect
This presentation from Lorraine Estelle, Director, Project Counter, was part of the Dec. 3, 2015 Library Connect Webinar, How researchers share articles: impact on library resources and services.
View the webinar recording: http://libraryconnect.elsevier.com/library-connect-webinars?commid=167539
Find out more about the Beyond Downloads project: http://libraryconnect.elsevier.com/beyond-downloads
Recently the admissions recruitment world has seen a dramatic shift. Everyday new opportunities pop up that allow students to connect, research and even apply to their top choice colleges and universities. The question then is which touch point(s) really made the difference in the students decision to apply and enroll? Through thousands of student survey responses and focus groups we will attempt to determine how many touch points and communications it takes to generate an enrollment from an inquiry.We will also share which communications have the most impact at various stages in the enrollment process. Don’t take it from us... take from the students you are recruiting!
Providing accessible content can be a costly and timeconsuming
activity for individual libraries who have a legal and
ethical duty to support their students who have disabilities. As
access to online content has grown and funding for support
diminished, libraries are increasingly looking to the benefits
of using their collective effort to assess accessibility of thirdparty
content and then work with publishers and other suppliers
to find solutions. The session will set the scene and provide
some case studies from UK universities that show how we
are supporting students with disabilities in their use of library
content. Libraries have been working individually and collectively
to raise the topic of accessibility with publishers and vendors,
many of whom have engaged with their
customers. In some cases quite simple changes to
publisher platforms can produce effective changes. In others
a much greater investment is needed. The speakers will use
their own experience to outline this topic which we hope will be
relevant to librarians, publishers, system vendors and others.
**Researcher engagement resources: a demonstration**
*Rosie Higman, University of Cambridge/Manchester, Hardy Schwamm, Lancaster University*
Research Data Network
Julie CleverleyLeeds Beckett UniversityIn 2017-18 we undertook a pilot project to evaluate OpenAthens, EZ Proxy and Student Record data to enable in-depth analysis of e-resources usage, student engagement and library impact. The project objective was to provide evidence and insight to inform e-resource acquisition so that our users had appropriate, impactful and value for money resources, and thus a successful learning and teaching experience. We are now starting to look at School data, comparing it with NSS results to measure the correlation between usage of and engagement with e-resources and student feedback.
This presentation was provided by Denise Stephens of Washington University at St. Louis, during Session Four of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 9, 2020.
Library Connect Webinar - Get your article noticedLibrary_Connect
Elsevier's Manon Burger explains what authors can do to prepare their articles for publication and to ensure they are widely read. From the April 16, 2015 webinar, Building professional identity: from research to impact:
https://www.brighttalk.com/webcast/9995/125073
As a means of making available and acquiring e-books,
Stockholm University Library uses PDA and EBS models.
In order to improve the knowledge of the benefits and
drawbacks of these purchasing models, the library has
undertaken a major evaluation of ten agreements with
various publishers and aggregators. This session will, among
other things, address the following questions: What is the
average price per book at the time of purchase? What is the
cost per use? Do purchased titles continue to be used? What
is the usage by subject area and by year of publication?
Library Connect Webinar - The secret life of articles: From download metrics ...Library_Connect
This presentation from Suzie Allard, Associate Dean for Research, University of Tennessee, Knoxville, was part of the Dec. 3, 2015 Library Connect Webinar, How researchers share articles: impact on library resources and services.
View the webinar recording: http://libraryconnect.elsevier.com/library-connect-webinars?commid=167539
Find out more about the Beyond Downloads project: http://libraryconnect.elsevier.com/beyond-downloads
Library Connect Webinar - Librarians Do Research Too!Library_Connect
Eminent LIS researcher Carol Tenopir, Chancellor’s Professor, School of Information Sciences, University of Tennessee, Knoxville, presented these slides during the Library Connect webinar on April 16, 2015, titled "Building a professional identity: from research to impact." These slides present an overview of why librarians should do research and how they can get started.
View the webinar at: https://www.brighttalk.com/webcast/9995/125073
Library Connect Webinar - Calculating sharing metrics: Possible approaches Library_Connect
This presentation from Lorraine Estelle, Director, Project Counter, was part of the Dec. 3, 2015 Library Connect Webinar, How researchers share articles: impact on library resources and services.
View the webinar recording: http://libraryconnect.elsevier.com/library-connect-webinars?commid=167539
Find out more about the Beyond Downloads project: http://libraryconnect.elsevier.com/beyond-downloads
Recently the admissions recruitment world has seen a dramatic shift. Everyday new opportunities pop up that allow students to connect, research and even apply to their top choice colleges and universities. The question then is which touch point(s) really made the difference in the students decision to apply and enroll? Through thousands of student survey responses and focus groups we will attempt to determine how many touch points and communications it takes to generate an enrollment from an inquiry.We will also share which communications have the most impact at various stages in the enrollment process. Don’t take it from us... take from the students you are recruiting!
Providing accessible content can be a costly and timeconsuming
activity for individual libraries who have a legal and
ethical duty to support their students who have disabilities. As
access to online content has grown and funding for support
diminished, libraries are increasingly looking to the benefits
of using their collective effort to assess accessibility of thirdparty
content and then work with publishers and other suppliers
to find solutions. The session will set the scene and provide
some case studies from UK universities that show how we
are supporting students with disabilities in their use of library
content. Libraries have been working individually and collectively
to raise the topic of accessibility with publishers and vendors,
many of whom have engaged with their
customers. In some cases quite simple changes to
publisher platforms can produce effective changes. In others
a much greater investment is needed. The speakers will use
their own experience to outline this topic which we hope will be
relevant to librarians, publishers, system vendors and others.
**Researcher engagement resources: a demonstration**
*Rosie Higman, University of Cambridge/Manchester, Hardy Schwamm, Lancaster University*
Research Data Network
Julie CleverleyLeeds Beckett UniversityIn 2017-18 we undertook a pilot project to evaluate OpenAthens, EZ Proxy and Student Record data to enable in-depth analysis of e-resources usage, student engagement and library impact. The project objective was to provide evidence and insight to inform e-resource acquisition so that our users had appropriate, impactful and value for money resources, and thus a successful learning and teaching experience. We are now starting to look at School data, comparing it with NSS results to measure the correlation between usage of and engagement with e-resources and student feedback.
#OSCQR presentation at #opened16
http://openedconference.org/2016/
http://sched.co/7lpA
Open SUNY video - https://youtu.be/9Iok2gsLIK8
New OSCQR video - https://youtu.be/WW00zanU0yA
OSCQR links page: http://bit.ly/OSCQRlinks
Get the rubric for self-assessment: http://bit.ly/oscqrselfassess
.
OSCQR playlists: http://bit.ly/OSCQRvideos
All things COTE: https://docs.google.com/document/d/1dx1IUo58BL5h07aY5gG_ife-EW3DIq_es-hfEVdYEs8/edit
http://cotecommunity.open.suny.edu/group/oscqr
bit.ly/friendofsuny
http://commons.suny.edu/cote/community/
http://commons.suny.edu/cote/community-of-practice-across-suny/
http://commons.suny.edu/cotehub/
http://cotecommunity.open.suny.edu/
http://paper.li/OpenSUNYCOTE/1417457448
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansBeck Pitt
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansOER Hub
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
Mary Moser, Learning Commons Librarian, and Satu Riutta, Institutional Research Associate, both of Oxford College of Emory University, presented their findings from the Research Practices Survey at the Association of General and Liberal Studies conference in October 2009.
Learning Analytics: Seeking new insights from educational dataAndrew Deacon
CPUT Fundani TWT - 22 May 2014
Analytics is a buzzword that encompasses the analysis and visualisation of big data. Current interest results from the growing access to data and the many software tools now available to analyse this data in Higher Education, through platforms such as Learning Management Systems. This seminar provides an overview of current applications and uses of learning analytics and how it can help institutions of learning better support their learners. The illustrative examples look at institutional and social media data that together provide rich insights into institutional, teaching and learning issues. A few simple ways to perform such analytics in a context of Higher Education will be introduced.
CCCOER OER Research Open Textbooks and LibrariansUna Daly
Have you been asked by your college administration or colleagues about open textbook usage and perceptions? Recent studies have shown that awareness and usage of OER by faculty is not yet mainstream. Come and hear results of surveys conducted by the OER Research Hub on open textbook usage by faculty and librarians including understanding of open licenses, quality, and how librarians can inform open textbook adoptions. In addition, we will hear from the SPARC organization about the direct connection between open access and open education and the important role that libraries have in curating and promoting open educational resources adoption in the classroom.
Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar and a chance to ask questions of our two expert speakers.
Date: Wed, December 10
Time: 10 am PST, 1:00 pm EST
Featured speakers:
Beck Pitt, PhD, OER Researcher, OER Research Hub, Open University UK, sharing research from surveys conducted with faculty who have adopted OpenStaxCollege textbooks and with librarian on perceptions and usage of OER.
Nicole Allen, Director of Open Education, SPARC sharing SPARC’s transition from an Open Access advocacy group to an Open Access and Open Education advocacy group that promotes librarians’ role in both of these important and intertwined initiatives.
Aligning Learning Analytics with Classroom Practices & NeedsSimon Knight
The Learning Analytics Research Network (LEARN) invites you to join us for a talk about the exciting ways in which the University of Technology Sydney is using participatory design to augment existing classroom practices with learning analytics. Simon Knight, a LEARN Visiting Scholar from the University of Technology Sydney, will introduce a variety of projects, including their work developing analytics to support student writing.
Come meet others at NYU interested in learning analytics while learning from the examples of leading work in Australia. A light lunch will be served and the talk will be followed by a short Q&A. RSVP is required.
About Simon Knight
Simon Knight is a lecturer at the University of Technology Sydney in the Faculty of Transdisciplinary Innovation. His research investigates how people find and evaluate evidence, particularly in the context of learning and educator practices. Dr Knight received his Bachelor’s degree in Philosophy and Psychology from the University of Leeds before completing a teacher education program and Philosophy of Education MA at the UCL Institute of Education. Following teaching high school social sciences, Dr Knight completed an MPhil in Educational Research Methods at Cambridge, and PhD in Learning Analytics at the UK Open University.
About Simon’s Talk
How do we make use of data about our students to support their learning, and where does learning analytics fit into that? Educators are increasingly asked to work with data and technologies such as learning analytics to support and provide evidence of student learning. However, what learning analytics developers should design for, and how educators will implement analytics, is unclear. Learning analytics risks the same levels of low uptake and implementation as many other educational technologies if they do not align with educator practice and needs. How then do we tackle this gap, to support and develop technologies that are implemented in practice, for impact on learning?
At the University of Technology Sydney, we have taken a participatory design based approach to designing and implementing learning analytics in practice, and understanding their impact. In our work we have identified existing practices with which learning analytics may be aligned to augment them. This talk introduces some of these projects, particularly drawing on our work in developing analytics to support student writing (writing analytics), giving examples of how analytics were aligned with existing pedagogic practices to support learning. Through this augmentation, supported by design-based approaches, we argue we can develop research and practice in tandem.
Research on Open Educational Resources & Open Textbooks from BC, CanadaChristina Hendricks
Slides from three research studies about open textbooks & other open educational resources focusing on students in postsecondary institutions in British Columbia, Canada.
RDAP 16: Building the Research Data Community of PracticeASIS&T
Research Data Access and Preservation Summit, 2016
Atlanta, GA
May 4-7, 2016
Presenters:
Sherry Lake, University of Virginia
Brianna Marshall, University of Wisconsin-Madison
Regina Raboin, University of Massachusetts Medical School
Andrew Johnson, University of Colorado
Brian Westra, University of Oregon
Panel lead:
Cynthia Hudson-Vitale, Washington University in St. Louis
Bridging the Gap: Providing Equal Access of Library Resources and Services to...Nancy Crabtree
During the spring of 2016, Spiva Library’s faculty and staff devised a three-year assessment plan. One goal of that plan was to provide the same level of service and access to resources for distance students as offered to those on-campus.
Some of the initiatives the library undertook to accomplish this task included creating a series of streaming instructional videos, developing a library organization within our content management system, Blackboard, and utilizing the newly acquired Blackboard Collaborate feature to provide a virtual, Book a Librarian, consultation service.
Similar to Do the Outcomes Justify the Buzz?: An Assessment of LibGuides at Cornell University and Princeton University (20)
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter 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.
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.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Home assignment II on Spectroscopy 2024 Answers.pdf
Do the Outcomes Justify the Buzz?: An Assessment of LibGuides at Cornell University and Princeton University
1. Do the Outcomes Justify the Buzz?: An Assessment of LibGuides at Cornell University and Princeton University Presented by Angela Horne, Cornell University and Steve Adams, Princeton University
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12. Do the Outcomes Justify the Buzz? An Assessment of LibGuides at Cornell University and Princeton University Springshare Data We would like to acknowledge Slaven Zivkovic and Marc Bertone for the custom dataset that they provided.
13. Guide Type Frequency Do the Outcomes Justify the Buzz? An Assessment of LibGuides at Cornell University and Princeton University The content of each guide was evaluated to determine the guide type. Guide Type Cornell Princeton Course Guides 168 (63.40%) 92 (63.45%) Subject Guides 81 (30.57%) 38 (26.21%) Technology Guides 9 (3.40%) 8 (5.52%) Custom Guides 7 (2.64%) 7 (4.83) Total 265 (100%) 145 (100%) Key: Frequency (Percentage)
14. Use Data By Guide Type Do the Outcomes Justify the Buzz? An Assessment of LibGuides at Cornell University and Princeton University All data ranges from the beginning of each institution's LibGuides subscription to March 1, 2009. Cornell Princeton Guide Type Mean Hits/Guide Mean Guide Hits/Day Mean Hits/Guide Mean Guide Hits/Day Course 428.09 4.51* 316.67 1.52 Subject 396 2.24 935.74 3.73 Custom 619.86* 3.23 1102.43* 6.463* Technology 599.44 2.88 583.50 4.30 All 429 3.73 532 2.49
15. Do the Outcomes Justify the Buzz? An Assessment of LibGuides at Cornell University and Princeton University So Some of the Buzz is Justified… Overall we are satisfied with the product and recommend it.
16. Are LibGuides Subscribers Tapping the Potential of the “2.0" Features? Do the Outcomes Justify the Buzz? An Assessment of LibGuides at Cornell University and Princeton University But there are more issues to explore…
17. Participatory Culture? Do the Outcomes Justify the Buzz? An Assessment of LibGuides at Cornell University and Princeton University All data ranges from the beginning of each institution's LibGuides subscription to March 1, 2009. Institution Mean Comments/Guide Guides With Comments Tags Assigned per guide Guides with tags Cornell 3.75 47 of 265 (17.8%) 1.96 162 of 265 (61%) Princeton 0.12 11 of 145 (7.6%) 0.75 28 of 145 (19%)
18. Number of Guides that Use Each Box Type Do the Outcomes Justify the Buzz? An Assessment of LibGuides at Cornell University and Princeton University Institution Linked Boxes (Reuse) Del.ico.us Tag Cloud Books From Catalog User Submitted Links Remote Script Google Search Feedback Google Books Search Google Scholar Search Cornell 49 1 68 81 1 4 8 4 8 Princeton 45 1 7 1 2 1 2 8 10 Institution Total # of Guides Rich Text Simple Links Links & Lists Files And Documents RSS Events Videos Podcasts Poll Cornell 265 259 91 144 11 47 3 107 146 119 Princeton 145 140 34 75 12 19 0 5 0 0