The document summarizes the evaluation work of the Friday Institute regarding the North Carolina Virtual Public School (NCVPS). It discusses conducting annual surveys of stakeholders and focused studies of NCVPS pilot initiatives. Many recommendations from the evaluation are aimed at activities needed at the district and school level to support virtual schooling. NCVPS also works with pilot districts to help them implement virtual schooling successfully through strategic planning, marketing, technology support, and coordinating virtual course access.
SLICCs – A flexible framework to deliver reflective experiential learning and...ePortfolios Australia
Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.
Presentation given at Solstice Conference, June 2015. Designing and facilitating cross-country collaborative learning in a professional education context.
The document discusses creating and delivering digital audio courses in a flexible learning environment. It emphasizes enhancing learning through varied audio content and activities. Flexible design considerations include allowing flexibility in timing, content, and delivery methods to improve accessibility and cater to diverse learners. The document also addresses using open educational resources and collaborative projects to foster learning communities.
The document discusses reviewing learning technologies at the university, particularly the virtual learning environment Oasisplus, with an eye toward the future. It notes current technologies like social networking, podcasting, and personal learning environments. The future may include changes to student numbers, overseas expansion, increased e-assessment and distance learning. A scoping exercise will gather requirements to guide selection of new technologies, with opportunities for input through a wiki and online discussion board.
The University of Oregon ePortfolio group is working to build recognition for eportfolios on campus through sharing resources and knowledge over the past two years. A prototype eportfolio was developed within the School of Architecture and Allied Arts to integrate IT coursework with professional preparation through eportfolios as authentic assessment. The project is expanding institutionally to integrate student learning assessment strategies and eportfolios as a measure of institutional accountability and student-centered learning outcomes. Broad goals include encouraging deeper reflective learning and professional career development for students, and new assessment approaches and teaching evaluation for faculty that support administrative assessment goals and accreditation.
Dr. Sue Alman shares some of her favorite things as a lecturer for the Master of Library and Information Science online program at the San Jose State University School of Information.
The document summarizes the evaluation work of the Friday Institute regarding the North Carolina Virtual Public School (NCVPS). It discusses conducting annual surveys of stakeholders and focused studies of NCVPS pilot initiatives. Many recommendations from the evaluation are aimed at activities needed at the district and school level to support virtual schooling. NCVPS also works with pilot districts to help them implement virtual schooling successfully through strategic planning, marketing, technology support, and coordinating virtual course access.
SLICCs – A flexible framework to deliver reflective experiential learning and...ePortfolios Australia
Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.
Presentation given at Solstice Conference, June 2015. Designing and facilitating cross-country collaborative learning in a professional education context.
The document discusses creating and delivering digital audio courses in a flexible learning environment. It emphasizes enhancing learning through varied audio content and activities. Flexible design considerations include allowing flexibility in timing, content, and delivery methods to improve accessibility and cater to diverse learners. The document also addresses using open educational resources and collaborative projects to foster learning communities.
The document discusses reviewing learning technologies at the university, particularly the virtual learning environment Oasisplus, with an eye toward the future. It notes current technologies like social networking, podcasting, and personal learning environments. The future may include changes to student numbers, overseas expansion, increased e-assessment and distance learning. A scoping exercise will gather requirements to guide selection of new technologies, with opportunities for input through a wiki and online discussion board.
The University of Oregon ePortfolio group is working to build recognition for eportfolios on campus through sharing resources and knowledge over the past two years. A prototype eportfolio was developed within the School of Architecture and Allied Arts to integrate IT coursework with professional preparation through eportfolios as authentic assessment. The project is expanding institutionally to integrate student learning assessment strategies and eportfolios as a measure of institutional accountability and student-centered learning outcomes. Broad goals include encouraging deeper reflective learning and professional career development for students, and new assessment approaches and teaching evaluation for faculty that support administrative assessment goals and accreditation.
Dr. Sue Alman shares some of her favorite things as a lecturer for the Master of Library and Information Science online program at the San Jose State University School of Information.
Change Agents Network Meeting 2014 - Winchester. Example Participant projectsbell020
Will Page is supporting various student engagement initiatives at the University of Exeter including mapping the impact of engagement work, defining engagement strategies, and supporting over 50 student-led "Change Agent" projects. The "UCL Students as Change Agents" program will pilot funding and supporting student-led teaching and learning projects. Stuart Hepplestone and Ian Glover are developing a "menu" of teaching approaches and technologies to encourage faculty to engage students at Sheffield Hallam University. Shazia Arif is investigating how social media is used by researchers at Brunel University to identify tools that can support their development.
This document summarizes a virtual exchange program that allows students to take online courses from leading universities around the world to enrich their portfolio without having to travel. Some key benefits outlined include accessing world-class instructors, studying flexibly online or in-person, gaining credits, and connecting with an international student community. So far over 700 students have enrolled across 40 courses in various fields. Feedback from students has been positive about the flexibility and learning useful career skills. Some challenges include differing operational approaches between institutions and ensuring scalability of administration as the program grows.
The document discusses the San Diego/Imperial Valley Regional Network for Basic Skills Instruction. It describes the network as allowing faculty and staff to share knowledge and opportunities for transformation. The network will build a community among 10 colleges in the region to address questions and problems in basic skills instruction. For decades, colleges have worked in isolation on basic skills, but networks help facilitate collaboration. The network focuses on student, faculty, institutional, and systemic learning. It provides resources and activities to promote models of effective practices.
Opening up teaching and learning: Libraries as natural partners in Open Educa...CONUL Teaching & Learning
This document summarizes a presentation given by Vanessa Proudman on opening up teaching and learning. The presentation discussed open education terms like open educational resources and practices. It explained why open education matters, noting benefits like increased access, quality, and affordability of education. Libraries were discussed as natural partners in open education due to roles in access, advocacy, and skills development. International initiatives in support of open education were also covered, such as UN Sustainable Development Goals and UNESCO guidelines.
This document summarizes a conference on broadening teacher experience through international research and training opportunities. The conference was held in Belgrade from September 27-28, 2012 and discussed the Open Discovery Space (ODS) project. The ODS project aims to (1) develop an educational portal with learning resources tagged with metadata, (2) establish a user community of 2000 schools using the resources, and (3) train teachers in inquiry-based and technology-enhanced learning. The validation methodology assesses the immediate and long-term impacts on teachers and students. The expected outcomes include improved teaching practices and inspiration for students from quality, adapted learning resources.
Brewing up a SCORM: using open education resources in an accredited PhD modul...ldore1
The document discusses a PhD course at the University of Limerick that uses open educational resources. It provides an overview of the course, including its history and structure. It then details how the course organizers used online modules in SCORM format from open educational resources to enhance the online learning experience for students in the areas of open access, open science, and open peer review. The document concludes by discussing the library's positive experience using these resources and their plans to expand use of open educational resources in the future.
Budgeting, Efficiency, and Infrastructure Committee: 12-6-17Kayla Bitner
The strategic planning update provides an overview of the Budget, Efficiency, and Infrastructure working group's process and recommendations. The group is focused on creating an efficient and student-centered university. They began by defining key terms and identifying core areas of focus: engaged people, engaging learning spaces, innovative policies, student support services, and success programs. Going forward, their vision places students at the center, funneling resources toward student success. They provide initial recommendations in the areas of engaged workforce development, learning environment innovation, reward structures for efficiency and innovation, student navigation services, and ongoing program assessment. The update concludes by inviting questions from stakeholders.
Student Success and Experience Committee: 12-6-17Kayla Bitner
The Student Success and Experience Working Group report outlines bold ideas to improve student success and the student experience at WKU. The vision is for WKU to have an inclusive, supportive learning environment where student success is the central focus. Key ideas include ensuring every student graduates, develops life skills in intercultural competence, social responsibility, and inquiry, and completes an academic, financial, and professional plan in the first year. The report also recommends linking all positions to student success, requiring high-impact practices, and making the costs transparent to students. Feedback on the ideas is welcomed.
The University of British Columbia ran a 3-year ePortfolio initiative from 2003-2006 that involved 13 projects across disciplines and engaged 2000 students and 91 instructors. This initiative helped form a strong ePortfolio Community of Practice. However, challenges included varying technology capabilities and increased workload. Now, the Community of Practice is being revived through regular meetings organized by the Centre for Teaching and Academic Growth and Office of Learning Technology, with a focus on sharing examples, collaborating on workshops, and developing new online resources.
These guidelines were the subject of a case study presented at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
The presentation can be found in Slideshare at http://www.slideshare.net/bbpresentations/1400-stephen-leahy
Infecting students with digital literacy – aru 8 sept-2021Rob Howe
The document discusses digital literacy and active blended learning at the University of Northampton. Active blended learning involves students discussing ideas, experimenting, working in teams, and receiving feedback from tutors both on campus and remotely. It enables the development of digital fluency, flexibility of place and time of study, and professional skills needed to thrive in a digital world. During the COVID-19 pandemic, the university saw a over 2,000% increase in digital activity with hundreds of online sessions per day, showing the benefits of blended learning.
Developed for an Instructional Forum at Mountain View College, this presentation covers trends in eLearning, district initiatives, and campus efforts to support teaching and learning as a whole.
EDUCAUSE Annual Conference 2021: Digital Transformation to Create a Coordinat...brightspot
brightspot worked with Ohio University to answer these questions and helped them better understand and improve their student experience. Our holistic approach considered courses, student services, technology, facilities, community, and campus culture through an engaging and inclusive process.
In our session, Digital Transformation to Create a Coordinated, Compelling Student Experience, Maggie Walsh and Elliot Felix (brightspot) and Chris Ament and Brian Bowe (Ohio University) discuss our work together and share lessons learned that can be applied at your institution.
This document provides an employment summary for Mara Hancock. It details her experience as Chief Information Officer and Vice President of Technology at California College of the Arts from 2012 to present, where she leads the IT department and is involved in strategic planning. It also outlines her previous experience from 2002 to 2012 as the Director of Educational Technologies and Associate CIO at University of California, Berkeley, where she oversaw the educational technology department and led various innovation initiatives.
Change Agents Network Meeting 2014 - Winchester. Example Participant projectsbell020
Will Page is supporting various student engagement initiatives at the University of Exeter including mapping the impact of engagement work, defining engagement strategies, and supporting over 50 student-led "Change Agent" projects. The "UCL Students as Change Agents" program will pilot funding and supporting student-led teaching and learning projects. Stuart Hepplestone and Ian Glover are developing a "menu" of teaching approaches and technologies to encourage faculty to engage students at Sheffield Hallam University. Shazia Arif is investigating how social media is used by researchers at Brunel University to identify tools that can support their development.
This document summarizes a virtual exchange program that allows students to take online courses from leading universities around the world to enrich their portfolio without having to travel. Some key benefits outlined include accessing world-class instructors, studying flexibly online or in-person, gaining credits, and connecting with an international student community. So far over 700 students have enrolled across 40 courses in various fields. Feedback from students has been positive about the flexibility and learning useful career skills. Some challenges include differing operational approaches between institutions and ensuring scalability of administration as the program grows.
The document discusses the San Diego/Imperial Valley Regional Network for Basic Skills Instruction. It describes the network as allowing faculty and staff to share knowledge and opportunities for transformation. The network will build a community among 10 colleges in the region to address questions and problems in basic skills instruction. For decades, colleges have worked in isolation on basic skills, but networks help facilitate collaboration. The network focuses on student, faculty, institutional, and systemic learning. It provides resources and activities to promote models of effective practices.
Opening up teaching and learning: Libraries as natural partners in Open Educa...CONUL Teaching & Learning
This document summarizes a presentation given by Vanessa Proudman on opening up teaching and learning. The presentation discussed open education terms like open educational resources and practices. It explained why open education matters, noting benefits like increased access, quality, and affordability of education. Libraries were discussed as natural partners in open education due to roles in access, advocacy, and skills development. International initiatives in support of open education were also covered, such as UN Sustainable Development Goals and UNESCO guidelines.
This document summarizes a conference on broadening teacher experience through international research and training opportunities. The conference was held in Belgrade from September 27-28, 2012 and discussed the Open Discovery Space (ODS) project. The ODS project aims to (1) develop an educational portal with learning resources tagged with metadata, (2) establish a user community of 2000 schools using the resources, and (3) train teachers in inquiry-based and technology-enhanced learning. The validation methodology assesses the immediate and long-term impacts on teachers and students. The expected outcomes include improved teaching practices and inspiration for students from quality, adapted learning resources.
Brewing up a SCORM: using open education resources in an accredited PhD modul...ldore1
The document discusses a PhD course at the University of Limerick that uses open educational resources. It provides an overview of the course, including its history and structure. It then details how the course organizers used online modules in SCORM format from open educational resources to enhance the online learning experience for students in the areas of open access, open science, and open peer review. The document concludes by discussing the library's positive experience using these resources and their plans to expand use of open educational resources in the future.
Budgeting, Efficiency, and Infrastructure Committee: 12-6-17Kayla Bitner
The strategic planning update provides an overview of the Budget, Efficiency, and Infrastructure working group's process and recommendations. The group is focused on creating an efficient and student-centered university. They began by defining key terms and identifying core areas of focus: engaged people, engaging learning spaces, innovative policies, student support services, and success programs. Going forward, their vision places students at the center, funneling resources toward student success. They provide initial recommendations in the areas of engaged workforce development, learning environment innovation, reward structures for efficiency and innovation, student navigation services, and ongoing program assessment. The update concludes by inviting questions from stakeholders.
Student Success and Experience Committee: 12-6-17Kayla Bitner
The Student Success and Experience Working Group report outlines bold ideas to improve student success and the student experience at WKU. The vision is for WKU to have an inclusive, supportive learning environment where student success is the central focus. Key ideas include ensuring every student graduates, develops life skills in intercultural competence, social responsibility, and inquiry, and completes an academic, financial, and professional plan in the first year. The report also recommends linking all positions to student success, requiring high-impact practices, and making the costs transparent to students. Feedback on the ideas is welcomed.
The University of British Columbia ran a 3-year ePortfolio initiative from 2003-2006 that involved 13 projects across disciplines and engaged 2000 students and 91 instructors. This initiative helped form a strong ePortfolio Community of Practice. However, challenges included varying technology capabilities and increased workload. Now, the Community of Practice is being revived through regular meetings organized by the Centre for Teaching and Academic Growth and Office of Learning Technology, with a focus on sharing examples, collaborating on workshops, and developing new online resources.
These guidelines were the subject of a case study presented at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
The presentation can be found in Slideshare at http://www.slideshare.net/bbpresentations/1400-stephen-leahy
Infecting students with digital literacy – aru 8 sept-2021Rob Howe
The document discusses digital literacy and active blended learning at the University of Northampton. Active blended learning involves students discussing ideas, experimenting, working in teams, and receiving feedback from tutors both on campus and remotely. It enables the development of digital fluency, flexibility of place and time of study, and professional skills needed to thrive in a digital world. During the COVID-19 pandemic, the university saw a over 2,000% increase in digital activity with hundreds of online sessions per day, showing the benefits of blended learning.
Developed for an Instructional Forum at Mountain View College, this presentation covers trends in eLearning, district initiatives, and campus efforts to support teaching and learning as a whole.
EDUCAUSE Annual Conference 2021: Digital Transformation to Create a Coordinat...brightspot
brightspot worked with Ohio University to answer these questions and helped them better understand and improve their student experience. Our holistic approach considered courses, student services, technology, facilities, community, and campus culture through an engaging and inclusive process.
In our session, Digital Transformation to Create a Coordinated, Compelling Student Experience, Maggie Walsh and Elliot Felix (brightspot) and Chris Ament and Brian Bowe (Ohio University) discuss our work together and share lessons learned that can be applied at your institution.
This document provides an employment summary for Mara Hancock. It details her experience as Chief Information Officer and Vice President of Technology at California College of the Arts from 2012 to present, where she leads the IT department and is involved in strategic planning. It also outlines her previous experience from 2002 to 2012 as the Director of Educational Technologies and Associate CIO at University of California, Berkeley, where she oversaw the educational technology department and led various innovation initiatives.
The document discusses features of quality online courses that develop 21st century skills. It emphasizes that effective online courses foster collaboration through activities like group discussions, group projects and peer reviews. They also engage students through varied content, social elements, and giving students choice in assignments. Quality courses are aligned with standards, incorporate different media and voices, and facilitate active, project-based learning. Instructors receive training to facilitate online engagement and support is provided to students, instructors and coordinators.
Developing 21st Century Learning and Teaching SkillsLooksteinVirtual
The document discusses features of quality online courses that develop 21st century skills. It recommends that online courses incorporate collaborative activities like group projects and discussions to develop communication, creativity and problem-solving skills. Quality online courses also engage students through varied content, include social elements, and use multiple media like images and videos instead of just text.
The document discusses best practices for designing quality online courses that develop 21st century skills. It emphasizes the importance of engaging course design, collaboration and student interaction built into course elements, and facilitating project-based and collaborative learning online. Specific design features highlighted include incorporating a variety of media into courses, using open educational resources, and creating online classroom experiences through co-synchronous instructional design.
Arlene Westphal has over 20 years of experience in education, including 15 years working in public schools and 8 years in higher education. She has a broad range of skills in curriculum development, instructional design, educational technology, and professional development. Currently, she is an Instructional Designer at Arizona State University where she assists faculty with online course design and trains them on educational technology tools.
The document outlines the agenda and sessions for an away day event for the eLearning Team at the University of Greenwich. The day includes sessions on introducing Greenwich Connect, a university initiative to enhance learning through connectivity and networks. It involves breakout sessions for participants to debate and evaluate issues and opportunities around key themes. The document provides examples of current projects underway as part of Greenwich Connect's first year, including reconfiguring learning spaces and enhancing the virtual learning environment. An organizational chart is presented, outlining the governance structure and roles of units involved in supporting Greenwich Connect.
21 st Century Perspectives on Teaching in Higher EdEileen O'Connor
The document discusses integrating 21st century perspectives into classes. It recommends considering how to incorporate content, students, and technology. Specifically, it suggests engaging the professional community, valuing students' prior experiences, and using technologies like audio, visuals, and mind maps to expand learning beyond text. While emerging tools offer opportunities, instructors must carefully scaffold environments to effectively integrate new understandings and avoid confusion. The document outlines designing for learners, content, and communication while assessing to enable dynamic 21st century learning through guidance and support.
Developing a technology enhanced learning strategySarah Knight
This presentation was presented jointly with Sarah Davies at University of East London on the 15th January 2014 as part of the Changing Learning Landscapes programme of support.
The document proposes creating an online resource for University Studies faculty, focusing on FRINQ and SINQ courses. It would provide models for assignments linked to specific student learning outcomes to help faculty generate their own ideas and scaffold assignments. The resource would benefit both existing and new faculty by sharing innovative assignment ideas and examples of how to structure assignments to improve student learning. It would also benefit students by promoting consistency across UNST courses and communicating writing goals and outcomes.
The document proposes creating an online resource for University Studies faculty at PSU to share writing assignments and activities that are linked to specific student learning outcomes. This would provide models and ideas to help faculty design their own assignments and scaffold student work. It would benefit both existing and new faculty, as well as students, by encouraging collaboration and consistency across courses. Funding would support designing and implementing the resource to maximize usability and adoption.
This document discusses reframing LIFE as a preferred online resource for teachers and students. LIFE aims to enrich learning environments by enabling collaboration, communication, and creation. It provides digital tools and spaces for students to demonstrate and track their learning. Teachers can use LIFE to activate learning, provide feedback, and network with colleagues. Professional development in 2014 will help teachers build skills in using LIFE.
Weebly is a web design tool that allows users to create professional websites and blogs without experience. Weebly for Education is a new service designed for teachers to create classroom websites to keep students, parents, and administrators updated. It provides benefits like turning in assignments online and accessing classroom materials anywhere. Teachers can post assignments, links, files, and videos. Administrators can manage teacher and student accounts, and schools get discounts on teacher accounts with student account allotments. Weebly makes it easy for teachers to build a web presence without technical skills or spare time.
Diversity and Community Engagement Strategic Plan 2014-15 Annual Progress ReportSherri Sanders
This document provides a strategic plan and progress report for the Division of Diversity and Community Engagement at the University of Texas at Austin from 2011-2016. It outlines the division's vision, mission, and values. It then summarizes accomplishments and priorities for 2013-2014 and planned priorities for 2014-2015. The priorities focus on creating an inclusive campus culture, cultivating community partnerships, and supporting educational pipelines and student success from pre-college to post-graduation. Key accomplishments include trainings for over 1,000 students and staff, developing diversity plans and toolkits, hosting community events, and supporting pipeline programs that enrolled 100% of participating students at UT.
Making Connections - High Impact Practices & the Integrative ePortfolioePortfolios Australia
This document discusses the use of ePortfolios to support integrative learning in higher education. It begins by outlining several organizations and resources focused on ePortfolio research and implementation. It then discusses how ePortfolios can help students make connections across courses, disciplines, and between their academic and lived experiences. The document provides examples of ePortfolio implementation from various colleges and programs. It finds that ePortfolio pedagogy is aligned with high-impact educational practices and can improve student engagement, learning outcomes, and retention rates when implemented systematically with appropriate support structures.
UDOL: Quality Frameworks for Online EducationEADTU
This document discusses quality frameworks for online education. It covers three main areas of online education provision: degree education, continuing education/professional development, and open education. It also discusses challenges in designing online courses and ensuring quality, the need for innovative pedagogies and learning design, and ensuring quality assurance frameworks can adapt to different online education approaches and innovations. National quality assurance agencies need to develop expertise in evaluating new teaching models and support innovation in online education.
This document outlines goals and strategies for an exploration of effective e-learning pedagogy. It discusses motivating staff through ICT integration, sharing understanding of quality teaching with technology, and setting goals for the upcoming school term and beyond. Specific strategies are provided around electronic communication, maintaining an online class presence, facilitating cyber safety learning, using online resources to support te reo Māori, extending personal professional learning, leading learning through ICT, enhancing planning through collaboration, ensuring purposeful technology use, activating beyond-classroom connections, facilitating student-led use of ICT, responding to student interests with technology, understanding learning in a bicultural context, and using online tools to support data management.
The document discusses the emergence of Institutional Critique and Feminist Art in the early 1970s. It describes Hans Haacke's work "Manhattan Real Estate Holdings" from 1971, which critically examined the real estate holdings of wealthy individuals. This work led to Haacke's retrospective being cancelled at the Guggenheim. The document also outlines how Feminist artists like Judy Chicago and Louise Bourgeois began using the female body and sexuality as themes to critique the male gaze and biases within the modernist canon. It traces the development of Feminist Art and its goal of making "the personal political."
Minimalism emerged as an art movement in the 1960s that aimed to dismantle illusionism and focus on the inherent properties of materials. Artists like Donald Judd, Carl Andre, and Dan Flavin created simple sculptures and structures using industrial materials. Around the same time, Conceptual art developed with works centered around ideas rather than aesthetic forms, inspired by Duchamp's readymades. Site-specific artworks of the period engaged with natural environments on a large scale, with works by Robert Smithson and Michael Asher sited outdoors.
This document provides an overview of developments in art from 1960-1964, including the emergence of Pop Art in both the United States and United Kingdom. It discusses Clement Greenberg's theory of modernist painting and how artists like Roy Lichtenstein and Andy Warhol incorporated pop imagery and appropriation into their work. The document also covers the Fluxus movement, which aimed to blur boundaries between art and life through experimental performances and Happenings led by artists like Allan Kaprow and George Maciunas.
The document summarizes key developments in American and international modern art movements between 1950-1955, including Barnett Newman's transition to minimalism, Robert Rauschenberg's Erased de Kooning Drawing, and the Japanese Gutai group that was influenced by Abstract Expressionism. It also discusses Lygia Clark's Neo-Concretism movement in Brazil that engaged participants in experiential artworks.
- In the 1940s, American artists distanced themselves from politically driven avant-garde styles and Marxism. Diego Rivera included communist imagery in his Rockefeller Center mural, causing controversy.
- Surrealist artists like Andre Breton and Wolfgang Paalen experimented with automatism and techniques like frottage and fumage. Many European surrealist artists fled to the US to escape Nazi persecution.
- Abstract expressionism emerged in the late 1940s in New York, exemplified by artists like Pollock, Rothko, Motherwell, and de Kooning. Pollock's drip paintings in the late 1940s were especially influential in establishing this new American style of abstract art.
The document provides an overview of developments in art during the 1920s, including the emergence of Dada and Surrealist movements. Dadaists like Hannah Hoch used photomontage to critique post-WWI German society. The Bauhaus school was also founded during this time with the goal of uniting art and industry. In 1924, Andre Breton published the first Surrealist manifesto, advocating the exploration of unconscious thought and dream imagery. Surrealist techniques like automatism and found objects aimed to access the subconscious mind.
The document provides an overview of art history from 1911-1917, covering the development of Cubism, Dada, abstraction, and other modern art movements. It discusses key artists and works, including Picasso and Braque's experiments with Cubism, Duchamp's readymades, Malevich's suprematist paintings, and Mondrian's transition to pure abstraction through his Neoplastic style. The document also covers the origins of Dada in Zurich during World War I and Alfred Stieglitz's promotion of modernist photography in America through his journal Camera Work.
This document provides an overview of major developments in 20th century art from 1900 to 1914, focusing on movements and artists in Europe. It discusses Symbolism and Expressionism in Austria and Germany, including the works of Klimt, Schiele, and the Blue Rider group. In France, it outlines Post-Impressionism and the influence of Gauguin, then covers Fauvism and the works of Matisse. It also summarizes Picasso's revolutionary Demoiselles d'Avignon, and the emergence of Cubism. Finally, it discusses the Futurist movement in Italy led by Marinetti that celebrated industrialization and technology.
The document provides a comprehensive overview of different perspectives on what art is and its various purposes and functions. It discusses art in terms of beauty, truth, communication, social commentary, and personal expression. It also examines how art relates to concepts like culture, religion, politics, psychology, and popular culture. The document supports its discussion with over 30 examples of artworks and uses them to illustrate the many topics and themes covered.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Laura Smith_Resume_Instructional Designer_Greater Chicago Area
1. Input | Learner | Context | Adaptability |
Empathy
I am an experienced instructional
designer, association professional, and
lifelong learner. As a former university
faculty member, I have a unique skillset to
bring to this role, having been both the
content expert and now, the learning and
development specialist. I am skilled in
communication, collaboration, time
management, and strategic thinking.
EXPERIENCE & ACHIEVEMENTS
EDUCATION COORDINATOR
Hematology/Oncology Pharmacy Association/ Chicago, IL / 2018- Present
Association Management Center
• Managed the internal implementation of an accessible and mobile-friendly learning
management system (LMS) for over 3,000 users in Winter 2020
• Assisted in the real-time transition from a live to a hybrid, then entirely virtual conference
for over 1,000 attendees due to the COVID-19 pandemic
• Developed interactive eLearning tools using Articulate Storyline in collaboration with
subject matter experts (SMEs) to be included in upcoming patient education course for
new certificate program
• Designed multiple training materials for speakers and committee volunteers, including a
quick reference guide, computer-based training module, and enhanced speaker packet.
• Collaborated with multiple content experts and education team to expand board certified
pharmacy continuing education by over 20 CE hours in 2020
• Coordinated and oversaw the submission, review, and display of over 250 electronic and
paper research posters for 1,300 live and virtual attendees at annual conference
• Resolved learner issues in LMS by troubleshooting access, CE claim, and reporting issues
• Acted as staff liaison to multiple education development subcommittees and
collaborated with committee Chairs to organize meetings, agenda items, and facilitate the
review and revision of committee processes and procedures
ADJUNCT FACULTY
National-Louis University / Chicago, IL / 2010-Present
• Collaborated with instructional designer to redesign and deliver online art appreciation
courses for general education students
• Cultivated relationships with students to facilitate success through student-centered
learning opportunities
• Provided meaningful feedback to students to enhance knowledge retention and
connectedness to the learning space
ADJUNCT FACULTY
Columbia College / Chicago, IL / 2005-2018
• Taught face-to-face and hybrid lectures and seminars in art history and visual culture
• Developed curriculum for 20th
century art history survey and facilitated course for over
five years
SKILLS & TECHNICAL PROFICIENCIES
GRADUATE CERTIFICATE
INSTRUCTIONAL DESIGN
University of Wisconsin-Stout
2019 - 2020
MA/ART HISTORY
The School of the Art Institute of Chicago
2003-2005
BA/ART HISTORY
The University of Texas at Austin
1994-1998
SUMMARY
630.426.9196
lsmithlanaghan@gmail.com
Chicago, IL
https://www.linkedin.com/in/laura-smith-6960a268
EDUCATION
EXPERTISE
LAURA
SMITH
Instructional Designer/e-Learning Professional
• Instructional Design
• e-Learning
• Adult Learning Theory
• LMS Management
• Project Management
• Writing/Editing
Articulate Storyline
Camtasia
PowerPoint
CadmiumCD
GoToWebinar
Association Forum
Chicago, IL
PROFESSIONAL
ORGANIZATIONS Personify
Canvas
Blackboard
Moodle
Desire2Learn (D2L)