Evaluating and Implementing Web 2.0 Tools in LibrariesLori Reed
The document discusses considerations for libraries evaluating and implementing Web 2.0 tools. It recommends determining why a tool is needed, who the audience is, and who will maintain it before selecting a tool. The document provides tips on innovation, challenges like spam and time, and ensuring content offers value to the audience. Examples of Web 2.0 tools and next steps for libraries are also presented.
The document discusses new paradigms for 21st century professional development for teachers. It advocates for personalized learning networks and using digital tools to continuously improve practice and stay connected to other educators. Some recommended tools include social networking sites, microblogging, streaming presentations, virtual conferences, and RSS feeds to easily access updates from sites on topics of interest.
Want to know the future of Social Media in learning?Learning Pool Ltd
Uncover what Learning Pool's online enthusiast Paul Webster thinks about social media's role in learning. From LinkedIn to Twitter to much more, Paul shares his gems on the future.
Telling different stories: a storify for learning experimentAndrew Middleton
We set out to learn more about how Storify can be used for learning. Three people volunteered to produce an account of their day at the MELSIG Nottingham Trent University event. Only two were attending!
Gooru offers more than just videos and quizzes like Khan Academy by providing a search engine for educational resources. It contains millions of teacher-vetted resources aligned to 5th-12th grade standards in math, science and social studies that can be customized into collections. Teachers can also upload their own materials and collaborate with colleagues on GooruLearning.com to find Common Core aligned content for their students. The presentation demonstrated how to use Gooru's features to build collections and share resources.
This document discusses using social media for educators. It outlines several benefits to using social media including being able to easily start connecting with groups and people, having a very user-friendly interface, and being able to leverage existing resources to reduce having to reinvent materials. Some challenges mentioned are the time it takes to build an online presence and follower base as well as costs of some sites. Specific social media tools highlighted include Twitter, Delicious, Pinterest, and Glogster.
Making and telling a good story with StorifySue Beckingham
The workshop will look at Storify and how is has been used to support learning. It will consider the range of media that can be incorporated and how this can be used to construct rich narratives.
Digital Narratives Event: Digital Narratives: (re)storying learning experiences for a digital ageDate: Friday 8th January 2016Time: 0900-1600Location: Nottingham Trent University
Evaluating and Implementing Web 2.0 Tools in LibrariesLori Reed
The document discusses considerations for libraries evaluating and implementing Web 2.0 tools. It recommends determining why a tool is needed, who the audience is, and who will maintain it before selecting a tool. The document provides tips on innovation, challenges like spam and time, and ensuring content offers value to the audience. Examples of Web 2.0 tools and next steps for libraries are also presented.
The document discusses new paradigms for 21st century professional development for teachers. It advocates for personalized learning networks and using digital tools to continuously improve practice and stay connected to other educators. Some recommended tools include social networking sites, microblogging, streaming presentations, virtual conferences, and RSS feeds to easily access updates from sites on topics of interest.
Want to know the future of Social Media in learning?Learning Pool Ltd
Uncover what Learning Pool's online enthusiast Paul Webster thinks about social media's role in learning. From LinkedIn to Twitter to much more, Paul shares his gems on the future.
Telling different stories: a storify for learning experimentAndrew Middleton
We set out to learn more about how Storify can be used for learning. Three people volunteered to produce an account of their day at the MELSIG Nottingham Trent University event. Only two were attending!
Gooru offers more than just videos and quizzes like Khan Academy by providing a search engine for educational resources. It contains millions of teacher-vetted resources aligned to 5th-12th grade standards in math, science and social studies that can be customized into collections. Teachers can also upload their own materials and collaborate with colleagues on GooruLearning.com to find Common Core aligned content for their students. The presentation demonstrated how to use Gooru's features to build collections and share resources.
This document discusses using social media for educators. It outlines several benefits to using social media including being able to easily start connecting with groups and people, having a very user-friendly interface, and being able to leverage existing resources to reduce having to reinvent materials. Some challenges mentioned are the time it takes to build an online presence and follower base as well as costs of some sites. Specific social media tools highlighted include Twitter, Delicious, Pinterest, and Glogster.
Making and telling a good story with StorifySue Beckingham
The workshop will look at Storify and how is has been used to support learning. It will consider the range of media that can be incorporated and how this can be used to construct rich narratives.
Digital Narratives Event: Digital Narratives: (re)storying learning experiences for a digital ageDate: Friday 8th January 2016Time: 0900-1600Location: Nottingham Trent University
Developing a PLN and open co-learning opportunities #UoRsocialmediaSue Beckingham
Developing your academic online presence with social media
Workshop at the University of Reading led by Sue Beckingham SFHEA, Senior Lecturer in Information Systems and LEAD Associate at Sheffield Hallam University, this workshop will provide an opportunity to learn about new approaches and practical examples of using social media in higher education; and as co-learners share examples of effective practice and consider how these might be applied in your own contexts. The session will also provide participants some time and space to network and potentially make new connections.
The workshop aims to provide participants with an opportunity to:
Gain a better understanding of how social media can be used in a scholarly context
Appreciate the value of developing a rich professional online presence
Learn about opportunities for social and open informal learning through social media
Appreciate five elements of ‘working out loud’ (Stepper 2015) and how these can be of value to both yourself and others
Using the 5C Framework (Nerantzi and Beckingham 2014, 2015) as a lens we will consider how social media can be used to connect, communicate, curate, collaborate and create. In doing so consider the value of:
Developing a digital professional persona to share scholarly achievements
Cultivating your own personal learning network and co-learning communities
Sharing learning journeys through working out loud
Programme
Tuesday 26 April 2016
10.45-11.00 Networking and registration
11.00-12.30 Becoming a Digital Scholar using social media
12.30-13.15 Lunch
13.15 -14.30 Developing a PLN and open co-learning opportunities
This document discusses how a university library improved internal collaboration and provided a more consistent user experience through better social media practices. It found that previously there was a lack of coordination across different library divisions and accounts, giving unclear messages. By meeting regularly, creating social media policies, measuring engagement, and defining account purposes, the library improved message consistency. This also improved internal communication and helped coordinate large events. Social media is now used to connect different library sites and engage staff.
Presented at Multimedia and IT Group Conference 2015
One year ago the University of Edinburgh Library had a number of disparate social media accounts. Each account existing in its own world, with little or no coordination or consistency, and no clear message to Library users about who we were and what we offered.
Not only do we now use social media far more regularly, our engagement with and attempts to coordinate this activity has created internal dialogues which have improved the way that we offer services.
#37 Teaching to the Text: Textbooks or Technology? Sophie Bailey
This document summarizes a debate between educators on whether textbooks or technology are better for teaching in classrooms. Some key points made in the debate include:
- Textbooks provide structure and organization of subject matter but technology allows for more dynamic and connected lessons.
- Both textbooks and technology have roles to play in education, and a combination of the two may be most effective.
- Features like interactive graphics, sound, and video can enhance learning with digital resources, but websites are ephemeral while textbooks provide lasting materials.
- Student preferences don't always align with what research shows leads to the best learning outcomes.
This document discusses how libraries can achieve Organization 2.0 by embracing social media technologies and Web 2.0 philosophies. It provides reasons why libraries' attempts at using these technologies sometimes fail, such as not aligning use with strategic goals or losing motivation once the newness wears off. The document advocates for having a strategic plan to integrate 2.0 technologies and philosophies by understanding users, encouraging staff learning and creativity, questioning processes, and continually assessing efforts.
This document discusses how to effectively use social media for educational purposes while only spending 15 minutes per week. It acknowledges that many people feel social media requires too much time but provides strategies for minimizing time spent. The key recommendations are to start small with one platform and one weekly post, repurpose existing content across multiple platforms, and leverage tools to automate sharing. Using visual content, engaging followers, and experimenting with different formats are also suggested. The document argues an online presence can be achieved within 15 minutes per week through strategic planning and curating existing resources.
3340 Digital Story Telling Media Types Story Boarding February 28 08Neil Foote
The document discusses digital storytelling tools and techniques for online journalism. It outlines the "Five I's" of interactivity, involvement, immediacy, integration, and in-depth coverage. It recommends moving away from just reproducing traditional stories online ("shovelware") and instead pursuing more in-depth, multimedia coverage using tools like timelines, slideshows, audio, video, and storyboarding to integrate different media elements. The goal is to engage readers through more interactive and nonlinear storytelling.
PLN's "Friends Educating Each Other": Using Twitter for Informal PDDebbie Fucoloro, Ph.D.
This document summarizes the key findings from a presentation on using Twitter for informal professional development. The presentation discusses how teachers can build personal learning networks (PLNs) on Twitter to connect with others, share ideas, and improve their teaching. Benefits identified include opportunities for self-directed, job-embedded learning that reduces isolation. The presentation recommends teachers participate in Twitter chats and start small by finding mentors to build their PLN.
OLA presentation. fast paced session will walk you through new ways and remind you of ones you've forgotten about to collaborate with teachers and engage students.
Kathleen C. Murphy presented on the social media tools she explored in her final presentation for a summer 2013 session. She found Twitter, TeamShare, NetVibes, and Diigo to be the most useful tools. Twitter allowed for concise information sharing and further exploration. TeamShare was already used but she learned more capabilities. NetVibes provided an at-a-glance view of resources. Diigo was more accessible than browser bookmarks. She succeeded in connecting with colleagues, exploring resources, and taking her use of the tools to the next level. Challenges included limited TeamShare permissions and too much information to consume. She hoped to try more advanced Twitter features and explore other tools. The online course format
Summary: Feeling overwhelmed by the educational technology tools available today? We will examine the key entry points to the web's emerging technological tools and help you develop a plan to apply these tools to your learning and teaching. Participants will leave the session comfortable with the concepts and uses of RSS, social networking, and google's online applications.
The document discusses web 2.0 collaboration tools that libraries use such as blogs, wikis, Twitter, Flickr, Facebook, YouTube, SlideShare, Zoho/Google Docs, and LibraryThing. It provides examples of libraries using blogs and social bookmarking tools. The document also advertises an upcoming discussion on evaluating and implementing web 2.0 tools in libraries on November 20th at 2pm Eastern.
Social Media goes to College; Presentation on building social media communities for UNC CASUE 2010.
Presentation with speaker notes: http://www.slideshare.net/ncsumarit/cause10-smnotes
The document discusses collaboration in different contexts. It describes how collaboration works in the real world using examples like Amazon, Yelp and CNN. It then discusses how collaboration has evolved online from Web 1.0 to 3.0. Several parts of the document focus on collaboration in educational settings like K-12 schools and discuss how tools like Google Docs, Twitter and blogs can facilitate collaboration between teachers, librarians and communications offices.
Michelle Morley discusses ways to change teaching, working, and learning by integrating more technology. Some key suggestions include: using tools like blogs and wikis to improve student research skills and make information more accessible; inspiring creativity through tools like concept mapping; allowing students to publish work digitally and collaborate online; connecting classrooms through video conferencing and virtual visits; and continuing lifelong learning through online communities. The overall goal is preparing students for digital-age learning and work.
The document outlines a proposed pilot program called Thinkubator to help high school students and their parents transition to careers. It would provide different levels of online and in-person training, activities, and information sessions over 6 weeks to explore interests and opportunities. Participants would complete surveys and be engaged through incentives and weekly emails. Sessions would occur in a mobile van to experience careers hands-on. Evaluation of the pilot program and follow-ups would assess effectiveness to help secure ongoing funding.
This document discusses the importance of continuing professional development (CPD) for teachers and developing a personal learning network (PLN) to stay updated. It recommends joining online communities, following experts on Twitter, using aggregators like Google Reader to follow multiple sites, sharing resources on sites like SlideShare, and attending both online and in-person events. Developing a PLN helps teachers learn new technologies, teaching strategies, and stay connected as lifelong learners.
Working Differently: Toward a Fully-engaged Extension ServiceBob Bertsch
What is Working Differently? This presentation will explain how the way we communicate with our customers needs to change and outline a strategy for how NDSU Extension Service can adapt to and succeed in the new information environment.
Developing yourself to empower others: professional development and CPD23Bethan Ruddock
Presentation on how to make the most of personal development opportunities gained from helping to develop others. Given at #cilips CILIP Scotland Conference, June 2013
Reinventing information literacy instruction through experimentation and playSophie McDonald
The document discusses reinventing information literacy instruction through experimentation and play. It summarizes that traditional library instruction was seen as scary and stern, but that cultural changes in libraries and information needs have led to more expansive and engaging forms of instruction. New approaches discussed include gaming elements, interactive online videos and social media, collaboration with faculty, and fun events to promote engagement and a positive library experience. Evaluation of these new approaches has been positive based on student feedback.
Developing a PLN and open co-learning opportunities #UoRsocialmediaSue Beckingham
Developing your academic online presence with social media
Workshop at the University of Reading led by Sue Beckingham SFHEA, Senior Lecturer in Information Systems and LEAD Associate at Sheffield Hallam University, this workshop will provide an opportunity to learn about new approaches and practical examples of using social media in higher education; and as co-learners share examples of effective practice and consider how these might be applied in your own contexts. The session will also provide participants some time and space to network and potentially make new connections.
The workshop aims to provide participants with an opportunity to:
Gain a better understanding of how social media can be used in a scholarly context
Appreciate the value of developing a rich professional online presence
Learn about opportunities for social and open informal learning through social media
Appreciate five elements of ‘working out loud’ (Stepper 2015) and how these can be of value to both yourself and others
Using the 5C Framework (Nerantzi and Beckingham 2014, 2015) as a lens we will consider how social media can be used to connect, communicate, curate, collaborate and create. In doing so consider the value of:
Developing a digital professional persona to share scholarly achievements
Cultivating your own personal learning network and co-learning communities
Sharing learning journeys through working out loud
Programme
Tuesday 26 April 2016
10.45-11.00 Networking and registration
11.00-12.30 Becoming a Digital Scholar using social media
12.30-13.15 Lunch
13.15 -14.30 Developing a PLN and open co-learning opportunities
This document discusses how a university library improved internal collaboration and provided a more consistent user experience through better social media practices. It found that previously there was a lack of coordination across different library divisions and accounts, giving unclear messages. By meeting regularly, creating social media policies, measuring engagement, and defining account purposes, the library improved message consistency. This also improved internal communication and helped coordinate large events. Social media is now used to connect different library sites and engage staff.
Presented at Multimedia and IT Group Conference 2015
One year ago the University of Edinburgh Library had a number of disparate social media accounts. Each account existing in its own world, with little or no coordination or consistency, and no clear message to Library users about who we were and what we offered.
Not only do we now use social media far more regularly, our engagement with and attempts to coordinate this activity has created internal dialogues which have improved the way that we offer services.
#37 Teaching to the Text: Textbooks or Technology? Sophie Bailey
This document summarizes a debate between educators on whether textbooks or technology are better for teaching in classrooms. Some key points made in the debate include:
- Textbooks provide structure and organization of subject matter but technology allows for more dynamic and connected lessons.
- Both textbooks and technology have roles to play in education, and a combination of the two may be most effective.
- Features like interactive graphics, sound, and video can enhance learning with digital resources, but websites are ephemeral while textbooks provide lasting materials.
- Student preferences don't always align with what research shows leads to the best learning outcomes.
This document discusses how libraries can achieve Organization 2.0 by embracing social media technologies and Web 2.0 philosophies. It provides reasons why libraries' attempts at using these technologies sometimes fail, such as not aligning use with strategic goals or losing motivation once the newness wears off. The document advocates for having a strategic plan to integrate 2.0 technologies and philosophies by understanding users, encouraging staff learning and creativity, questioning processes, and continually assessing efforts.
This document discusses how to effectively use social media for educational purposes while only spending 15 minutes per week. It acknowledges that many people feel social media requires too much time but provides strategies for minimizing time spent. The key recommendations are to start small with one platform and one weekly post, repurpose existing content across multiple platforms, and leverage tools to automate sharing. Using visual content, engaging followers, and experimenting with different formats are also suggested. The document argues an online presence can be achieved within 15 minutes per week through strategic planning and curating existing resources.
3340 Digital Story Telling Media Types Story Boarding February 28 08Neil Foote
The document discusses digital storytelling tools and techniques for online journalism. It outlines the "Five I's" of interactivity, involvement, immediacy, integration, and in-depth coverage. It recommends moving away from just reproducing traditional stories online ("shovelware") and instead pursuing more in-depth, multimedia coverage using tools like timelines, slideshows, audio, video, and storyboarding to integrate different media elements. The goal is to engage readers through more interactive and nonlinear storytelling.
PLN's "Friends Educating Each Other": Using Twitter for Informal PDDebbie Fucoloro, Ph.D.
This document summarizes the key findings from a presentation on using Twitter for informal professional development. The presentation discusses how teachers can build personal learning networks (PLNs) on Twitter to connect with others, share ideas, and improve their teaching. Benefits identified include opportunities for self-directed, job-embedded learning that reduces isolation. The presentation recommends teachers participate in Twitter chats and start small by finding mentors to build their PLN.
OLA presentation. fast paced session will walk you through new ways and remind you of ones you've forgotten about to collaborate with teachers and engage students.
Kathleen C. Murphy presented on the social media tools she explored in her final presentation for a summer 2013 session. She found Twitter, TeamShare, NetVibes, and Diigo to be the most useful tools. Twitter allowed for concise information sharing and further exploration. TeamShare was already used but she learned more capabilities. NetVibes provided an at-a-glance view of resources. Diigo was more accessible than browser bookmarks. She succeeded in connecting with colleagues, exploring resources, and taking her use of the tools to the next level. Challenges included limited TeamShare permissions and too much information to consume. She hoped to try more advanced Twitter features and explore other tools. The online course format
Summary: Feeling overwhelmed by the educational technology tools available today? We will examine the key entry points to the web's emerging technological tools and help you develop a plan to apply these tools to your learning and teaching. Participants will leave the session comfortable with the concepts and uses of RSS, social networking, and google's online applications.
The document discusses web 2.0 collaboration tools that libraries use such as blogs, wikis, Twitter, Flickr, Facebook, YouTube, SlideShare, Zoho/Google Docs, and LibraryThing. It provides examples of libraries using blogs and social bookmarking tools. The document also advertises an upcoming discussion on evaluating and implementing web 2.0 tools in libraries on November 20th at 2pm Eastern.
Social Media goes to College; Presentation on building social media communities for UNC CASUE 2010.
Presentation with speaker notes: http://www.slideshare.net/ncsumarit/cause10-smnotes
The document discusses collaboration in different contexts. It describes how collaboration works in the real world using examples like Amazon, Yelp and CNN. It then discusses how collaboration has evolved online from Web 1.0 to 3.0. Several parts of the document focus on collaboration in educational settings like K-12 schools and discuss how tools like Google Docs, Twitter and blogs can facilitate collaboration between teachers, librarians and communications offices.
Michelle Morley discusses ways to change teaching, working, and learning by integrating more technology. Some key suggestions include: using tools like blogs and wikis to improve student research skills and make information more accessible; inspiring creativity through tools like concept mapping; allowing students to publish work digitally and collaborate online; connecting classrooms through video conferencing and virtual visits; and continuing lifelong learning through online communities. The overall goal is preparing students for digital-age learning and work.
The document outlines a proposed pilot program called Thinkubator to help high school students and their parents transition to careers. It would provide different levels of online and in-person training, activities, and information sessions over 6 weeks to explore interests and opportunities. Participants would complete surveys and be engaged through incentives and weekly emails. Sessions would occur in a mobile van to experience careers hands-on. Evaluation of the pilot program and follow-ups would assess effectiveness to help secure ongoing funding.
This document discusses the importance of continuing professional development (CPD) for teachers and developing a personal learning network (PLN) to stay updated. It recommends joining online communities, following experts on Twitter, using aggregators like Google Reader to follow multiple sites, sharing resources on sites like SlideShare, and attending both online and in-person events. Developing a PLN helps teachers learn new technologies, teaching strategies, and stay connected as lifelong learners.
Working Differently: Toward a Fully-engaged Extension ServiceBob Bertsch
What is Working Differently? This presentation will explain how the way we communicate with our customers needs to change and outline a strategy for how NDSU Extension Service can adapt to and succeed in the new information environment.
Developing yourself to empower others: professional development and CPD23Bethan Ruddock
Presentation on how to make the most of personal development opportunities gained from helping to develop others. Given at #cilips CILIP Scotland Conference, June 2013
Reinventing information literacy instruction through experimentation and playSophie McDonald
The document discusses reinventing information literacy instruction through experimentation and play. It summarizes that traditional library instruction was seen as scary and stern, but that cultural changes in libraries and information needs have led to more expansive and engaging forms of instruction. New approaches discussed include gaming elements, interactive online videos and social media, collaboration with faculty, and fun events to promote engagement and a positive library experience. Evaluation of these new approaches has been positive based on student feedback.
Opportunities for Australian businesses in India ValueNotes
This white paper outlines various opportunities for Australian businesses in India, the challenges they could face and what they should do to ensure they don’t miss the opportunity.
This is an infographic I created representing the mobile internet in Australia. I created it using prezi from various data sources referenced at the bottom.
Git is a distributed version control system invented by Linus Torvalds that stores data in a file system made up of snapshots of a project over time. It allows developers to work collaboratively by tracking changes to files and coordinating code changes between team members or branches of development. Git uses a client-server model with local repositories that can be pushed to and pulled from remote repositories hosted on services like GitHub.
The document discusses generating documentation from POD files using various Perl modules. It shows commands to:
1) Convert a POD file to HTML using pod2html and encounters an unknown directive error.
2) Batch convert all POD files in a lib directory to HTML using Pod::Simple::HTMLBatch.
3) Configure Pod::Simple::HTMLBatch to use the Pod::Simple::XHTML renderer.
4) Generate documentation projects from POD files using pod2projdocs.
5) Create a Pod site from lib POD files using podsite.
This document discusses monads in Perl and provides examples using the List and AnyEvent monads. It explains that monads consist of a type, unit and flat_map functions. The List monad is implemented with arrays as the type and unit/flat_map functions are defined. AnyEvent uses condvar objects as values that require callbacks to access results, demonstrating how monads allow sequential processing of asynchronous code.
An introduction of Levenshtein Automata to implement fuzzy search with common RDBMSs.
The original of blog entry is here;
http://blog.notdot.net/2010/07/Damn-Cool-Algorithms-Levenshtein-Automata
This document summarizes the similarities between State and other monadic types in Haskell like Maybe and IO. It shows that State, like these other types, forms a Kleisli triple with return and (>>=) (bind) operations. It provides examples of how return and (>>=) work for State, and explains that State is an instance of the Monad typeclass because it implements these functions in a way that satisfies the monad laws, making it a monad.
The document discusses various techniques in Perl for dealing with reference cycles and memory leaks caused by strong references, including using weak references, extracting needed data from objects before destroying them, and passing objects into subroutines to avoid capturing them. It also discusses analogous techniques used in Objective-C like weak references and guard objects to break cycles.
This document discusses arrows in Perl. It describes how arrows generalize monads by allowing composition of functions with arbitrary signatures. It provides examples of implementing arrow classes in Perl, including using subroutines as arrows and implementing arrow operators like first, split, and parallel composition. It also discusses how arrows form a premonoidal category and relates arrows to monads.
The document discusses type systems and type inference in Perl. It explains that in Perl, what matters is whether a term is "typeable" rather than its specific type. Terms are typeable if they can be evaluated in the same way as in the typed lambda calculus. The document then covers type inference algorithms for Perl, including typed lambda calculus, building and solving equations to infer types, polymorphic types, record types, subtyping, and recursive types.
This document discusses state monads in Haskell. It defines the State monad and its operators (>>=) and return. It shows how state is threaded through computations using these operators. It provides examples of using the state monad to increment a counter and to define functions like put and get that set and get the current state. In summary:
1) It introduces the State monad and its operators for threading state through computations.
2) It gives examples like incrementing a counter to demonstrate how the state is transformed and passed between function applications in the monad.
3) It shows how functions like put and get can be defined to set and access the internal state using the monad operators.
The document discusses traits in object-oriented programming. Traits are similar to mixins and allow the aggregation of methods and properties. The document explains how traits work in various programming languages like Perl, Ruby, Java and describes operations like trait summation, aliasing and exclusion. Trait systems allow flexible composition of behaviors while avoiding problems of multiple inheritance.
This document discusses social media and its uses for education. It defines social media as computer-mediated tools that allow people to create, share, and exchange information online. Examples of social media mentioned include Facebook, Twitter, YouTube, SlideShare, and blogging platforms. The document provides examples of how each of these social media tools can be used for educational purposes, such as connecting with experts, collaborating, sharing content and multimedia. It also lists dos and don'ts for using social media and maintaining privacy and security.
This document summarizes a workshop on emerging learning technologies. The workshop introduces facilitators Catherine Paul and Emily Renoe and has participants introduce themselves. It discusses definitions of learning technologies, examples of technology use at UBC, and case studies of tools like Flickr, Twitter, Prezi, YouTube, and Facebook. The objectives are to reflect on using technology in teaching and to learn something new. It concludes with sharing uses of technology at UBC and contact information for the facilitators.
The document discusses the effective use of social media in human resources. It defines social media and lists popular social networking sites like Facebook, YouTube, and LinkedIn. It notes that social media can be used to promote job openings, interact with candidates, and build a company brand. The document provides tips on setting up pages, using social media for recruitment, and developing policies for employee social media use.
Slides from a lecture on social media applied to University career centers. Subjects: Why Social Media? | Strategy elements | What can we do with social media? | Potential problems | Focus: Facebook and LinkedIn
The document discusses the changing nature of online conversations and social media. It notes that while individual contributions are getting smaller through platforms like Twitter, the frequency of conversations is increasing and can be overwhelming. However, it can also stimulate collaboration and learning. The document examines how students are using new social media tools and what they want from a personal learning environment, including easily recording thoughts, using multimedia, and having a structured digital record of their work.
This document discusses how technologies are impacting research practices and academic discourse. It explores how researchers are using tools like blogs, Twitter, SlideShare and social networking to collaborate, disseminate findings and engage in scholarly communication. The emergence of these Web 2.0 technologies is shifting academic practices from individual to social and more openly visible work. While raising new opportunities, it also poses challenges around ensuring quality and managing the fragmented information landscape.
Here are some ways to leverage RSS:
Action: Use an RSS reader like Feedly or Google Reader to subscribe to sources
Strategy: Curate sources that provide relevant, timely information on your interests
Tools:
- Feedly (web/mobile): Organize feeds into folders, share articles
- Google Reader (web only): Archive articles, share collections
- Bloglovin (mobile): Browse blogs in one place
RSS allows you to efficiently follow updates from multiple sources in one centralized location. Let me know if you have any other questions!
Community management for instructors Langara College 2015Anyssa Jane
This course will assist you to update your professional skills and profiles on social media though instruction about social platforms, profiles and and community building.
This workshop is hands on today between 9:30 to 4 PM at the Langara Campus in Vancouver, British Columbia, Canada.
You will leave with professional looking profiles and the confidence to use them in a safe, productive manner.
The extended goal is to leave instructors with tools to efficiently communicate online in social spaces, expand your influence, improve outreach and connect to similar communities in your profession.
This document discusses enhancing education through social media tools and digital literacy. It recommends starting simply, such as using interactive videos and discussions to promote understanding and collaboration. More advanced techniques include learner blogs, Elluminate for virtual meetings, and QR codes linking to online resources. The key is identifying existing tools, how to use them effectively, and determining new approaches that enrich learning while developing students' digital skills. Educators should evaluate their own abilities and readiness to incorporate relevant technologies.
Social Media Training for the Australian Booksellers AssociationClayton Wehner
This document provides an overview and summary of a social media training session for booksellers. It discusses the rise of social media use in Australia and how businesses can develop social media strategies. The training covers background on social media trends, popular platforms like Facebook, Twitter, blogs and video, potential risks, and principles for successful social media engagement including objectives, content, and monitoring. Attendees are encouraged to start engaging with social media by setting up profiles, posting content, and connecting with industry contacts and groups.
Leading with Technology: Social Media Tools and Mobile Apps for 21st Century...Cheryl Peltier-Davis
This document provides an overview of social media tools and mobile apps that can benefit library leaders and managers. It defines social media and mobile apps, gives examples of popular tools, and discusses how each tool can be used for communication, marketing, professional development, productivity, building collections, and enhancing teaching and learning. Potential issues are also outlined. An evaluation checklist is provided to help libraries select the most useful tools. Strategies for successful social media use include setting goals, providing value, engagement, networking, and staying informed of trends. Resources for keeping up to date are also included.
This document provides an overview of various Web 2.0 tools and how they can be used for educational purposes. It discusses blogs, RSS feeds, wikis, social bookmarks, and podcasting. It emphasizes that these tools support collaborative, constructivist learning and allow students to actively create and share content. The document suggests teachers should explore how to harness these tools to engage students and make learning more authentic.
This document discusses how educators can stay connected to new trends and skills for 21st century learning. It provides examples of social media tools like blogs, Twitter, Facebook, and wikis that teachers can use to build their professional learning networks. Resources are shared on digital citizenship, recommendations for using social media in schools' communications, and how teachers can learn new skills by connecting with others for just 15 minutes a day.
Social media in education(شبكات التوصل الاجتماعية فى التعليم )Mohamed Reda
This document discusses how to incorporate various social media tools into educational activities. It provides examples of how tools like Facebook, Twitter, YouTube, TED Talks, Khan Academy, LinkedIn, Pinterest, SlideShare and blogging can be used to boost student engagement, connect students with experts, share content and lessons, and help students develop an online presence. Potential benefits are outlined, such as increased comprehension and new learning channels, as well as challenges to consider, such as distraction. The document emphasizes using social media purposefully with a clear learning objective in mind.
This document discusses opportunities for teachers and students to use social media and web 2.0 technologies in education. It provides examples of various web 2.0 tools and online services that can be used for collaboration, content creation, communication, and staying up to date in one's field. It encourages experimenting with these new technologies to gain experience with emerging platforms and better prepare students for modern work environments that utilize collective intelligence.
Social Media 101 Using Social Media to Advise, Connect & PromotePennySchouten
Presented at the NAFSA Region X and Region XI 2008 Conferences by Penny Schouten and Mike Stone.
Session explained how international educators can use Blogs Facebook, Twitter, YouTube and other social media to advise, connect and promote.
The document discusses using social media tools in the classroom to create a social media classroom (SMC). It provides examples of SMCs that use platforms like Moodle, Ning, and custom social networks. These SMCs encourage collaboration through components like social bookmarking, discussions, wikis, and blogs. Studies found SMCs create a sense of community and are effective discussion tools for students.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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 ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
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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!"
14. Writing for journals and conferences inCite article published paper accepted for VALA 2010 McDonald, S., & Tiffen, B. 2009, ‘UTS Library gets social using social media to connect with users’, InCite , vol. 30, no. 9, pp. 15.