A Vision for Small(er) Institutions in open educationSarah Cohen
Keynote at ConnectNY.
Smaller institutions have been slow to join the open education movement yet they offer unique conditions to engage faculty and students through open pedagogy. This talk outlines the important role small(er) institutions can play in open education.
Licensed CC BY.
Enriching the Academic Experience: the Library and Experiential Learning at Middle Tennessee State University
William Black, Christy Groves and Amy York, Middle Tennessee State University
Middle Tennessee State University adopted its experiential learning program as part of the 2006 academic accreditation process. Experiential learning (EXL) merges classroom teaching with the work environment to enhance the overall educational experience. Through EXL, students, faculty and external organizations collaborate to strengthen learning.
The James E. Walker Library has taken a proactive program approach to EXL @ MTSU, through the creation of partnerships with instructional faculty and student groups. Through these partnerships, members of the library faculty have been engaged in a number of entrepreneurial activities to enhance student education and involve the library more directly in the university’s mission to develop educated men and women.
We propose to talk about some of the library’s entrepreneurial partnerships that enhance learning through experience. These programs include initiatives such as the Student Art Partnership which offers the Library as a learning site for art installations that raise student awareness, the Printing Press Project which brings the library’s locally crafted 18th century reproduction printing press into university and county K-12 classrooms, and the Assessment Project which utilizes skills of Management & Marketing and Anthropology students to evaluate library effectiveness across campus.
We will discuss a representative sample of EXL partnerships at MTSU, describe the activities and outcomes, and assess how, by thinking entrepreneurially, the programs have strengthened the library’s relationship with students and brought the library more fully into the educational process.
William Black is a Professor & the Administrative Services Librarian
Christy Groves is an Assistant Professor & the Coordinator of User Services
Amy York is an Assistant Professor & the Distance Education Librarian
A Vision for Small(er) Institutions in open educationSarah Cohen
Keynote at ConnectNY.
Smaller institutions have been slow to join the open education movement yet they offer unique conditions to engage faculty and students through open pedagogy. This talk outlines the important role small(er) institutions can play in open education.
Licensed CC BY.
Enriching the Academic Experience: the Library and Experiential Learning at Middle Tennessee State University
William Black, Christy Groves and Amy York, Middle Tennessee State University
Middle Tennessee State University adopted its experiential learning program as part of the 2006 academic accreditation process. Experiential learning (EXL) merges classroom teaching with the work environment to enhance the overall educational experience. Through EXL, students, faculty and external organizations collaborate to strengthen learning.
The James E. Walker Library has taken a proactive program approach to EXL @ MTSU, through the creation of partnerships with instructional faculty and student groups. Through these partnerships, members of the library faculty have been engaged in a number of entrepreneurial activities to enhance student education and involve the library more directly in the university’s mission to develop educated men and women.
We propose to talk about some of the library’s entrepreneurial partnerships that enhance learning through experience. These programs include initiatives such as the Student Art Partnership which offers the Library as a learning site for art installations that raise student awareness, the Printing Press Project which brings the library’s locally crafted 18th century reproduction printing press into university and county K-12 classrooms, and the Assessment Project which utilizes skills of Management & Marketing and Anthropology students to evaluate library effectiveness across campus.
We will discuss a representative sample of EXL partnerships at MTSU, describe the activities and outcomes, and assess how, by thinking entrepreneurially, the programs have strengthened the library’s relationship with students and brought the library more fully into the educational process.
William Black is a Professor & the Administrative Services Librarian
Christy Groves is an Assistant Professor & the Coordinator of User Services
Amy York is an Assistant Professor & the Distance Education Librarian
Reinventing the lecture: how student engagement and analytics can transform t...John Couperthwaite
Workshop at City University Learning and Teaching conference, 21st June 2017
This workshop will share best practice from other global practitioners on how the Echo360 system can transform the lecture experience for staff and students. By focusing on how this can improve student satisfaction, retention and outcomes, it also strongly relates to the other theme of ‘supporting student success’
The relevance of the lecture in mainstream education is now under greater scrutiny as institutions seek to make educational programmes more relevant to a new generation of discerning learners (JISC, 2016). When we teach in class, how do you know who is confused, who is bored, who hasn’t even bothered to attend, and perhaps more importantly, who has learnt anything? And how can we engage with learners beyond the classroom to stimulate inquiry, collaboration and feedback in a seamless educational experience?
This workshop will demonstrate how one answer is to reinvent the lecture, by integrating powerful new video, engagement and analytics tools, whilst retaining the valued teacher-learner interaction in teaching spaces. The Echo360 active learning platform empowers learners to engage more fully with teachers and each other before, during and after class. This approach to teaching also equips instructors with vital feedback on how learners are progressing, with powerful engagement metrics giving staff rare insights into the teaching-learning dynamic of a lecture (Rienties & Toetenel, 2016).
Evidence is now emerging that this mode of teaching can have a significant impact on critical learning measures, such as early warning of student failure (Samson, 2016), boosting retention (HEC, 2016), whilst increasing learning gain and exam scores (Montpetit, 2015). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2008; Leadbeater et al, 2013), whilst receiving more immediate feedback on their progress (JISC, 2016).
Together, these flexible pedagogical tools have the potential to transform learning in all modes of teaching and training, both in the class and beyond.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Recent research conducted by the OER Research Hub indicates that nearly 60% of community college faculty choose OER and open textbooks based on the reputation of the institution or recommendations from trusted colleagues. Join us on Wed, February 5, at 11:00 am (PT), 2:00 pm (ET) to hear about three high-quality open textbook publishing initiatives, one through the State University of New York (SUNY), another through OpenStax College at Rice University, and finally one at the University of Minnesota. Our featured speakers will share their experiences with publishing open textbooks for use by both faculty and students and share their open textbook adoption strategies.
Cyril Oberlander, Director of Library Services at SUNY Geneseo heads up the SUNY Open Textbook initiative which publishes high-quality, cost-effective course resources by engaging faculty as authors and peer-reviewers, and libraries as a publishing service and infrastructure. They have released three open textbooks this last fall in their planned series of fifteen open textbooks in various disciplines.
David Harris, Editor-in-chief OpenStax College at Rice University’s Connexions project. OpenStax College is a nonprofit organization committed to improving student access to quality learning materials. Their free textbooks are developed and peer-reviewed by educators to ensure they are readable, accurate, and meet the scope and sequence requirements of college courses. Their first six books released over the last two years are focused on general education courses and are gaining adoptions.
David Ernst, Chief Information Officer, College of Education and Human Development, at University of Minnesota. Dr. Ernst spent the last two years identifying barriers to the adoption of open textbooks and finding ways to help institutions and faculty overcome those barriers. He created the Open Textbook Library in April, 2012, as a single source for faculty to find open textbooks.
Hay, L. (2010). Building vision & capacity for school libraries. [Keynote Address] ‘Envisioning a preferred future for your school library’ Seminar, Pre-Conference Session, Catholic Education Services, Cairns, 12 March.
Teaching Through Space Design: The Symbolic Power of Academic Libraries in th...Kelly E. Miller
These slides were presented at the CLIC: Cooperating Libraries in Consortium event on April 12, 2016 at Hamline University's Anderson Center in Minnesota.
Abstract of Talk:
Miller discusses the ways in which our beliefs about learning and research — and the role librarians can play in those processes — are symbolized in the ways we choose to plan and design library spaces. Drawing on her experiences at UVA, UCLA and the University of Miami, she will share examples of library space planning and renewal that are creating new opportunities for librarians to engage in new ways with faculty and students. In particular, she will offer practical tips on how library space can embody key concepts in the new Framework for Information Literacy for Higher Education (http://www.ala.org/acrl/standards/ilframework) and spur growth and transformation of library reference and instructional services. By teaching intentionally through space design, libraries — and librarians — can increase the significance of their roles in the learning and research processes at their colleges and universities.
"Fully Embedded: an ESL-Library Partnership" by Barbara Bonous-Smit BBonoussmit
Slides from the Metropolitan New York Library Council (METRO) Conference January 15, 2015
Research has proven the importance of developing academic and information literacy skills of ESL students or English language learners (ELLs) in basic reading and writing courses in order to promote student engagement and perseverance. A recent innovation and effective approach in academic library instruction, embedded librarians provide personal, targeted assistance to the class as a whole and to individual students. Hence, there is more sustained learning. In this session, the author discussed the close partnership and collaboration between a fully embedded librarian, an ESL instructor, and ESL students enrolled in an intermediate basic writing course. The embedded librarian worked closely inside and outside of the classroom with ESL students or English language learners not only focusing on information literacy but also on debates as a means of improving English learning. This research project also examined the impact of the embedded librarian on the information literacy of ESL students or ELLs as they prepared for debates based on current controversial topics. The research strategy used for the assessment employed pre- and post-tests with surveys used as the data method collection: quantitative (Likert scales) and qualitative (comments).
Are They Being Served? Reference Services Student Experience Project, UCD Lib...UCD Library
Presentation given by Jenny Collery and Dr Marta Bustillo, College Liaison Librarians at University College Dublin Library, at the CONUL Annual Conference held on May 30-31, 2018 in Galway, Ireland.
Reinventing the lecture: how student engagement and analytics can transform t...John Couperthwaite
Workshop at City University Learning and Teaching conference, 21st June 2017
This workshop will share best practice from other global practitioners on how the Echo360 system can transform the lecture experience for staff and students. By focusing on how this can improve student satisfaction, retention and outcomes, it also strongly relates to the other theme of ‘supporting student success’
The relevance of the lecture in mainstream education is now under greater scrutiny as institutions seek to make educational programmes more relevant to a new generation of discerning learners (JISC, 2016). When we teach in class, how do you know who is confused, who is bored, who hasn’t even bothered to attend, and perhaps more importantly, who has learnt anything? And how can we engage with learners beyond the classroom to stimulate inquiry, collaboration and feedback in a seamless educational experience?
This workshop will demonstrate how one answer is to reinvent the lecture, by integrating powerful new video, engagement and analytics tools, whilst retaining the valued teacher-learner interaction in teaching spaces. The Echo360 active learning platform empowers learners to engage more fully with teachers and each other before, during and after class. This approach to teaching also equips instructors with vital feedback on how learners are progressing, with powerful engagement metrics giving staff rare insights into the teaching-learning dynamic of a lecture (Rienties & Toetenel, 2016).
Evidence is now emerging that this mode of teaching can have a significant impact on critical learning measures, such as early warning of student failure (Samson, 2016), boosting retention (HEC, 2016), whilst increasing learning gain and exam scores (Montpetit, 2015). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2008; Leadbeater et al, 2013), whilst receiving more immediate feedback on their progress (JISC, 2016).
Together, these flexible pedagogical tools have the potential to transform learning in all modes of teaching and training, both in the class and beyond.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Recent research conducted by the OER Research Hub indicates that nearly 60% of community college faculty choose OER and open textbooks based on the reputation of the institution or recommendations from trusted colleagues. Join us on Wed, February 5, at 11:00 am (PT), 2:00 pm (ET) to hear about three high-quality open textbook publishing initiatives, one through the State University of New York (SUNY), another through OpenStax College at Rice University, and finally one at the University of Minnesota. Our featured speakers will share their experiences with publishing open textbooks for use by both faculty and students and share their open textbook adoption strategies.
Cyril Oberlander, Director of Library Services at SUNY Geneseo heads up the SUNY Open Textbook initiative which publishes high-quality, cost-effective course resources by engaging faculty as authors and peer-reviewers, and libraries as a publishing service and infrastructure. They have released three open textbooks this last fall in their planned series of fifteen open textbooks in various disciplines.
David Harris, Editor-in-chief OpenStax College at Rice University’s Connexions project. OpenStax College is a nonprofit organization committed to improving student access to quality learning materials. Their free textbooks are developed and peer-reviewed by educators to ensure they are readable, accurate, and meet the scope and sequence requirements of college courses. Their first six books released over the last two years are focused on general education courses and are gaining adoptions.
David Ernst, Chief Information Officer, College of Education and Human Development, at University of Minnesota. Dr. Ernst spent the last two years identifying barriers to the adoption of open textbooks and finding ways to help institutions and faculty overcome those barriers. He created the Open Textbook Library in April, 2012, as a single source for faculty to find open textbooks.
Hay, L. (2010). Building vision & capacity for school libraries. [Keynote Address] ‘Envisioning a preferred future for your school library’ Seminar, Pre-Conference Session, Catholic Education Services, Cairns, 12 March.
Teaching Through Space Design: The Symbolic Power of Academic Libraries in th...Kelly E. Miller
These slides were presented at the CLIC: Cooperating Libraries in Consortium event on April 12, 2016 at Hamline University's Anderson Center in Minnesota.
Abstract of Talk:
Miller discusses the ways in which our beliefs about learning and research — and the role librarians can play in those processes — are symbolized in the ways we choose to plan and design library spaces. Drawing on her experiences at UVA, UCLA and the University of Miami, she will share examples of library space planning and renewal that are creating new opportunities for librarians to engage in new ways with faculty and students. In particular, she will offer practical tips on how library space can embody key concepts in the new Framework for Information Literacy for Higher Education (http://www.ala.org/acrl/standards/ilframework) and spur growth and transformation of library reference and instructional services. By teaching intentionally through space design, libraries — and librarians — can increase the significance of their roles in the learning and research processes at their colleges and universities.
"Fully Embedded: an ESL-Library Partnership" by Barbara Bonous-Smit BBonoussmit
Slides from the Metropolitan New York Library Council (METRO) Conference January 15, 2015
Research has proven the importance of developing academic and information literacy skills of ESL students or English language learners (ELLs) in basic reading and writing courses in order to promote student engagement and perseverance. A recent innovation and effective approach in academic library instruction, embedded librarians provide personal, targeted assistance to the class as a whole and to individual students. Hence, there is more sustained learning. In this session, the author discussed the close partnership and collaboration between a fully embedded librarian, an ESL instructor, and ESL students enrolled in an intermediate basic writing course. The embedded librarian worked closely inside and outside of the classroom with ESL students or English language learners not only focusing on information literacy but also on debates as a means of improving English learning. This research project also examined the impact of the embedded librarian on the information literacy of ESL students or ELLs as they prepared for debates based on current controversial topics. The research strategy used for the assessment employed pre- and post-tests with surveys used as the data method collection: quantitative (Likert scales) and qualitative (comments).
Are They Being Served? Reference Services Student Experience Project, UCD Lib...UCD Library
Presentation given by Jenny Collery and Dr Marta Bustillo, College Liaison Librarians at University College Dublin Library, at the CONUL Annual Conference held on May 30-31, 2018 in Galway, Ireland.
What Every Preservice Teacher Should Know about Working with the School Libra...Judi Moreillon
Judi Moreillon and Becky McKee shared this presentation with preservice teachers in the College of Professional Education at Texas Woman's University of March 22, 2014.
The Power of Collaboration (24 April 2014, LILAC)Sarah Purcell
Presentation 24 April 2014 for LILAC. Reporting on a four-year project to research undergraduate students' confidence in their information literacy skills, embedded input and staff/student collaboration.
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
Seeing That Students Succeed: Rising Expectations and the Library's Role in T...Kate Lawrence
Roger Schonfeld of Ithaka S+R and Kate Lawrence of EBSCO co-presented a talk at the Charleston Library Conference on the topic of students success, learning outcomes and the role of librarians and faculty in teaching information literacy skills.
Similar to The Innovative Library Conference 2014 Final Program (20)
Presentation delivered via GotoWebinar on July 21, 2015 as part of the Virginia Library Association Presentation Academy. Presenters were Rebecca K. Miller and Nathan Flinchum.
University Libraries announces the Spring 2015 Advanced Research Skills Certificate Program. A series of seven 90-minute workshops on a variety of relevant topics, this program is designed for undergraduate researchers who want to take their research skills to the next level. Participants who attend all seven workshops and complete a brief reflection after each workshop will earn an Advanced Research Skills Certificate.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Home assignment II on Spectroscopy 2024 Answers.pdf
The Innovative Library Conference 2014 Final Program
1. Tuesday, May 13, 2014
Radford University
The Inaugural Innovative
Library Classroom Event
2. See the detailed schedule for full program descriptions. Tweet with us: #tilc2014
Timeslot Young 302 Young 305 Young 311
9:00-10:00
a.m.
Keynote:
Lori Anthony, Radford University
Using the design thinking process to
address today’s unique educational
challenges
X X
10:00-10:45
a.m.
Brandi Porter, Ferrum College
Using threshold concepts, learning theory,
and millennial research in the design of
information literacy sessions
Katelyn Tucker, Radford
University
Assessing the sexy
Ingrid Ruffin, University of
Tennessee-Knoxville
UT Libraries’ take out: Meeting
patrons where they are and
where they live
11:00-11:45
a.m.
Invited speaker:
Carroll Wilkerson, West Virginia University
Courageous conversations worth having (to
strengthen instructional practice)
Kathy Shields, High Point
University
Online info lit modules and
English composition: An
experiment in hybrid pedagogy
Lauren Wallis, University of
Montevallo
Selfies in the stacks: Library
instruction with Instagram
12:00- 1:15
p.m.
LUNCH LUNCH LUNCH
1:30-2:15
p.m.
Jenne Klotz and Kathy Clarke, James
Madison University
Beyond the gold: Redesigning a successful
information literacy tutorial for a large
first-year class
Lynda Kellam, University of North
Carolina-Greensboro
Don’t fear the data: Statistical
literacy and information literacy
instruction
Virginia Pannabecker, Arizona
State University
Fad diets and evidence-based
research: 3 mini case studies in
student-driven how-to research
2:30-3:15
p.m.
Candice Benjes-Small, Radford University,
and Rebecca K. Miller, Virginia Tech
Reframing the Standards: A call for a new
approach to defining proficiencies for
instruction librarians
Jonathan McMichael, Julia
Feerrar, and Amanda McDonald,
University of North Carolina-
Chapel Hill
Let the distance bring us together:
Using concept-based videos
Jenny Dale and Amy Harris Houk,
University of North Carolina-
Greensboro
License to drive: Using Google
Drive
3:30-4:30
p.m.
Lightning Talks X X
Schedule at a Glance
The Innovative Library Classroom
May 13, 2014
Radford University
Radford, Virginia
3. With many thanks to the individuals, organizations, and
institutions that made today possible
McConnell Library at Radford University
Wyndham Robertson Library at Hollins University
Virginia Tech University Libraries
The Innovative Library Conference 2104 Steering Committee:
Candice Benjes-Small, Radford University
Rebecca K. Miller, Virginia Tech
Alyssa Archer, Radford University
Craig Arthur, Radford University
Maryke Barber, Hollins University
Kiri Goldbeck DeBose, Virginia Tech
Elizabeth Kocevar-Weidinger
Tatiana Pashkova-Balkenhol, Longwood University
Lauren Pressley, Virginia Tech
Rebecca Seipp, Hollins University
Jennifer Whicker, Radford University
4. The Innovative Library Classroom
Thursday, May 13, 2014
8:15-9:00 am
Registration and continental breakfast
Young Hall, first floor
Registration will remain open until 9:30. If you arrive after 9:30, there will be
instructions for you at the registration table.
9:00-10:00 am
Keynote Address: Using the design thinking process to address today’s unique
educational challenges
Lori Anthony, Radford University
Young 302
This is an era of change and innovation. While librarians want to engage in addressing current,
relevant and “wicked” problems, library educators have the additional challenges of staying ahead of
technology, navigating new modes of instructional delivery, and keeping pedagogically current.
New challenges require unique strategies to stay ahead of the curve. Design Thinking is such an
approach. The power of the Design Thinking mindset is that it engages multiple stakeholders, fosters
empathy, facilitates ideation without the fear of failure, tests ideas through prototyping and continues
through to implementation. During this session you will learn about the Design Thinking process,
develop strategies to address problems directly related to you and be empowered to take the necessary
steps to facilitate Design Thinking at your library.
10:00-10:45 am
Using threshold concepts, learning theory, and millennial research in the
design of information literacy sessions
Brandi Porter, Ferrum College
Young 302
This session will discuss Ferrum College’s approach toward developing and delivering varied one-shot
information literacy instruction sessions based on the author’s personal research of millennial students’
information retrieval practices and on literature in the field regarding threshold concepts and teaching
and learning theories. Mapping of millennial search strategies to institution specific information
literacy threshold concepts and instructional approaches will be illustrated. Three specific examples
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from Ferrum College’s library instructional program will be included: a freshman seminar flipped
instruction approach, an upper division problem-based model, and an active learning session using the
Library’s online discovery system. Further, how these sessions connect with literature on how students
learn will be presented. The session will highlight how individual academic libraries can incorporate
this model into lesson plans and instruction programs at their own institution. A group exercise will be
incorporated that includes the author’s handout for mapping a similar practice locally.
Assessing the sexy
Katelyn Tucker, Radford University
Young 305
Flipped and gamified classes are making waves in information literacy instruction, but how do we know
if these new, flashy, sexy methods actually work? Librarians at Radford University have been flipping
and using games in one-shot instruction sessions for the past year. In this session, participants will hear
how librarians assessed completed annotated bibliographies from four sections of the same course with
identical assignments. By analyzing student work, librarians were able to see if students met the
requirements of learning outcomes such as creating and utilizing focused search strategies, locating
appropriate sources, and providing proper attribution.
UT Libraries’ take out: Meeting patrons where they are and where
they live Ingrid Ruffin, University of Tennessee-Knoxville
Young 311
University libraries are popular places for students to study and socialize. Even though many students
avail themselves of the research services more could definitely benefit from increased interaction with
librarians as well. During Fall 2013 a new student engagement program was piloted at the University of
Tennessee Knoxville called “Library Take Out”. Through this program librarians work with resident
assistants (RAs) and Hall Directors (HDs) to provide fun and engaging instructional programming for
hall residents.
Presentation participants will:
- Find out about early outcomes and outlooks for the future of UT Libraries Take Out including
successes, setbacks, and failures.
- Identify potential partners for developing their own program.
- Using discussion, brainstorming, and mapping begin to design their own engagement program
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11:00-11:45 am
Invited Speaker: Courageous conversations worth having
(to strengthen instructional practice)
Carroll Wilkerson, West Virginia University
Young 302
This presentation will define a courageous conversation as “a dialogue that is designed to resolve
competing priorities and beliefs while preserving relationships” (Heifetz et al 2009, The Practice of
Adaptive Leadership, 304.) It’s a verbal exchange that you initiate with a co-worker, boss, personal
friend or family member. In a workplace situation, the person starting the conversation speaks with
honesty and authenticity to address issues of concern in the shared work
also speak in a candid manner. The session will offer topic suggestions for courageous conversations
and raise questions about how the practice of courageous conversations can help strengthen classroom
instruction and fortify working relationships with other teaching librarians. There will be time for
audience questions and practice framing some conversation topics we would like to have in the future.
Online info lit modules and English composition: An experiment in hybrid pedagogy
Kathy Shields, High Point University
Young 305
In Spring 2012, instruction librarians from the HPU Libraries partnered with English composition
faculty to study students' research habits. One component of this study was a series of online
information literacy modules, created by the librarians and embedded in Blackboard, that addressed
several of the learning outcomes for English composition. Using writing samples from the beginning of
the semester and the end, we looked at sections that had the modules, as well as those that didn't, to
determine if there was any noticeable effect on students' research habits. From what we learned, we
revamped our instruction sessions for English composition for Fall 2013, as well as the course guide for
these classes. In this presentation, we will discuss what we learned from the original research study,
how weapplied that information to the creation of new materials and assessment, and our experience
working with these courses again in Spring 2014.
Selfies in the stacks: Library instruction with Instagram
Lauren Wallis,
Young 311
Today’s college students love taking pictures of themselves--even in the library! Information literacy
instruction with Instagram gets students out of the traditional library classroom, engaging them
through active learning techniques and a fun, familiar social media platform. This presentation will
cover designing, facilitating, and assessing Instagram activities for library instruction. I will address the
nuts and bolts of planning Instagram activities, discuss how this type of instruction engages the ACRL
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Standards, and describe my experiences facilitating these student-led sessions.
Participants will engage in an Instagram activity similar to one I have used with students. After the
activity we will discuss the strengths and weaknesses of instruction with Instagram and identify ways it
could be successful at a variety of institutions. Attendees will come away from the session with concrete
ideas and tools for using Instagram and related social media platforms in a variety of library instruction
settings.
12:00-1:15 pm
Lunch
Young Lobby
During lunch, we will have a small number of “affinity tables” for people interested in discussing a particular
instruction topic or issue.
1:30-2:15 pm
Beyond the gold: Redesigning a successful information literacy
tutorial for a large first-year class
Jenne Klotz and Kathy Clarke, James Madison University
Young 302
James Madison University Libraries has a long successful history of collaboration with General
Education to integrate information literacy skills into the curriculum. Starting with a library skills
workbook in the mid-1980s, the library built a robust instruction program based on an asynchronous
experience in the first year followed by expert instruction in the majors in the upper level courses. The
online program, Go for the Gold, and its related assessment test, the Information Seeking Skills Test,
contributed to the JMU information literacy program receiving “best practice” designation. In 2011 the
Library Instruction unit began to rethink and redesign the first-year intervention. After 2 years the
Madison Research Essentials online course module and Madison Research Essentials Skills Test (M-
REST) were launched. Residing in the Learning Management System, Madison Research Essentials is
an interactive video based course. The M-REST is the related high-stakes assessment.
Don’t fear the data: Statistical literacy and information literacy instruction
Lynda Kellam, University of North Carolina-Greensboro
Young 305
In recent years, academic librarians have taken tremendous strides supporting researchers in managing
and collecting numeric datasets. At the same time, however, there is a need for libraries to support less-
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advanced users. Libraries are uniquely suited to helping these novice researchers discover, access, and
evaluate ready-made statistics, just as we help them discover, access, and evaluate other types of
information. No longer solely the purview of subject specialists and data librarians, this support can be
mainstreamed into wider reference and instruction activities. By doing so, we can expand the library’s
role supporting university-wide initiatives for increasing information literacy and improving critical
thinking skills to include support for statistical literacy. In this interactive presentation we will discuss
ways that instruction librarians can more directly address numeric information in library instruction
sessions and create engaging (and maybe even entertaining) activities for classroom integration.
Fad diets and evidence-based research: 3 mini case studies
in student-driven how-to research
Virginia Pannabecker, Arizona State University
Young 311
As a Health Sciences Librarian at a large public research university, requests for one off library sessions,
or online how-to support, to teach evidence-based practice (EBP) research skills are common. Having
mastered brief 'hands-on' activities to practice skills learned, I was ready to branch out, and so were
some faculty with whom I work, especially in the fields of Nutrition, Exercise, and Wellness. For Spring
2013 I am working with 3 faculty to try a pre-class assignment followed by a participatory hands-on,
student reporting (flipped) class session on: 1) finding the source of research reported in health news
articles, 2) identifying high level EBP research studies on a nutrition topic, and 3) exploring career and
research tools in Kinesiology. This session will include a brief overview of each case study with
participatory opportunities for all.
2:30-3:15 pm
Reframing the Standards: A call for a new approach to defining
proficiencies for instruction librarians
Candice Benjes-Small, Radford University and Rebecca K. Miller, Virginia Tech
Young 302
What does it mean to be an “instruction librarian”? Yes, it involves teaching students information
literacy skills, but so much else happens before, during, and after such sessions. The current ACRL
Standards For Proficiencies for Instruction Librarians and Coordinators provides a list of 12 categories
containing 41 proficiencies (with additional ones for coordinators). While valuable, we argue this
organization fails to capture the true expectations of our position. Being an instruction librarian
requires one to wear many hats: in addition to educators and instructional designers, we need to be
advocates, marketers, teaching partners, and project managers- just to name a few. We propose that we
borrow from the teaching frameworks used in Europe and Australia which arrange competencies by
domains based not on categories, but on roles. By emphasizing the different roles we must play, this
new framework would provide a more holistic and accurate view of “instruction.”
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Let the distance bring us together: Using concept-based videos
Jonathan McMichael, Julia Feerrar, and Amanda McDonald,
University of North Carolina-Chapel Hill
Young 305
Recent changes to the First Year Writing requirements and curriculum have presented R.B. House
Undergraduate Library (UL) at the University of North Carolina at Chapel Hill with a familiar higher
education logistical and pedagogical dilemma: how do you maintain the levels of personalization
necessary for successful learning environments in a model that is scalable to an increasing student
body?
With this in mind, we began a project in the fall of 2013 to reimagine our online tutorials as a set of
learning objects complementary to our classroom instruction. Literature on flipped classroom
principles and performance-based learning served as a roadmap while planning, developing,
implementing, and assessing these tutorials. The goal of this session is to show participants how the use
of concept-based tutorials with complementary classroom practices is a viable approach to creating a
21st century learning environment.
License to drive: Using Google Drive
Jenny Dale and Amy Harris Houk, University of North Carolina-Greensboro
Young 311
In this presentation, we will share our experiences with using Google Drive and its tools in the library
classroom. We have used Google Forms to collect student learning assessment data for several years,
and have recently experimented with using Google Docs to replace print worksheets in several
information literacy sessions. We will provide examples of Docs and Forms that we have used and will
ask participants to share their own experiences and brainstorm new ways to use these tools in the
library classroom. In keeping with our theme, we will share several of our own examples and will also
create and share a new Doc to capture the ideas that come out of the session. Participants can expect to
leave with practical ideas for using Google Drive in their information literacy programs, whether they
use these tools to encourage collaborative learning, collect assessment data, or try something else
entirely.
3:30-4:30 pm
Lightning Talks
Young 302
Cross-campus collaboration to produce Camtasia®-enhanced lessons to improve distance learning
Carole Porter and Laura Link, Jefferson College of Health Sciences
More and more programs of study are being offered as distance learning opportunities. This puts
libraries in an unique position to support their institution’s departmental needs to find better ways to
present material in an online learning environment. This is especially true for health science colleges
whose programs rely heavily on clinical instruction and hands-on experiences. In Spring 2013,
Jefferson College of Health Sciences (JCHS) Library, a branch of the Carilion Clinic Health Sciences
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Libraries, was offered an opportunity to assist the Medical Laboratory Science (MLS) program in
designing a Camtasia®-enhanced lesson to supplement the Phlebotomy lecture portion of students’
distance education. The JCHS Library provided the technical expertise necessary to produce and upload
the finished Camtasia® video project. Information gathered in a pilot study showed that the use of
Camtasia®-enhanced lessons could improve students’ understanding of techniques used in successful
Phlebotomy procedures. This successful collaborative project has served to not only further solidify the
JCHS Library’s relationship with another department, but also to provide an avenue in which to reach
out and offer similar support services to other College departments.
Minute to learn it: Integrating one-minute videos in information literacy planning
Rachel Lux and Lucinda Rush, Old Dominion University
As the prevalence of visual literacy in college-level assignments grows and students’ attention spans
continue to shrink, we continually look for instructional tools that engage millennials. Old Dominion
University Libraries developed a series of One Minute Tip videos that deliver 60 seconds of
instruction—adaptable to many formats (shown in traditional library instruction classes; incorporated
in distance learning information literacy sessions; shared via social media platforms; viewed
individually, etc.). By mixing pop culture references, sound effects and images with screen shots, pop-
up text, screencasts and more, the videos go a step beyond telling students about the services we offer
by showing quick tips for using tools such as the Discovery Service and Subject Guides and
understanding concepts including the Filter Bubble and finding reliable sources. Our Lightning Talk
focuses on content selection, writing instructional scripts, branding—and what we learned along the
way.
The retweet of academia: Using Twitter to improve information literacy instruction
Alexander Carroll and Robin Dasler, University of Maryland-College Park
Previous educational literature contends that undergraduate students need more basic instruction on
citation and plagiarism. Meanwhile, citation management systems such as EndNote Web, Zotero, and
Mendeley are becoming increasingly robust and sophisticated. As a result, libraries have begun to
create systematic support for integrating these software applications into their service offerings. The
confluence of these two trends suggests an opportunity for libraries to shift the emphasis of their
citation instruction. Rather than focusing on specific mechanics of citation styles, libraries can
emphasize instruction on the topics of plagiarism and citation more broadly. Librarians should use this
opportunity to develop new instructional models and pedagogical methods for delivering citation and
plagiarism instruction that have relevance for students today. By using Twitter to depict citations and
bibliographies as the “Retweet of Academia,” librarians can offer classic bibliographic instruction in an
innovative and exciting way.
Creating a colorful classroom: Bringing visual media and graphics into the information literacy
session
Liz Johns, Virginia Commonwealth University
Tired of your own text-based presentations and activities when teaching students basic information
literacy and research skills? Visual media and graphics can quickly and easily capture the attention of
your students in ways that you cannot always do on your own, and help students learn skills in a more
dynamic way. Traditional Venn Diagrams, text-based PowerPoint presentations and database walk-
throughs can be integral to teaching research skills, but as educators learn more about how people
learn, we know that these tactics don’t capture everyone. This presentation will cover various ways in
which instructors can use visuals to engage students and apply research skills. Examples provide new
ways for teaching skills such as keyword creation, evaluative criteria, and understanding various library
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and academic processes. Participants will engage with one of these examples during the talk, and see
how easy they can be to integrate into even the shortest information literacy session.
How to (and how not to) engage your students with popular culture
Craig Arthur, Radford University
Are you tired of those exceedingly disinterested expressions on students’ faces as you start your
instruction sessions? Integrating popular culture motifs, social media trends, and memes in your
classes encourages students to engage from the start.You do not have to be a popular culture boss to
pull this off. I will cover how and where to spot the next social media craze. The importance of
understanding the interests of the students we instruct when it comes time to pick a theme will be
addressed. What happens when your popular cultural references no longer have the cache they did just
a few months ago? Don’t worry, it happens and we will talk about it.
Whether it is Bitstrips, Hadoukening, Kimye, or cartoon character trash talk, incorporating popular
culture motifs, social media trends, and memes into your instruction sessions can help you meet your
students where they are.