Final presentation for IST 613 Library Planning Marketing and Assessment. The presentation accompanied submission of a much more detailed project plan for a new service at a real library.
Presented as part of a panel discussion on digitization of local history resources at public libraries at the Wisconsin Association of Public Libraries (WAPL) conference. May 5, 2011
Este documento presenta la informaciรณn sobre la asignatura Lengua Inglesa II de la carrera de Profesorado de Inglรฉs en el Instituto Franklin. La asignatura se enfoca en desarrollar las habilidades lingรผรญsticas de los estudiantes a travรฉs de 14 unidades basadas en un libro de texto. Los objetivos incluyen mejorar las cuatro habilidades bรกsicas asรญ como el vocabulario y la gramรกtica. La evaluaciรณn se basa en la asistencia, trabajos prรกcticos, exรกmenes parciales y finales.
Web 2.0 a crash course for VISTA volunteersBradley Shipps
ย
This document provides an overview of Web 2.0 tools for collaboration, communication, community building, content sharing, and more. It describes tools like blogs, wikis, Google Docs, surveys, social networks and discusses how to use them for different objectives like sharing content, coordination, and engaging audiences. The document aims to help volunteers choose the right tools to collaborate, communicate, create community and share content online.
Este documento presenta la informaciรณn sobre la asignatura Lengua Inglesa II de la carrera de Profesorado de Inglรฉs para el EGB 3 y Polimodal en el Instituto Franklin. La asignatura se enfoca en desarrollar las habilidades lingรผรญsticas de los estudiantes a travรฉs de actividades comunicativas. El curso utiliza los libros Upstream Intermediate y Upstream Upper-Intermediate y evalรบa el progreso de los estudiantes a travรฉs de exรกmenes parciales y finales orales y escritos.
Supporting teacher training: ICT, the Spรฉis project and IrelandAlan Bruce
ย
Description of the Spรฉis project developed by Universal Learning Systems and Context Learning Finland to provide ICT innovation and e-portfolio support for the Church of Ireland College of Education in Dublin, Ireland.
Presented as part of a panel discussion on digitization of local history resources at public libraries at the Wisconsin Association of Public Libraries (WAPL) conference. May 5, 2011
Este documento presenta la informaciรณn sobre la asignatura Lengua Inglesa II de la carrera de Profesorado de Inglรฉs en el Instituto Franklin. La asignatura se enfoca en desarrollar las habilidades lingรผรญsticas de los estudiantes a travรฉs de 14 unidades basadas en un libro de texto. Los objetivos incluyen mejorar las cuatro habilidades bรกsicas asรญ como el vocabulario y la gramรกtica. La evaluaciรณn se basa en la asistencia, trabajos prรกcticos, exรกmenes parciales y finales.
Web 2.0 a crash course for VISTA volunteersBradley Shipps
ย
This document provides an overview of Web 2.0 tools for collaboration, communication, community building, content sharing, and more. It describes tools like blogs, wikis, Google Docs, surveys, social networks and discusses how to use them for different objectives like sharing content, coordination, and engaging audiences. The document aims to help volunteers choose the right tools to collaborate, communicate, create community and share content online.
Este documento presenta la informaciรณn sobre la asignatura Lengua Inglesa II de la carrera de Profesorado de Inglรฉs para el EGB 3 y Polimodal en el Instituto Franklin. La asignatura se enfoca en desarrollar las habilidades lingรผรญsticas de los estudiantes a travรฉs de actividades comunicativas. El curso utiliza los libros Upstream Intermediate y Upstream Upper-Intermediate y evalรบa el progreso de los estudiantes a travรฉs de exรกmenes parciales y finales orales y escritos.
Supporting teacher training: ICT, the Spรฉis project and IrelandAlan Bruce
ย
Description of the Spรฉis project developed by Universal Learning Systems and Context Learning Finland to provide ICT innovation and e-portfolio support for the Church of Ireland College of Education in Dublin, Ireland.
The document provides guidance for evaluating the EU-UNAWE astronomy awareness programme. It outlines domains of learning including motivation, scientific skills, knowledge, and intercultural attitudes. Evaluation methods are suggested to gather evidence from children and teachers. For children, options include pre-and post-activity drawings, observations during games or activities, and optional surveys. For teachers, a survey is provided. The goal is to demonstrate the programme's impacts in a way that combines data from different locations and activities.
The document summarizes a review of various educational programs in a school district conducted by the OSPI review team in January 2003. It provides an overview of the review process, programs monitored, preliminary results and commendations, and areas for improvement identified in the exit items. The review process included self-studies, interviews, and school site visits. Preliminary results highlighted various strengths in the district including extended learning opportunities, data-driven planning, and strong special education programs. Exit items identified some areas for improvement related to assessment, funding allocations, and special education documentation and services.
The project aims to establish an afterschool English club in the local community. It would provide educational opportunities to help students improve their English skills and prepare for exams through activities, games, and workshops. Students would use English online to connect with international partners and learn about other cultures. The project would be implemented in stages, starting with surveying community interest and researching foreign programs. An afterschool program would then be developed and launched, involving regular meetings, workshops, and local events. Progress would be evaluated through student and volunteer feedback to ensure the project's sustainability. The final stage would involve students creating presentations and a blog documenting their experiences in the international project.
Project template English-equipping for lifeOlesea Jechiu
ย
The project aims to establish an after-school English club in the local community. It would provide educational opportunities to help students improve their English skills and prepare for exams through activities, games and workshops. By using English online and interacting with international partners, students can become more informed global citizens. The project involves surveying community members, researching best practices from other countries, developing a program, implementing regular meetings and workshops over the school year, and evaluating the project's impact through student feedback. The final products will include presentations, videos and a blog documenting the work.
The document is a daily lesson log for a Grade 12 class on Media and Information Literacy taught by teacher Carl John C. Carolino. Over the course of the week, the students will:
1) Be introduced to concepts of media literacy, information literacy, and technology literacy and compare the similarities and differences between them.
2) Learn how communication is affected by media and information through class discussions and demonstrations.
3) Participate in formative assessments like matching definitions, true/false tests, and writing reflections to evaluate their understanding of the topics.
Making space for learning in primary and secondary 2015 2016dbiscommunications
ย
The document outlines curriculum, timetable, and reporting developments for the 2015-2016 school year at DBIS for both primary and secondary sections. Key changes include consolidating subjects into English, establishing specialist times, embedding life skills lessons, evaluating Chinese provision, and building on enrichment activities for primary. For secondary, changes involve a new 7 day timetable, 5 lesson school day, 1-2-1 tutoring, introducing life skills, and developing inquiry-based learning across years 7-9. Assessment changes focus on student-led conferences and online reporting.
School Youth Team 1_ RLS Library Strategic Plan School PowerPoint_4..12.16 UP...Justine Kay
ย
The strategic plan summarizes the vision, mission, and goals for the Robert Louis Stevenson Middle School library over the next year. It includes an analysis of strengths, weaknesses, opportunities, and threats. Four key action plans are outlined to reconfigure indoor library space, address the digital divide, increase student engagement, and create an outdoor garden area. Each action plan provides the current state, envisioned future state, project timeline, budget needs, and metrics for measuring success. Resources that informed the plan are also cited.
This document provides an overview and agenda for a Title IID technology grant focusing on improving student achievement in English Language Arts through technology-infused social studies instruction. The goals are to: 1) Improve ELA performance through technology-based projects, 2) Increase teacher ability to integrate technology, and 3) Strengthen teacher collaboration. Teachers will attend professional development sessions on topics like digital storytelling and Google Maps. Students will create online history timelines and maps to demonstrate social studies understanding. The grant will provide ongoing support to help teachers and students develop technology and project-based learning skills.
The document discusses the role of subject leaders in formulating clear targets to guide teaching, monitoring pupil progress, addressing staff training needs, and supporting transition processes. It provides examples from various schools of how subject monitoring in geography has positively impacted pupil outcomes, enjoyment, and achievement through activities like field work, independent research projects, and developing geographical skills. Resources and leadership are discussed in the context of continuous improvement and developing critical thinking in the subject.
This document summarizes a professional development program called Teaching Climate Change that will offer two online courses for K-12 teachers through PBS and NASA. The goals are to strengthen teachers' understanding of climate science, enable them to teach about climate change using STEM strategies and NASA resources, and foster interdisciplinary approaches. A research study will evaluate the courses' impact on teachers' knowledge, awareness of NASA materials, and classroom practices. Over 200 teachers will participate across control and experimental groups.
This document outlines an evaluation workshop with the following aims: understanding evaluation context and methods, sharing case studies, and learning about evaluation research and examples. The workshop activities include recapping evaluation methods, conducting interviews, analyzing data, reviewing evaluation reports, presenting demographic information using mapping software, and considering evaluation strategies. Examples of evaluation methods that could be tried include using online surveys, participant observation, and consulting pupils in advance of a program. Recommended evaluation resources are also provided.
This document describes a private Greek high school that implemented a new school evaluation system and career counseling pilot program. The school has 400 students, 35 educators, and facilities like classrooms, labs, gyms and a swimming pool across a 5,000 square meter building. Through collaborating with educators, administrators, an independent committee and career counselors, the school established a multi-section evaluation process. As a result of the evaluation and counseling program, the school improved its educational programs and saw increased student registration, better student and parent satisfaction, and higher test scores. The school was then ranked as one of the top schools in Northern Greece.
IMC Campaigns final presentation, Fall 2008, taught by David Kamerer, PhD, APR. Team members: Jennifer Regan, Kelli Davis, Allison Follin, Monica Salmeron, Callie Weber.
The document summarizes the creation of the University of Nebraska at Kearney (UNK) Learning Commons, which brought together the library, writing center, and peer tutoring services. It describes the three phases: 1) developing a shared vision to better support students, 2) transitioning programs together during construction delays, and 3) celebrating the grand opening of the permanent learning commons space in fall 2011. The goal was to provide academic support services in one centralized location through collaboration between programs and with the library.
This document discusses strategies for using webinars to engage K-12 teachers and students. It notes both pros and cons of webinars, such as reaching wider audiences at low cost but lacking personal connection. Effective strategies include allowing different participation methods, easy but engaging activities, and open discussions. Staff assistance during webinars is also important. The takeaway message is to try webinars and make the most of their live nature through audience engagement. Contact information is provided for education specialists at museums conducting webinars.
Bridging the Gap: Providing Equal Access of Library Resources and Services to...Nancy Crabtree
ย
During the spring of 2016, Spiva Libraryโs faculty and staff devised a three-year assessment plan. One goal of that plan was to provide the same level of service and access to resources for distance students as offered to those on-campus.
Some of the initiatives the library undertook to accomplish this task included creating a series of streaming instructional videos, developing a library organization within our content management system, Blackboard, and utilizing the newly acquired Blackboard Collaborate feature to provide a virtual, Book a Librarian, consultation service.
The document describes the development of a library curriculum by the Parkway School District library team. They created student-focused "I Can" statements aligned to standards and expanded them into "Library Media Expectations". The curriculum has four strands - Find, Use, Share, Enjoy and Grow information. It is organized by grade level in an online guide. The team evaluated how the library program was evolving and used guidance from professional organizations to develop the curriculum to better support student learning.
The document discusses a study that aims to analyze the comparison of traditional and online formative assessment in enhancing grade 6 students' academic outcomes in MAPEH (Music, Arts, Physical Education, and Health) subjects. It provides background information on the challenges of distance learning and how formative assessment can improve learning. The conceptual framework outlines how online formative assessment using Kahoot may enhance memory and learning more than traditional paper tests. The study uses a quasi-experimental research design to compare the academic outcomes of an experimental group that uses online formative assessment to a control group that uses traditional assessment. Results showed the experimental group had higher, very satisfactory outcomes across subjects compared to the control group who mostly needed improvement. This implies online assessment may
The document summarizes two projects called "Bridging the Gap I" and "Bridging the Gap II" that were conducted by the University of Surrey to help develop study skills in secondary school and college students.
Bridging the Gap I involved surveys of students' attitudes towards higher education and developing online resources for schools. It found that students had limited understanding of skills like information literacy. Bridging the Gap II built on this by creating online learning sequences and toolkits focused on skills like time management and information literacy. Workshops were also held for students on researching for the Extended Project Qualification. The projects aimed to help student transitions to university and support lifelong learning.
How to Setup Default Value for a Field in Odoo 17Celine George
ย
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
The document provides guidance for evaluating the EU-UNAWE astronomy awareness programme. It outlines domains of learning including motivation, scientific skills, knowledge, and intercultural attitudes. Evaluation methods are suggested to gather evidence from children and teachers. For children, options include pre-and post-activity drawings, observations during games or activities, and optional surveys. For teachers, a survey is provided. The goal is to demonstrate the programme's impacts in a way that combines data from different locations and activities.
The document summarizes a review of various educational programs in a school district conducted by the OSPI review team in January 2003. It provides an overview of the review process, programs monitored, preliminary results and commendations, and areas for improvement identified in the exit items. The review process included self-studies, interviews, and school site visits. Preliminary results highlighted various strengths in the district including extended learning opportunities, data-driven planning, and strong special education programs. Exit items identified some areas for improvement related to assessment, funding allocations, and special education documentation and services.
The project aims to establish an afterschool English club in the local community. It would provide educational opportunities to help students improve their English skills and prepare for exams through activities, games, and workshops. Students would use English online to connect with international partners and learn about other cultures. The project would be implemented in stages, starting with surveying community interest and researching foreign programs. An afterschool program would then be developed and launched, involving regular meetings, workshops, and local events. Progress would be evaluated through student and volunteer feedback to ensure the project's sustainability. The final stage would involve students creating presentations and a blog documenting their experiences in the international project.
Project template English-equipping for lifeOlesea Jechiu
ย
The project aims to establish an after-school English club in the local community. It would provide educational opportunities to help students improve their English skills and prepare for exams through activities, games and workshops. By using English online and interacting with international partners, students can become more informed global citizens. The project involves surveying community members, researching best practices from other countries, developing a program, implementing regular meetings and workshops over the school year, and evaluating the project's impact through student feedback. The final products will include presentations, videos and a blog documenting the work.
The document is a daily lesson log for a Grade 12 class on Media and Information Literacy taught by teacher Carl John C. Carolino. Over the course of the week, the students will:
1) Be introduced to concepts of media literacy, information literacy, and technology literacy and compare the similarities and differences between them.
2) Learn how communication is affected by media and information through class discussions and demonstrations.
3) Participate in formative assessments like matching definitions, true/false tests, and writing reflections to evaluate their understanding of the topics.
Making space for learning in primary and secondary 2015 2016dbiscommunications
ย
The document outlines curriculum, timetable, and reporting developments for the 2015-2016 school year at DBIS for both primary and secondary sections. Key changes include consolidating subjects into English, establishing specialist times, embedding life skills lessons, evaluating Chinese provision, and building on enrichment activities for primary. For secondary, changes involve a new 7 day timetable, 5 lesson school day, 1-2-1 tutoring, introducing life skills, and developing inquiry-based learning across years 7-9. Assessment changes focus on student-led conferences and online reporting.
School Youth Team 1_ RLS Library Strategic Plan School PowerPoint_4..12.16 UP...Justine Kay
ย
The strategic plan summarizes the vision, mission, and goals for the Robert Louis Stevenson Middle School library over the next year. It includes an analysis of strengths, weaknesses, opportunities, and threats. Four key action plans are outlined to reconfigure indoor library space, address the digital divide, increase student engagement, and create an outdoor garden area. Each action plan provides the current state, envisioned future state, project timeline, budget needs, and metrics for measuring success. Resources that informed the plan are also cited.
This document provides an overview and agenda for a Title IID technology grant focusing on improving student achievement in English Language Arts through technology-infused social studies instruction. The goals are to: 1) Improve ELA performance through technology-based projects, 2) Increase teacher ability to integrate technology, and 3) Strengthen teacher collaboration. Teachers will attend professional development sessions on topics like digital storytelling and Google Maps. Students will create online history timelines and maps to demonstrate social studies understanding. The grant will provide ongoing support to help teachers and students develop technology and project-based learning skills.
The document discusses the role of subject leaders in formulating clear targets to guide teaching, monitoring pupil progress, addressing staff training needs, and supporting transition processes. It provides examples from various schools of how subject monitoring in geography has positively impacted pupil outcomes, enjoyment, and achievement through activities like field work, independent research projects, and developing geographical skills. Resources and leadership are discussed in the context of continuous improvement and developing critical thinking in the subject.
This document summarizes a professional development program called Teaching Climate Change that will offer two online courses for K-12 teachers through PBS and NASA. The goals are to strengthen teachers' understanding of climate science, enable them to teach about climate change using STEM strategies and NASA resources, and foster interdisciplinary approaches. A research study will evaluate the courses' impact on teachers' knowledge, awareness of NASA materials, and classroom practices. Over 200 teachers will participate across control and experimental groups.
This document outlines an evaluation workshop with the following aims: understanding evaluation context and methods, sharing case studies, and learning about evaluation research and examples. The workshop activities include recapping evaluation methods, conducting interviews, analyzing data, reviewing evaluation reports, presenting demographic information using mapping software, and considering evaluation strategies. Examples of evaluation methods that could be tried include using online surveys, participant observation, and consulting pupils in advance of a program. Recommended evaluation resources are also provided.
This document describes a private Greek high school that implemented a new school evaluation system and career counseling pilot program. The school has 400 students, 35 educators, and facilities like classrooms, labs, gyms and a swimming pool across a 5,000 square meter building. Through collaborating with educators, administrators, an independent committee and career counselors, the school established a multi-section evaluation process. As a result of the evaluation and counseling program, the school improved its educational programs and saw increased student registration, better student and parent satisfaction, and higher test scores. The school was then ranked as one of the top schools in Northern Greece.
IMC Campaigns final presentation, Fall 2008, taught by David Kamerer, PhD, APR. Team members: Jennifer Regan, Kelli Davis, Allison Follin, Monica Salmeron, Callie Weber.
The document summarizes the creation of the University of Nebraska at Kearney (UNK) Learning Commons, which brought together the library, writing center, and peer tutoring services. It describes the three phases: 1) developing a shared vision to better support students, 2) transitioning programs together during construction delays, and 3) celebrating the grand opening of the permanent learning commons space in fall 2011. The goal was to provide academic support services in one centralized location through collaboration between programs and with the library.
This document discusses strategies for using webinars to engage K-12 teachers and students. It notes both pros and cons of webinars, such as reaching wider audiences at low cost but lacking personal connection. Effective strategies include allowing different participation methods, easy but engaging activities, and open discussions. Staff assistance during webinars is also important. The takeaway message is to try webinars and make the most of their live nature through audience engagement. Contact information is provided for education specialists at museums conducting webinars.
Bridging the Gap: Providing Equal Access of Library Resources and Services to...Nancy Crabtree
ย
During the spring of 2016, Spiva Libraryโs faculty and staff devised a three-year assessment plan. One goal of that plan was to provide the same level of service and access to resources for distance students as offered to those on-campus.
Some of the initiatives the library undertook to accomplish this task included creating a series of streaming instructional videos, developing a library organization within our content management system, Blackboard, and utilizing the newly acquired Blackboard Collaborate feature to provide a virtual, Book a Librarian, consultation service.
The document describes the development of a library curriculum by the Parkway School District library team. They created student-focused "I Can" statements aligned to standards and expanded them into "Library Media Expectations". The curriculum has four strands - Find, Use, Share, Enjoy and Grow information. It is organized by grade level in an online guide. The team evaluated how the library program was evolving and used guidance from professional organizations to develop the curriculum to better support student learning.
The document discusses a study that aims to analyze the comparison of traditional and online formative assessment in enhancing grade 6 students' academic outcomes in MAPEH (Music, Arts, Physical Education, and Health) subjects. It provides background information on the challenges of distance learning and how formative assessment can improve learning. The conceptual framework outlines how online formative assessment using Kahoot may enhance memory and learning more than traditional paper tests. The study uses a quasi-experimental research design to compare the academic outcomes of an experimental group that uses online formative assessment to a control group that uses traditional assessment. Results showed the experimental group had higher, very satisfactory outcomes across subjects compared to the control group who mostly needed improvement. This implies online assessment may
The document summarizes two projects called "Bridging the Gap I" and "Bridging the Gap II" that were conducted by the University of Surrey to help develop study skills in secondary school and college students.
Bridging the Gap I involved surveys of students' attitudes towards higher education and developing online resources for schools. It found that students had limited understanding of skills like information literacy. Bridging the Gap II built on this by creating online learning sequences and toolkits focused on skills like time management and information literacy. Workshops were also held for students on researching for the Extended Project Qualification. The projects aimed to help student transitions to university and support lifelong learning.
How to Setup Default Value for a Field in Odoo 17Celine George
ย
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
ย
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
ย
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Manage Reception Report in Odoo 17Celine George
ย
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
ย
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
ย
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Thank you all for being here tonight. I am Bradley Shipps and this is Ben Goldman. This semester we collaborated on planning, marketing, and assessing the e-Gyptian Expedition field trip service at the Cazenovia Public Library and Museum. We would like to especially thank Cazenovia Library Director Betsy Kennedy for being here tonight and for all of her help with this project.
small town library, part of Mid-York consortium, serves a population of approximately 6,500 The library also houses an Art Gallery for local artists, a Local History display area, a museum, an archives with assorted historical documents. And a cat!
The objects in our Museum were brought back to our village by Cazenovians making Grand Tours in the 19th century. collection includes natural history and the objects of other cultures. Mummy Room, and houses an actual Egyptian mummy, Hen, still in its wrapping and its original wooden sarcophagus, along with gilded mummy masks, mummy chest plates, scarabs, ushabtis and other Egyptian material, and ancient material from other areas.
Cazenovia will relay new information and improve interpretation through the addition of a digital information center. Incorporate information from Dr. ?โs presentation. Graphically rich, incorporate audio
The improved field trip service is called e-Gyptian Expedition. Name captures digital aspect and the journey of students and museum donors. Museum Project committee includes museum educators and local historians Audience for the service: seven local school districts, 25 schools, approx. 16,000 students World-class educational opportunity that is local, inexpensive, engaging to students, and in line with educational objectives.
In line with libraryโs goals: A community resource for cultural and continued learning Expand community base and support High culture, low miles
Makes the museum a valuable resource for local schools, addresses teachersโ needs โlesson plans, learning standards, and a sense of wonder, carefully wrapped.โ
Stimulate childrenโs interest in and appreciation for learning. Technology meets mummy, students meet history
Research: lit review, user needs assessment, Teacher Advisory group, baseline data Develop: Pat and Julie, develop content and assessment tools correlated to NYS learning standards. Exhibition Alliance, renovations, D.I.C. Pilot: January 2009 field trips Expert tour guides lead teachers and students on an e-Gyptian Expedition.
Branding- the cat, homey :) identifiable Web site- see image, how to schedule field trips, contact info. Brochures- target teachers and administrators Display-highlight library collection, encourage further learning Press releases-to number of local news outlets Partnerships - other local cultural heritage institutions, common goals, reciprocal links Discuss marketing goals? Time?
Teachers and administrators, previous successful themed events โwant great attendance? Invite the mummy.โ Announce D.I.C. Demonstrate new content, lesson plans, educational value. Encourage word of mouth. World-class resources and world-class service.
Distribute at open house, share electronic content (need to wrap up marketing, transition to assessment, thoughts?)