This document summarizes a collaboration between the Learning and Teaching Strategy Leader, Liaison Librarian, Academic Writing and Language, and Learning Resources to embed employability skills into university curriculum. They clustered similar first-year programs, selected relevant modules, and mapped library and academic resources to skills from the CBI employability guidelines. This improved continuity of professional development activities and ensured all students received consistent support. An evaluation found students who attended library training sessions received higher marks than those who did not, indicating the benefits of the collaboration. Future plans include taking a more fine-grained approach to integrating employability attributes across entire degree programs.
Freebirds "Solo Tourism Together" -Pitch-Decks-Pariwat Rak
The document describes a startup idea called Freebirds that aims to connect solo travelers to have unique travel experiences together. It discusses connecting people who want to travel to the same destination at the same time to plan trips together. The business model involves users creating travel groups and profiles, browsing activities in different locations, and evaluating trips. Revenue would come from advertising, commissions from bookings, and partnerships with tourism companies. The target markets are identified as Asia, Europe and North America. Competitors in the space are also identified and the marketing strategy discusses promoting in peak seasons, events, and targeted locations.
На 16 март беше 2- та формална среща на българските обучители. Моята презенатция беше на тема "Сугестопедията - учене чрез театър и преживяване". Ето я.
The document summarizes the agenda and presentations from the Moodle Moot 2011 conference. It provides an overview of the topics discussed, including the Moodle development process, best practices for course design in Moodle, and plans for the upcoming year. Slides also show results from an eye tracking study on Moodle interfaces to inform improvements.
This document summarizes a workshop held by the Joint Information Systems Committee (JISC) on writing final reports for eLearning projects. The workshop agenda included sessions on JISC's expectations for final reports, templates and guidance, the differences between final reports and completion reports, and realizing benefits. The workshop aimed to help participants understand what information JISC wants to see in final reports, including real-life examples, outcomes and impacts, and how the project addressed the goals of the eLearning program. Participants provided feedback on what they learned about structuring effective final reports and how they will improve their own reports based on the guidance.
The document summarizes a Work Based Learning Forum that took place on November 30th 2012. The forum included discussions on the new OFSTED inspection framework, using data effectively, recruiting apprentices, additional qualifications for apprentices, using voice recorders and speech to text technology, recording workplace learning, learner loan schemes, and various news updates. Presentations were given on topics such as the new OFSTED inspections, using data, and developing virtual learning for apprenticeships.
Intro to Course.pptx with contents about projecttheapplejuice300
- $250 billion is spent on information systems projects in the US each year, with a high failure rate of failed projects. The failure rate of IS projects is estimated to be around 30%.
- Successful IS projects provide competitive advantages for companies by improving business processes and operations. However, many argue it is not rational to invest such large sums given the high failure rate.
- Reasons why IS project management is challenging include the complexity of projects, changing requirements, and difficulties with planning and oversight. This course aims to provide frameworks and tools to improve IS project management practices and increase success rates.
What Skills do we need for the digital age? The future of the digital adminis...mylesdanson
The document discusses a workshop on digital literacy skills needed for the digital age. It provides an overview of JISC's Developing Digital Literacies programme, including emerging findings from baseline studies of various projects. Baseline studies found that while support for digital literacy exists, it is often varied and dispersed. There is also a range of expertise and attitudes toward digital literacy among staff and students. The document discusses recommendations from associations to better develop digital literacy at all levels of organizations. It aims to identify how digital literacy can be supported in a digital university environment.
Freebirds "Solo Tourism Together" -Pitch-Decks-Pariwat Rak
The document describes a startup idea called Freebirds that aims to connect solo travelers to have unique travel experiences together. It discusses connecting people who want to travel to the same destination at the same time to plan trips together. The business model involves users creating travel groups and profiles, browsing activities in different locations, and evaluating trips. Revenue would come from advertising, commissions from bookings, and partnerships with tourism companies. The target markets are identified as Asia, Europe and North America. Competitors in the space are also identified and the marketing strategy discusses promoting in peak seasons, events, and targeted locations.
На 16 март беше 2- та формална среща на българските обучители. Моята презенатция беше на тема "Сугестопедията - учене чрез театър и преживяване". Ето я.
The document summarizes the agenda and presentations from the Moodle Moot 2011 conference. It provides an overview of the topics discussed, including the Moodle development process, best practices for course design in Moodle, and plans for the upcoming year. Slides also show results from an eye tracking study on Moodle interfaces to inform improvements.
This document summarizes a workshop held by the Joint Information Systems Committee (JISC) on writing final reports for eLearning projects. The workshop agenda included sessions on JISC's expectations for final reports, templates and guidance, the differences between final reports and completion reports, and realizing benefits. The workshop aimed to help participants understand what information JISC wants to see in final reports, including real-life examples, outcomes and impacts, and how the project addressed the goals of the eLearning program. Participants provided feedback on what they learned about structuring effective final reports and how they will improve their own reports based on the guidance.
The document summarizes a Work Based Learning Forum that took place on November 30th 2012. The forum included discussions on the new OFSTED inspection framework, using data effectively, recruiting apprentices, additional qualifications for apprentices, using voice recorders and speech to text technology, recording workplace learning, learner loan schemes, and various news updates. Presentations were given on topics such as the new OFSTED inspections, using data, and developing virtual learning for apprenticeships.
Intro to Course.pptx with contents about projecttheapplejuice300
- $250 billion is spent on information systems projects in the US each year, with a high failure rate of failed projects. The failure rate of IS projects is estimated to be around 30%.
- Successful IS projects provide competitive advantages for companies by improving business processes and operations. However, many argue it is not rational to invest such large sums given the high failure rate.
- Reasons why IS project management is challenging include the complexity of projects, changing requirements, and difficulties with planning and oversight. This course aims to provide frameworks and tools to improve IS project management practices and increase success rates.
What Skills do we need for the digital age? The future of the digital adminis...mylesdanson
The document discusses a workshop on digital literacy skills needed for the digital age. It provides an overview of JISC's Developing Digital Literacies programme, including emerging findings from baseline studies of various projects. Baseline studies found that while support for digital literacy exists, it is often varied and dispersed. There is also a range of expertise and attitudes toward digital literacy among staff and students. The document discusses recommendations from associations to better develop digital literacy at all levels of organizations. It aims to identify how digital literacy can be supported in a digital university environment.
This document outlines the agenda for a Moodle User Group meeting on March 6th, 2012. The agenda included introductions, a presentation on Moodle 2 by Sam Tanner from Loughborough College, networking, a discussion on structuring Moodle sites, and updates on moving to Moodle 2 and new plugins. Contact information was provided for Phil Hardcastle and Lyn Lall from the RSC Help organization to assist with Moodle 2 implementation plans and training.
This document provides ICT curricula for teachers and students in the school system. It aims to prepare youth to participate in establishing a knowledge society and to be globally competitive, as outlined in the National Policy on ICT in School Education.
The curriculum for teachers focuses on 6 learning strands: connecting with the world through online resources, connecting with each other, creating with ICT, interacting with ICT, possibilities of ICT in education, and reaching out/bridging divides. It includes 14 modules covering topics such as digital storytelling, data analysis, using ICT for teaching/learning/evaluation, documentation/communication, and subject-specific ICT tools.
The student curriculum spans 3 years with 3 sessions
External Academic Audit (2012-2013)-R.D.SivakumarSivakumar R D .
This document provides information about the M.Com (CA) department of Ayya Nadar Janaki Ammal College. The vision is to empower learners to become worthy citizens and businessmen through commerce education with computer applications. The mission is to develop sound commerce knowledge, instill confidence, implement modern technology, and develop students' overall personality. The department offers an M.Com in computer applications and has 4 faculty members with experience in e-content development, data mining, insurance, and marketing. It provides details on students, achievements, publications, software developed, MoUs signed, syllabus revisions, elective papers from other departments, teaching methods, facilities, association activities, and future plans.
SM Class 1 - Presentation of the courseMarco Paiola
The document provides an overview of a Master's course on service management for manufacturing companies. It includes:
1) An introduction to the course topics which will focus on the strategic, organizational, technological, and cultural challenges of transforming manufacturing companies into service-oriented businesses.
2) An outline of the course structure which will involve lectures, group projects partnered with local companies, and a final exam.
3) Details on course materials and assessments for students attending lectures versus non-attending students. The group projects will involve applying course concepts to an actual case study of a partner company.
Approaches to changing assessment and feedback practicejisc-elearning
This document discusses different approaches that universities have taken to changing assessment and feedback practices. It describes projects at Bath Spa University, University of Winchester, and Queen's University Belfast that took bottom-up, evidence-based approaches focusing on principles of assessment and feedback and participatory change. Manchester Metropolitan University's project took a top-down approach, building on previous initiatives. All the projects emphasized listening to stakeholders, piloting changes, and evaluating results. The main challenges identified were engaging all stakeholders, embedding changes fully, and selecting and implementing appropriate technologies to support changes.
Digital Assessment of Learning Case of the Digital Dashboard DDijtsrd
The current evolution of the technological field and the benefit of the introduction of ICT within schools, suggest the possibilities of using computer slides in teaching practices. The Digital Dashboard is one of the technological tools, based on a technico pedagogical engineering which includes defined stages but at the same time adapted according to the chosen design and the desired production area. the DD is a tool that allows planning, managing and evaluating the projects of a practitioner or a learner not only to judge his work but also to allow reflection on the difficulties that hinder their practices and the challenges that there are to raise. Our experiment will take place in the provincial delegation of teaching of Taza, in 4 different disciplines in order to judge the reliability, the feasibility and the contribution of DD in the professionalization of the educational practices. It is true that this device will guarantee better teaching, will develop several skills at the same time and will open up fields of interaction and exchange, but its implementation remains difficult and even if its creation has advantages, this does not exclude presence of many constraints and limitations. Mazouak Abderrazzak | Malika Tridane | Said Belaaouad "Digital Assessment of Learning: Case of the Digital Dashboard (DD)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49252.pdf Paper URL: https://www.ijtsrd.com/computer-science/cognitive-science/49252/digital-assessment-of-learning-case-of-the-digital-dashboard-dd/mazouak-abderrazzak
This document outlines the curriculum for the second year of the Computer Engineering program at Savitribai Phule Pune University in Maharashtra, India. It includes the program outcomes, program specific outcomes, course structure, general guidelines, and detailed course contents for semesters 3 and 4. Students will take courses in topics like discrete mathematics, data structures, object oriented programming, computer graphics, digital electronics, and more. Laboratory courses complement the theoretical courses. The curriculum aims to develop professional and problem-solving skills in students to prepare them for careers in computer engineering.
AY202223 Oct Innovation Practicum_Study Guide (Student Version).pdfMark Kor
The document provides guidelines for an Innovation Practicum subject at Temasek Polytechnic. It includes information on the subject aims, instructional hours, assessment structure, project focus, prototype presentations, and class participation assessment. Specifically:
- The subject introduces knowledge and skills to develop innovative prototypes based on a business idea or problem, applying design thinking and prototyping skills.
- It involves 60 hours of instruction applying the design thinking framework, developing a prototype, and presenting project findings.
- Assessment includes prototype presentations (30% and 35% respectively) and a final report (20%). It also evaluates class participation (10%).
- The project focus provided involves developing a sustainable mobile app for an SME
- The document discusses student and staff perceptions of using ePortfolios across different subject areas at a university where Blackboard has been used for ePortfolios for 5 years. Over 2000 students and 25 staff were involved.
- Generally, students found ePortfolios useful for reflecting on their learning and achievements and planning their careers. However, use of multimedia features varied, and not all students saw the value of ePortfolios for assessment.
- Tutors found ePortfolios useful for monitoring student progress and providing feedback but noted that careful redesign is needed to address issues around evidencing work and technical failures. Flexibility is important to allow student ownership but support is still needed.
Desire2Learn Presentation to the Common Solutions Group Aisha Jackson
This document summarizes Common Solutions Group's selection of a new learning management system (LMS) at a university with 32,000 students, 2,100 faculty, and 1,200 graduate student teachers. It describes the selection criteria used and timeline of piloting and adopting Desire2Learn (D2L) between 2011-2013. In January 2014, D2L experienced a 61-hour outage after migrating to new file storage. The document discusses the university's response, including transparency and communication. An audit committee reviewed options and risks of continuing with D2L or self-hosting. The university decided to stay with D2L but require changes to reduce risk and impact of future upgrades.
This session will raise awareness of what inspectors will be looking for in regard to effective use of technology.Delegates will gain a greater understanding of: Where technology fits within the Common Inspection Framework (CIF) in England;Questions inspectors might ask;Effective use of Virtual Learning Environments (VLEs) to support teaching learning and assessment;Use of social media, mobile technologies in teaching and learning;Examples of good practice.
This document provides information about the Computer Mediated Communication Honours module offered at the University of KwaZulu-Natal. The module focuses on Web 2.0 technologies and business models emerging in computer mediated communication. Students will learn about principles of CMC, communication issues, and how to evaluate and develop Web 2.0 systems for business and education. Assessment is based on virtual world assignments, reports, and participation throughout the semester-long module. Students are expected to spend most of their learning experience interacting in virtual environments like Second Life.
HEA STEM seminar-2013 Embracing employability in HEIsEISLibrarian
This document outlines the agenda and participating institutions of a seminar on embracing employability in higher education institutions. The seminar featured keynote speeches from industry professionals and academics on engaging employers in curriculum delivery and the role of stakeholders in curriculum development. Breakout sessions discussed approaches to embedding employability skills at different institutions, including through volunteering, core skills training, and work placements. Employability frameworks like the CBI guidelines and SFIA were mapped to curriculum delivery and modules in science and technology programs. Collaboration between academic departments, language centers, and libraries integrated employability support into coursework and assessments.
This document discusses implementing bring your own device (BYOD) policies from a teaching and learning perspective. It describes how one college focused on iPads, Androids, and Surfaces for BYOD. Considerations included curriculum uses, connectivity, storage, access, and application distribution. A student survey found 72% had smartphones and 72% used Facebook, with usage rates highest among younger students. The document provides resources on BYOD best practices and contact information for the regional support center hosting the event.
This document outlines an agenda for a meeting between the Riverside School Board and McGill University about a transition project to enhance mathematics teaching and learning using technology. The agenda includes introductions, overviews of the project goals and activities, and breakout sessions on sharing successful strategies, digital literacy, video modeling, and establishing an online community of practice. The project aims to foster collaboration between teachers on using digital tools to benefit student learning through ongoing professional development over multiple years.
This document provides guidelines for final year B.E. project activities and use of the Project Mentoring and Monitoring System (PMMS) platform at Gujarat Technological University. It outlines the objectives of PMMS to help students with project mentoring and monitoring. It describes the various activities students must complete on PMMS, including registering their projects, submitting periodic progress reports, design exercises, patent reports, and uploading their final project reports. The document provides timelines and instructions for using PMMS for activities in the 7th and 8th semesters. It also describes how the system facilitates mentoring of student projects by industry experts through the platform.
This document provides guidelines for final year B.E. project activities and use of the Project Mentoring and Monitoring System (PMMS) platform at Gujarat Technological University. It outlines the objectives of PMMS, which are to help students get appropriate mentoring and guidance for their projects and work systematically. PMMS allows students to update progress, and guides, mentors, HODs and principals to provide feedback. It covers registration, team formation, progress reports, design exercises, business plans, patent drafting, and other final project submission activities. The document provides timelines, instructions and resources to help students, guides and others effectively use PMMS to support final year projects.
The document discusses learning design and the Learning Activity Management System (LAMS). It defines learning design as focusing on sequencing learning activities and social engagement rather than just content transmission. LAMS aims to implement learning design principles in a usable way. While still evolving, learning design emphasizes coordinating learners through structured activities over time to achieve learning outcomes.
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 outlines the agenda for a Moodle User Group meeting on March 6th, 2012. The agenda included introductions, a presentation on Moodle 2 by Sam Tanner from Loughborough College, networking, a discussion on structuring Moodle sites, and updates on moving to Moodle 2 and new plugins. Contact information was provided for Phil Hardcastle and Lyn Lall from the RSC Help organization to assist with Moodle 2 implementation plans and training.
This document provides ICT curricula for teachers and students in the school system. It aims to prepare youth to participate in establishing a knowledge society and to be globally competitive, as outlined in the National Policy on ICT in School Education.
The curriculum for teachers focuses on 6 learning strands: connecting with the world through online resources, connecting with each other, creating with ICT, interacting with ICT, possibilities of ICT in education, and reaching out/bridging divides. It includes 14 modules covering topics such as digital storytelling, data analysis, using ICT for teaching/learning/evaluation, documentation/communication, and subject-specific ICT tools.
The student curriculum spans 3 years with 3 sessions
External Academic Audit (2012-2013)-R.D.SivakumarSivakumar R D .
This document provides information about the M.Com (CA) department of Ayya Nadar Janaki Ammal College. The vision is to empower learners to become worthy citizens and businessmen through commerce education with computer applications. The mission is to develop sound commerce knowledge, instill confidence, implement modern technology, and develop students' overall personality. The department offers an M.Com in computer applications and has 4 faculty members with experience in e-content development, data mining, insurance, and marketing. It provides details on students, achievements, publications, software developed, MoUs signed, syllabus revisions, elective papers from other departments, teaching methods, facilities, association activities, and future plans.
SM Class 1 - Presentation of the courseMarco Paiola
The document provides an overview of a Master's course on service management for manufacturing companies. It includes:
1) An introduction to the course topics which will focus on the strategic, organizational, technological, and cultural challenges of transforming manufacturing companies into service-oriented businesses.
2) An outline of the course structure which will involve lectures, group projects partnered with local companies, and a final exam.
3) Details on course materials and assessments for students attending lectures versus non-attending students. The group projects will involve applying course concepts to an actual case study of a partner company.
Approaches to changing assessment and feedback practicejisc-elearning
This document discusses different approaches that universities have taken to changing assessment and feedback practices. It describes projects at Bath Spa University, University of Winchester, and Queen's University Belfast that took bottom-up, evidence-based approaches focusing on principles of assessment and feedback and participatory change. Manchester Metropolitan University's project took a top-down approach, building on previous initiatives. All the projects emphasized listening to stakeholders, piloting changes, and evaluating results. The main challenges identified were engaging all stakeholders, embedding changes fully, and selecting and implementing appropriate technologies to support changes.
Digital Assessment of Learning Case of the Digital Dashboard DDijtsrd
The current evolution of the technological field and the benefit of the introduction of ICT within schools, suggest the possibilities of using computer slides in teaching practices. The Digital Dashboard is one of the technological tools, based on a technico pedagogical engineering which includes defined stages but at the same time adapted according to the chosen design and the desired production area. the DD is a tool that allows planning, managing and evaluating the projects of a practitioner or a learner not only to judge his work but also to allow reflection on the difficulties that hinder their practices and the challenges that there are to raise. Our experiment will take place in the provincial delegation of teaching of Taza, in 4 different disciplines in order to judge the reliability, the feasibility and the contribution of DD in the professionalization of the educational practices. It is true that this device will guarantee better teaching, will develop several skills at the same time and will open up fields of interaction and exchange, but its implementation remains difficult and even if its creation has advantages, this does not exclude presence of many constraints and limitations. Mazouak Abderrazzak | Malika Tridane | Said Belaaouad "Digital Assessment of Learning: Case of the Digital Dashboard (DD)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49252.pdf Paper URL: https://www.ijtsrd.com/computer-science/cognitive-science/49252/digital-assessment-of-learning-case-of-the-digital-dashboard-dd/mazouak-abderrazzak
This document outlines the curriculum for the second year of the Computer Engineering program at Savitribai Phule Pune University in Maharashtra, India. It includes the program outcomes, program specific outcomes, course structure, general guidelines, and detailed course contents for semesters 3 and 4. Students will take courses in topics like discrete mathematics, data structures, object oriented programming, computer graphics, digital electronics, and more. Laboratory courses complement the theoretical courses. The curriculum aims to develop professional and problem-solving skills in students to prepare them for careers in computer engineering.
AY202223 Oct Innovation Practicum_Study Guide (Student Version).pdfMark Kor
The document provides guidelines for an Innovation Practicum subject at Temasek Polytechnic. It includes information on the subject aims, instructional hours, assessment structure, project focus, prototype presentations, and class participation assessment. Specifically:
- The subject introduces knowledge and skills to develop innovative prototypes based on a business idea or problem, applying design thinking and prototyping skills.
- It involves 60 hours of instruction applying the design thinking framework, developing a prototype, and presenting project findings.
- Assessment includes prototype presentations (30% and 35% respectively) and a final report (20%). It also evaluates class participation (10%).
- The project focus provided involves developing a sustainable mobile app for an SME
- The document discusses student and staff perceptions of using ePortfolios across different subject areas at a university where Blackboard has been used for ePortfolios for 5 years. Over 2000 students and 25 staff were involved.
- Generally, students found ePortfolios useful for reflecting on their learning and achievements and planning their careers. However, use of multimedia features varied, and not all students saw the value of ePortfolios for assessment.
- Tutors found ePortfolios useful for monitoring student progress and providing feedback but noted that careful redesign is needed to address issues around evidencing work and technical failures. Flexibility is important to allow student ownership but support is still needed.
Desire2Learn Presentation to the Common Solutions Group Aisha Jackson
This document summarizes Common Solutions Group's selection of a new learning management system (LMS) at a university with 32,000 students, 2,100 faculty, and 1,200 graduate student teachers. It describes the selection criteria used and timeline of piloting and adopting Desire2Learn (D2L) between 2011-2013. In January 2014, D2L experienced a 61-hour outage after migrating to new file storage. The document discusses the university's response, including transparency and communication. An audit committee reviewed options and risks of continuing with D2L or self-hosting. The university decided to stay with D2L but require changes to reduce risk and impact of future upgrades.
This session will raise awareness of what inspectors will be looking for in regard to effective use of technology.Delegates will gain a greater understanding of: Where technology fits within the Common Inspection Framework (CIF) in England;Questions inspectors might ask;Effective use of Virtual Learning Environments (VLEs) to support teaching learning and assessment;Use of social media, mobile technologies in teaching and learning;Examples of good practice.
This document provides information about the Computer Mediated Communication Honours module offered at the University of KwaZulu-Natal. The module focuses on Web 2.0 technologies and business models emerging in computer mediated communication. Students will learn about principles of CMC, communication issues, and how to evaluate and develop Web 2.0 systems for business and education. Assessment is based on virtual world assignments, reports, and participation throughout the semester-long module. Students are expected to spend most of their learning experience interacting in virtual environments like Second Life.
HEA STEM seminar-2013 Embracing employability in HEIsEISLibrarian
This document outlines the agenda and participating institutions of a seminar on embracing employability in higher education institutions. The seminar featured keynote speeches from industry professionals and academics on engaging employers in curriculum delivery and the role of stakeholders in curriculum development. Breakout sessions discussed approaches to embedding employability skills at different institutions, including through volunteering, core skills training, and work placements. Employability frameworks like the CBI guidelines and SFIA were mapped to curriculum delivery and modules in science and technology programs. Collaboration between academic departments, language centers, and libraries integrated employability support into coursework and assessments.
This document discusses implementing bring your own device (BYOD) policies from a teaching and learning perspective. It describes how one college focused on iPads, Androids, and Surfaces for BYOD. Considerations included curriculum uses, connectivity, storage, access, and application distribution. A student survey found 72% had smartphones and 72% used Facebook, with usage rates highest among younger students. The document provides resources on BYOD best practices and contact information for the regional support center hosting the event.
This document outlines an agenda for a meeting between the Riverside School Board and McGill University about a transition project to enhance mathematics teaching and learning using technology. The agenda includes introductions, overviews of the project goals and activities, and breakout sessions on sharing successful strategies, digital literacy, video modeling, and establishing an online community of practice. The project aims to foster collaboration between teachers on using digital tools to benefit student learning through ongoing professional development over multiple years.
This document provides guidelines for final year B.E. project activities and use of the Project Mentoring and Monitoring System (PMMS) platform at Gujarat Technological University. It outlines the objectives of PMMS to help students with project mentoring and monitoring. It describes the various activities students must complete on PMMS, including registering their projects, submitting periodic progress reports, design exercises, patent reports, and uploading their final project reports. The document provides timelines and instructions for using PMMS for activities in the 7th and 8th semesters. It also describes how the system facilitates mentoring of student projects by industry experts through the platform.
This document provides guidelines for final year B.E. project activities and use of the Project Mentoring and Monitoring System (PMMS) platform at Gujarat Technological University. It outlines the objectives of PMMS, which are to help students get appropriate mentoring and guidance for their projects and work systematically. PMMS allows students to update progress, and guides, mentors, HODs and principals to provide feedback. It covers registration, team formation, progress reports, design exercises, business plans, patent drafting, and other final project submission activities. The document provides timelines, instructions and resources to help students, guides and others effectively use PMMS to support final year projects.
The document discusses learning design and the Learning Activity Management System (LAMS). It defines learning design as focusing on sequencing learning activities and social engagement rather than just content transmission. LAMS aims to implement learning design principles in a usable way. While still evolving, learning design emphasizes coordinating learners through structured activities over time to achieve learning outcomes.
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.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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,
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
EIS School seminar May2012
1. “Superhighways into the Curriculum and
Employability: A Three-Way Collaboration”
Serengul Smith Vanessa Hill
• Learning and Teaching Strategy – Liaison Librarian
Leader – Learning Resources
Paula C. Bernaschina Adam Edwards
• Academic Writing and Language – Learning Resources
• Learner Development Unit – Liaison Manager
2. The Beginning
– A need for academic and professional development amongst our
students
– Many students more interested in what will happen after university
(jobs) than what is happening at university (academic work)
3. Anecdotal evidence
– Weak consultation and collaboration between academics, the
Learner Development Unit (LDU) and the Library Resources (LR)
– LDU and LR academic and professional development activities are
carried out during the first six weeks of the term
• not enough continuity
– Some of these activities overlapped or repeated or were missed
within a programme
– Some students saw no clear link to a module’s assessed work
4. Coming together
– Through discussions it became clear embedding
employability was an effective way to engage students
– CBI* employability guidelines were mapped onto LDU and LR
academic and professional development activities
– Many of the skills were already being developed in an
academic context
* Confederation of British Industry
5. Click to edit Master title style
CBI* employability guidelines
Mapping carried out by LR
Mapping carried out by LDU
“Embedding Employability Attributes into the 1st year
Curriculum”
* Confederation of British Industry
Slide 5 19 March 2013
6. Embedding skills
– The integration has been carried out at a programme level
– to avoid any overlap between modules of a
programme
– to ensure all students receive consistent standards of
academic and professional development
7. Steps of Employability Integration Process
Split
into Modules
clusters selected
EIS 7 Programme Clusters 8 Modules
Programmes BIS1200 formed selected
Slide 7 19 March 2013
8. Clustered Programmes and Modules
Cluster 1 Cluster 2 Cluster 3
Sharing the same 1st year Modules Sharing the same 1st year Modules Sharing the same 1st year Modules
Not Not Not
BIS1200 BIS1211 CMT1300 Included BIS1200 BIS1211 HRM1110 Included BIS1200 CCM1418 CMT1314 Included
CMT1312 MKT1112 LAW1999
1. Business Information Systems 1. Business Information Systems 1. Forensic Computing
2. Business Information Technology & Management
3. Information Technology &
Business Information Systems
Slide 8 19 March 2013
9. Clustered Programmes and Modules
Cluster 4 Cluster 5 Cluster 6
Sharing the same 1st year Modules Sharing the same 1st year Modules Sharing the same 1st year Modules
Not Not Not
BIS1200 CCM1418 CMT1300 Included BIS1200 CCM1418 CMT1300 Included CCM1416 CCM1418 CMT1300 Included
CMT1312 CMT1314 CMT1314
1. Interactive Systems Design 1. Computing Graphics and Games 1. Information Technology and
2. Information Technology 2. Internet Application Development Networking
3. Multimedia Computing 3. Computer Science
Slide 9 19 March 2013
10. Clustered Programmes and Modules
Cluster 7
Sharing the same 1st year Modules
Not
CCM1412 CCM1416 CCM1418 Included
CMT1314
1. Computer Communications and Networks
2. Network Management & Security
3. Computer Networks
Slide 19 March 2013
11. Collaboration between LR and EIS
Module leaders identified relevant and appropriate
– Lab and seminar activities
– Assessed work
This was done to carry out seamless integration
16. Academic Writing and Language
• Creating awareness amongst students of the link between
their academic work and future professional work
• 1st year students have two challenges
– Becoming university students (academic literacies)
– Thinking about preparing themselves for the future
17. 2011-2012 First year students
Areas focused on so far:
– Report writing
– Teamwork
– Reflective writing
– Reading
18. Teamwork
Seminars
– Students took part in a team building exercise (Marshmallow
challenge)
Lecture
– Tuckman's model of team development
– Belbin's team role theory
– Communication issues
19. Reflective writing
Discussion
– Reflection in our lives
– How to reflect
– Importance of reflection in computing field
Writing
– Students wrote a reflection on their role in the team building exercise
24. Teaching & learning: basic ideas
• Less is more
• Cloning
• Discussion
• Learning by doing
• Learners, not the taught
http://advedupsyfall09.wikispaces.com/Sara+Woodard
25. Interactive
• Who we are and what we do
• Thinking about resources
• Keywords
• Hands on try it out
• Evaluation
29. Marks
• Survey of CCM2426 students
• 66 attendees, 22 non-attendees
Marks Attendees Non-attendees
Commonest mark 65% 50%
Highest mark 90% 75%
Lowest mark 40% 40%
Bibliography 7/10 5/10
commonest mark
30. 30.00%
Attendee
25.00%
Non attendee
% of students
20.00%
15.00%
10.00%
5.00%
0.00%
40 45 50 55 60 65 70 75 80 85 90
Mark %
31. What they used and why
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. Things to consider
• Good students
• This time next year
• Impact
• Non-attendance
33. Taking it forward
• Roll-out framework
• Develop activities
• Eye to the future
• Improve attendance
34. Conclusions
• Successful framework
• Changes have worked
• Teaching is more fun
• But we can now say...
...Library training gets you better marks!
35. Future Plans
More fine grained approach to programme design and development
– Integration at programme and module level
– Spiral development of knowledge, skills and experience via
LR/LDU academic and professional growth
08/05/12
Serengul SmithLearning and Teaching Strategy LeaderPaula C. BernaschinaAcademic Writing and Language Learner Development UnitVanessa Hill Liaison Librarian Learning ResourcesAdam EdwardsLiaison Manager Learning Resources
Coming togetherThrough discussions it became clear embedding employability was an effective way to engage studentsCBI* employability guidelines were mapped onto modules in the EIS programmesMany of the skills were already being developed in an academic context
Embedding skillsThe integration has been carried out at a programme level to avoid any overlap between modules of a programmeto ensure all students receive consistent standards of academic and professional development
Embedding skillsThe integration has been carried out at a programme level to avoid any overlap between modules of a programmeto ensure all students receive consistent standards of academic and professional development
Embedding skillsThe integration has been carried out at a programme level to avoid any overlap between modules of a programmeto ensure all students receive consistent standards of academic and professional development
Embedding skillsThe integration has been carried out at a programme level to avoid any overlap between modules of a programmeto ensure all students receive consistent standards of academic and professional development
Intros:Who I am and AEWhat I doProviding training/workshops for students big part of our remit
AE and VH identified a number of issues regarding provision of user education:Inconsistent provision: workshopstraditionally provided at request of academic staff on ad hoc basisrarely see all first year students complex module structureNo central coordination of skills within the SchoolProgressive programme: Therefore impossible to develop progressive programme of information literacy trainingBad timing: Insufficient timeWrong time, so not relevant to studentsLack of information skills:Students know how to use technology, but lack ability to find, evaluate and use the information foundTeaching methods: tradition of monotonous demos and death by powerpointTherefore great opportunity for us to work with Paula and Serengul to integrate academic, professional and information skills into the employability skills framework devised by the School.
School plan: easier to approach staff if our contribution is part a school planeasier to get appropriate time(We have integrated info lit training and academic writing and other skills in to the wider employability skills framework devised by EIS)Structure: avoid overlap and duplication by identifying specific programmes rather than modulesvery little overlap this yearAgreed menu of sessionsIdentified key learning elements for each level eg. search strategy, evaluating information, citation searchingMapped these against CBI employability skills framework eg. finding and evaluating information = problem solvingPlagiarism and search strategy = communications and literacyFinding info for projects = self-managementAnd created into bite sized chunks/modules which can be used to build workshopsAvoid duplication between Library & Learner Development
Presentation: Concerned about way workshops traditionally presented….death by powerpoint…..teaching ideas….more next slideProblem based – related to current project (relevant and timely)Interactive: Learning through games and group work: Adam attended LILAC 2011 and very enthused by use of games in library workshops. Over Summer we developed a range of activities for each element. (More later)Flexible: Flexibility to plan workshops around specific needs, time restraints and student projectsBite-size chunks allow us to mix and match to form workshop eg. Cannot assume PG or direct entry 3rd year know basic skillsAppropriate to level of course eg,. Wouldn’t offer citation searching to 1st years
VH had concerns about the way we present our sessions.Inspired by ‘Teaching information literacy in HE workshop’. Attended at CILIP.We teach 3-5 times too muchWhen planning sessions we need to consider what will make the biggest difference given time limitWe try to clone our expertiseWe 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 ethicallyDiscussion is powerful:Find out how the students already find info, what they already know, what they wantLearn/discover together: don’t plan searches/demos in advanceWe can learn a lot about student’s understanding from the questions they askLearning by doing is empowering:No demosEncourage active participation through a variety of activities eg. trying things out, getting feedback, solving problems, peer discussion, reflecting on mistakes etcUninvolved students are less likely to learnStudents should be learners, not the taught:Our role to support and facilitateDisciplinary context is a key influence on student learning ie. one method does not fit all….devised different sessions for PDE students (more later)
Who we are and what we doThinking about resources gameKeywords: using image to get students thinking about keywords (specific, alternative, related) and then using real exampleThe real thing: relate learning to a projectHands on try it out (Different things for different years)1st years = Summon 3rd years = Summon plus other databasesPG = Summon, databases, plus citation searchingEvaluation using sample search results (website, newspaper article, trade journal, academic journal)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.
Briefly introduced PDE students to the range of resources available, then divided students into groups, each group given mini project:2d-3dOrigami in designUnusual and inspirational objectsInteresting use of sheet materialStudents then presented back to rest of group……discovered the library themselves and how they can use them. Very interactive and a lot of fun.For 1st years this also acted as a positive introduction to HE campus.
In case not aware, many of these collections located in the Materials Room in The Sheppard Library
Those who attended average 65%, rather than 50 % for non attendeesAttendees 7/10 for bibliography, rather than 5/10 ie. 20% difference
Another way of looking at figure.
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 choiceEvaluation criteria shows better understanding by attendees ie. Academic authority and currency seen as impo rather than easy to read.
Are they simply good students?Would do better anyway?What will they remember next year?We can see that workshops had an impact, but will it sustainImpactWill have an idea of impact when see current 1st years in 2nd year workshopsNeed more research into impactBut Huddersfield study shows a correlation between use of library resources and better gradesHow to reach the non-attenders?Third students did not attend CCM2426 workshops (also issues with CCM1418)Student comments show why we need our workshops to be embedded:Already had 4 sessions last year I already know how to use the library“I don’t think library training is relevant...expect to have a real lesson”Survey shows that library workshop did have an impact, but still there are 3rd year students who don’t know how to use the library catalogueBelow 90% attendance apparently has an impact on final degree grade
Roll-out framework for 2nd and 3rd years and PGsDevelop activities so appropriate for level and not repetitiousEye to the future:Information to help students get jobs eg. finding company information in prep for job interviews using Keynote and BSCLife after Uni: students will not have access to many of our resources once left, so tell thewm about personal membership to BCS, ACM, IEEE etcImprove attendance: any ideasIEEE session 30th May 3pm G229
Successful framework: virtue for us is that we can manage things betterChanges to methods have worked: survey shows that we have made an impact, plus many colleagues have used and adapted our workshops for their studentsTeaching is more fun for students and for usBut we can now say......Library training gets you better marks