This was created as part of a presentation for the Information Literacy with Web 2.0 virtual seminar and is part of a page at http://www.netvibes.com/sheilawebber#Using_virtual_worlds
This document discusses the use of virtual worlds for education. It provides a brief history of virtual worlds and shows their growth in popularity. It then discusses specific ways that educators and librarians are utilizing virtual worlds, such as for professional development, networking, and classroom instruction. Examples are given of virtual libraries and simulations that have been created for educational purposes. Overall trends in the use of virtual worlds in education are presented.
This document discusses creating a personal learning network using Twitter. It explains that learning now occurs both formally and informally, including through social networks. Twitter allows one to connect with others anywhere and share information in 140 characters or less. The document provides guidance on how to use Twitter to build a personal learning network, including following others in one's field, using hashtags, and participating in discussions. It emphasizes finding the right people to follow and share relevant, credible resources while maintaining a professional online presence.
This document discusses professional learning networks (PLNs), which allow individuals to connect with others to facilitate learning. A PLN can be formed using social media and tools like Twitter, blogs, and RSS feeds to collaborate with others, ask questions, and stay updated with new information from one's network. PLNs benefit learning by enabling access to resources beyond one's local area and providing support from a community of practitioners. Maintaining a PLN involves using online tools and platforms to actively engage with your network and share your own knowledge.
Wendy Stephens presented at the Kentucky School Library Association conference on October 1, 2011. She discussed several technologies that teachers can use in the classroom, including social networking sites, wikis, podcasting tools, and online polling applications. She also highlighted technologies like Google Documents for collaboration and Google Calendar for time management. Stephens emphasized that teachers should select technologies that enhance learning and engagement rather than just replicating traditional practices.
This document summarizes a workshop on using technology in liberal education. It introduces the topics that will be covered, including aggregating resources, web applications, multimedia pedagogy, and next steps. It discusses how technology can be used in the classroom, including examples of early web applications and multimedia tools. It also covers finding and using multimedia resources and presentations, as well as tips to avoid "death by PowerPoint".
This document summarizes a presentation on using technology tools for teaching. It discusses blogs, live broadcasts, wikis, messaging/chat, podcasts/vodcasts, bookmarking, and virtual worlds like Second Life. Attendees learned how to use these tools, what each one is, and examples of how they can be applied for teaching like hosting guest bloggers, interviews, collaborative projects, virtual field trips, and more. Small groups also discussed building wikis and podcasts. The document encourages attendees to continue sharing ideas on a wiki and contact presenters with any other questions.
Wikis are web-based collaboration tools that allow users to easily add and edit content on a webpage with little or no knowledge of HTML required. Wikis can be used for educational purposes by creating spaces for individual or group projects, where students can work together and the teacher can provide resources. While wikis provide flexibility, teachers need to provide structure and guidance to students, and the ability to restore previous versions of pages if unwanted changes are made.
This document discusses harnessing users' creativity through new age tools. It examines how different generations learn differently due to technological advances. Specifically, it explores how mobile devices are transforming learning by making it more personalized and learner-centric. The document outlines several emerging models of online and blended universities that are harnessing new technologies to foster more collaborative, peer-based learning. It concludes by emphasizing the need for education systems to adapt to the learning preferences of the "Net Generation" by incorporating more engaging, relevant and hands-on approaches utilizing new technologies.
This document discusses the use of virtual worlds for education. It provides a brief history of virtual worlds and shows their growth in popularity. It then discusses specific ways that educators and librarians are utilizing virtual worlds, such as for professional development, networking, and classroom instruction. Examples are given of virtual libraries and simulations that have been created for educational purposes. Overall trends in the use of virtual worlds in education are presented.
This document discusses creating a personal learning network using Twitter. It explains that learning now occurs both formally and informally, including through social networks. Twitter allows one to connect with others anywhere and share information in 140 characters or less. The document provides guidance on how to use Twitter to build a personal learning network, including following others in one's field, using hashtags, and participating in discussions. It emphasizes finding the right people to follow and share relevant, credible resources while maintaining a professional online presence.
This document discusses professional learning networks (PLNs), which allow individuals to connect with others to facilitate learning. A PLN can be formed using social media and tools like Twitter, blogs, and RSS feeds to collaborate with others, ask questions, and stay updated with new information from one's network. PLNs benefit learning by enabling access to resources beyond one's local area and providing support from a community of practitioners. Maintaining a PLN involves using online tools and platforms to actively engage with your network and share your own knowledge.
Wendy Stephens presented at the Kentucky School Library Association conference on October 1, 2011. She discussed several technologies that teachers can use in the classroom, including social networking sites, wikis, podcasting tools, and online polling applications. She also highlighted technologies like Google Documents for collaboration and Google Calendar for time management. Stephens emphasized that teachers should select technologies that enhance learning and engagement rather than just replicating traditional practices.
This document summarizes a workshop on using technology in liberal education. It introduces the topics that will be covered, including aggregating resources, web applications, multimedia pedagogy, and next steps. It discusses how technology can be used in the classroom, including examples of early web applications and multimedia tools. It also covers finding and using multimedia resources and presentations, as well as tips to avoid "death by PowerPoint".
This document summarizes a presentation on using technology tools for teaching. It discusses blogs, live broadcasts, wikis, messaging/chat, podcasts/vodcasts, bookmarking, and virtual worlds like Second Life. Attendees learned how to use these tools, what each one is, and examples of how they can be applied for teaching like hosting guest bloggers, interviews, collaborative projects, virtual field trips, and more. Small groups also discussed building wikis and podcasts. The document encourages attendees to continue sharing ideas on a wiki and contact presenters with any other questions.
Wikis are web-based collaboration tools that allow users to easily add and edit content on a webpage with little or no knowledge of HTML required. Wikis can be used for educational purposes by creating spaces for individual or group projects, where students can work together and the teacher can provide resources. While wikis provide flexibility, teachers need to provide structure and guidance to students, and the ability to restore previous versions of pages if unwanted changes are made.
This document discusses harnessing users' creativity through new age tools. It examines how different generations learn differently due to technological advances. Specifically, it explores how mobile devices are transforming learning by making it more personalized and learner-centric. The document outlines several emerging models of online and blended universities that are harnessing new technologies to foster more collaborative, peer-based learning. It concludes by emphasizing the need for education systems to adapt to the learning preferences of the "Net Generation" by incorporating more engaging, relevant and hands-on approaches utilizing new technologies.
This presentation was given at this years Faculty In-Service for the purpose of describing Web 2.0 and interaction with students. It highlights the newly created Second Life Campus where faculty can explore the possibilities in their teaching fields with their students. The SL Campus was new to 70% of the faculty as a concept and they were invited to come and explore before rushing to teach in this environment. The college campus tour in Second Life concluded the presentation with questions and answers.
This presentation was prepared for the Catholic Education Commission,Congregational Schools Targeted Programs Workshop, held at Mary MacKillop Place, Mount Street North Sydney.
Library 2.0: Speaking the Language of the MillennialsElisabethTully
The document discusses how libraries need to adapt to communicate effectively with millennial students who have different communication preferences than previous generations. It notes that millennials are accustomed to fast-paced, visual, and interactive digital communication and suggests libraries implement "Library 2.0" initiatives like social media, wikis, blogs and podcasts to engage these students and help them improve their research skills. It provides examples of initiatives the Phillips Academy library has taken, like using Facebook, Flickr, podcasts and wikis to better connect with millennial patrons.
Services & Resources: Technologies for School LibrariansJosie Fraser
The LRC Connect project was a professional development program for secondary school librarians run between May and November 2012 by Leicester City Council. The project aimed to support librarians' use of technology to enhance library services and spaces. The document provides an overview of various technologies like wikis, Twitter, blogs, Pinterest, Creative Commons licensing, and VoiceThread and how they can be used in school libraries.
This document discusses personal learning networks (PLNs) and how individuals can build their own PLNs. It provides examples of different tools and resources that can be used as part of a PLN, including blogs that can be subscribed to using RSS feeds, online conferences, social bookmarking sites, and social networking sites like Ning and Twitter. The document emphasizes that a personal learning network allows individuals to engage in lifelong learning by providing access to information and opportunities to join online conversations.
This document summarizes a 3-year research project that explored how virtual worlds could be used to engage disadvantaged youth. The project worked with 44 students from a culturally diverse, low-income high school in Melbourne, Australia. Students were introduced to the virtual world Second Life, where they could customize avatars, explore the environment, and participate in activities. However, students faced barriers like limited technology access at home and a digital divide. While the virtual world offered new opportunities, it did not mitigate the layers of disadvantage students experienced in their everyday lives.
Museum 3.0: informal learning and social mediaLynda Kelly
The document discusses the evolution of museums from Web 1.0 to Museum 3.0, where access has shifted from solely information to also include access to people and participation. It outlines how free-choice learning in informal settings aligns with social media and user-generated content approaches. Museum 3.0 encourages risk-taking, networks, self-monitoring and participation by users wherever they are through new technologies.
1 16 10 AL W/S Tech & Social Networking & ALkerrinbarrett
1) The document discusses using technology and social networking to accelerate language learning and performance outcomes. Case studies from Sandia National Laboratories and a Sri Lanka distance education project are presented.
2) Speak2Me is discussed as a platform that used synchronous video calls to accelerate English language development for Taiwanese students through cultural exchanges and interactive sessions.
3) VOA GoEnglish is presented as a website that provides English learning curriculum through story-based activities, videos, social networking features, and discussion forums to engage learners.
This document discusses "flattening your school" which refers to breaking down traditional classroom hierarchies and boundaries to promote more collaboration and connections both within the school and to the outside world. It advocates using new technologies like Skype, wikis, and social media platforms to gradually expand student interactions from just within their class to connecting with other classes, teachers, communities, and even students in other countries. The goal is to better prepare students for an increasingly globalized and interconnected world by providing opportunities for intercultural understanding and digital citizenship through collaborative projects using available online tools.
ELI Web 2.0 Storytelling workshop: IntroductionBryan Alexander
This document provides an introduction to storytelling practices that have emerged from Web 2.0 technologies and cultural forms. It discusses some key aspects of storytelling including roles of producers and consumers, and what constitutes story content. Examples are given of early Web 1.0 storytelling projects and how digital storytelling has evolved from educational projects to incorporate multiple platforms and commercial aspects. Caveats are provided that this framework may not apply to all projects.
The Double-Edged Lens: Digital Camera in Collections-Based InstructionRobin M. Katz
Katz, Robin M. "The Double-Edged Lens: Digital Camera in Collections-Based Instruction" Panel sponsored by ALA/SAA/AAM Joint Committee on Archives, Libraries, and Museums (CALM): “Double Dutch: Explorations in Hybrid Primary Source Instruction.” American Library Association (ALA) Annual Conference. San Francisco, CA. June 27, 2015. Panelist.
Student Research Presentations in a Virtual World EnvironmentValerie Hill
This document summarizes student research presentations using virtual world environments. It discusses how traditional research presentations through publications can now be supplemented through virtual worlds, allowing researchers to extend their reach and create new opportunities. Examples are given of student research presentations held in virtual worlds like Second Life in 2008 and 2009. The document argues virtual worlds allow a sense of presence and immersion compared to alternatives like webcams. It concludes by noting librarians have an opportunity to be part of the digital age through innovative uses of technologies like virtual worlds.
This document summarizes findings from snapshots tracking the use of virtual worlds like Second Life in UK higher education. It finds that the number of institutions and users has grown substantially since 2007. While funding has increased, academics still desire more time and resources. Teaching practices are increasing but effectiveness is not always measured. Other virtual worlds discussed include OpenSim, Wonderland, and Google Lively. The document advocates continuing to explore virtual worlds while recognizing Second Life may not be optimal long-term. It announces a new virtual world watch project to further track trends.
The document discusses opportunities and challenges for libraries in engaging with Millennial users. It presents results from a survey of librarians on their perceptions of Millennials and how libraries could connect with them. Common views of Millennials were that they are fast-paced, multi-tasking, and tech-savvy. Opportunities identified were leveraging technology and encouraging creativity. Challenges included keeping up with technology changes and meeting high expectations for online content and services.
The document discusses social networking and online communities. It defines social networks as relationships between individuals, whether through family, friends, work or other connections. These networks exist both offline and can extend online through sites that allow people to connect and share content. Examples discussed include early online communities from the 1970s through the rise of modern social media sites like Facebook, Twitter and YouTube that have enabled new ways of networking and participating in online communities.
The document discusses designing online group activities and provides guidance on several aspects of distributed collaboration and online group work. It outlines objectives for small group activities, describes roles and issues for moderation. Examples of tools for online collaboration are given along with principles for sequencing activities and establishing an appropriate stance. Guidelines are provided around content, delivery, and assessment of online group work. Participants' experiences with online collaboration and the permanence of online discussions are also summarized.
Some resources for the Emerging Green Builders Speed Mentorship Event tonight, May 27 in Toronto at the awesome South Street Burger (where there are very lovely wait-staff):
Event details: http://www.cagbctoronto.org/news-events/event-listing/event/1266
Emerging Green Builders: http://www.cagbctoronto.org/membership/egb
Canada Green Building Council Toronto Chapter: http://www.cagbctoronto.org/
South Street Burger on King Street East, Toronto: http://www.southstburger.com/
1. A personal learning environment (PLE) is a concept that allows learners greater control over their learning experience through the aggregation of single-functionality tools like blogs and Web 2.0 technologies used for working, learning, reflection, and collaboration.
2. PLEs provide support for learners to set goals, manage both content and process, and communicate with others during learning. They integrate formal and informal learning through social networks that cross institutional boundaries and connect resources through networking protocols.
3. PLEs move from a single expert voice or tool by not pre-weighing any knowledge source and allowing numerous voices and customized tools to be used for highly personalized learning.
Information Literacy, Web 2.0 and the New LibrariansPeter Godwin
This document discusses the role of librarians in teaching information literacy to the "web generation" using Web 2.0 tools. It argues that librarians must adapt to new technologies like RSS, blogs, wikis, Flickr, delicious, Facebook, and YouTube to engage students and help them develop important literacies. Web 2.0 allows students to collaborate, share knowledge, and learn in visual, auditory, and kinesthetic ways that combat the "MEGO effect" of traditional instruction. The future of librarians depends on embracing these new technologies and changing how students interact with and understand information.
It's just not the same : mobile information literacyPeter Godwin
This document discusses the changing landscape of information literacy (IL) in the mobile era. It argues that existing IL models are outdated and do not account for mobile devices and social media. It highlights four key areas where mobile IL varies: where people access information, what types of information they seek, how they find and use information, and the time spent. The document also shares the results of a survey of business students which found high adoption of mobile devices for learning. It concludes that IL must be redefined to prepare for ubiquitous mobile information access and use.
This presentation was given at this years Faculty In-Service for the purpose of describing Web 2.0 and interaction with students. It highlights the newly created Second Life Campus where faculty can explore the possibilities in their teaching fields with their students. The SL Campus was new to 70% of the faculty as a concept and they were invited to come and explore before rushing to teach in this environment. The college campus tour in Second Life concluded the presentation with questions and answers.
This presentation was prepared for the Catholic Education Commission,Congregational Schools Targeted Programs Workshop, held at Mary MacKillop Place, Mount Street North Sydney.
Library 2.0: Speaking the Language of the MillennialsElisabethTully
The document discusses how libraries need to adapt to communicate effectively with millennial students who have different communication preferences than previous generations. It notes that millennials are accustomed to fast-paced, visual, and interactive digital communication and suggests libraries implement "Library 2.0" initiatives like social media, wikis, blogs and podcasts to engage these students and help them improve their research skills. It provides examples of initiatives the Phillips Academy library has taken, like using Facebook, Flickr, podcasts and wikis to better connect with millennial patrons.
Services & Resources: Technologies for School LibrariansJosie Fraser
The LRC Connect project was a professional development program for secondary school librarians run between May and November 2012 by Leicester City Council. The project aimed to support librarians' use of technology to enhance library services and spaces. The document provides an overview of various technologies like wikis, Twitter, blogs, Pinterest, Creative Commons licensing, and VoiceThread and how they can be used in school libraries.
This document discusses personal learning networks (PLNs) and how individuals can build their own PLNs. It provides examples of different tools and resources that can be used as part of a PLN, including blogs that can be subscribed to using RSS feeds, online conferences, social bookmarking sites, and social networking sites like Ning and Twitter. The document emphasizes that a personal learning network allows individuals to engage in lifelong learning by providing access to information and opportunities to join online conversations.
This document summarizes a 3-year research project that explored how virtual worlds could be used to engage disadvantaged youth. The project worked with 44 students from a culturally diverse, low-income high school in Melbourne, Australia. Students were introduced to the virtual world Second Life, where they could customize avatars, explore the environment, and participate in activities. However, students faced barriers like limited technology access at home and a digital divide. While the virtual world offered new opportunities, it did not mitigate the layers of disadvantage students experienced in their everyday lives.
Museum 3.0: informal learning and social mediaLynda Kelly
The document discusses the evolution of museums from Web 1.0 to Museum 3.0, where access has shifted from solely information to also include access to people and participation. It outlines how free-choice learning in informal settings aligns with social media and user-generated content approaches. Museum 3.0 encourages risk-taking, networks, self-monitoring and participation by users wherever they are through new technologies.
1 16 10 AL W/S Tech & Social Networking & ALkerrinbarrett
1) The document discusses using technology and social networking to accelerate language learning and performance outcomes. Case studies from Sandia National Laboratories and a Sri Lanka distance education project are presented.
2) Speak2Me is discussed as a platform that used synchronous video calls to accelerate English language development for Taiwanese students through cultural exchanges and interactive sessions.
3) VOA GoEnglish is presented as a website that provides English learning curriculum through story-based activities, videos, social networking features, and discussion forums to engage learners.
This document discusses "flattening your school" which refers to breaking down traditional classroom hierarchies and boundaries to promote more collaboration and connections both within the school and to the outside world. It advocates using new technologies like Skype, wikis, and social media platforms to gradually expand student interactions from just within their class to connecting with other classes, teachers, communities, and even students in other countries. The goal is to better prepare students for an increasingly globalized and interconnected world by providing opportunities for intercultural understanding and digital citizenship through collaborative projects using available online tools.
ELI Web 2.0 Storytelling workshop: IntroductionBryan Alexander
This document provides an introduction to storytelling practices that have emerged from Web 2.0 technologies and cultural forms. It discusses some key aspects of storytelling including roles of producers and consumers, and what constitutes story content. Examples are given of early Web 1.0 storytelling projects and how digital storytelling has evolved from educational projects to incorporate multiple platforms and commercial aspects. Caveats are provided that this framework may not apply to all projects.
The Double-Edged Lens: Digital Camera in Collections-Based InstructionRobin M. Katz
Katz, Robin M. "The Double-Edged Lens: Digital Camera in Collections-Based Instruction" Panel sponsored by ALA/SAA/AAM Joint Committee on Archives, Libraries, and Museums (CALM): “Double Dutch: Explorations in Hybrid Primary Source Instruction.” American Library Association (ALA) Annual Conference. San Francisco, CA. June 27, 2015. Panelist.
Student Research Presentations in a Virtual World EnvironmentValerie Hill
This document summarizes student research presentations using virtual world environments. It discusses how traditional research presentations through publications can now be supplemented through virtual worlds, allowing researchers to extend their reach and create new opportunities. Examples are given of student research presentations held in virtual worlds like Second Life in 2008 and 2009. The document argues virtual worlds allow a sense of presence and immersion compared to alternatives like webcams. It concludes by noting librarians have an opportunity to be part of the digital age through innovative uses of technologies like virtual worlds.
This document summarizes findings from snapshots tracking the use of virtual worlds like Second Life in UK higher education. It finds that the number of institutions and users has grown substantially since 2007. While funding has increased, academics still desire more time and resources. Teaching practices are increasing but effectiveness is not always measured. Other virtual worlds discussed include OpenSim, Wonderland, and Google Lively. The document advocates continuing to explore virtual worlds while recognizing Second Life may not be optimal long-term. It announces a new virtual world watch project to further track trends.
The document discusses opportunities and challenges for libraries in engaging with Millennial users. It presents results from a survey of librarians on their perceptions of Millennials and how libraries could connect with them. Common views of Millennials were that they are fast-paced, multi-tasking, and tech-savvy. Opportunities identified were leveraging technology and encouraging creativity. Challenges included keeping up with technology changes and meeting high expectations for online content and services.
The document discusses social networking and online communities. It defines social networks as relationships between individuals, whether through family, friends, work or other connections. These networks exist both offline and can extend online through sites that allow people to connect and share content. Examples discussed include early online communities from the 1970s through the rise of modern social media sites like Facebook, Twitter and YouTube that have enabled new ways of networking and participating in online communities.
The document discusses designing online group activities and provides guidance on several aspects of distributed collaboration and online group work. It outlines objectives for small group activities, describes roles and issues for moderation. Examples of tools for online collaboration are given along with principles for sequencing activities and establishing an appropriate stance. Guidelines are provided around content, delivery, and assessment of online group work. Participants' experiences with online collaboration and the permanence of online discussions are also summarized.
Some resources for the Emerging Green Builders Speed Mentorship Event tonight, May 27 in Toronto at the awesome South Street Burger (where there are very lovely wait-staff):
Event details: http://www.cagbctoronto.org/news-events/event-listing/event/1266
Emerging Green Builders: http://www.cagbctoronto.org/membership/egb
Canada Green Building Council Toronto Chapter: http://www.cagbctoronto.org/
South Street Burger on King Street East, Toronto: http://www.southstburger.com/
1. A personal learning environment (PLE) is a concept that allows learners greater control over their learning experience through the aggregation of single-functionality tools like blogs and Web 2.0 technologies used for working, learning, reflection, and collaboration.
2. PLEs provide support for learners to set goals, manage both content and process, and communicate with others during learning. They integrate formal and informal learning through social networks that cross institutional boundaries and connect resources through networking protocols.
3. PLEs move from a single expert voice or tool by not pre-weighing any knowledge source and allowing numerous voices and customized tools to be used for highly personalized learning.
Information Literacy, Web 2.0 and the New LibrariansPeter Godwin
This document discusses the role of librarians in teaching information literacy to the "web generation" using Web 2.0 tools. It argues that librarians must adapt to new technologies like RSS, blogs, wikis, Flickr, delicious, Facebook, and YouTube to engage students and help them develop important literacies. Web 2.0 allows students to collaborate, share knowledge, and learn in visual, auditory, and kinesthetic ways that combat the "MEGO effect" of traditional instruction. The future of librarians depends on embracing these new technologies and changing how students interact with and understand information.
It's just not the same : mobile information literacyPeter Godwin
This document discusses the changing landscape of information literacy (IL) in the mobile era. It argues that existing IL models are outdated and do not account for mobile devices and social media. It highlights four key areas where mobile IL varies: where people access information, what types of information they seek, how they find and use information, and the time spent. The document also shares the results of a survey of business students which found high adoption of mobile devices for learning. It concludes that IL must be redefined to prepare for ubiquitous mobile information access and use.
Information Literacy and Web 2.0 : is it just hype?Peter Godwin
This document discusses the relationship between information literacy and Web 2.0 technologies. It argues that Web 2.0 is a social phenomenon enabled by technology that has impacted how users, especially younger generations, interact with and create information online. Information literacy is presented as a key skill for users to effectively engage with these new technologies and develop important literacies like media literacy. The document suggests libraries and instructors should use Web 2.0 tools like wikis and blogs to actively involve users in learning and knowledge creation in order to counter disengagement and develop strong information skills for the future.
Presentation given at Online Exhibition at Olympia, London, December 2008.
Concerns new Business School curriculum at University of Bedfordshire and how subject librarians work with this.
Global trends in online education. Threats and Opportunities. icdeslides
Online learning trends. Global. About ICDE, International Council for Open and Distance Education. The Big Picture. Online and distance education is steadily increasing all over the world.The growth in higher education is massive. The change is dramatic.
MOOCs are peaking. Numbers of MOOCs. Innovation in Education. Example from US online 2014. Example from ECAR 2013. Analysis of driving forces. Analysis of Opportunities.
The small text, which you should read.
The document discusses a workshop on 21st century literacy and the use of Web 2.0 tools to develop these new literacies. It notes that the goals of the workshop are to help educators gain an understanding of 21st century literacy skills like reading, writing, communicating, collaborating and sharing on the web. It also discusses creating media and collaborating with other teachers using these tools.
Overview for librarians seeking to understand and measure the use of social media in their libraries : delivered at Online Conference, London Olympia, 1 Dec. 2010.
This document discusses how libraries are using Web 2.0 technologies to enhance information literacy teaching. It describes several Web 2.0 tools like blogs, social bookmarking, podcasting, and social networking that libraries have adopted. It also examines some of the challenges and implications of using these tools, such as staff development needs and ensuring students develop discerning online research skills.
Web 2.0 and Information Literacy: EMAlink March 2009whittybus
The document discusses using Web 2.0 technologies to enhance information literacy training for students. It describes an experiment incorporating social bookmarking, RSS feeds, a library Facebook page and Twitter into information literacy sessions. Wikis were also used for students to evaluate resources and answer clinical questions. While not everything worked due to short course times, custom search engines and curated resource pages were popular. The seminar concludes by asking attendees if their ideas about information literacy training have changed.
This document discusses the rise of mobile devices and the implications for information literacy instruction. Some key points:
- Over 4 billion mobile subscriptions globally as of 2008, with mobile internet use also rising rapidly
- Information literacy frameworks like SCONUL can be adapted for mobile, through things like mobile-optimized websites, tutorials, databases, reference services, and polling applications
- Challenges include varying device capabilities, slow speeds, and costs, but these are improving steadily
- Early examples show potential for mobile information literacy instruction through approaches like tours, databases, reference help, podcasts, and QR codes
- The mobile environment fosters new active learning styles, though librarians should experiment cautiously given rapid technological changes
An introduction to the Information Literacy Framework and Portal for health information. Presented by Eilean Craig and Rob Westwood at the CILIPS Centenary Conference Scottish Health Information NEtwork seminar which took place 4 Jun 2008.
Para ingresar a la plataforma virtual Blackboard, los estudiantes deben acceder al sitio web de la universidad, iniciar sesión con su usuario y contraseña asignados, y navegar entre las diferentes secciones y materiales disponibles de acuerdo a cada curso.
UW Virtual Hub Library: Plans for 3D Information LiteracyValerie Hill
These slides show brainstorming concepts for the University of Washington virtual 3D library. Embedding information literacy in new immersive, interactive formats as the landscape of libraries changes is illustrated by a project undertaken by graduates of the University of Washington's Certificate in Virtual Worlds.
The document summarizes HUBO, a web-based information literacy tutorial developed for Hacettepe University. HUBO aims to equip students with information literacy skills through modules covering topics like searching libraries, databases, and the web. It has advantages like being accessible anywhere and allowing self-paced learning. Content is developed by an interdisciplinary project group and licensed under Creative Commons to allow reuse.
Emerging Trends in Distance Education and Information LiteracyAngela Wacker
This document discusses emerging trends in distance education and information literacy. It explores embedded librarianship, which involves librarians working directly with online courses, and using Web 2.0 tools like blogs and social media to engage distance students. The author emphasizes the need for librarians to assess their online instruction methods through ongoing evaluation of specified goals and objectives.
Web tools Information Literacy InstructionNAHEEM KT
The document discusses using web 2.0 tools to enhance information literacy (IL) instruction programs. It examines examples of applying tools like social networks, blogs, podcasts, wikis and screen casting in library IL programs. Traditional IL involved in-person instruction while modern approaches integrate electronic resources and computers. The document reviews various web 2.0 tools and technologies that can be used for communication, collaboration and social learning, and provides examples of libraries using tools like Facebook, blogs and online tutorials to teach IL concepts. It emphasizes the importance of librarians exploring new pedagogical approaches and tools to keep IL instruction relevant in a technology-driven environment.
Information Literacy in Virtual WorldsValerie Hill
Information literacy skills are changing as we now live in a participatory digital culture where we are both consumers and producers of online information. This new environment requires personal responsibility and trust as connections and content become blurred both personally and professionally. Librarians must serve people in new ways by embedding information literacy instruction into various digital tools and ensuring trust, authenticity, and authority online. While balancing tradition and innovation, librarians can take risks and apply their skills in virtual worlds and new technologies to help the next networked generation navigate the increasing flood of online information.
Information literacy in higher education 1Dr Patterson
Information literacy refers to having the skills to recognize when information is needed and being able to locate, evaluate, and effectively use that information. It involves determining the scope of information required, accessing information efficiently, critically evaluating information sources, incorporating information into one's knowledge, using information for a specific purpose, and understanding legal and ethical issues related to information use. Developing information literacy is important for student success in higher education as it allows people to learn effectively and function well in today's digital information age. Key components of information literacy that should be incorporated into every class include acquiring, evaluating, and using information ethically and legally.
Massive Open Online Content & Wearable TechnologyIrene Mae Datoy
1. Current trends in media and information such as social media, online video, and wearable technology provide both opportunities and challenges for businesses and individuals. They allow lower-cost marketing but can also be addictive and expose personal information.
2. Writers and bloggers can more easily connect with clients and share expertise online, growing their networks, but social media also risks exposing children to inappropriate content.
3. While new technologies remove barriers to sharing ideas, overuse can divert focus from tasks and lower motivation, especially in teenagers.
Diane Nahl, presentation to the Hawaii Library Association, Kaneohe, Hawaii, November 12, 2009
35 attendees including, school, public, academic and special librarians
This document discusses the use of Second Life by library and information professionals. It provides an introduction to Second Life and examples of how libraries have used it for collaboration, continuing professional development, teaching, and engaging users. Examples discussed include library locations in Second Life, the RezLibris magazine for librarians in Second Life, and teaching activities through the Infolit iSchool in Second Life.
ALA The Future is Now: Libraries and Museums in Virtual Worlds
LIS Educators in Virtual Worlds
"Creating Professionalizing Experiences for MLIS Students in Second Life"
Diane Nahl
March 5, 2010
The document discusses approaches to teaching and learning in virtual environments like Second Life. It identifies several affordances of virtual worlds for communication, community building, and interactive simulations. It also notes some challenges of teaching virtually, like technical issues, access to technology, and coordinating across time zones. The document advocates for active, inquiry-based learning approaches and gives examples of how educators have implemented projects, discussions, and identity exploration with students in Second Life.
Virtual World Watch - summary of Second Life SnapshotsEduserv Foundation
The document summarizes snapshots of UK university and college activities in virtual worlds like Second Life. It finds that the number of institutions and funded projects using virtual worlds for teaching, research, and marketing has grown significantly since the first snapshot in 2007. While Second Life remains prominent, alternatives like OpenSim and Wonderland are increasingly being explored. Key challenges mentioned include the need for more funding, technical support, and evidence of educational effectiveness. The use of virtual worlds in education is expected to continue growing but may take many years to become mainstream.
Participatory Librarianship: Conversations for Contributing, Creating, Conne...Buffy Hamilton
Presented virtually via Elluminate by Buffy J. Hamilton to Dr. Lisa Tripp and graduate students at Florida State University, September 13, 2010. Visit my blog at http://theunquietlibrarian.wordpress.com and portfolio at http://theunquietlibrarian.wikispaces.com.
/Users/kathrynlewis/desktop/what the geekkathlewis50
The document discusses the history and evolution of hypertext and its implications for literacy. It argues that hypertext, from its origins in the work of Bush, Nelson, and others, challenges traditional notions of literacy and instead proposes a new version of general literacy for a digital age. It also examines how education can help young people become active participants in an increasingly mediated world through approaches like media education and developing new digital literacies.
The document discusses the history and evolution of hypertext and its implications for literacy. It argues that hypertext, from its origins in the work of Bush, Nelson, and others, challenges traditional notions of literacy and instead proposes a new version of general literacy for a digital age. It also examines how education can help young people become active participants in an increasingly mediated world through approaches like media education and developing new digital literacies.
An implementation of virtual worlds platform for educators in Second Life is summarized in 3 sentences:
The platform brings together educators from different universities in Turkey to share experiences and improve skills regarding pedagogy and virtual worlds through weekly academic meetings on the Infolit iSchool island in Second Life. Educators participate in presentations, open forums, and brainstorming to discuss using virtual worlds for education. The goal is to create a community for educators to learn from each other and find solutions for challenges of implementing virtual worlds.
The document discusses using virtual worlds like Second Life for education. It outlines various educational activities that can be done, such as lectures, discussions, simulations and building. Challenges of using virtual worlds like content and technical issues are also mentioned. Guidelines for getting started in Second Life as an educator are provided, including learning the interface, taking classes, and carefully planning educational projects for students.
This was presented at the 2009 CoFHE (Colleges of Further and Higher Education group of CILIP) conference, Queen Margaret University, Edinburgh, 19 June 2009. Additional notes have been added for this version. The presenters were: Sheila Webber (Department of Information Studies, University of Sheffield); Vicki Cormie (Senior Academic Liaison Librarian at St Andrews University); Denny Colledge (Information Skills Librarian at Edinburgh University). The first part of the presentation briefly introduces SL and its use in education and for collaboration, then provides a few thoughts about supporting information literacy, finally indicating some tools and models for IL in SL. The second part of the presentation provides a snapshot of activity on the Edinburgh University SL campus and Denny Colledge's involvement. The actual presentation had a lot of demonstration of SL!
Keynote Address, Sydney CEO TL ConferenceSyba Academy
'Converging the Parallels', Primary & Secondary Teacher Librarian, Cross Regional Conference.
Presented on Friday 10 September 2010. Conference held at The Terry Keogh Conference Centre, CEO Southern Region, Revesby (Sydney).
1. The document discusses the cycle of hype and disappointment with new educational technologies. It notes how technologies are initially talked up but then fail to live up to expectations.
2. It addresses challenges with the gap between formal and informal learning, the abundance of digital content, developing teaching skills and quality assurance for online learning.
3. The author argues for a cautious approach to new technologies rather than rushing headlong into changes, and emphasizes the need to confront challenges facing higher education.
This document discusses going beyond the course book for language learning and using technology to provide more authentic contexts. It argues that technology can bridge the gap between the classroom and the real world by exposing students to authentic discourse and sociocultural practices. This allows students to exercise more agency. Specifically, the document discusses how blogs and videos (such as those on YouTube) can provide opportunities for meaningful, communicative, and authentic writing tasks while also motivating students. Students' participation in blogs and videos can help them construct knowledge through social interaction and sharing their work with a global audience.
Valerie Hill is an adjunct instructor and librarian who focuses her research on adopting virtual worlds for education and librarianship. Her presentation discusses emerging trends in virtual and digital media based on constructivism and adult learning theory, including apps, MOOCs, augmented reality, digital content curation, and serious gaming. She provides examples of virtual exhibits, conferences, and a certificate program on virtual worlds. Hill advocates balancing tradition with innovation and values interactive, problem-based learning that actively engages adult learners.
The document discusses the potential educational benefits of multi-user virtual environments (MUVEs) like Second Life. It notes that over 40 UK universities and colleges have a presence in Second Life. Research estimates that around three quarters of UK universities are actively using or developing Second Life. The document then provides examples of how Second Life has been used in educational contexts like visualization, roleplaying, tutorials, simulations, and conferences. It concludes by discussing challenges and directions for further research on using virtual worlds for education.
Part 2 in our series of Research in Second Life workshops presents examples from education and scientific research in a virtual world. CTU doctoral class projects and Ramapo\'s Suffern Middle School class activities are also highlighted. The research links are included from current and past research presentations.
Curriculum, community, context, sustainability: A reflectionSheila Webber
The document discusses curriculum, community, context, and sustainability in education. It reflects on how curriculum needs to account for varying student contexts and communities. A curriculum should consider both what is taught (knowledge and skills) and how it is taught (pedagogy). True transformation requires reflective participation from those being transformed to avoid treating them as objects. Any approach to sustainability or decolonization needs to start from the goals and learning outcomes of the program and be developed through collaborative dialogue.
Libraries and Literacies in the MetaverseSheila Webber
Poster presented at the World Library and Information Conference July 2022, in Dublin, Ireland. Created by Sheila Webber (presenter in Dublin) University of Sheffield Sheffield, United Kingdom. s.webber@sheffield.ac.uk
Dr Valerie Hill, Peninsula College, Port Angeles, USA. vhilledu@gmail.com
Rossanna Barrios-Llorens, University of Puerto Rico’s Medical Sciences Campus, San Juan, Puerto Rico. rossana.barrios@upr.edu
References and further links at https://docs.google.com/document/d/1VqBgEJabPMkfoYYNR-oG-RKusvHV59eqwDNf9lykPQ8/edit?usp=sharing
Abstract "In uncertain times, virtual libraries connect patrons to vital information that they may not be able to access in the physical world. They can also be sanctuaries from pandemic and war. Librarians (including the co-authors) have worked in virtual worlds for 15 years (e.g. Webber & Nahl, 2011) and the Community Virtual Library in the 3D virtual world Second Life https://communityvirtuallibrary.org/ exemplifies global connectivity, with volunteers collaborating internationally to enact diversity for information access. A current exhibit, "Social Determinants for Access to Information: Virtual World Library Exhibition" includes 3D rooms filled with resources on racial diversity, gender diversity, issues of changing literacies, digital legacy, confirmation bias, digital citizenship, and the digital divide. Visitors interact with content and share a sense of place and presence through embodiment in the metaverse, providing advantages beyond web platforms such as Zoom.
Our poster shares examples of using 3D virtual worlds for librarianship through international collaboration across learning communities. The 3D virtual library is a real space where librarians can offer services such as reference work, exhibits, workshops, conferences and discussions, and embed themselves into virtual spaces without the boundaries of physical space (e.g. Hill, 2016; Hill, 2021). "
Creating connections for enhancing collaborative and professional development...Sheila Webber
A panel presented in the Association for Information Science & Technology (ASIS&T) 24 hour Global Conference, 27 April 2022. The presenters were: Sheila Webber: Information School, University of Sheffield, United Kingdom; Professor Imane Hilal: School of information Sciences, Rabat, Morocco; Dr Grace Msoffe: University of Dodoma, Tanzania; Dr Sophie Rutter: Information School, University of Sheffield, United Kingdom
The importance of creating relevant material to develop information literacy Sheila Webber
The document discusses issues around misinformation and the need for trustworthy information. It outlines four key issues - the problems of misinformation, the need for relevant and trustworthy information, language barriers, and the need for solutions. Some potential solutions discussed include education initiatives, fact-checking, and empowering users to identify credible information. The creation of multilingual resources that provide information in clear language is important to effectively address misinformation issues.
Using theory of change to evaluate information literacy initiativesSheila Webber
Workshop by Dr Pam McKinney and Sheila Webber, Information School, University of Sheffield, 11 April 2022, at the LILAC conference in Manchester, UK. Abstract: "Theory of Change (ToC) is a participative approach to evaluating the impact of projects, programmes and initiatives. Librarians and information professionals engaged in change processes, development projects and research studies can use ToC to generate evaluation data and articulate the impact of their activities, working closely with stakeholders such as students, academic staff, teachers and other professionals. The ToC process generates new understandings of how and why project successes have been achieved, and can form the basis of justifications for current and future funding. ToC has been widely used to evaluate the success and impact of projects in a variety of sectors (often community and public sector initiatives), and in educational development (Hart, Dierks-O’Brien & Powell, 2009) including Information Literacy initiatives (McKinney, 2014; McKinney, Jones & Turkington, 2011). In the version of the ToC process used in CILASS projects, stakeholders are asked to identify the drivers for change in the current situation; the longer term impact they envisage the project will have; the intermediate outcomes that the project is expected to achieve; activities that would need to be undertaken to achieve outcomes and enabling factors and resources required to support the project (Hart, Dierks-O’Brien & Powell, 2009). Stakeholders collaboratively design a Theory of Change poster that defines key project indicators and develops a causal narrative between project activities and outcomes. A plan and evaluation framework is then developed from these indicators, and stakeholders design data collection instruments. Connell & Kubisch (1998) have identified that a good ToC should be plausible, doable and testable."
Older People in the “Post-Truth” Era: Countering Ageism by Developing Age Fri...Sheila Webber
Presentation by Sheila Webber (University of Sheffield) &
Bill Johnston (Strathclyde University)
ECIL, September 2021
References are at http://tinyurl.com/bu422pjw
Fake news: has it changed UK academic librarians’ ideas about teaching Inform...Sheila Webber
Presentation by Chris Thorpe (City, University of London, UK, chris.thorpe.1@city.ac.uk) and Sheila Webber (Information School, University of Sheffield, UK (s.webber@sheffield.ac.uk), presented at the European Conference on Information Literacy, September 2021
Using theories of change to evaluate information literacy initiatives Sheila Webber
Presented at the European Conference on Information Literacy, September 2021 by Dr Pamela McKinney and Sheila Webber
A video of this presentation is available at https://digitalmedia.sheffield.ac.uk/media/Using+Theories+of+Change+to+evaluate+Information+Literacy+initiatives/1_v1g05eav
3D Virtual Worlds for Professional Development and Lifelong LearningSheila Webber
Presentation given for MINDSETS by Sheila Webber, s.webber@sheffield.ac.uk , on 15 June 2021. References are at References https://docs.google.com/document/d/1jszFFUIPralN3B5T4z5pUpRbxdW9vL3NN7rs8Iz6RVo/edit?usp=sharing
The information worlds of non resident informal carers: stakeholder perceptionsSheila Webber
Presented by Sheila Webber and Dr Pamela McKinney at the conference Information Science Trends: Health Information Behavior, organised by the European Chapter of ASIS&T, on June 10 2020. The references are at https://docs.google.com/document/d/1ilCIpu7IWsRUhtWinPNuVetlrvkDxBN_lKTaV26yWAU/edit?usp=sharing
This document summarizes a presentation on ageism and libraries. It discusses several key points:
1) Ageism can affect people of any age but often targets older individuals, manifesting as stereotypes, prejudice and discrimination.
2) During the coronavirus pandemic, some expressed ageist attitudes suggesting older people are expendable or a burden.
3) Ageism in the workplace can involve biases in hiring, promotion, and assumptions about competency and ambitions based on age rather than individual skills or desires.
4) Libraries often frame programs for older adults around decline, disability, and stereotypical interests rather than recognizing older individuals' diversity. Events could involve intergenerational learning and skills-sharing.
Transformational Media and Information Literacy learning for adult citizens: ...Sheila Webber
Presentation given by Sheila Webber, Information School, University of Sheffield, coauthored with Bill Johnston, Honorary Research Fellow, Strathclyde University. Presented on 29th October 2019 as part of the University of Sheffield Information School's celebration of Global Media and Information Literacy Week. A recording of the webinar (31 minutes) is here: https://eu-lti.bbcollab.com/recording/0284c699a3784b1a9da5a632291dc8d8
Media and Information Literacy: creative and critical engagement across the c...Sheila Webber
Workshop presented by Sheila Webber and Bill Johnston at the "Transforming futures: International perspectives on Research-Based Education conference, University of Adelaide, Australia, 16 July 2019.
What's my approach? Deciding on the approach to use for your researchSheila Webber
Workshop delivered by Sheila Webber and Dr Pamela McKinney, Information School, University of Sheffield, at the LILAC Conference, held in Nottingham, UK, on 25 April 2019. The references are at https://docs.google.com/document/d/10S_6ZPKLpsAIn1YaMDhZPS8HIOwFGXlz4sUDyBzxYNM/edit
Media and Information Literacy for Informed Citizens in the Digital AgeSheila Webber
These are slides from a webinar given by faculty in the University of sheffield Information School on 22 March 2019. The recording of the webinar is here https://sheffield.adobeconnect.com/pf8k3h0qn1ys
Sheila Webber chaired the session, and the panellists were: Dr Pam McKinney, Dr Sophie Rutter and Dr Laura Sbaffi
Links from the slides are here http://information-literacy.blogspot.com/2019/03/media-and-information-literacy-for.html
#AFMIL The Age-Friendly Media and Information Literate City: Combining polic...Sheila Webber
"#AFMIL The Age-Friendly Media and Information Literate City: Combining policies and strategies for ageing populations in media and information rich societies" was presented by Sheila Webber (University of Sheffield Information School) and Bill Johnston (University of Strathclyde, Honorary Research Fellow) at the Global Media and Information Literacy Week feature conference held in Kaunas, Lithuania, on 24 October 2018
What makes us trust online information? The perspective of health InformationSheila Webber
Slides from a webinar presented by Dr Laura Sbaffi, University of Sheffield Information School, on 30th October 2018 to celebrate Global Media and Information Literacy Week. The webinar recording is at https://sheffield.adobeconnect.com/pwy4m50tbl8r
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. This is for presentation at Information Literacy with Web 2.0 and is part of a page at http://www.netvibes.com/sheilawebber#Using_virtual_worlds Information literacy in virtual worlds: Pt 1 Sheila Webber, Department of Information Studies Sheffield University, UK July 2009
2. Who I am& Part 1: What are virtual worlds and what is Second Life Sheila Webber, July 2009
3. Characteristics of virtual worlds “persistence of the in-world environment “a shared space allowing multiple users to participate simultaneously “virtual embodiment in the form of an avatar (a personisable 3-D representation of the self) “interactions that occur between users and objects in a 3-D environment “an immediacy of action such that interactions occur in real time “similarities to the real world such as topography, movement and physics that provide the illusion of being there.” (Smart, Cascio & Paffendof: cited in Warburton, 2009: 415) Sheila Webber, July 2009
4. Increasing use of virtual worlds by young people (13 & under) Kzero virtual world consultants http://www.kzero.co.uk/blog/?page_id=2537 Sheila Webber, July 2009
5. Second Life 3-D Online Digital world, owned by Linden Labs Most things created by SL residents: SL fashion designers, architects, bakers, animal makers …. Avatars- 3D representation of yourself – free to signup and can live on freebies, but need Linden dollars if want to own land, buy clothes etc. Need to download SL browser & have good connection & graphics card Communication through text chat, Voice and Instant Messaging 40-80,000 people online simultaneously http://www.secondlife.com/ Sheila Webber, July 2009
6. Education Virtual Hajj Only 18+ on main grid: separate Teen grid 90% UK universities with some presence Many disciplines: English, Psychology, Chemistry, Biology etc. etc. Role play, simulations Discussion, communication Problem solving, inquiry Sheila Webber, July 2009
7. http://www.mydebitcredit.com/ Dr. Steven Hornik / Robins Hermano Kenneth Dixon School of Accounting University of Central Florida 900+ accountancy students Tour of the Testis Biology learning & exploration Peter Miller/ Graham Mills Liverpool University http://tidalblog.blogspot.com/ Sheila Webber, July 2009
8. Problems I know people have with virtual worlds and schools Blocked by firewalls Seen as too risky Computers not good enough Broadband connection not good enough If only have access during school hours, miss out on interesting events in evening/ at night
9. But, if you can … Enjoyment of being able to fly/ build/ drive a car/ change “the world” Connection with schools internationally Appeals to multiple intelligences … visual, aural … new ways of seeing things … things not possible in real life Act out poems, plays, try and build models of difficult concepts (etc.)
10. Librarians in SL are… Providing “reference” services Providing links to “real life” web resources Providing help in using SL Working with educators … and sometimes educating on their own Doing reader development (e.g. through exhibitions, recreations, reenactments) Sheila Webber, July 2009
11. Presentation about “What information specialists think about Second Life” held 2 July 2009 on InfolitiSchool in Second Life. This slide summarises some views from a survey. Sheila Webber, July 2009
12. The next slide has snapshots of SL, showing examples of networking, collaborating and Continuous Professional Development. Clockwise from top right:1. Focus group discussing librarians in SL;2. One of Sheila’s students about to interview a Canadian student for an assignment3. Vicki Cormie being the “inworld” leader for a “crossover” event. She and Marshall Dozier were at the SCONUL conference in real life, people there were asking questions of the people (inc. Sheila) who were in SL. (Vicki and Marshall are Scottish librarians) 4. All 3 of us watched a stream of the Oxford “Libraries of the future” conference, discussing the issues amongst ourselves in SL5. Sheila is a member of the Educators Coop, a community of educators (mostly American)6. Sheila, Vicki and Marshall discuss plans for the class with Sheila’s students, taking place next day Sheila Webber, July 2009
14. How have I used it? First year (18/19 years old) students learning to do interviews in Second Life and carrying out research interviews into information behaviour Masters students, learning about educational technology Organising a discussion series & involved in organising conferences Attending conferences, networking, learning about teaching Several ppts at http://www.slideshare.net/sheilawebber/ Sheila Webber, July 2009
15. Links to websites, articles, tutorials, videos, and places in Second Life: http://delicious.com/LILACSL (Topics: Education in SL and Libraries/Librarians in SL: all the other links will be found there) Warburton, S. (2009) “Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching.” British journal of educational technology, 40 (3), 414–426. Sheila Webber, July 2009
16. Now! Look at some of the videos and websites on the Netvibes page, to get a better idea of what Second Life is and to hear about how a few people have used them in schools You can also get an avatar free & download the SL browser free – but it is a good idea to go in for a particular event and/or to identify a mentor There is a PowerPoint Part 2 – in which I talk about information literacy and Second Life Sheila Webber, July 2009