This document provides an orientation for reviewers of proposals submitted for the Learning Labs in Libraries and Museums grant program. It outlines the program goals of supporting youth innovation spaces in libraries and museums, provides log-in instructions for reviewing proposals online, and describes the evaluation criteria and scoring process. Reviewers are asked to carefully evaluate each proposal based on statements of need, project goals and impact, design, resources, and lasting benefits in order to recommend proposals for funding.
A speculation on the possible use of badges for learning at the UK Open Unive...Jon Rosewell
This document discusses the potential use of badges to recognize learning through an open citizen science platform. It proposes building a natural history badge ecosystem to motivate participation in skills like species identification, data contribution, and content curation. The ecosystem would include badges from various citizen science projects around the world focused on different biological groups and geographical regions. Issues addressed include designing a coherent badge system, appropriate levels of assessment, and maintaining the brand and reputation across formal and informal learning.
Erasmus+ webinar presentation ka2 he jcerasmusplus
This document provides guidance on applying for funding under Key Action 2 of the Erasmus+ programme. Key Action 2 supports strategic partnerships and knowledge alliances aimed at modernizing education, training, and youth work. It replaces previous EU programmes and has a simplified structure based on key actions. Strategic partnerships must involve organizations from at least three countries and can address themes like skills development, entrepreneurship, and increasing labour market relevance. The application process involves completing an online form with details of project objectives, activities, budget, and impact.
Erasmus+ webinar presentation ka2 he jcerasmusplus
This document provides guidance on applying for funding under Key Action 2 of the Erasmus+ programme. Key Action 2 supports strategic partnerships and knowledge alliances aimed at modernizing education, training, and youth work. It outlines the objectives, funding amounts, eligibility criteria, application process and deadlines, priority project themes, activities and budgets for strategic partnerships in higher education. Projects should address EU policy objectives, foster skills for employability, and develop innovative curricula through transnational collaboration between higher education institutions and other organizations. The application involves completing an online form by April 30th providing details of the project context, partners, objectives, activities, budget, and impact.
This document describes the creation of a Business English Self-Access Center at a university in Ecuador. It aimed to develop students' communicative competencies through an online learning environment. Research identified weaknesses in students' business communication skills and lack of strategy use. The pedagogical proposal was a blog-based virtual center providing thematic units, technological tools, and resources to support autonomous learning. An interdisciplinary team implemented the center in stages from 2016-2017, and evaluations assessed its functionality and ability to maximize learning. The center was found to effectively develop students' digital and lifelong learning skills.
1.1 introducción a la TIC
1.2 ¿Qué es internet?
1.3 ¿Qué es web?
1.4 Era de la información.
1.5 Sociedad del conocimiento.
1.6 Economía virtual.
1.7 Telemedicina.
1.8 E-salud.
Facultad de medicina humana C-II. UNACH,
Dr. Manuel Velasco Suárez
El documento presenta información sobre la promoción del uso racional de medicamentos y la preparación de guías farmacológicas. Explica factores que influyen en el consumo de medicamentos como la prescripción médica, la epidemiología de enfermedades, y la oferta de medicamentos. También describe criterios para la selección de medicamentos e inclusión en guías farmacológicas, así como el proceso de elaboración de estas guías.
This document outlines the agenda for a PD day on assessment at SWS. It includes:
- Introductions and grouping teachers into table teams
- A discussion on students' perspectives on assessment
- An analysis of the CBE's quality assessment standards
- Teachers working in groups to explain how one standard is implemented
- A reflection on how teacher beliefs and practices align with standards
- Developing individual assessment mission statements
- Identifying common themes in mission statements
- Providing feedback to inform future PD days
A speculation on the possible use of badges for learning at the UK Open Unive...Jon Rosewell
This document discusses the potential use of badges to recognize learning through an open citizen science platform. It proposes building a natural history badge ecosystem to motivate participation in skills like species identification, data contribution, and content curation. The ecosystem would include badges from various citizen science projects around the world focused on different biological groups and geographical regions. Issues addressed include designing a coherent badge system, appropriate levels of assessment, and maintaining the brand and reputation across formal and informal learning.
Erasmus+ webinar presentation ka2 he jcerasmusplus
This document provides guidance on applying for funding under Key Action 2 of the Erasmus+ programme. Key Action 2 supports strategic partnerships and knowledge alliances aimed at modernizing education, training, and youth work. It replaces previous EU programmes and has a simplified structure based on key actions. Strategic partnerships must involve organizations from at least three countries and can address themes like skills development, entrepreneurship, and increasing labour market relevance. The application process involves completing an online form with details of project objectives, activities, budget, and impact.
Erasmus+ webinar presentation ka2 he jcerasmusplus
This document provides guidance on applying for funding under Key Action 2 of the Erasmus+ programme. Key Action 2 supports strategic partnerships and knowledge alliances aimed at modernizing education, training, and youth work. It outlines the objectives, funding amounts, eligibility criteria, application process and deadlines, priority project themes, activities and budgets for strategic partnerships in higher education. Projects should address EU policy objectives, foster skills for employability, and develop innovative curricula through transnational collaboration between higher education institutions and other organizations. The application involves completing an online form by April 30th providing details of the project context, partners, objectives, activities, budget, and impact.
This document describes the creation of a Business English Self-Access Center at a university in Ecuador. It aimed to develop students' communicative competencies through an online learning environment. Research identified weaknesses in students' business communication skills and lack of strategy use. The pedagogical proposal was a blog-based virtual center providing thematic units, technological tools, and resources to support autonomous learning. An interdisciplinary team implemented the center in stages from 2016-2017, and evaluations assessed its functionality and ability to maximize learning. The center was found to effectively develop students' digital and lifelong learning skills.
1.1 introducción a la TIC
1.2 ¿Qué es internet?
1.3 ¿Qué es web?
1.4 Era de la información.
1.5 Sociedad del conocimiento.
1.6 Economía virtual.
1.7 Telemedicina.
1.8 E-salud.
Facultad de medicina humana C-II. UNACH,
Dr. Manuel Velasco Suárez
El documento presenta información sobre la promoción del uso racional de medicamentos y la preparación de guías farmacológicas. Explica factores que influyen en el consumo de medicamentos como la prescripción médica, la epidemiología de enfermedades, y la oferta de medicamentos. También describe criterios para la selección de medicamentos e inclusión en guías farmacológicas, así como el proceso de elaboración de estas guías.
This document outlines the agenda for a PD day on assessment at SWS. It includes:
- Introductions and grouping teachers into table teams
- A discussion on students' perspectives on assessment
- An analysis of the CBE's quality assessment standards
- Teachers working in groups to explain how one standard is implemented
- A reflection on how teacher beliefs and practices align with standards
- Developing individual assessment mission statements
- Identifying common themes in mission statements
- Providing feedback to inform future PD days
This webinar provided information to applicants for grants to plan learning labs in libraries and museums. It described the program goals of engaging youth in mentor-led learning using digital and traditional media. Applicants were informed that up to 14 grants of up to $100,000 each would be awarded to support the planning and design of learning labs. The application process and timeline were outlined, with a deadline of June 15th to submit proposals through Grants.gov for selection in late fall.
FLEXspace is a global community and database that allows academic institutions to share best practices and examples of flexible learning spaces. It has over 6,000 members from 1,300 institutions in 75 countries. The platform allows members to browse examples of learning space designs, layouts, and case studies. It also provides a place to exchange resources like faculty training guides, research findings, and presentations. The goal of FLEXspace is to help campuses save time, money and effort while improving learning outcomes through collaboration.
FLEXspace is a global online community and database that allows members from academic institutions in 75+ countries to exchange best practices and examples of flexible learning spaces. It has over 6,000 members from 1,300 institutions. The platform provides a place for members to browse learning space case studies, photos, and resources and find inspiration and solutions from peer institutions. It aims to help campuses save time, money and effort while improving learning outcomes through collaboration.
Articulating a vision for a media commons at the University of Marylandhorbal125
The document summarizes the work of a task force charged with developing a framework to create a "Media Commons" at the University of Maryland Libraries. The task force conducted an environmental scan including a literature review, interviews with other universities, and surveys and focus groups. They recommended creating a prototype multimedia production lab initially. A final report outlined services, staffing needs, partnerships, communications strategies, and a phased implementation plan to establish the Media Commons with flexible physical and virtual spaces to support multimedia creation and integration into teaching and learning.
This document provides guidance on securing funding for educational development projects. It emphasizes that collaboration is essential for hearing about funding opportunities, developing ideas, writing proposals, and carrying out projects. Networking skills are important for creating opportunities to meet people with shared interests who can become collaborators. When selecting projects, ideas should address needs, have connections to existing work, and be feasible given available resources. Proposals must demonstrate the track record, qualifications, and relationships of those involved and clearly address the funder's requirements and priorities. Thorough preparation, feedback from others, and persistence are keys to funding success.
This document provides guidance for schools applying for a Learning Commons grant. The grant aims to support the development of physical and virtual spaces that promote active, engaged learning for all members of the school community. It encourages schools to redesign their library programs through collaborative discussions. The grant includes funding and equipment to create Learning Commons spaces with iPads, cameras, and other technology. It also funds staff development and requires schools to form teams to implement goals, assess outcomes, and share results with other schools.
The document proposes three scalable projects for public libraries:
1) An "Adopt-a-Librarian" program that pairs technology experts with librarians to mentor them on emerging tech trends.
2) Hosting quarterly "Backstage Tours" of the libraries for local tech leaders to educate them about library operations and turn them into advocates.
3) A "Geeks in Residence" program that provides workspace for tech entrepreneurs in exchange for volunteering time to engage with patrons and train staff. The goal is to keep librarians up-to-date on tech and build community partnerships.
Project Management in Libraries for UCLA IS 410Karen S Calhoun
A 3-hour class introducing project management in libraries, prepared and presented at the invitation of Dr. Beverly Lynch for her 3-credit graduate course "Management Theory and Practice for Information Professional," IS 410 in the UCLA Department of Information Studies.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
The document provides information about planning conferences and events, including funding and resources. It discusses SSHRC Connection Grants that provide $7,000-$25,000 for events and up to $50,000 for outreach activities. Applicants must have 50% matching funds and can get assistance from departments and faculties. Communications, Public Affairs and Marketing (CPAM) at Laurier offers various services to promote events through media outreach and publications.
Using Groupsites to Construct Knowledge Sharing and Learning InfrastructuresPeter Bond
Presentation of a case in which an online collaboration platform was used to support a university based course in technology entrepreneurship. Exemplifies the opportunities and problems of using collaboration platforms to support learner networks including Communities of Practice.
The document describes the Science Gateways Community Institute (SGCI), which provides long-term support for building science gateways. It outlines SGCI's services, which include consulting expertise, developer support, a software collaborative, community engagement resources, and workforce development opportunities. SGCI aims to help the scientific community build gateways more effectively through these diverse and hands-on services.
This presentation was provided by Danuta A. Nitecki of Drexel University during the NISO event, "The Library of the Future: Inside & Out", held on December 12, 2018.
Multifaceted Benefits of Studio Based Service LearningJennifer B
Our senior commercial (non-office) studio partnered with a local inter-denominational church on the brink of beginning a building campaign but was without direction. It will be shown how the process not only benefited multiple entities, but also facilitated the meeting of course objectives. There can be many challenges to such a project type but early planning and an open dialog with the client group and students alleviated many issues. Concerns: Aligning client needs and expectations with course competencies; Beliefs/preferences of students; Preliminary planning for instructor. Prior to student involvement, basic conceptual goals were discussed with the committee and a potential site was acquired to give students as practical an experience as possible. The committee was informed of the course competencies to be retained and the time commitments required of this partnership.
Students were given background information about the church and its founders, learned about the developer, and analyzed the master plan of the site. Students were given brief research and on-site observation homework assignments (re: liturgical design, multi-use facilities, etc.) and returned to class to pool their findings. Students and I discussed how designing this type of large scale, mutli-use facility and how the future pro-bono client interaction would benefit them as future designers. This allowed them to take more ownership of the project and set aside discomforts they may have had with the subject matter. Students developed, as a group, their own programming list based on findings in their research and the preliminary conceptual ideas of the committee. They interviewed the committee and toured the proposed site with the developer. Students forecasted attainable sustainability goals, design appropriately and documented their solutions. Client contact continued throughout the semester through email correspondence, a midterm visit by the committee to our studio, and a final presentation to the committee and professional jurors. During winter break, student projects were put on display at the current facility for viewing by the congregation and community. Students grew from the client interaction and real world application and reacted positively to the overall experience. Course objectives were enriched through authentic client, tangible project site, and ongoing communication opportunities. ; The client/end user received free design ideas for a potential building campaign and assistance with developing the organization’s facility program. ; For the instructor, this served as an important addition to the teaching and service categories of academic advancement. Creative activity and scholarship opportunities were attained by professional exposure and supplemental consultations; Positive program exposure was an advantage for the university while the ID profession benefited from exposing a local audience to the true responsibilities of professional designers.
Introduction to wp 5 premises and goals within up2 u Stefano Lariccia
The document discusses plans for WP-5 of an EU-funded project called Up2U. Specific goals for WP-5 include developing a letter of intent for schools, conducting surveys of teachers and schools, and preparing a list of participating teachers and schools. Next steps include further defining the technological ecosystem and pedagogical models, and contributing to other work packages, including defining infrastructure requirements and developing a sustainability plan. The goal of the Up2U project is to better integrate formal and informal learning between secondary schools and higher education using digital technologies and methodology.
Integrating E-portfolio and PBI in EFL Classes, efl blogging, edition 2Olga Morozan
E-portfolios can serve three main purposes: developmental/growth, assessment, and showcase. They allow students to organize and display their work digitally over time, including various media formats. E-portfolios help students develop computer and self-reflection skills. Project-based instruction engages students through inquiry-based, complex tasks centered around driving questions. It can incorporate collaboration and real-world products. International projects through networks like iEARN give students civic opportunities to address global issues.
In our expanding electronic world, librarians are increasingly asked to plan and manage digital projects. The challenge is articulating the scope of the project and providing a clear and succinct justification. This session outlines 5 key questions every manager must answer to define and justify any digital project:
• Why you are undertaking the project?
• What you want the project to achieve?
• For whom you are undertaking the project?
• When you will achieve it?
• How you will achieve it?
This document outlines Columbus Learning Labs, a partnership between several Columbus organizations - WOSU, the Columbus Metropolitan Libraries, Wexner Center for the Arts, COSI Center of Science and Industry, and the Columbus Museum of Art. It discusses developing the partnership through an evaluation process, youth engagement activities, and leveraging existing space resources. It reflects that building partnerships has been both the most exciting and challenging aspect, and emphasizes investing in relationships and uniting under a shared philosophy.
It discusses goals of building a community at the Museum of Fine Arts Houston (MFAH) utilizing visual art and digital media to help young people develop skills. There is action research underway to select and design a physical learning lab space on the MFAH campus. There is also a focus on going mobile with programming. Lessons learned include addressing the size and complexity of the MFAH, increasing comfort levels for teens, and managing multiple program managers. The next steps discussed are growing the teen audience, continuing evaluation, and developing sustainability plans to expand across the MFAH campus.
This webinar provided information to applicants for grants to plan learning labs in libraries and museums. It described the program goals of engaging youth in mentor-led learning using digital and traditional media. Applicants were informed that up to 14 grants of up to $100,000 each would be awarded to support the planning and design of learning labs. The application process and timeline were outlined, with a deadline of June 15th to submit proposals through Grants.gov for selection in late fall.
FLEXspace is a global community and database that allows academic institutions to share best practices and examples of flexible learning spaces. It has over 6,000 members from 1,300 institutions in 75 countries. The platform allows members to browse examples of learning space designs, layouts, and case studies. It also provides a place to exchange resources like faculty training guides, research findings, and presentations. The goal of FLEXspace is to help campuses save time, money and effort while improving learning outcomes through collaboration.
FLEXspace is a global online community and database that allows members from academic institutions in 75+ countries to exchange best practices and examples of flexible learning spaces. It has over 6,000 members from 1,300 institutions. The platform provides a place for members to browse learning space case studies, photos, and resources and find inspiration and solutions from peer institutions. It aims to help campuses save time, money and effort while improving learning outcomes through collaboration.
Articulating a vision for a media commons at the University of Marylandhorbal125
The document summarizes the work of a task force charged with developing a framework to create a "Media Commons" at the University of Maryland Libraries. The task force conducted an environmental scan including a literature review, interviews with other universities, and surveys and focus groups. They recommended creating a prototype multimedia production lab initially. A final report outlined services, staffing needs, partnerships, communications strategies, and a phased implementation plan to establish the Media Commons with flexible physical and virtual spaces to support multimedia creation and integration into teaching and learning.
This document provides guidance on securing funding for educational development projects. It emphasizes that collaboration is essential for hearing about funding opportunities, developing ideas, writing proposals, and carrying out projects. Networking skills are important for creating opportunities to meet people with shared interests who can become collaborators. When selecting projects, ideas should address needs, have connections to existing work, and be feasible given available resources. Proposals must demonstrate the track record, qualifications, and relationships of those involved and clearly address the funder's requirements and priorities. Thorough preparation, feedback from others, and persistence are keys to funding success.
This document provides guidance for schools applying for a Learning Commons grant. The grant aims to support the development of physical and virtual spaces that promote active, engaged learning for all members of the school community. It encourages schools to redesign their library programs through collaborative discussions. The grant includes funding and equipment to create Learning Commons spaces with iPads, cameras, and other technology. It also funds staff development and requires schools to form teams to implement goals, assess outcomes, and share results with other schools.
The document proposes three scalable projects for public libraries:
1) An "Adopt-a-Librarian" program that pairs technology experts with librarians to mentor them on emerging tech trends.
2) Hosting quarterly "Backstage Tours" of the libraries for local tech leaders to educate them about library operations and turn them into advocates.
3) A "Geeks in Residence" program that provides workspace for tech entrepreneurs in exchange for volunteering time to engage with patrons and train staff. The goal is to keep librarians up-to-date on tech and build community partnerships.
Project Management in Libraries for UCLA IS 410Karen S Calhoun
A 3-hour class introducing project management in libraries, prepared and presented at the invitation of Dr. Beverly Lynch for her 3-credit graduate course "Management Theory and Practice for Information Professional," IS 410 in the UCLA Department of Information Studies.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
The document provides information about planning conferences and events, including funding and resources. It discusses SSHRC Connection Grants that provide $7,000-$25,000 for events and up to $50,000 for outreach activities. Applicants must have 50% matching funds and can get assistance from departments and faculties. Communications, Public Affairs and Marketing (CPAM) at Laurier offers various services to promote events through media outreach and publications.
Using Groupsites to Construct Knowledge Sharing and Learning InfrastructuresPeter Bond
Presentation of a case in which an online collaboration platform was used to support a university based course in technology entrepreneurship. Exemplifies the opportunities and problems of using collaboration platforms to support learner networks including Communities of Practice.
The document describes the Science Gateways Community Institute (SGCI), which provides long-term support for building science gateways. It outlines SGCI's services, which include consulting expertise, developer support, a software collaborative, community engagement resources, and workforce development opportunities. SGCI aims to help the scientific community build gateways more effectively through these diverse and hands-on services.
This presentation was provided by Danuta A. Nitecki of Drexel University during the NISO event, "The Library of the Future: Inside & Out", held on December 12, 2018.
Multifaceted Benefits of Studio Based Service LearningJennifer B
Our senior commercial (non-office) studio partnered with a local inter-denominational church on the brink of beginning a building campaign but was without direction. It will be shown how the process not only benefited multiple entities, but also facilitated the meeting of course objectives. There can be many challenges to such a project type but early planning and an open dialog with the client group and students alleviated many issues. Concerns: Aligning client needs and expectations with course competencies; Beliefs/preferences of students; Preliminary planning for instructor. Prior to student involvement, basic conceptual goals were discussed with the committee and a potential site was acquired to give students as practical an experience as possible. The committee was informed of the course competencies to be retained and the time commitments required of this partnership.
Students were given background information about the church and its founders, learned about the developer, and analyzed the master plan of the site. Students were given brief research and on-site observation homework assignments (re: liturgical design, multi-use facilities, etc.) and returned to class to pool their findings. Students and I discussed how designing this type of large scale, mutli-use facility and how the future pro-bono client interaction would benefit them as future designers. This allowed them to take more ownership of the project and set aside discomforts they may have had with the subject matter. Students developed, as a group, their own programming list based on findings in their research and the preliminary conceptual ideas of the committee. They interviewed the committee and toured the proposed site with the developer. Students forecasted attainable sustainability goals, design appropriately and documented their solutions. Client contact continued throughout the semester through email correspondence, a midterm visit by the committee to our studio, and a final presentation to the committee and professional jurors. During winter break, student projects were put on display at the current facility for viewing by the congregation and community. Students grew from the client interaction and real world application and reacted positively to the overall experience. Course objectives were enriched through authentic client, tangible project site, and ongoing communication opportunities. ; The client/end user received free design ideas for a potential building campaign and assistance with developing the organization’s facility program. ; For the instructor, this served as an important addition to the teaching and service categories of academic advancement. Creative activity and scholarship opportunities were attained by professional exposure and supplemental consultations; Positive program exposure was an advantage for the university while the ID profession benefited from exposing a local audience to the true responsibilities of professional designers.
Introduction to wp 5 premises and goals within up2 u Stefano Lariccia
The document discusses plans for WP-5 of an EU-funded project called Up2U. Specific goals for WP-5 include developing a letter of intent for schools, conducting surveys of teachers and schools, and preparing a list of participating teachers and schools. Next steps include further defining the technological ecosystem and pedagogical models, and contributing to other work packages, including defining infrastructure requirements and developing a sustainability plan. The goal of the Up2U project is to better integrate formal and informal learning between secondary schools and higher education using digital technologies and methodology.
Integrating E-portfolio and PBI in EFL Classes, efl blogging, edition 2Olga Morozan
E-portfolios can serve three main purposes: developmental/growth, assessment, and showcase. They allow students to organize and display their work digitally over time, including various media formats. E-portfolios help students develop computer and self-reflection skills. Project-based instruction engages students through inquiry-based, complex tasks centered around driving questions. It can incorporate collaboration and real-world products. International projects through networks like iEARN give students civic opportunities to address global issues.
In our expanding electronic world, librarians are increasingly asked to plan and manage digital projects. The challenge is articulating the scope of the project and providing a clear and succinct justification. This session outlines 5 key questions every manager must answer to define and justify any digital project:
• Why you are undertaking the project?
• What you want the project to achieve?
• For whom you are undertaking the project?
• When you will achieve it?
• How you will achieve it?
Similar to Learning Labs Reviewer Webinar.7.17.12 (20)
This document outlines Columbus Learning Labs, a partnership between several Columbus organizations - WOSU, the Columbus Metropolitan Libraries, Wexner Center for the Arts, COSI Center of Science and Industry, and the Columbus Museum of Art. It discusses developing the partnership through an evaluation process, youth engagement activities, and leveraging existing space resources. It reflects that building partnerships has been both the most exciting and challenging aspect, and emphasizes investing in relationships and uniting under a shared philosophy.
It discusses goals of building a community at the Museum of Fine Arts Houston (MFAH) utilizing visual art and digital media to help young people develop skills. There is action research underway to select and design a physical learning lab space on the MFAH campus. There is also a focus on going mobile with programming. Lessons learned include addressing the size and complexity of the MFAH, increasing comfort levels for teens, and managing multiple program managers. The next steps discussed are growing the teen audience, continuing evaluation, and developing sustainability plans to expand across the MFAH campus.
The document summarizes plans for HiTech, a new digital media lab for teens focused on STEM. It discusses:
1) HiTech's vision of producing the next generation of scientists and engineers through hands-on, peer-based learning of digital media technologies and computer science.
2) Details of the project including partners, supporters, and the dedicated teen space layout.
3) Three major accomplishments so far - high youth engagement in planning, evaluation plans established, and the successful release of their mobile app downloaded over 3,700 times globally.
The document discusses plans for a Learning Lab at the Nashville Public Library that will engage youth through new media, arts, and technology. It will bring together experts to design a culturally relevant space that bridges physical and digital worlds. The library has identified a 2,667 square foot adjacent space to remodel for seamless integration with the existing teen center. Progress includes forming a steering committee, gathering youth input through surveys and focus groups, and prototyping activities like writing, music, gaming and making. Lessons learned so far include excitement over diverse collaboration but challenges in linking physical and online spaces and determining adequate funding. Next steps within 6 months are to finish prototypes, space design, name the space, create promotional materials, and finalize
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document summarizes a Learning Labs grantee convening project involving the San Francisco Public Library, KQED, BAVC, and the California Academy of Sciences. The project aims to explore new models of youth participation and leadership through STEAM and media production. Progress includes selecting a 5,000 square foot learning lab space and conducting pilot projects. Both opportunities and challenges around youth participation, partnerships, and communication were discussed. Next steps include designing the space with teens, evaluating online platforms, redesigning the teen website, and expanding partnerships.
This document provides an overview and update of the Saint Paul Learning Labs project. It introduces the project team and partners. It describes what has been accomplished so far, including plans for a physical space, launching two mobile labs, staff training, and building a strong relationship between the Parks and Library departments. It notes lessons learned around project challenges and the importance of staff training. Upcoming plans for the next six months include forming teen advisory groups, more collaborative programming, outfitting the physical space, hiring staff, and creating a mentor network.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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.
1. Learning Labs in Libraries and Museums
Reviewer Orientation
July 17, 2012
2. Connecting to the Webinar
• Be sure you can hear through your speakers,
headset, or phone.
• Dial in: 1 877 568 4108
• Access Code: 805-396-217 (PIN code)
• You will remain muted for most of the session.
• To ensure confidentiality, attendee list is blocked.
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4. Learning Labs Program Partners
• Joint initiative funded by the John D. and Catherine
T. MacArthur Foundation and the Institute of
Museum and Library Services (IMLS)
• Urban Libraries Council (ULC) and Association of
Science-Technology Centers (ASTC) are partner
cooperators
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5. Program Description
“Grants support the planning and design of learning
labs in libraries and museums intended to engage
middle-and high-school youth in mentor-led,
interest-based, youth centered, collaborative
learning using digital and traditional media.”
Program Guidelines:
http://www.imls.gov/applicants/learning_labs_guidelines
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6. Program Overview
Learning Labs in Libraries and Museums grants are
intended to support projects that:
•Promote libraries and museums as innovation
hubs for middle and high school youth
•Use current research, design and programming
principles to develop 21st century skills
•Build capacity of library and museum professionals
•Produce model, replicable plans for the field
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7. Grant Basics
• Eligible Institutions: Museums, Libraries
• Awards up to $100,000 each
• Cost sharing of at least one-third is encouraged
• Partnerships strengthen application
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8. Opportunities for Funding
Grants for Learning Labs in
Libraries and Museums may be used to:
•Support the development of comprehensive plans for
programs, space, staffing, and budgeting for Learning
Labs
•Prototype certain Lab activities or experiences
•Support emerging labs that are already in the process
of connecting youth with innovative digital media and
learning
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9. Funding Cycle
• Second funding cycle
• First cohort funded January 1, 2012
• Twelve current grantees: see IMLS press release
• Second cohort starts January 1, 2013
• Cohorts together form community of practice with
goal to create a national network of Learning
Labs
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12. Gmail account
PLEASE DO:
• Use this identification information to access the
project Basecamp account.
• Use your Gmail address ID to "sign" your reviews
• Use the Gmail account to email your completed
reviews to program staff (
learninglabsreviews@gmail.com)
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13. Gmail account
PLEASE DO NOT:
•Change the name or login information on this
account
•Link it to your personal account (you will lose
anonymity)
•Import any contact lists
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19. Evaluating Proposals
• Getting Started:
• Review the Handbook
• Check proposals for conflicts
• Complete and return Service Agreement
• Download one Evaluation form per proposal
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20. CONFLICT OF INTEREST STATEMENT
As a reviewer or panelist for the Institute of Museum and
Library Services (IMLS), you may receive a grant application
for review that could present a conflict of interest. Such a
conflict could arise if you are involved with the applicant
institution, or in the project described in the application, as a
paid consultant or through other financial involvement. The
same restrictions apply if your spouse or minor child is
involved with the applicant institution or if the application is
presented on behalf of an institution with which you, your
spouse or minor child is negotiating future employment.
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21. Confidentiality
• The information contained in grant applications is strictly
confidential. Do not discuss or reveal names, institutions,
project activities or any other information contained in
the applications. Contact program staff if you have any
questions concerning an application—do not contact an
applicant directly.
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22. Evaluation Form
• One form for each proposal
• Copy unique Log Number from proposal:
“LG-XX-XXXX”
• Fill in comments for each section
• Sign with your Gmail ID, Date
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23. Narrative Sections/Evaluation Criteria
• Statement of Need
• Project Goals and Impact
• Project Design
• Project Resources: Personnel, Time, Budget
• Project Probability of Lasting Benefits
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24. 1. Statement of Need
• Does the proposal clearly describe the community
served by the applicant library or museum and
identify specific needs among the community's
youth population?
• Does the proposal provide appropriate supporting
evidence (e.g. demographic or economic data,
local foundation reports, etc.) of community
youth's needs?
• Does the proposal adequately explain how these
needs would be addressed by the proposed
Learning Lab?
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25. 2. Project Goals and Impact
• Does the proposal clearly explain the learning objectives of
a Learning Lab for middle and high school youth, the
community, and the library or museum itself?
• Does the proposal identify long-term goals and outcomes
that will shape the planning and design of the proposed
Lab?
• Does the proposal explain the potential benefits of a
Learning Lab for the community, and for informing other
institutions and communities considering building a lab?
• Does the proposal explain how the identified goals and
outcomes will shape an appropriate and effective evaluation
plan for the proposed Lab?
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26. 3. Project Design
• Does the proposal show evidence that the project team
understands and will continue to base its work on evolving
research and practice on youth, digital media, and
learning?
• Does the proposal describe the facilities or environments
for the Learning Labs and explain how the design related to
its intended use?
• Does the proposal describe the process used to determine
how and why digital media will be used in the proposed
lab?
• Does the proposal demonstrate an understanding of the
importance of mentors by planning for their professional
development?
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27. 3. Project Design
• Does the proposal demonstrate collaboration in the
planning process by its inclusion of partners, stakeholders,
and Lab users?
• Does the proposal articulate a plan that is feasible and
sustainable?
• Does the proposal clearly articulate the intended results of
the planning process, including any documents,
agreements, or other products?
• Does the proposal explain how the project team will
determine if the intended results of the planning process
have been achieved?
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28. 4. Project Resources: Personnel, Time,
Budget
• Does the proposal provide a clear description of how the
application will effectively complete the project activities
through the deployment and management of resources,
including people, money and supplies?
• Does the proposal clearly explain the roles, responsibilities,
and time commitment of the leadership team and other
personnel assigned to the project, as well as their ability,
based on expertise and experience, to achieve the project
goals?
• Does the proposal provide a cost-efficient, complete, and
accurate budget that uses appropriate resources for the
proposed activity?
• Does the proposal clearly explain how information will be
shared and decisions made with any proposed partners?
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29. 5. Project Probability of Lasting Benefits
Is this project poised to build the capacity of library
and museum professionals as mentors and creators
of effective programs and learning environments,
and promote museums and libraries as innovation
hubs for middle- and high-school youth in order to
promote 21st century learning? Y / N (circle
one)
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30. Scoring
Provide text comments for each Evaluation Section
Assign one summary rating for each section
• Highly Successful (H)
• Successful (S)
• Not Successful (N)
Assign one overall numeric score for the proposal
• 1,2,3,4 or 5
Ratings and Overall score should correspond
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31. Overall Score
5 (Excellent) The applicant’s response provides
excellent support for each of the evaluation
criteria through the proposed activities. It strongly
demonstrates the potential for libraries and museums to
become youth innovation hubs through the incorporation
of current research, development, and practices in 21st
century skill-building for community youth, and will
thereby build capacity in the field for library and
museum professionals to be mentors and creators of
effective programs/learning environments. (Scores of
“excellent” should only be for the highest quality
applications. E.g. ratings of “H” for all sections)
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32. Overall Score
4 (Very Good) The applicant’s response provides
very good support for each of the evaluation criteria
through the proposed activities. Some minor flaws
exist that may be readily rectified. Innovation and
impact are both demonstrated, but are not
exemplary.
Section ratings: mostly “H”; one or two “S”
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33. Overall Score
3 (Good) The applicant’s response provides
good/adequate support for each of the evaluation
criteria. Both innovation and strategic impact are
demonstrated, but in a limited manner. A score of
"3" indicates you believe the proposal could be
funded if funds are available, but is not as high a
priority as proposals with a score of "4" or "5".
Section ratings: mostly “S”; may have one “H” and/
or one “N”
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34. Overall Score
2 (Some Merit) The application shows some merit
but would benefit from taking into consideration the
recommendations and feedback from reviewers. A
rating of "some merit" indicates the submission is
not ready to receive funding in its current form.
Section ratings: mix of “S” and “N”
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35. Overall Score
1 (Do Not Fund) The "do not fund" score is for
projects that you do not believe would ever be
fundable as a Learning Labs in Libraries and
Museums Grant because they do not have goals and
elements required in this grant program. It may be
a project fundable in another grant category.
Section ratings: All or mostly “N”
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36. Finished?
Read over comments and check scores
Save a copy of each review on your computer
Send a copy to learninglabsreviews@gmail.com
Return honorarium request and W-9
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37. How Your Reviews Are Used
• Field reviewer input provide a basis for the panel
review. Your review will direct panelists to the
strengths and weaknesses of an application, and help
to determine which proposals best fit the program
goals.
• If an application is not funded, your review comments
help the applicant to understand the basis for this
decision. Applicants whose proposals are not ranked
highly enough for panel review will only receive your
field review comments.
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38. Review Timeline
• June 15: Final day for proposals
• July 11: Proposal access open
• July 17: Reviewer webinar
• July 25:Reviewer Teleconference
• August 10: Submit evaluations
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39. Questions?
• Unmute your phone to ask questions, or type them
in to the question box.
• Teleconference for reviewers: July 25
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40. Contact Us
Margaret Glass, mglass@astc.org
202.783.7200 x 129
Amy Eshleman, aeshleman@urbanlibraries.org
312.676.0958
Allison Boals, aboals@imls.gov
202.653.4702
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Eligibility check has already been carried out by IMLS program staff.
Use a fresh browser screen – especially if you have a personal Gmail account.
Each Gmail account has an invitation to a Basecamp account, where the proposals and supporting documents are stored.
Please use the new username and email provided for you – this ensures confidentiality of reviewers. Simply choose a password and confirm it to access Basecamp.
Use the tabs under the Project name (Field Review Group X) to navigate in the project. Click on “Files” to see the contents sorted into “Applications FY13” and “Handbook and reviewer documents.” Click on each file name to download.