The document discusses enhancing the quality and impact of library workshops. It identifies issues with current workshops such as being repetitive, having bad timing, and focusing too much on information skills and didactic teaching methods. It suggests workshops should focus less on providing answers and more on skills like searching, analyzing, and evaluating. The document advocates making workshops more fun by using games, quick activities, and focusing on learner needs. Evaluation data found students who attended workshops received higher marks and used library resources and evaluation criteria more than students who did not attend. The workshops were successful in collaborating with teachers and having a positive impact on student learning.
The document discusses enhancing the quality and impact of library workshops. It identifies issues with current workshops such as being repetitive, having bad timing, and using didactic teaching methods. It proposes solutions such as using games and active learning techniques to make workshops more fun, inspiring, and relevant. Evaluation of students who attended workshops found they received higher marks on assignments and used library resources and evaluation criteria more effectively compared to students who did not attend.
This document summarizes an event held at Queen Mary University of London on information literacy skills. The day-long event included introductions, a campus tour, presentations on information literacy skills for art and design students, and a question/closing session. It also discusses the roles of liaison librarians at Middlesex University and ways to enhance the quality and impact of library workshops through more engaging teaching methods like games and group activities.
This document summarizes efforts to enhance the quality and impact of library workshops. It finds that workshops were previously too focused on facts and references, but have now improved through collaboration between librarians and subject teachers. A survey showed that students who attended workshops received better marks than those who did not, demonstrating the positive impact of the new approach. Going forward, the document recommends further developing workshop activities, improving attendance, and sharing the new framework with others.
This document discusses enhancing the quality and impact of library workshops. It identifies issues with current workshops such as being repetitive, having bad timing, and using didactic teaching methods. It suggests solutions like using games, discussion, and learning by doing to make workshops more fun, inspiring and relevant. Evaluation of workshops found that students who attended workshops got higher marks than those who did not, showing the positive impact of the training.
Lilac 2013 Games and gamification for information literacyEISLibrarian
The document discusses using games and gamification to teach information literacy skills. It provides inspiration from studies on active learning and making libraries fun. Effective games for information literacy should be quick, simple, easy to play, and have a clear objective or need. Examples of games presented include shelf checking games and keyword games. The document concludes by sharing contact information for the presenters and links to additional resources on games for libraries.
This document discusses using games and interactive activities to teach information literacy skills to students. It notes that traditional library workshops have been didactic and uninspiring. The document proposes moving away from fact-based learning and focusing on skills like searching, analyzing, evaluating, and synthesizing information. It provides examples of games and activities libraries could use, such as reference evaluation games and scavenger hunts to teach organization of library resources. The goal is to make information literacy lessons more engaging, relevant and skill-based through learning by doing activities.
This document discusses enhancing the quality and impact of library workshops through collaboration between liaison librarians and academics. It notes issues with current workshop provision such as being not embedded in courses, inconsistent, repetitive, and having bad timing. The document proposes solutions like using more active learning techniques, focusing workshops on key skills like evaluation and searching, and developing a framework to roll out workshops. Assessment data is presented showing students who attended workshops received higher marks and used library resources more effectively than those who did not attend.
The document outlines the agenda and content for a workshop on enhancing the quality and impact of library workshops. The workshop includes sessions on identifying issues with current workshops, inspiration from successful workshops, developing solutions to improve workshops, and strategies to increase workshops' impact. It provides examples of ineffective workshop elements and recommends approaches like embedding workshops within courses, using active learning techniques like games, and focusing on student-centered learning.
The document discusses enhancing the quality and impact of library workshops. It identifies issues with current workshops such as being repetitive, having bad timing, and using didactic teaching methods. It proposes solutions such as using games and active learning techniques to make workshops more fun, inspiring, and relevant. Evaluation of students who attended workshops found they received higher marks on assignments and used library resources and evaluation criteria more effectively compared to students who did not attend.
This document summarizes an event held at Queen Mary University of London on information literacy skills. The day-long event included introductions, a campus tour, presentations on information literacy skills for art and design students, and a question/closing session. It also discusses the roles of liaison librarians at Middlesex University and ways to enhance the quality and impact of library workshops through more engaging teaching methods like games and group activities.
This document summarizes efforts to enhance the quality and impact of library workshops. It finds that workshops were previously too focused on facts and references, but have now improved through collaboration between librarians and subject teachers. A survey showed that students who attended workshops received better marks than those who did not, demonstrating the positive impact of the new approach. Going forward, the document recommends further developing workshop activities, improving attendance, and sharing the new framework with others.
This document discusses enhancing the quality and impact of library workshops. It identifies issues with current workshops such as being repetitive, having bad timing, and using didactic teaching methods. It suggests solutions like using games, discussion, and learning by doing to make workshops more fun, inspiring and relevant. Evaluation of workshops found that students who attended workshops got higher marks than those who did not, showing the positive impact of the training.
Lilac 2013 Games and gamification for information literacyEISLibrarian
The document discusses using games and gamification to teach information literacy skills. It provides inspiration from studies on active learning and making libraries fun. Effective games for information literacy should be quick, simple, easy to play, and have a clear objective or need. Examples of games presented include shelf checking games and keyword games. The document concludes by sharing contact information for the presenters and links to additional resources on games for libraries.
This document discusses using games and interactive activities to teach information literacy skills to students. It notes that traditional library workshops have been didactic and uninspiring. The document proposes moving away from fact-based learning and focusing on skills like searching, analyzing, evaluating, and synthesizing information. It provides examples of games and activities libraries could use, such as reference evaluation games and scavenger hunts to teach organization of library resources. The goal is to make information literacy lessons more engaging, relevant and skill-based through learning by doing activities.
This document discusses enhancing the quality and impact of library workshops through collaboration between liaison librarians and academics. It notes issues with current workshop provision such as being not embedded in courses, inconsistent, repetitive, and having bad timing. The document proposes solutions like using more active learning techniques, focusing workshops on key skills like evaluation and searching, and developing a framework to roll out workshops. Assessment data is presented showing students who attended workshops received higher marks and used library resources more effectively than those who did not attend.
The document outlines the agenda and content for a workshop on enhancing the quality and impact of library workshops. The workshop includes sessions on identifying issues with current workshops, inspiration from successful workshops, developing solutions to improve workshops, and strategies to increase workshops' impact. It provides examples of ineffective workshop elements and recommends approaches like embedding workshops within courses, using active learning techniques like games, and focusing on student-centered learning.
This document summarizes a workshop on enhancing the quality and impact of library workshops.
The workshop covered various topics such as what makes a bad workshop, examples of effective workshop activities, and myths about digital natives. Participants engaged in activities like brainstorming game ideas to make workshops more engaging. Data was presented showing that students who attend library workshops tend to get better marks on assignments. The workshop concluded that changes to make teaching more interactive have been successful in improving student learning and library workshop impact.
This document outlines an agenda for a workshop on information literacy skills. The workshop includes sessions on what makes a bad workshop, the importance of collaboration, inspiration and impact. It discusses common issues with library workshops such as being disconnected from curriculum, inconsistent provision and relying too heavily on didactic teaching methods. The document promotes moving beyond just transmitting information to students and focusing more on skills like searching, analyzing and evaluating. It provides examples of interactive activities and games that can be used to enhance information literacy sessions.
The document discusses using game-based activities to teach information literacy skills to students. It outlines issues with traditional instruction methods and proposes collaboration between librarians and faculty to develop fun, problem-based games and activities. A case study shows games had a measurable impact, with students who attended training sessions scoring higher marks than those who did not. The document advocates expanding the framework to reinforce skills and improve student engagement and learning outcomes.
This document outlines issues with traditional library instruction and proposes game-based activities as an alternative approach. Current methods of library instruction are deemed too generic, didactic, and uninspiring for students. Younger generations are more engaged by active, collaborative learning styles. The document proposes implementing library instruction as fun, quick games that focus on skills over techniques and encourage problem-solving, interaction, and hands-on learning. A trial with library games showed attendees performed better on assignments than non-attendees, demonstrating the potential for game-based activities to improve student engagement and learning outcomes.
This document summarizes key points from a presentation on improving information literacy instruction in libraries. It discusses common issues with traditional library workshops and provides inspiration from student perspectives. Solutions proposed include making workshops more discussion-based, focused on learning by doing, and ensuring resources and searching skills are covered. Data shows students who attended workshops performed better on assignments and were more likely to evaluate sources critically. The presentation aims to move students from simply locating information to deeper analysis and evaluation.
This document discusses improving the quality and impact of library workshops on teaching information literacy. It notes that traditionally, librarian-led workshops were seen as add-ons and not relevant, didactic lessons. However, workshops that engage students in discussion and learning by doing, and focus on real resources, keywords, searching and evaluation, can have a positive impact on student marks and use of library databases over search engines. While some myths persist about digital natives and new students' skills, data shows IT skills do not necessarily translate to strong information literacy, and workshops can still benefit students in these areas.
Workshop for visiting Albanian Librarians June 2013EISLibrarian
The document discusses using games in library workshops to enhance information literacy sessions. It proposes moving from simply presenting information to students to encouraging students to search, analyze, evaluate, synthesize and select information. Several challenges with traditional teaching methods are outlined such as being too generic, didactic and uninspiring. The document advocates using games that are fun, quick and simple as they encourage learning by doing. A framework is presented for developing game activities and rolling them out which has led to improved student attendance and marks.
This document summarizes efforts to enhance the quality and impact of library workshops at Middlesex University. It finds that collaborating with subject teachers, making workshops more interactive and skills-based, and using games and activities leads to better student engagement and learning outcomes. Survey results show that students who attend library workshops get higher marks on their assignments and are better at finding relevant and academic sources. The document concludes collaboration between librarians and teachers has improved teaching and positively impacted students' research skills.
The document discusses using games in library workshops to enhance information literacy sessions. It proposes moving from a didactic teaching model to one focused on active learning through discussion, collaboration, and learning by doing. Several challenges with current teaching methods are outlined such as being too generic, uninspiring, and providing too much information. The benefits of an approach using games are presented, including that games are fun, quick, simple, and help meet student needs and objectives. A case study is shared showing students who participated in game-based workshops received higher marks than those who did not participate.
The document discusses enhancing the quality and impact of library workshops. It identifies issues with current workshops such as being repetitive, having bad timing, and focusing too much on information skills and didactic teaching methods. The document proposes solutions such as focusing less on information provision and more on discussion, learning by doing, and making workshops fun. It presents evidence that students who attend workshops obtain better marks than those who do not, and that workshops can be improved by developing activities, improving attendance, using Moodle, and making teaching more enjoyable.
NHS London Libraries Games and Info Lit w'shop Sept '14EISLibrarian
This document outlines an agenda for a workshop on information literacy skills. The workshop will cover topics such as what makes a bad workshop, library workshops and their impact, and creating games to enhance learning. It includes presentations, activities and discussions around improving the quality and effectiveness of library workshops through collaboration between librarians and teaching staff. Participants will brainstorm game ideas, develop a game, and give short presentations to share their creations. The goal is to move from simply providing information in workshops to fostering searching, analysis and evaluation skills in learners.
This document discusses enhancing the quality and impact of library workshops through gamification. It notes that traditional workshops can be didactic, uninspiring and lead to inconsistent learning outcomes. The document advocates using games and active learning techniques to make workshops more fun, engaging and impactful. Evaluation data showed students who attended gamified workshops received higher marks than those who did not attend. The document concludes that changes to incorporate more gaming and interaction have improved teaching and learning in workshops.
This document discusses enhancing engagement and interaction in library workshops through games and active learning techniques. It provides examples of how games can make workshops less didactic and more inspiring for students. Resources for workshops are discussed, including books, databases like Summon, and tools for evaluating information. The document also lists various workshops where games and active learning approaches have been implemented successfully. It encourages applying a process of reflection to improve workshops and concludes by providing contact information for the authors.
The document discusses information literacy skills of students and challenges faced by academics and librarians. It notes students have poor skills in evaluating online information and their skills are declining each year. Librarians believe they can play a role in developing students' information literacy and academic skills, but academics see their role as limited. The document proposes potential solutions involving games and collaboration between librarians and academics.
This document discusses using games to enhance student engagement, interaction, and reflection in teaching. It notes the increasing number of teaching hours and contact hours in recent years. Traditionally, library instruction was ad hoc, not relevant, procedural, and uninspiring. The document advocates using games to make teaching less didactic and more discussion-based and hands-on. It provides examples of online library games and discusses evaluating resources and thinking of keywords. Game-based learning is said to increase learning achievements, perceived learning, and enjoyment. The document concludes by listing references on using games creatively in information literacy sessions and harnessing the power of game dynamics in libraries.
Cambridge Libraries Conference Jan 2018EISLibrarian
This document discusses using games to enhance engagement, interaction, and reflection in library workshops. It provides examples of how games can be incorporated into instruction sessions to make them more interactive and fun. The author advocates designing activities with game elements like challenges, competition, and rewards to motivate students. References are included discussing the educational benefits of games and gamification in academic libraries.
The document provides an overview of research tips and resources for a class on contentious politics. It discusses shaping a research topic, deciding whether and how to cite sources, understanding information timelines, key resources to use, and search tips. Mapping tools, selecting compelling topics, reading what others have discussed, and tools for joining academic conversations are addressed. Evaluating sources based on currency, reliability, authorship and purpose is also covered. The document recommends databases and notes that high-quality research requires digging and creative thinking.
This document discusses using games to enhance engagement, interaction and reflection in continuing professional development. It provides an overview of creating a game or activity for a workshop, including brainstorming ideas and designing the game. Participants are asked to complete a form and do a 5 minute presentation about their created game. The document also includes references for further reading on the educational benefits of games and gamification.
Adam Edwards JIBS User Group Resource Discovery event February 2013sherif user group
Summon@Middlesex: the Good, the Bad and the Irritating by Adam Edwards, (Middlesex University). Presentation at New Dawn: the Changing Resource Discovery Landscape - JIBS Event and AGM, Monday 25th February 2013 Brunei Gallery at SOAS (School of Oriental and African Studies), London. Find out more about resource discovery at the HELibTech website: http://helibtech.com/Discovery
The document discusses innovation in China and some of the challenges and opportunities it faces. It notes China's political and economic ideology views mastery of new technologies as important for wealth and security. However, China still lags behind other countries in areas like semiconductors and core research and development. While the government pushes for innovation, some experts believe it will take China 10-15 years still to truly catch up and foster an environment supportive of creativity.
The 10 rules of the short head / DLD Tel-Aviv 2014Dan Chen
How the Internet (combined with our basic human nature) turned our economy more and more into "the-winner-takes-it-all" economy instead of a long tail one – in music, film, t-shirts and mobile apps.
What are the reasons and mechanism and how can we avoid becoming long tail losers and become short head winners.
Now let's do some name dropping of what we will actually see in this presentation: Avatar, Italy, Steven Spielberg, Seinfeld, Steve Jobs, James Cameron, Friends, Netflix, Madonna, Busted Tees, Angry birds, Mark Zuckerberg, sneakers, Psy, 50 shades of Grey
The Winner Takes it All? -APIs and Linked Data Battle It OutAdrian Stevenson
This document summarizes a presentation about aggregating and linking data from various sources about World War 1. It discusses creating APIs to expose data from different institutions, using formats like SOLR, RSS, and OAI-PMH. It also describes efforts to link related data across sources using Linked Data principles and forming a discovery layer to make the aggregated content more discoverable to people and machines. Challenges discussed include varying data formats, lack of certain content types, and non-open licenses.
This document summarizes a workshop on enhancing the quality and impact of library workshops.
The workshop covered various topics such as what makes a bad workshop, examples of effective workshop activities, and myths about digital natives. Participants engaged in activities like brainstorming game ideas to make workshops more engaging. Data was presented showing that students who attend library workshops tend to get better marks on assignments. The workshop concluded that changes to make teaching more interactive have been successful in improving student learning and library workshop impact.
This document outlines an agenda for a workshop on information literacy skills. The workshop includes sessions on what makes a bad workshop, the importance of collaboration, inspiration and impact. It discusses common issues with library workshops such as being disconnected from curriculum, inconsistent provision and relying too heavily on didactic teaching methods. The document promotes moving beyond just transmitting information to students and focusing more on skills like searching, analyzing and evaluating. It provides examples of interactive activities and games that can be used to enhance information literacy sessions.
The document discusses using game-based activities to teach information literacy skills to students. It outlines issues with traditional instruction methods and proposes collaboration between librarians and faculty to develop fun, problem-based games and activities. A case study shows games had a measurable impact, with students who attended training sessions scoring higher marks than those who did not. The document advocates expanding the framework to reinforce skills and improve student engagement and learning outcomes.
This document outlines issues with traditional library instruction and proposes game-based activities as an alternative approach. Current methods of library instruction are deemed too generic, didactic, and uninspiring for students. Younger generations are more engaged by active, collaborative learning styles. The document proposes implementing library instruction as fun, quick games that focus on skills over techniques and encourage problem-solving, interaction, and hands-on learning. A trial with library games showed attendees performed better on assignments than non-attendees, demonstrating the potential for game-based activities to improve student engagement and learning outcomes.
This document summarizes key points from a presentation on improving information literacy instruction in libraries. It discusses common issues with traditional library workshops and provides inspiration from student perspectives. Solutions proposed include making workshops more discussion-based, focused on learning by doing, and ensuring resources and searching skills are covered. Data shows students who attended workshops performed better on assignments and were more likely to evaluate sources critically. The presentation aims to move students from simply locating information to deeper analysis and evaluation.
This document discusses improving the quality and impact of library workshops on teaching information literacy. It notes that traditionally, librarian-led workshops were seen as add-ons and not relevant, didactic lessons. However, workshops that engage students in discussion and learning by doing, and focus on real resources, keywords, searching and evaluation, can have a positive impact on student marks and use of library databases over search engines. While some myths persist about digital natives and new students' skills, data shows IT skills do not necessarily translate to strong information literacy, and workshops can still benefit students in these areas.
Workshop for visiting Albanian Librarians June 2013EISLibrarian
The document discusses using games in library workshops to enhance information literacy sessions. It proposes moving from simply presenting information to students to encouraging students to search, analyze, evaluate, synthesize and select information. Several challenges with traditional teaching methods are outlined such as being too generic, didactic and uninspiring. The document advocates using games that are fun, quick and simple as they encourage learning by doing. A framework is presented for developing game activities and rolling them out which has led to improved student attendance and marks.
This document summarizes efforts to enhance the quality and impact of library workshops at Middlesex University. It finds that collaborating with subject teachers, making workshops more interactive and skills-based, and using games and activities leads to better student engagement and learning outcomes. Survey results show that students who attend library workshops get higher marks on their assignments and are better at finding relevant and academic sources. The document concludes collaboration between librarians and teachers has improved teaching and positively impacted students' research skills.
The document discusses using games in library workshops to enhance information literacy sessions. It proposes moving from a didactic teaching model to one focused on active learning through discussion, collaboration, and learning by doing. Several challenges with current teaching methods are outlined such as being too generic, uninspiring, and providing too much information. The benefits of an approach using games are presented, including that games are fun, quick, simple, and help meet student needs and objectives. A case study is shared showing students who participated in game-based workshops received higher marks than those who did not participate.
The document discusses enhancing the quality and impact of library workshops. It identifies issues with current workshops such as being repetitive, having bad timing, and focusing too much on information skills and didactic teaching methods. The document proposes solutions such as focusing less on information provision and more on discussion, learning by doing, and making workshops fun. It presents evidence that students who attend workshops obtain better marks than those who do not, and that workshops can be improved by developing activities, improving attendance, using Moodle, and making teaching more enjoyable.
NHS London Libraries Games and Info Lit w'shop Sept '14EISLibrarian
This document outlines an agenda for a workshop on information literacy skills. The workshop will cover topics such as what makes a bad workshop, library workshops and their impact, and creating games to enhance learning. It includes presentations, activities and discussions around improving the quality and effectiveness of library workshops through collaboration between librarians and teaching staff. Participants will brainstorm game ideas, develop a game, and give short presentations to share their creations. The goal is to move from simply providing information in workshops to fostering searching, analysis and evaluation skills in learners.
This document discusses enhancing the quality and impact of library workshops through gamification. It notes that traditional workshops can be didactic, uninspiring and lead to inconsistent learning outcomes. The document advocates using games and active learning techniques to make workshops more fun, engaging and impactful. Evaluation data showed students who attended gamified workshops received higher marks than those who did not attend. The document concludes that changes to incorporate more gaming and interaction have improved teaching and learning in workshops.
This document discusses enhancing engagement and interaction in library workshops through games and active learning techniques. It provides examples of how games can make workshops less didactic and more inspiring for students. Resources for workshops are discussed, including books, databases like Summon, and tools for evaluating information. The document also lists various workshops where games and active learning approaches have been implemented successfully. It encourages applying a process of reflection to improve workshops and concludes by providing contact information for the authors.
The document discusses information literacy skills of students and challenges faced by academics and librarians. It notes students have poor skills in evaluating online information and their skills are declining each year. Librarians believe they can play a role in developing students' information literacy and academic skills, but academics see their role as limited. The document proposes potential solutions involving games and collaboration between librarians and academics.
This document discusses using games to enhance student engagement, interaction, and reflection in teaching. It notes the increasing number of teaching hours and contact hours in recent years. Traditionally, library instruction was ad hoc, not relevant, procedural, and uninspiring. The document advocates using games to make teaching less didactic and more discussion-based and hands-on. It provides examples of online library games and discusses evaluating resources and thinking of keywords. Game-based learning is said to increase learning achievements, perceived learning, and enjoyment. The document concludes by listing references on using games creatively in information literacy sessions and harnessing the power of game dynamics in libraries.
Cambridge Libraries Conference Jan 2018EISLibrarian
This document discusses using games to enhance engagement, interaction, and reflection in library workshops. It provides examples of how games can be incorporated into instruction sessions to make them more interactive and fun. The author advocates designing activities with game elements like challenges, competition, and rewards to motivate students. References are included discussing the educational benefits of games and gamification in academic libraries.
The document provides an overview of research tips and resources for a class on contentious politics. It discusses shaping a research topic, deciding whether and how to cite sources, understanding information timelines, key resources to use, and search tips. Mapping tools, selecting compelling topics, reading what others have discussed, and tools for joining academic conversations are addressed. Evaluating sources based on currency, reliability, authorship and purpose is also covered. The document recommends databases and notes that high-quality research requires digging and creative thinking.
This document discusses using games to enhance engagement, interaction and reflection in continuing professional development. It provides an overview of creating a game or activity for a workshop, including brainstorming ideas and designing the game. Participants are asked to complete a form and do a 5 minute presentation about their created game. The document also includes references for further reading on the educational benefits of games and gamification.
Adam Edwards JIBS User Group Resource Discovery event February 2013sherif user group
Summon@Middlesex: the Good, the Bad and the Irritating by Adam Edwards, (Middlesex University). Presentation at New Dawn: the Changing Resource Discovery Landscape - JIBS Event and AGM, Monday 25th February 2013 Brunei Gallery at SOAS (School of Oriental and African Studies), London. Find out more about resource discovery at the HELibTech website: http://helibtech.com/Discovery
The document discusses innovation in China and some of the challenges and opportunities it faces. It notes China's political and economic ideology views mastery of new technologies as important for wealth and security. However, China still lags behind other countries in areas like semiconductors and core research and development. While the government pushes for innovation, some experts believe it will take China 10-15 years still to truly catch up and foster an environment supportive of creativity.
The 10 rules of the short head / DLD Tel-Aviv 2014Dan Chen
How the Internet (combined with our basic human nature) turned our economy more and more into "the-winner-takes-it-all" economy instead of a long tail one – in music, film, t-shirts and mobile apps.
What are the reasons and mechanism and how can we avoid becoming long tail losers and become short head winners.
Now let's do some name dropping of what we will actually see in this presentation: Avatar, Italy, Steven Spielberg, Seinfeld, Steve Jobs, James Cameron, Friends, Netflix, Madonna, Busted Tees, Angry birds, Mark Zuckerberg, sneakers, Psy, 50 shades of Grey
The Winner Takes it All? -APIs and Linked Data Battle It OutAdrian Stevenson
This document summarizes a presentation about aggregating and linking data from various sources about World War 1. It discusses creating APIs to expose data from different institutions, using formats like SOLR, RSS, and OAI-PMH. It also describes efforts to link related data across sources using Linked Data principles and forming a discovery layer to make the aggregated content more discoverable to people and machines. Challenges discussed include varying data formats, lack of certain content types, and non-open licenses.
From Sites to Flows: Designing for the Porous WebEven Westvang
A 2005 presentation on the shift from discrete sites to the flow, aggregation and composition of utterances. It was difficult to see then that these flows would 5 years later mostly be happening within a few huge, winner-takes-all social websites.
Contains capsule presentation of an embryonic Underskog with attending social graphs which may be interesting to some.
The presentation was given in a seminar held by a research group at the University of Oslo. http://underskog.no/kalender/135_even-westvang-from-sites-to-flows-designing-for-the-poro/forestilling/2599
How does the 13th 5 year plan affect China company registration? More info here: http://www.hongdaservice.com/blog/how-does-the-13th-5-year-plan-affect-china-company-registration
China takes things 'step-by-step,' not rushing into huge and sweeping changes. That's why when the new '5 year' plan was announced on March 15th 2016, those that are planning on undertaking China company registration must sit up and take notice.
Why?
China is in the midst of reforming its financial systems and economy, meaning that certain industries will be particularly welcomed as the government seeks to encourage foreign investment in these fields, foreign talent and knowledge to China, and foreign startups to choose to base themselves here.
KWM.com has published an interesting post and infographic about this plan, so let's take a look in more detail at the 13th 5 year plan's potential impact on businesses who're looking at China company formation in this post...
The document discusses how the internet has negatively impacted various aspects of society and culture. It argues that the internet prioritizes fast profits over quality, atomizes attention, is not truly democratic, and promotes groupthink over dialogue. However, it suggests that brands could play a positive role by focusing on purpose rather than just sales, and that new creative processes are needed to build a better digital future.
Reserve Bank of India - Payment System Vision Document 2012Dev Khare
The document discusses key focus areas to improve the efficiency of payment systems in India, including standardization, interoperability, and developing integrated infrastructure. It outlines objectives to provide speed, efficiency and interoperability while ensuring quality of service. Specific actions proposed include consolidating cheque clearing into 3-4 centralized grids, increasing NEFT settlement cycles, consolidating various ECS systems into a national ECS, and exploring options like an electronic GIRO instrument and ACH to modernize bulk payments.
The document discusses network effects, first mover advantage, and strategies for competing in markets with demand side increasing returns. Network effects occur when the value of a product increases as more users use it, like a telephone network. First mover advantage refers to the benefits enjoyed by the initial company to enter a market. Industries with demand side increasing returns are prone to "winner-take-all" outcomes, where one company dominates. Strategies for competing include gaining a large installed base early on to benefit from positive feedback loops and tipping points that reinforce the leading position.
Digital payment companies in India are growing rapidly. Digital payments encompass various instruments like prepaid payment instruments, payment gateways, and Unified Payments Interface (UPI). Major players in the digital payment industry include banks and third party vendors. The Reserve Bank of India regulates payment systems and issues licenses to entities to operate prepaid payment instruments. Common modes of digital payment discussed include bank cards, USSD mobile banking, Aadhaar Enabled Payment System (AEPS), UPI, point of sale (POS) terminals, and virtual POS. Anti-money laundering procedures are also discussed, covering money laundering activities, stages of money laundering like placement, layering and integration.
The Unified Payments Interface (UPI) provides a single interface for online payments across all NPCI systems using standard APIs. It aims to simplify payments and improve customer experience through interoperability. UPI allows for instant payments through a single click using two-factor authentication on mobile. It also enables use of virtual payment addresses instead of sharing sensitive bank details. UPI transactions use a central repository to route payments between participating banks in real-time, with strong security features like encryption and digital signatures.
1) The document provides step-by-step instructions for various digital payment modes in India including Points of Sale (POS), Unstructured Supplementary Service Data (USSDS) based mobile banking, Unified Payments Interface (UPI), e-wallets, and Aadhaar Enabled Payment System (AEPS).
2) It explains the registration process and key steps to make transactions for each payment mode. This includes swiping a debit/credit card or scanning a QR code for POS, dialing codes and entering account details for USSD, selecting a bank app and entering account info for UPI, loading funds and making payments through apps for wallets, and providing Aadhaar and fingerprint for
This document summarizes efforts to enhance the quality and impact of library workshops at Middlesex University. It finds that collaborating with subject teachers, making workshops more interactive and skills-based, and using games and activities leads to better student engagement and learning outcomes. Survey results show that students who attend library workshops get higher marks on their assignments and are better at finding relevant and academic sources. The document concludes collaboration and interactive teaching methods have improved workshops and positively impacted students.
This document outlines the agenda for a workshop on enhancing the quality and impact of library workshops. The workshop includes sessions on what makes a bad workshop, creating games to use in workshops, and a discussion on collaborating to improve teaching skills and attendance at workshops. The document provides examples of games that could be used in workshops and evaluations of workshops that showed attendees had higher marks on coursework than non-attendees. It concludes with references used in the workshop presentations.
This document provides an overview of different types of information resources for research, including books, web pages, newspapers, journals, and popular journals. It discusses the pros and cons of each resource type. The document also covers developing search strategies, evaluating information sources, and using the university's discovery service Summon to search for resources. Tips are provided on what to do if a needed book is not available in the local library.
This document provides an overview of different types of resources for research and how to evaluate information. It discusses books, web pages, newspapers, academic journals, trade journals/magazines, and objects. It also covers searching the library catalog and database Summon, evaluating sources based on authority, relevance, intent, objectivity and currency. Tips are provided on getting help from librarians.
The document outlines the agenda and content for a workshop on enhancing the quality and impact of library workshops. The workshop includes sessions on identifying issues with current workshops, inspiration from successful workshops, developing solutions to improve workshops, and strategies to increase workshops' impact. It provides examples of ineffective workshop elements and recommends techniques to make workshops more engaging, such as using games and active learning approaches.
This document provides information and guidance about conducting research for academic projects. It discusses various types of resources like books, websites, newspapers, journals and popular trade journals. It explains how to evaluate information sources based on their authority, relevance, objectivity and currency. The document also describes search tools like Summon, keywords, refining searches, and getting help from librarians. It highlights differences between Google and library database searches. Finally, it provides tips if desired resources are unavailable, and ways to stay updated on library services.
MSc DEMM Oct 2013 Finding Research EvidenceEISLibrarian
This document provides an overview of finding and evaluating research resources. It discusses different types of resources like books, web pages, newspapers, academic journals, and trade magazines. It also covers developing search strategies, using keywords, searching databases like Summon, and evaluating information. The document emphasizes avoiding plagiarism through proper citation and referencing and provides library resources and contacts for research help.
This document provides an overview of resources for research and how to evaluate information sources. It discusses different types of information sources like books, web pages, newspapers, journals and trade publications. It also covers developing search strategies, using the library search tool to find resources, refining searches, and evaluating search results based on authority, relevance, objectivity and currency. Tips are provided for accessing resources not available in the library and staying updated via the library's blog, Twitter, and Facebook pages.
CCE2060 catch up (direct entry) Oct 2014EISLibrarian
This document provides an overview of different types of information resources for research, including books, web pages, newspapers, journals, and online library databases. It discusses the strengths and weaknesses of each resource type. The document also covers developing effective search strategies, refining searches, and getting help from library staff.
This document provides an overview of resources for research and tips for evaluating information sources. It discusses different types of resources like books, web pages, newspapers, academic journals, trade journals, objects, and databases. It also covers developing effective search strategies, refining searches, comparing Google to the library database Summon, getting help from librarians, evaluating sources, referencing, and staying in touch with the librarian. The goal is to help students effectively find and utilize quality information for their academic projects and essays.
This document discusses enhancing the quality and impact of library workshops through gamification. It notes that traditional workshops can be didactic, uninspiring and result in inconsistent learning. The document advocates using games and active learning techniques which make workshops more fun, engaging and lead to better student outcomes. Examples provided demonstrate how games can improve student marks and increase the usage of library resources and services.
This document provides an overview of resources for research and summarizes strategies for evaluating information. It begins by outlining the topics to be covered, including the range of resources available, developing search strategies, and evaluating what is found. Various resource types - books, web pages, newspapers, journals, and trade publications - are then defined and their strengths and weaknesses for research are discussed. Search tools like Summon are recommended for finding resources and techniques for refining searches are presented. The document concludes by offering guidance on evaluating information sources based on their authority, relevance, objectivity, and currency, as well as information on accessing resources not available at the local library.
This document summarizes different types of information resources and provides guidance on evaluating and searching for resources. It discusses books, web pages, newspapers, journals, and online reading lists. It encourages developing effective search strategies using keywords and databases like Summon. The document contrasts searching Google with using Summon and university library resources. It emphasizes evaluating information sources based on their authority, relevance, intent, objectivity, and currency. Finally, it provides contact information for librarian support and help.
This document provides information about resources for research including books, web pages, newspapers, journals, and popular trade journals. It discusses evaluating resources and searching the library database Summon. The document also covers topics like developing search strategies, keywords, company information sources, and getting help from librarians.
This document provides an overview of resources for research including books, journals, websites and databases available through the university library. It discusses how to search for information using keywords and databases like Library Search and Google Scholar. Tips are also provided on evaluating information sources based on criteria like currency, authority, relevance and purpose.
This document provides an overview of resources for research and the library. It discusses different types of information sources like books, journals, magazines, newspapers, and websites. It explains how to search the library catalog and Google Scholar. The document also covers evaluating information sources using criteria like currency, authority, relevance, and purpose/point of view. Students are advised on keywords for effective searching and tips for refining search results. Potential issues like essay writing companies and academic integrity are also addressed.
This document provides an overview of different types of resources for research and how to search for information at Middlesex University. It discusses books, web pages, newspapers, academic journals, trade journals, objects, and other resources. It encourages thinking about keywords and related search terms. The document reviews how to search the university's Summon discovery tool and refine searches. It also compares searching Google versus Summon. Tips are provided on referencing, evaluating information sources, and getting help from librarians.
The document provides an overview of resources for research and the library. It discusses different types of information sources like books, journals, magazines, newspapers, and websites. It also covers how to search the library catalog and Google Scholar. The document emphasizes evaluating information sources based on criteria like currency, authority, relevance, and purpose or point of view. Keywords and search tips are also addressed. Help resources for students are listed at the end.
This document discusses resources for research and evaluating information sources. It provides guidance on searching library databases like Summon, which allows access to academic books and journals, versus Google. Key criteria are outlined for evaluating information sources, such as authority, relevance, objectivity and currency. Tips are provided for accessing materials not available in the library, including requesting books and using other libraries.
This document outlines the topics that will be covered in a workshop on finding research evidence including developing search strategies, evaluating information quality and relevance, managing references, and using resources like Summon and journal databases. It discusses searching techniques like keywords, citation searching, and refining searches. Tips are provided on keeping up-to-date in one's subject area and accessing resources outside the university. The document also covers evaluating information sources and introduces referencing styles and bibliographic management software.
This document provides an overview of the library resources, services, and support available to BIMM students at Middlesex University. It describes how to access and use the library search to find books, articles, and other materials. It also outlines specialized databases, journal databases, citation searching on Web of Science, standards on British Standards Online, interlibrary loans, and reference management using RefWorks. Tips on developing effective search strategies and managing search results are provided, along with information on assistance resources.
Finding dissertations in the library 2022.pptxEISLibrarian
This document provides instructions for finding dissertations in the Middlesex University Library. It explains how to access the library search through myUniHub and sign in to view full text resources. Users can search for dissertations by keyword, subject, or program. Search results can be refined to show only dissertations. Selecting a dissertation title will display bibliographic information needed to request a physical copy, which can only be used within the library. The repository also allows searching for PhD dissertations online. Contact information is provided for librarian assistance.
This document provides guidance on conducting research for a dissertation or literature review. It outlines strategies for developing an effective search plan, including defining keywords and search terms. It also reviews resources for obtaining information, such as the library search tools, subject databases, and interlibrary loans. Tips are provided for evaluating search results and referencing sources properly. The marking criteria for dissertations emphasize demonstrating a full understanding of the topic context through a critical analysis and evaluation of prior research.
This document provides instructions for requesting a book from the Middlesex University library. It explains how to search for and find a book using the library catalog, place a request if the book is checked out, receive a notification by email when it is available for pickup, and cancel a request if needed. The process involves signing into the library catalog with university credentials, clicking "request" and "send request", and then finding the book on the shelf or receiving it by post if a distance learner.
This document provides tips for effectively searching the internet and evaluating online information. It discusses using search engines like Google but notes limitations like unreliable information and manipulated search results. Alternative search techniques are presented for broadening searches and finding specific information. Methods for critically evaluating websites and information are outlined. Academic databases and library resources are positioned as alternatives for finding quality sources, and accessing full texts through a university library is described.
This document provides instructions for managing your library account through the university library system. It explains how to view and renew items on loan, see requests and fines, and access a history of previous loans. Users can sign into their library account to check due dates, renew books automatically or manually, and cancel requests. If help is needed, librarians are available via chat or email to assist with accessing full text materials or troubleshooting other issues.
This document provides instructions for exporting references from MathSciNet and importing them into RefWorks. It explains how to search MathSciNet and select references to export, copy the references into Notepad, save the file on your computer, open RefWorks and import the saved file, and optionally edit the references after importing. The summary concludes by providing links for getting further help from librarians.
This document provides an overview of how to use RefWorks to manage citations and create bibliographies while writing academic documents. Key points:
- RefWorks allows users to create citations from their references and generate bibliographies in thousands of citation styles.
- The RefWorks Citation Manager add-in for Word allows users to cite references as they write by inserting citations that are automatically formatted and updating the bibliography.
- To use the Citation Manager, users first add the RefWorks add-in in Word, log into their RefWorks account, select a citation style, and turn on bibliography generation. They can then insert citations into their document from the references displayed.
This document discusses how to edit references in RefWorks. It explains that you need to change the display to "Citation View" to see what information is missing from references. Fields highlighted in blue are "possibly required" and yellow are "required" by the chosen referencing style. You can then click on a reference to open it for editing and add missing details. It also provides other editing options like manually editing fields or getting suggestions to help fill them in.
To upload a PDF into RefWorks, select "Add" and "Upload Document" to find and select the PDF from your computer. RefWorks will create a reference using text from the PDF that can be edited. PDFs can also be dragged directly into RefWorks. If a reference already exists for a PDF, the file can be associated by opening the reference and dragging the PDF onto the side panel. Further help is available by contacting a librarian.
5 RefWorks Organising and Managing your referencesEISLibrarian
This document provides instructions for organizing and managing references in RefWorks. It describes how to create projects to separate references by research topic or create folders to organize references. References can be moved between folders but will remain in the "All References" folder. New references are initially placed in the "Last Imported" folder. Folders can be shared with other RefWorks users for read-only or editing access. The document also explains how to find and remove duplicate references.
4 RefWorks Exporting references from the InternetEISLibrarian
To save webpages to RefWorks, users can install the "Save to RefWorks" bookmarklet. This allows them to save references from websites by clicking the bookmarklet button and selecting the text to save. The references will then be added to the Last Imported folder in RefWorks. Additional help is available by contacting subject librarians or chatting online with a librarian.
3 RefWorks Exporting references from Google ScholarEISLibrarian
This document provides instructions for exporting references from Google Scholar to RefWorks. It explains that Google Scholar needs to be synced with RefWorks by selecting "Settings" and choosing "RefWorks" from the export menu. There are then two ways to export references to RefWorks directly from Google Scholar search results. It also notes that not all results on Google Scholar contain full text, and provides information on how to access full text through the university library.
2 RefWorks Exporting references from Library Search and journal databasesEISLibrarian
This document provides instructions for exporting references from various library resources, including the library search, EBSCO databases, IEEE Xplore, and Science Direct, to the citation management tool RefWorks. It explains how to save references to the Favorites folder in Library Search before exporting, and that exported references will be saved to the Last Imported folder in RefWorks but can then be moved to other folders. The document offers help contacts for any additional questions about using RefWorks.
RefWorks is bibliographic management software that allows users to collect, organize, and share references. It enables users to create in-text citations and bibliographies in written work. To set up an account, users access RefWorks through their university library databases page, create an account using their university email, and activate it by checking for an activation email. Once the brief RefWorks tour is complete, users can start importing references and learn more features through additional guides. Help is available by contacting a subject librarian or using the online chat.
Saracens High School discusses the importance of communication and evaluating information. It notes that communication involves considering different spellings, related topics at different levels of detail, and synonyms. Evaluating information requires assessing the authority, relevance, intent, objectivity, and currency of the source.
EPQ Workshop 4 Searching and recording.pptxEISLibrarian
The document discusses the importance of recording searches, referencing sources, and streamlining research. It emphasizes keeping track of relevant facts and points from sources to avoid plagiarism and give proper credit. Referencing demonstrates detailed research and allows readers and evaluators to locate original sources. The document provides tips and resources for effective searching of databases, guides, and other library sources to efficiently find newspaper articles and additional materials.
This document discusses library resources for research. It covers searching the library catalog and databases, evaluating information sources, and referencing styles. Key topics include searching for journal articles, creating references in both Harvard and Cite Them Right styles, and assessing the authority and relevance of sources. Interactive exercises guide participants in choosing search keywords and topics, finding peer-reviewed articles, and evaluating information on a subject guide.
This document outlines the agenda and content covered in an EPQ Support Workshop at Copthall School. The workshop covers becoming a critical searcher through evaluating information sources based on relevance, expertise, viewpoint, intended audience, evidence, and date of publication. It teaches searching and recording skills like keeping an annotated bibliography to track research and properly citing sources to avoid plagiarism. The workshop also addresses academic writing skills and accessing library resources for further research support.
This document provides information about British Standards and how to locate and access them through British Standards Online (BSOL). British Standards are agreed ways of establishing best practices and are developed by industry experts. BSOL allows users to search over 50,000 British, European and international standards. The Middlesex University library subscribes to BSOL and provides full-text access to about 150 selected standards. The document outlines how to use BSOL to search for standards, view those available in full-text, and request access to others. It also lists contacting a librarian for help adding standards to the collection.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
8. Björn Again
• Less is more
• Cloning
• Discussion
• Learning by doing
• Learners, not the taught
• Games
http://advedupsyfall09.wikispaces.com/Sara+Woodard
9. The name of the game
• Fun
• Quick
• Simple
• Easy
• Need or objective
Adapted from Susan Boyle, Lilac 2011
10. I have a dream
Move from
“ …lifting and transporting textual substance from
one location, the library, to another, their
teacher’s briefcases.”
To
“…searching, analyzing, evaluating, synthesizing,
selecting, rejecting…”
Kleine 1987
13. Example of coursework marking criteria
10% Introduction
15% Overview
30% Critical analysis
15% Discussion
10% Conclusion
10% Referencing
10% Quality etc
Maximum marks for a well
referenced and accurate
description of [subject]
using suitable references
Maximum of 10 marks for a list of
references which is both relevant,
and correctly given in Harvard
style
Maximum of 10 marks for quality,
style of writing and presentation
15. Books
What are they:
A written or printed work of fiction or fact.
May be electronic.
Good for:
Clear overview.
Not so good for:
Up to date information.
16. Journal
What are they:
A regular publication containing articles on a particular
academic subject.
Presents new research.
Good for:
Latest research, critically reviewed by experts.
Not so good for:
Broad overview of a subject.
17. Web page
What are they:
An information resource which can be easily created by
anyone on any topic.
Electronic.
Good for:
Very up to date information.
Not so good for:
Accurate and reliable information.
18. Newspaper
What are they:
A regular publication containing current events,
informative articles, diverse features and advertising.
May be electronic.
Good for:
Daily information.
Not so good for:
Balanced and well researched information.
19. Popular (trade) journal
What are they:
A regular publication containing new products plus
information for a business sector.
Good for:
Latest product news.
Not so good for:
Detailed and objective reports.
20. Find out more
MyUniHub > MyStudy > MyLibrary > Library Subject Guides
http://libguides.mdx.ac.uk/EIS
23. Finding resources
myUniHub > My Study > My Library > Summon
Select Summon and
search for information for
your project
24. Google vs Summon
http://www.flickr.com/photos/ennuiislife/3450743002/
Google
• Familiar and easy to use
• Finds too much information
• Fast results
• Access from any computer
• Access to some books and journals
• Designed to sell you things
• Search results sponsored
• Searches for info from any source
• Pay for academic information
Summon
• Easy to use
• Finds lots of academic info
• Fast results
• Access from any computer
• Access to lots of books and journals
• Designed to find you information
• Search results by relevance
• Searches quality resources
• Free access to full text
26. Evaluating information
Imagine you are writing an essay on ‘Network Security’.
Have a look at the 4 items that you have been given and
consider the following:
• Which items are the most relevant to your essay?
• Which items would be no use?
• Which item has the most academic authority?
• Which items might have bias?
• Which item is the most current?
29. 004.19 PRE
Books are arranged…..
Computing
Design
Design
Animals
Animals
Computing
History
History
History
004.19 ABE 004.19 CR0 004.19 PRE
30. Take a chance on me
Marks Attendees Non-attendees
Commonest mark 65% 50%
Highest mark 90% 75%
Lowest mark 40% 40%
Bibliography
commonest mark
7/10 5/10
•Survey of CCM2426 students
•66 attendees, 22 non-attendees
31. “If you put me to the test, if
you let me try………”
Search tools used Attendees Non-attendees
Google 68% 63%
Wikipedia 38% 27%
Summon 68% 40%
Library catalogue 30% 59%
Evaluation criteria Attendees Non-attendees
Current 89% 59%
Relevant 76% 59%
Academic authority 67% 41%
Easy to read 24% 45%
32. On and on and on
•Develop activities
•Improve attendance
•Revalidation
•Moodle
•DProf
33. The winner takes it all
• Successful collaboration
• Changes have worked
• Teaching is more fun
• Impact…
...Library training gets you better marks!
34. When all is said and done
• Boyle, S. (2011) Using games to enhance information literacy
sessions, Presented at LILAC 2011.
http://www.slideshare.net/infolit_group/boyle-using-games-to-
enchance-information-literacy
• Kleine, M. (1987), What is it we do when we write articles like this
one-Or how can we get students to join us?, Writing Instructor 6,
151.
• Markless, S., (2010), Teaching information literacy in HE: What?
Where? How?, presented at CILIP, London, 9/12/10. [Notes
taken at the event.]
http://bit.ly/GamesMDX
VH
Intros
Looking at the broader issues surrounding provision of information literacy training in HE
How collaboration with other professionals has enabled us to improve our practice eg. Learning technology experts, LDU, academics and students
How we have been inspired to change the way we teach and address the problems
What we have done and how we are developing our provision
What impact have we had
AE
AE and VH identified a number of issues regarding provision of user education:
Not embedded
workshops traditionally provided at request of academic staff on ad hoc basis
which leads to inconsistent provision
complex module structure
No central coordination of skills within the School
Inconsistent provision:
rarely see all first year students
Repetitive: Impossible to develop progressive programme of information literacy training, so end up repeating what we’ve already covered for 2nd and 3rd years
Bad timing:
Insufficient time
Wrong time, so not relevant to students
Information skills:
Students know how to use technology, but lack ability to find, evaluate and use the information found
Teaching methods (more next slide)
AE
Is teaching a Librarian’s Waterloo?
Relevance: Library workshops can be too generic and not relevant to students and what they are doing
Too much: we want to tell them everything we know
Tools based: obsessed with showing them how to use databases
Didactic: follow instructions correctly, step-by-step
Uninspiring: bore students/death by Powerpoint
Subject: Librarians fear teaching subjects they are unfamiliar with, so over complicate. What we need to remember is that we are teaching information skills and not the subject
Teaching skills: librarians not taught to teach……however things are changing
AE
Student research is finding…
Book or journal with the answers
Right amount of facts
Right number of references
Reporting back to teacher
Easy option: use Google and Wikipedia as easy
Also fear of plagiarising and criticising information, also students who have never written more than 500 words
Behaviourist librarians reinforce this
AE
Librarians have arrived……the importance role is starting to be recognised
Teaching qualifications:
PGCertHE @ MDX:
traditionally not open to librarians
Single long 60 credit module, so no stopping off points
Now revalidated as 15+15+30 credit modules (DE version for overseas campuses)
2x15 core skills for Librarians and Support Staff
Teaching Fellowships
Originally learning Support Fellowships (Teaching F’ships for academics)
Changed to TF for all c 8 years ago
Recognises contribution to teaching in the Uni
Active community within MDX, conferences etc
FHEA: Alternative route/equiv to PGCertHE
TESOL
Benefits:
Equivalent qualifications to academic staff = equal footing
Learning together: academics and support staff studying PGCert together = gain understanding of each others role, contribution etc
Language: use same language
Respect: mutual
Understanding of the theory behind teaching
VH
Inspired by ‘Teaching information literacy in HE workshop’. Attended at CILIP. Dec 2010.
We teach 3-5 times too much
When planning sessions we need to consider what will make the biggest difference given time limit/use online guides
We try to clone our expertise
We can’t distil our own experience into a one hour session.
We don’t need to show students how to search databases, but we do need to show them how to appreciate the value of academic resources, search effectively, evaluate the information found and how to use it ethically
Discussion is powerful:
Find out how the students already find info, what they already know, what they want
Learn/discover together (peer learning): don’t plan searches/demos in advance
We can learn a lot about student’s understanding from the questions they ask
Learning by doing is empowering:
Encourage active participation through a variety of activities eg. trying things out, getting feedback, solving problems, peer discussion, reflecting on mistakes etc
No demos: Interaction and exploration
Uninvolved students are less likely to learn
Students should be learners, not the taught (working together to learn):
Our role to support and facilitate
Disciplinary context is a key influence on student learning ie. one method does not fit all….devised different sessions for PDE students
Games:
Inspiration from LILAC 2011- Susan Boyle (UCD) Using games in HE.
VH
Games should be:
Fun-enjoyable
Quick -10 mins
Simple - easy to prepare and cheap
Easy to grasp and play- no complicated rules
Meet a specific need or objective
VH
AE
To put all this in context……Wider programme of activity that we were engaged in at the time
3 years ago we worked with School LTSL and AWL (LDU) to embed our workshops in to curriculum
Matched information and other academic skills against CBI employability guidelines, and then integrate them into the wider employability skills framework devised by the school eg.
finding and evaluating information = problem solving
Plagiarism and search strategy = communications and literacy
Finding info for projects = self-management
More clout > easier to approach staff if our contribution is part a school plan and easier to get appropriate time
Avoided overlap and duplication by identifying specific programmes rather than modules within structure
Created a menu of workshops ie. what we would cover in each year
Coordinate content with LDU to avoid duplication
VH
What we did:
Back to basics-we considered what we need to teach
Identified key elements (next slide): Resources, keywords, searching and evaluation
Created a game/activity for each element
Mix and match elements
Coordinate content with LDU to avoid duplication
The framework for every workshop:
Thinking about resources game in an academic context ( 3 x versions TAR, Sources and Scenario)
Keywords: using image to get students thinking about keywords (specific, alternative, related) and then using real example
The real thing: relate learning to a project
Searching (hands on) mainly use Summon = frees up time to concentrate on info skills
Evaluation using sample search results (website, newspaper article, trade journal, academic journal) and Criteria game for 3rd years.
PDE students: have taken interactivity much further eg. taking items from special collections into their studio (think about how they can use them), letting them discover art and design collections themselves at HE (mini project) etc.
Now rolling out, so developing alternatives for 2nd and 3rd years and PGs
VH
Example marking criteria for this project.
In this session we are going to show you how to improve your marks.
Worth considering this:
Max points awarded to work which is based on good research and well referenced
Max marks awarded if refs used are relevant and correctly written ie. Harvard style
LDU can help with style of writing and presentation
VH
Hand out exercise Thinking about resources.
Groups
10 mins
VH
Good for:
broad/general overview of subject
Edited for quality and accuracy
Not so good for:
May not be specific enough
Can be out of date
VH
Good for:
Up-to-date
Specialist/focussed
Present latest research
Edited for accuracy/quality (peer reviewed)
Lots of references
Not so good for:
Can be hard to locate/access
Expensive
May be too specific
May be at wrong level
VH
Good for:
Easy to use/search
All subjects covered
Can be very up-to-date
Mobile
Not so good for:
No editorial control
Unreliable sources
Can be created by anyone
Material can lack provenance
Can be out-of-date
Not everyone has access
VH
Good for:
Up-to-date
Edited
Readily available (latest copies especially)
Not so good for:
Can be bias
Can be unbalanced
Can be sensationalist
Hard to get hold of/access (back issues)
VH
Good for:
Latest information
Current events
Concise info
Product news
Often available online with RSS/Twitter etc
Not so good for:
Detail
Objective information ie. can be bias, adverts, preferential products etc
Often hard to find old issues
Back issues/archive
VH
More information about the range of resources available on the Library Subject Guide.
AE
AE
Example of a real student project and how we get students to think about their keywords.
What are the keywords? Cornish, villages, 4G, trial
What are the alternative keywords?
Cornish: Cornwall, West Country, West of England
Villages: Village, rural communities, countryside
4G: Fourth generation technology, cellular wireless standards, networking technology,
Trial: test, evaluation
What terms can you use to make your search more specific?
Internet access
Fixed and mobile subscribers
Frequency and bandwidth
Infrastructure
BT and Everything Everywhere
Routers, antennas, and dongles
Radio spectrum
IP based mobile broadband
Services eg. ultra-broadband internet access, IP telephony, gaming services, streamed multimedia
LTE (Long term evolution)
IMT (International mobile telecommunications) advanced compliance
What are the related subjects?
Rural internet access
UK digital agenda, Digital Britain
Digital inclusion
Telecommunications
3G and 2G
Laptop computer wireless modems, smart phones, mobile devices
00:50
VH
Need to carry out a literature review:
Finding the information available on a subject
Finding information to inform, underpin and shape your research
Finding what has already been written on a subject
Analyzing, evaluating and making judgements about the info found
Identifying the main trends
Finding appropriate information: the information needs to be suitable for your need ie. right level, current if important, sufficient breadth or detail etc
Explain to students what Summon is.
Go to UniHub > Login in to MyUniHub > My Study > My Library > Summon
Ask students to search for information for their project.
Remember to use some of the keywords that we have discussed.
VH
Searching is followed by a discussion about the advantages of using Summon to find info rather than Google.
Google
Familiar and easy to use
Finds too much information
Fast results
Access from any computer
Access to some books and journals
Designed to sell you things eg. shoes
Search results sponsored…no accident that Wikipedia, Amazon etc at top of search results
Searches for info from any source
Pay for academic information
Summon
Easy to use
Finds lots of academic info
Fast results
Access from any computer
Access to lots of books and journals
Designed to find you information: up-to-date, focussed/specific
Search results by relevance
Searches quality resources eg. Peer reviewed journal articles, conference proceedings , research etc
Free access to full text ie. Information not freely available elsewhere
AE
Introduce the importance of evaluating information for quality
What do you think about this quote by Abraham Lincoln?
AE
Divide class into group
Hand out worksheet and 4x items.
Discuss. No right or wrong answers. All items found by doing a search on Network Security.
Which items are most relevant:
Academic journal and Wiki most relevant.
Newspaper article is sensationalist and trade journal is a review of software.
Which items would be no use:
Newspaper article useless, and trade journal probably not unless needed to know about software packages.
Which item has the most academic authority:
Academic journal. It has biography of authors, references, in-text citations and uses academic language. Article has been peer reviewed.
Wikipedia has refs, but don’t know who has added information.
Are any of the items bias:
Newspaper
Trade journal is reviewing software and may be swayed by advertisers.
Which item is the most current:
Wikipedia
Academic journal is very out-of-date 2004
Would not use any of them and would continue search. Discuss the importance of evaluating the information that you find.
AE
Authority : Who is the author? What is their knowledge base/qualifications? How have they carried out their research?
Relevance : Is this what I need? Will it answer my question? Is it at the right level?
Intent : What is the purpose of information e.g. financial gain, propaganda, academic etc?
Objectivity : Balanced view? Opposing views represented? Links to supporting information?
Currency: How old is this information? When was it last updated and by whom?
VH
Ask students what they think?
Before we explain, run DEWEY GAME.
VH
Books arranged in subjects
Each subject has a number, so books on same subject are at same number on the shelves
We use a 3 letter suffix (usually first 3 letters of authors name) to help you find books within a number
Books arranged alphabetically by suffix within each number
AE
Those who attended average 65%, rather than 50 % for non attendees ie. 15% higher
Attendees 7/10 for bibliography, rather than 5/10 ie. 20% difference
AE
Resources used shows better choice of resource by attendees….in the case of this project, very little current info, so Library catalogue not a good choice
Evaluation criteria shows better understanding by attendees ie. Academic authority and currency seen as impo rather than easy to read.
AE
Develop activities so appropriate for level and not repetitious
Have developed further versions of the games for 2nd and 3rd years and PGs.
Further developing 2nd year workshop so substantially different to 1st and 3rd.
Improve attendance: any ideas…..problem is not just ours
University is introducing much more rigorous attendance monitoring
CS and other progs substantially changing way do 1st yr teaching (projects and workshops) which is more attractive to students and harder to skive off.
Revalidation and new courses in our school an opportunity to embed our teaching further
Simpler course structure, so easier to see all students without duplication
Have been able to influence the Learning Outcomes to include info lit skills
CSD4040 LDU and Libs have been given 12 hours to teach info and academic skills and listed as course tutors. Working closely with AWL (LDU) to develop sessions for CSD4040
Working with Steve Chilton (Learning Technologist) to develop online courses, support etc
Moodle: old VLE being phased out and Moodle introduced. Opportunity to reassess our contribution and influence content. Working closely with Educational Development Unit (Steve Chilton)
DProf
AE
Successful collaboration is getting things moving plus team teaching
Changes to methods have worked: survey shows that we have made an impact, plus many colleagues have used and adapted our workshops for their students
Teaching is more fun for students and for us
But we can now say...
...Library training gets you better marks