The document provides tips for developing a professional LinkedIn profile as a graduate. It recommends setting privacy settings and including a photo to make the profile more trusted. The entire profile should be completed and include relevant keywords for skills and experience. Additional tips include customizing the public profile URL, adding skills for endorsements, asking for recommendations, connecting with colleagues, joining relevant groups, and utilizing LinkedIn tools and resources to maximize the professional profile.
Slidedeck for the November 16, 2010 "Top Ten LinkedIn Tips" presentation. The content for this presentation was crowdsourced from the Silicon Halton members, largely via a LinkedIn Group discussion thread.
Breifly:
Slides 4 - 7, 14 address SEO, being sure *you're* found on the internet and *what* they find.
slide 9 - to share your knowledge with those in your network.
Slide 11 & 13 - Groups & Answers. Can be a huge value add to your professionally or to your business, or sink-hole of time.
Slide 15, 17, 20 - find people.
How recruiters find you online october 2009TorontoJobs.ca
This powerpoint presentation was created by Marc Belaiche, CA, President of TorontoJobs.ca to help jobseekers find out how to make sure that recruiters can find
Slidedeck for the November 16, 2010 "Top Ten LinkedIn Tips" presentation. The content for this presentation was crowdsourced from the Silicon Halton members, largely via a LinkedIn Group discussion thread.
Breifly:
Slides 4 - 7, 14 address SEO, being sure *you're* found on the internet and *what* they find.
slide 9 - to share your knowledge with those in your network.
Slide 11 & 13 - Groups & Answers. Can be a huge value add to your professionally or to your business, or sink-hole of time.
Slide 15, 17, 20 - find people.
How recruiters find you online october 2009TorontoJobs.ca
This powerpoint presentation was created by Marc Belaiche, CA, President of TorontoJobs.ca to help jobseekers find out how to make sure that recruiters can find
15 Tips For Using LinkedIn to Build Your Online PortfolioErica Starr
If you are job hunting, thinking about a career change, or are about to graduate high school or college, you can use LinkedIn to your advantage to grow your personal network, showcase your accomplishments, and even figure out what really interests you. Best of all, it's free, aside from taking some of your time to build.
Grab your FREE TIP SHEET: 9 QUICK TIPS TO BOOST YOUR LINKEDIN INFLUENCE ==> http://www.stephaniesammons.com/linkedin-influence-free-tip-sheet
Building your influence is a process. And it all starts with your LinkedIn profile. LinkedIn says that members who have a complete profile are forty times more likely to receive opportunities.
Take these 10 steps to get started on developing a profitable LinkedIn profile!
LinkedIn is the professional network where decision makers go to make decisions. The question is – are you on LinkedIn influencing those decisions? If you have a LinkedIn profile but don’t know how to fully leverage it, follow these easy-to-implement steps. You’ll be on your way to building relationships with key decision makers before you can say “Bring on the leads!”
The job search process has changed in the last several years & social media is a vital component. Learn where to find jobs and how to research your target companies using social media. In this informational session, see how to create a job search alert using LinkedIn and discover the uses of Twitter, Facebook, and other social media to find jobs.
This is a short presentation I gave to library employees about the importance of LinkedIn for networking and building their own personal brand. Hope you enjoy!
Repair Your Online Reputation After Damaging Search Results | @brandyourselfBrandYourself.com
Have a negative link ranking for your name on search engines? In this guide, you'll find our 3-step process that can help you combat negative search results.
LinkedIn Advanced - The Next 8 Weeks [Worksheet]Natacha Suttor
This set of weekly exercises in this Advanced worksheet follows on from the LinkedIn in 8 Weeks worksheet and builds on the foundation you set up as you completed the introductory worksheet.
Each set of weekly exercises should take 30 minutes to complete.
Week 1 - Improving your Profile Strength, Claiming your Public Profile URL
Week 2 - Optimising Your Profile, Being a Good LinkedIn Citizen and Thinking About "Collateral"
Week 3 - Enrich your profile: adding Publications, Projects and Volunteer Positions
Week 4 - Enrich your profile: adding Certifications, Test Scores, Courses etc
Week 5 - Adding rich media
Week 6 - Other Profile sections to consider
Week 7 - Inboxing and Revisiting Your Contact Information
Week 8 - Posts and LinkedIn Pulse
The Pipeline for Graduate Jobs: Strategy for Intake to Job Success - Mazars T...Eduniversal
Presentation of Prof. Izel Levi Coskun during the Eduniversal World Convention 2014 in Istanbul, Turkey
Plenary Session 4
"The pipeline for graduate jobs: Strategy for intake to job success"
15 Tips For Using LinkedIn to Build Your Online PortfolioErica Starr
If you are job hunting, thinking about a career change, or are about to graduate high school or college, you can use LinkedIn to your advantage to grow your personal network, showcase your accomplishments, and even figure out what really interests you. Best of all, it's free, aside from taking some of your time to build.
Grab your FREE TIP SHEET: 9 QUICK TIPS TO BOOST YOUR LINKEDIN INFLUENCE ==> http://www.stephaniesammons.com/linkedin-influence-free-tip-sheet
Building your influence is a process. And it all starts with your LinkedIn profile. LinkedIn says that members who have a complete profile are forty times more likely to receive opportunities.
Take these 10 steps to get started on developing a profitable LinkedIn profile!
LinkedIn is the professional network where decision makers go to make decisions. The question is – are you on LinkedIn influencing those decisions? If you have a LinkedIn profile but don’t know how to fully leverage it, follow these easy-to-implement steps. You’ll be on your way to building relationships with key decision makers before you can say “Bring on the leads!”
The job search process has changed in the last several years & social media is a vital component. Learn where to find jobs and how to research your target companies using social media. In this informational session, see how to create a job search alert using LinkedIn and discover the uses of Twitter, Facebook, and other social media to find jobs.
This is a short presentation I gave to library employees about the importance of LinkedIn for networking and building their own personal brand. Hope you enjoy!
Repair Your Online Reputation After Damaging Search Results | @brandyourselfBrandYourself.com
Have a negative link ranking for your name on search engines? In this guide, you'll find our 3-step process that can help you combat negative search results.
LinkedIn Advanced - The Next 8 Weeks [Worksheet]Natacha Suttor
This set of weekly exercises in this Advanced worksheet follows on from the LinkedIn in 8 Weeks worksheet and builds on the foundation you set up as you completed the introductory worksheet.
Each set of weekly exercises should take 30 minutes to complete.
Week 1 - Improving your Profile Strength, Claiming your Public Profile URL
Week 2 - Optimising Your Profile, Being a Good LinkedIn Citizen and Thinking About "Collateral"
Week 3 - Enrich your profile: adding Publications, Projects and Volunteer Positions
Week 4 - Enrich your profile: adding Certifications, Test Scores, Courses etc
Week 5 - Adding rich media
Week 6 - Other Profile sections to consider
Week 7 - Inboxing and Revisiting Your Contact Information
Week 8 - Posts and LinkedIn Pulse
The Pipeline for Graduate Jobs: Strategy for Intake to Job Success - Mazars T...Eduniversal
Presentation of Prof. Izel Levi Coskun during the Eduniversal World Convention 2014 in Istanbul, Turkey
Plenary Session 4
"The pipeline for graduate jobs: Strategy for intake to job success"
In an effort to increase graduate student retention and graduation rates, the University of North Texas is in the process of developing academic support services for graduate students outside the classroom. Based on data gathered as part of a larger needs-assessment, new programs include research and statistical support, expanded tutoring options, and individual academic coaching. Participants in this session will learn about the process of developing, implementing, and marketing these programs along with information on future plans for the programs including expansion, refining, and formal assessment.
Current narratives in HE are moving beyond a narrow focus on securing employment for students to include them developing a wider and more holistic set of 'attributes'. This brief presentation summarises this trend and explore some of the challenges and future trends that may result.
Best practice graduate development programs develop graduates into leaders. Grad development programs that focus too heavily on ‘basic’ soft skills don’t cut it anymore. Why? Businesses want more bang for their buck and most graduates want a program that’s more advanced. This presentation was given at the annual national conference for the Australian Association of Graduate Employers (AAGE) in November, 2010.
Hire and Inspire – A New Approach to Graduate RecruitmentThe HR Observer
It is more challenging than ever to recruit graduates. And nobody seems to be happy. Line managers are not happy with the employability of newly hired graduates and even the graduates you recruit aren’t happy and might leave their job after only few months. David Edwards, will discuss a new approach to graduate recruitment that will challenge your current strategy, requiring you to make significant changes in the way you work. And you will have to challenge established ideas and ingrained habits.
David Edwards, Head of Solutions - SHL Talent Measurement Middle East, CEB
Help Young Talent Develop a Professional MindsetDaniel Goleman
There is a chasm between what business leaders expect from recent graduates, and what these new hires offer. In a Hay Group study of 450 business leaders and 450 recent graduates based in India, the US, and China… a massive 76% of business leaders reported that entry-level workers and recent grads are not ready for their jobs.
In most cases, these hires are intelligent, ambitious, and technically savvy. They have proven their ability to accomplish the work. They’re committed and passionate about rising through the ranks. So what are these new professionals missing?
They’re lacking soft skills.
Leader's Guide to Motivate People at WorkWeekdone.com
Motivation leads to higher performance, morale and productivity. Nevertheless, 30% of executives say that motivating their employees is their toughest job. We are here to help you out by giving answers to the following subjects:
- Why motivation matters?
- Cost of disengaged employees
- What really motivates people? Science and data
- Practical 6 step guide to motivate people at work
Invited Guest Lecture at the University of York, Department of Biology
Aims:
Introduce the concept of a professional digital footprint
Professional use of social channels
Developing your own professional online presence
This presentation shows you how to find a job online using social media & recruitment website. The resources are mostly catered to Lebanon and the Middle East.
Looking beyond the CV: Developing a LinkedIn ProfileSue Beckingham
Looking beyond the CV: Developing a LinkedIn profile and understanding how social media is used in a professional context within workplace and by prospective employers.
This seminar took place on November 20, 2014 at Co-working +961 as part of Global Entrepreneurship week in Lebanon and aimed to help entrepreneurs optimize their online presence well for business.
While social media is a means for interacting with friends, sharing selfies and learning what's going on in the world, it can also serve as a powerful tool in your career. Learn ways to use social media to create a professional brand, network and engage with industry, and build credibility as an emerging leader in your field of study. Presented at the 2015 ERAU Student Leadership Conference.
Digital Footprints to Career Pathways - Building a Strong Professional Online...Sue Beckingham
This presentation will look at the importance of supporting students to develop a professional online presence and the value of scaffolding the articulation of skills through active learning activities, applied learning and e-portfolios. The implications of an unprofessional or invisible digital footprint on career prospects will also be discussed.
Presentation for transitioning military attending NMR Consulting's M2C, Military-to-Civilian Transition Assistance Program.
The day-long seminar helps transitioning and recently separated military personnel translate their military service to civilian skills in their social media profiles, resume, and interviews.
Participants receive free resume writing assistance, interview preparation, and online
profile creation and/or revision.
Similar to Tips on Developing a Professional LinkedIn Profile as a Graduate (20)
Scaffolding the Effective use of EdTech for Group Assessments.pptxSue Beckingham
Invited speaker for the inaugural TIRIgogy CPD series at the University of Bolton.
Led by Nuran Nahar the Teaching Intensive Research Informed Pedagogy Series for Professional Development can be found here https://sites.google.com/view/tirigogy/events
Using social media safely and appropriately in higher education - A reflectio...Sue Beckingham
In 2013 we developed guidance for using social media for learning which was student facing and that staff could also access to guide their advice to students. The development of the guidance was prompted by an increasing number of requests from academic staff who were concerned about student online behaviours in social media spaces. Most of these requests for help were from staff on professional courses with staff concerns primarily about potentially unprofessional online behaviours. We focused on student guidance for personal responsibility and online safety, followed by broad-brush guidance in how to use social media in learning and teaching. We then developed guidance in three further areas: Using social media for learning; Managing your digital footprint; How to use social media responsibly; and Using social media to enhance your employability. We have updated this guidance a few times in the last 10 years and now in 2023 we have redeveloped the guidance again, giving a thorough overhaul and fresh update. In our presentation we will share our new guidance and discuss what is new and what has stayed the same over the past 10 years.
From monologue to dialogue - Scaffolding multi-perspective and co-constructed...Sue Beckingham
Poster & Pitch Presentation at the AHE Conference #assessmentconf23
Abstract
As educators we want to encourage our students to react to and enact upon feedback given. However for students to benefit from feedback they need to understand the components of feedback literacy (Carless and
Boud, 2018), the value of feedforward (Sambell et al, 2012) and how to connect the dots between different
types of feedback.
Supplementing one-way monologic feedback with interactive and dialogic feedback, provides students with opportunities to make sense of it. Furthermore it provides tutors with feedback on how students negotiate the
meaning of not just the feedback but also the assessment guidance and marking criteria (Bloxham and West, 2007). Being able to ask questions and engage in conversations about their feedback, enable students to take ownership of their own development whilst feeling supported. However we know that students are not always
proactive receivers of feedback (Winstone et al, 2017). Whilst the role of the tutor in this process is important, there’s a place for others to contribute. Yang and Carless’s (2013:287) feedback triangle makes a valuable
connection between the content of feedback, the social end interpersonal negotiation of feedback, and the organisation and management of feedback. Yet unless the student is guided and supported to understand how to recognise the many different ways feedback can be given and develop trust in those giving feedback, they may find it hard to engage with any feedback and the value of ongoing social learning relationships. As McArthur and Huxham (2013) argue, the use of dialogic feedback should be introduced from the start and
become an ongoing practice the students develop confidence in.
The aim of my poster will be to visualise the interconnected components that can impact on the effective use of feedback. Based on an evaluation of practice, a case study of a second-year elective module will be used to demonstrate how scaffolding a variety of feedback mechanisms can help build feedback literacy, provide
clarity of what is expected from students and identify pinch points. During the module ongoing formative feedback is given to students not only by their Tutor, but also their peers and the Clients students work with on an applied project. This includes verbal and written dialogic formative feedback and the integration of peer led
social media and collaborative technologies for interactive and reflective feedback. The outcomes of the students’ final piece of summative assessment are greatly enhanced.
Students' use of social media for academic studies - The connecting bridge be...Sue Beckingham
Engaging in groupwork can have many benefits, but in practice can become fraught with challenges. Students participating in groupwork projects and activities are more likely to succeed if they can meet regularly, feel they are included and belong, and know how they can contribute. The diverse student body include those that commute to university, juggle work and have caring responsibilities. They may have a learning contract or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person meetings. My research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity. Insights from final year students will provide feedback on their experience of how technology has helped them develop effective groupwork skills; and from recent graduates how they now apply these skills in the workplace.
How should our higher education institutions respond to innovations in new AI...Sue Beckingham
Title:
How should our higher education institutions respond to innovations in new AI-based language processing software (like Chat GPT)?
Summary
Education Development staff and units are already receiving enquiries from academics who are concerned about new AI-based language processing software (like Chat GPT) and more recent innovations from Microsoft and Google, using current internet search data. This session will summarise main issues and the most likely developments in this software before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational potential.
Outline
A leading expert on artificial intelligence (AI) and its application to learning, Donald Clark, suggests that the date of ChatGPT’s official release:
“...will go down in history as the day a new wave of innovation around AI was given birth. This will change everything in learning.” (1)
In its own words:
“ChatGPT can understand, generate and respond to human language. It is a sophisticated technology that can help in various applications like chatbot and other language generation tasks.” (2)
ChatGPT became the fastest-growing software application of all time, immediately generating media headlines such as: “Goodbye homework” (The Telegraph) and “AI bot ChatGPT stuns academics with essay-writing skills” (The Guardian)
Academics are running pilots/trials (3) and have already demonstrated that ChatGPT can:
• Write assignments and reports (which can be adapted to communicate to different levels of audience) and achieve pass grades at both undergraduate and postgraduate levels. (4)
• Grade assignments against assessment criteria and produce an appropriate feedback report. (5)
• Write module specifications. (5)
• Produce lesson plans for specified topics. (5)
• Be a useful study aid (6)
• Construct several different drafts on a given topic. (6)
• Produce outlines for essays or reports. (6)
• Write working computer code. (7)
• Produce illustrations from a written description. (8)
ChatGPT’s success and new products (such as Bing from Microsoft and the Bard from Google) raises fundamental questions about its use by students. Will they use it to enhance learning (as ‘study buddy’ or ‘writer’s assistant’) or as a sophisticated plagiarism tool (which cannot yet be reliably detected by tools like Turnitin)?
This session will summarise main issues and the most likely developments in this software (9, 10) before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational affordances and potential “PedAIgogical” impact (11).
References
1. Clark, D. (26/2/23) OpenAI releases massive wave of innovation. At http://donaldclarkplanb.blogspot.com/2023/02/openai-releases-massive-wave-of.html
2. Extract from ChatGPT’s response to the prompt – ‘What is ChatGPT?’
3. Smith, D. (2022) How
Exploring modality in the context of blended and hybrid education.pptxSue Beckingham
In this session Simon and Sue will present their individual but inter-related work examining modes of learning and mixed-modal education. With reference to Modes of Learning in Higher Education (Beckingham, 2021) and the Subject, Pedagogy and Modality (SPaM) Framework (Thomson, 2022), the session will introduce participants to proposed definitions for learning modes as well as a framework to support the development of mixed-modal curriculum. Drawing upon their own experiences, the presenters will provide examples of where mixed-modal design can be most effective and how such a process can support a future hybrid curriculum underpinned by “sound pedagogical reasons” (Office for Students, 2022) as we move towards an education experience that will ultimately become more blended by default.
Mattering, meaning making and motivation - Building trust and respect through...Sue Beckingham
Making connections, interacting, and learning to collaborate with peers are vital components of the student experience. This may start in person but there are now many more ways that extend both informal and formal learning through the development of multimodal social learning communities. Students are empowered to co-create their own virtual learning places using social media providing valued space to develop a more personalised and inclusive learning relationship; and the choice to interact when and where they choose. Scaffolded by tutors, this can provide support to develop interpersonal communication and cooperation.
This presentation will share suggestions on how social media can support mattering where students build trust and feel significant; steps to ensure they understand what is expected of them in these spaces; and shared experiences where students have learned to work cooperatively, motivating them to achieve the goals they have planned.
A practical approach to amplifying scholarly practice through digital technol...Sue Beckingham
This presentation focuses on approaches individuals can employ to share their teaching excellence in a way that celebrates their contribution, assures recognition, and secures metrics that offer an indication of the works reach, value and impact.
Taking into consideration the broad spectrum of work that can be defined as ‘scholarly practice’ e.g., research informed teaching, pedagogy in and beyond the classroom, and the scholarship of learning and teaching, our presentation illuminates several approaches and demonstrates how they can be used to share these important outputs more widely.
Considering both the benefits and challenges, approaches to the effective dissemination of scholarship will include the innovative use of digital technology, highlight the ‘best’ social media platforms, and draw delegates attention to the award-winning National Teaching Repository.
Sharing real-life examples of scholarly outputs in multiple multi-media based formats (e.g., teaching resources, infographics and audio) we will demonstrate, step-by-step, the dissemination journey that delegates can adopt themselves. In addition to mapping the practical steps, the presentation will highlight how and why sharing one’s scholarship is beneficial, but also why it is important to find and try new ways of sharing.
The updated non-technical introduction to ChatGPT SEDA March 2023.pptxSue Beckingham
This webinar provides a brief history of ChatGPT and very recent developments in MS Bing and Edge and the launch of Google's Bard. Examples of how ChatGPT can be used and what implications and issues are foreseen are discussed.
A non-technical introduction to ChatGPT - SEDA.pptxSue Beckingham
This presentation provides a brief history and context to ChatGPT, gives examples of what ChatGPT can do, considers the implications and issues and the next steps to consider.
Using social media safely and appropriately in higher education.pptxSue Beckingham
The almost ubiquitous use of mobile technology and easy access to social media apps, and more recently video conferencing software such as Zoom, provide multiple ways for individuals to interact. These technologies have been adopted by both educators and students and provide many useful ways to communicate and collaborate within and beyond the classroom. The acceleration of digital communication tools and widespread use of digital technology in our daily lives present tensions as the collection of personal data increasingly gives rise to privacy concerns. Furthermore, inappropriate online communications have resulted in serious situations and significant repercussions for those involved. It is therefore timely to revisit the guidance on appropriate online behaviour in the use of social media, and how we use technology safely, along with being clear about the potential implications if this advice is not heeded. In our session we will share the open access resources we have developed at Sheffield Hallam University with suggestions on how these could be used with students. These include: How to use social media responsibly, Managing your digital footprint, Using social media for learning, and Using social media to enhance your employability.
Using social media to create your own professional development and PLN.pptxSue Beckingham
This presentation consider sthe importance as an educator of developing a personal learning network (PLN) and the ways social media can contribute to your own professional development. Drawing upon the weekly Learning and Teaching in HE twitter chat (known as #LTHEchat) as an exemplar, I share what members of this community have valued as participants and for some being volunteer members of the LTHEchat organising team.
Getting to know your students through storytelling.pptxSue Beckingham
Starting university can be a daunting experience. As educators we want all our students to have a sense of belonging, to feel valued and respected. Spending time at the beginning of the academic year to get to know your students, for them to get to know each other, and for them to get to know you is a valuable way to put them at ease.
Cultivating an inclusive learning community develops confidence and students are more likely to engage. My presentation will share some of the activities my first-year students experience and how this contributes to student engagement.
Recommendations from the ground - Student led use of social media to foster i...Sue Beckingham
Prior research has highlighted that whilst engaging in groupwork can have many benefits, in practice it can also present a range of challenges. We know that our diverse student body includes those that commute to university, juggle work and have caring responsibilities; they may have a learning contract; or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person group meetings, a crucial component of groupwork. This poster outlines the outcomes of a qualitative study with recent graduates and final year students and their personal recommendations to make groupwork more inclusive, supportive and valued. The research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity; along with suggestions that could help all students better prepare for a multimodal approach to groupwork.
The complex web of social interaction - Expanding virtual and spatial multili...Sue Beckingham
From an early age we learn how to communicate with others and develop an understanding of etiquette and what constitutes polite behaviour and good manners when interacting in person. The term ‘netiquette’ refers to internet etiquette. Welsh and Wright (2010) use the term netiquette as the rules of etiquette in digital communication and DeJong (2013:115) describe netiquette as "a term used for professional and polite practices online".
Students will use multiple ways to communicate with their friends and family in a social context; with peers and tutors throughout their learning and assessment experience; and with potential employers when seeking placements and graduate job opportunities. Communication may be in person or online, be formal or informal. Furthermore the modes of communication used will be multimodal integrating visual, audio, gestural and spatial patterns of meaning (Cope and Kalantzis, 2009). The New London Group (1996:63) coined the term multiliteracies to describe “the multiplicity of communications channels and media, and the increasing saliency of cultural and linguistic diversity”. There are expectations that students entering university will all have a command of these multiliteracies and the expected rules of netiquette. Moreover they may be judged and assessed on their interactions both in person and online. A significant question is where are they taught these skills and how do we know the students have developed them?
This poster considers a range of literacies required as networked individuals (Rainie and Wellman, 2012), and the need to provide students with guidance on professional social skills and multi literacy support. Drawing upon Miller’s (2015) multi literacies framework for university learning, suggestions for formative activities are given. These focus on six domains of literacy: institutional literacies, digital literacies, social and cultural literacies, critical literacies, language literacies, and academic literacies.
Learning as a Partnership - The Building Blocks of Multimodal Learning Commun...Sue Beckingham
Learning to learn is a lifetime endeavour. Anderson (2016) proposes that aspiration, self-awareness, curiosity, and vulnerability can help us to address new learning curves. Key to this is learning with and from others – learning as a partnership. My keynote will consider the different modes of learning students may experience in higher education and reflect on the importance and value of learning communities for each. I will share the PARTNERSHIP framework I am developing which proposes a collection of building blocks that when considered, can help to scaffold the development of learning communities.
Building a social learning community: Tips and tools for surviving a PhD and professional learning during a pandemic and beyond.
A summary of our fireside chat at #SocMedHE21
Sue Beckingham, Deb Baff, Suzanne Faulkner, Dawne Irving-Bell, Sarah Hallam and Rachelle O’Brien @suebecks @debbaff @SFaulknerPandO @belld17 @Sarah_Hallam @rachelleeobrien
Undertaking independent professional learning or further study such as a PhD or EdD can be an isolating experience. You may be juggling full-time work and studying part-time; have caring responsibilities; studying in person or as a distance learner. Irrespective of study mode, the experience of being a PhD or EdD student is very different to a taught undergraduate or postgraduate degree where a cohort of students study together and follow the same curriculum for the main part of their degree. The PhD experience whilst an individual learning experience, can still open up opportunities for serendipitous conversations. These may occur on campus in the corridor, seminars, guest lectures, in the workplace, during social activities or through attending conferences. However, during the pandemic opportunities for such interactions were curtailed and all contact was shifted online through remote learning. The session will be facilitated through a ‘fireside chat’ where we will share the spaces (tools), places (groups), and resources that have helped us through the pandemic; considering those we will take forward to support our continued journey, those that we will try to incorporate, and those that we are glad to leave behind. This session will provide input to a co-created toolkit which will be shared openly for use and adaptation by others. The toolkit could also be used by individuals undertaking other types of professional development. This might include scholarship, research or study, for example an Academic Professional Higher Degree Apprenticeships, Postgraduate Certificate in Academic Practice or applying for a Senior/Principal Fellowship, SEDA Fellowship, CMALT (Certified Membership of ALT) or other professional recognition scheme.
Recognising the value of interdependence through cooperative active learningSue Beckingham
Presentation at the Practical Pedagogy Conference.
The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches.
Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
4. #3
Complete
your whole
profile
Click on the 'Edit Profile' button to update
any of the sections or the 'Improve your
profile' button for suggestions.
Proofread any changes you make for errors!
5. #4
Include
relevant
keywords
Think about the key search words employers would
use if they were:
looking for people with skills in your field
looking for graduates, interns or students for
work placements
7. #6
Customise
your public
profile URL
The default URL will also include random numbers
and letters and appears underneath your photo.
uk.linkedin.com/pub/your-name/1x/11x/111
Customise this to have your full name then add to:
• your email signature
• business cards
• your bios on other social sites
8. #7
Add skills
to your
profile
Add relevant skills to your profile.
Valued connections may then publically endorse
your skills and expertise
9. #8
Ask for
recommendations
You may give others a recommendation, but do also
consider asking people you have worked with to
give you one too.
10. #9
Make
connections
• Connect with current and previous work colleagues
• Search by name, company, school, email contacts
or group members. Drill down using advanced
people search.
• Develop relevant 2nd and 3rd degree connections
11. #10
Join relevant
Groups
• Engage in discussion topics and
answer questions in your specialism
• Develop new connections
• Create your own group
15. The LinkedIn Apply Button
Companies can
add this to their
job page on the
company
website
Applicants are
asked to submit
a link to their
LinkedIn profile
https://developer.linkedin.com/apply
16. Make the most of
YOUR profile!
http://press.linkedin.com/about
17. Sue Beckingham
Educational Developer with a research interest in the use of social media
in education.
Blog: http://socialmedia4us.wordpress.com/
LinkedIn: linkedin.com/in/suebeckingham