Presentation at the annual Emerging Technologies for Online Learning conference focusing on networked scholarship. The concept of networked scholarship is expressed in different ways in the literature, ranging from digital scholarship to social scholarship to open scholarship. In this presentation, I discussed two themes that have arisen from my 3+ years of qualitative and ethnographic studies into the practices of higher education scholars. Both of these themes help us make better sense of scholars’ digital participation and networked scholarship. They also help us better describe online scholarly networks and the lives and practices of digital scholars.
The first theme refers to the notion of scholars using networks to enact digital/open scholarship and circumvent restrictions to the sharing of knowledge.
The second theme is one that I am still developing. Specifically, in my research I found that social media and online social networks function as places where some academics express and experience care.
Presentation at the annual Emerging Technologies for Online Learning conference focusing on networked scholarship. The concept of networked scholarship is expressed in different ways in the literature, ranging from digital scholarship to social scholarship to open scholarship. In this presentation, I discussed two themes that have arisen from my 3+ years of qualitative and ethnographic studies into the practices of higher education scholars. Both of these themes help us make better sense of scholars’ digital participation and networked scholarship. They also help us better describe online scholarly networks and the lives and practices of digital scholars.
The first theme refers to the notion of scholars using networks to enact digital/open scholarship and circumvent restrictions to the sharing of knowledge.
The second theme is one that I am still developing. Specifically, in my research I found that social media and online social networks function as places where some academics express and experience care.
Shared space: regulation, technology and legal education in a global context
Professor Paul Maharg
Australian National University College of Law
Abstract
The LETR Report on legal services education and training (LSET), published in June 2013, is the most recent of a series of reports dealing with legal education in England and Wales. Many of these reports do not deal directly with technology theory and use in legal education, though it is the case that the use of technology has increased substantially in recent decades. This is a pattern that is evident in reports in most other common law jurisdictions. LETR does have a position on technology use and theory, however, and it positions itself in this regard against other reports in England and Wales, and those from other jurisdictions, notably those in the USA.
In this paper I shall set out that position and contrast it with regulatory statements on technology and legal education in England, Australia and the USA. Based on a review not just of recent practical technological implementations but of the theoretical educational and regulatory literatures, I shall argue that the concept of ‘shared space’ outlined in the Report is a valuable tool for the development of technology in education and for the direction of educational theory, but most of all for the development of regulation of technology in legal education at every level.
Communicative Ecologies in Adult Education: WP4, Task 4.1Jaakko Hyytiä
Implications for POLICY AND PRACTICE
POWER OF INFORMATION
To uplift the capacity of AE to consider and respond to the needs of young people in vulnerable positions, there is a need to cultivate flows of information that are multi-directional, multi-level, and multi-and cross-sectoral, circulating across policy and practice and connecting key stakeholders as asked by contextual conditions
POWER OF NETWORKS:
Consider the value of human capacity for information production, transmission and processing and that of machines as two balancing poles.
Through the opportune creation of networks that harness the intelligence of people and machines we can create the conditions for AE to become and be made constantly relevant for the needs of young people in situations of risk
Introducing the Information Culture Framework as a Component of the Digital C...DigCurV
Presentation by Fiorella Foscarini, University of Toronto and Gillian Oliver, Victoria University of Wellington at the DigCurV International Conference; Framing the digital curation curriculum
Infocow connects you with useful stuff to help take control of life - sites, stories, information and inspiration. It’s made for and created by young people, aged around 14-19.
Infocow links to hundreds of different websites and sources of information that can help make positive changes, whether that’s finding out what to do after GCSEs, or what the first steps are to leaving home.
Presentation given by Kieron Kirkland at the Infocow launch event in London, July 8th 2010.
Using Badging as an Open Educational ResourceKelsey O'Brien
With a rapidly shifting information landscape, teachers struggle to remediate students for whom digital literacy is a struggle and maintain the interest of students for whom this knowledge comes more easily. Furthermore, higher education is under broad criticism for not preparing graduates for the 21st-century workplace. Badging allows educators to meet students at their level. Learn how the State University of New York Metaliteracy Learning Collaborative developed an open badging resource to hone students' research and literacy skills and applied it broadly in credit-bearing courses and as the key coursework for two MOOCs.
Why is developing Positive Platforms a challenge and how should we approach developing them?
A slide deck done for the Positive Platforms Design Jam in Helsinki 26.11.2016.
Kulttuurikasvatussuunnitelma: Suunnitelmallisuutta, yhdessä tekemistä, tasa-a...KuPeKasvatus
Tämä esitys on tarkoitettu Kulttuurivoltti-hankkeen työpajakiertueelle, jonka tavoitteena on saada Suomeen enemmän kulttuurikasvatussuunnitelmia. Esityksessä käydään läpi mikä kulttuurikasvatussuunnitelma on, miksi sen tekeminen kannattaa ja miten se tehdään.
Shared space: regulation, technology and legal education in a global context
Professor Paul Maharg
Australian National University College of Law
Abstract
The LETR Report on legal services education and training (LSET), published in June 2013, is the most recent of a series of reports dealing with legal education in England and Wales. Many of these reports do not deal directly with technology theory and use in legal education, though it is the case that the use of technology has increased substantially in recent decades. This is a pattern that is evident in reports in most other common law jurisdictions. LETR does have a position on technology use and theory, however, and it positions itself in this regard against other reports in England and Wales, and those from other jurisdictions, notably those in the USA.
In this paper I shall set out that position and contrast it with regulatory statements on technology and legal education in England, Australia and the USA. Based on a review not just of recent practical technological implementations but of the theoretical educational and regulatory literatures, I shall argue that the concept of ‘shared space’ outlined in the Report is a valuable tool for the development of technology in education and for the direction of educational theory, but most of all for the development of regulation of technology in legal education at every level.
Communicative Ecologies in Adult Education: WP4, Task 4.1Jaakko Hyytiä
Implications for POLICY AND PRACTICE
POWER OF INFORMATION
To uplift the capacity of AE to consider and respond to the needs of young people in vulnerable positions, there is a need to cultivate flows of information that are multi-directional, multi-level, and multi-and cross-sectoral, circulating across policy and practice and connecting key stakeholders as asked by contextual conditions
POWER OF NETWORKS:
Consider the value of human capacity for information production, transmission and processing and that of machines as two balancing poles.
Through the opportune creation of networks that harness the intelligence of people and machines we can create the conditions for AE to become and be made constantly relevant for the needs of young people in situations of risk
Introducing the Information Culture Framework as a Component of the Digital C...DigCurV
Presentation by Fiorella Foscarini, University of Toronto and Gillian Oliver, Victoria University of Wellington at the DigCurV International Conference; Framing the digital curation curriculum
Infocow connects you with useful stuff to help take control of life - sites, stories, information and inspiration. It’s made for and created by young people, aged around 14-19.
Infocow links to hundreds of different websites and sources of information that can help make positive changes, whether that’s finding out what to do after GCSEs, or what the first steps are to leaving home.
Presentation given by Kieron Kirkland at the Infocow launch event in London, July 8th 2010.
Using Badging as an Open Educational ResourceKelsey O'Brien
With a rapidly shifting information landscape, teachers struggle to remediate students for whom digital literacy is a struggle and maintain the interest of students for whom this knowledge comes more easily. Furthermore, higher education is under broad criticism for not preparing graduates for the 21st-century workplace. Badging allows educators to meet students at their level. Learn how the State University of New York Metaliteracy Learning Collaborative developed an open badging resource to hone students' research and literacy skills and applied it broadly in credit-bearing courses and as the key coursework for two MOOCs.
Why is developing Positive Platforms a challenge and how should we approach developing them?
A slide deck done for the Positive Platforms Design Jam in Helsinki 26.11.2016.
Kulttuurikasvatussuunnitelma: Suunnitelmallisuutta, yhdessä tekemistä, tasa-a...KuPeKasvatus
Tämä esitys on tarkoitettu Kulttuurivoltti-hankkeen työpajakiertueelle, jonka tavoitteena on saada Suomeen enemmän kulttuurikasvatussuunnitelmia. Esityksessä käydään läpi mikä kulttuurikasvatussuunnitelma on, miksi sen tekeminen kannattaa ja miten se tehdään.
This PowerPoint was one very small part of my Ecology Interactions Unit from the website http://sciencepowerpoint.com/index.html .This unit includes a 3 part 2000+ Slide PowerPoint loaded with activities, project ideas, critical class notes (red slides), review opportunities, challenge questions with answers, 3 PowerPoint review games (125 slides each) and much more. A bundled homework package and detailed unit notes chronologically follow the PowerPoint slideshow.
Areas of Focus within The Ecology Interactions Unit: Levels of Biological Organization (Ecology), Parts of the Biosphere, Habitat, Ecological Niche, Types of Competition, Competitive Exclusion Theory, Animal Interactions, Food Webs, Predator Prey Relationships, Camouflage, Population Sampling, Abundance, Relative Abundance, Diversity, Mimicry, Batesian Mimicry, Mullerian Mimicry, Symbiosis, Parasitism, Mutualism, Commensalism, Plant and Animal Interactions, Coevolution, Animal Strategies to Eat Plants, Plant Defense Mechanisms, Exotic Species, Impacts of Invasive Exotic Species. If you have any questions please feel free to contact me. Thank you again and best wishes.
Sincerely,
Ryan Murphy M.Ed
www.sciencepowerpoint@gmail.com
Incorporating digital and social technologies into social work educationLaurel Hitchcock
Our workshop will inform participants about the mechanics as well as the advantages and disadvantages of incorporating digital and social technologies assignments into social work courses. Topics to be covered include the importance of digital literacy and how to use theory to inform the integration of technology into their online courses. Participants will learn about example assignments and learning activities for social work courses that incorporating digital and social media such as microblogging, designing infographics, and creating a video.
Incorporating Digital and Social Technologies into Social Work EducationNancy J. Smyth, PhD
Incorporating Digital and Social Technologies into Social Work Education
Teaching and learning social work online - Skills Workshop
Online & Hybrid, Asynchronous & Synchronous, Newcomers
B & 0 - Baltimore & Ohio
1:45 PM - 2:30 PM
This workshop will inform participants about the mechanics as well as the advantages and disadvantages of incorporating digital and social technologies assignments into social work courses. Topics to be covered include the importance of digital literacy and how to use theory to inform the integration of technology into their online courses. Participants will learn about example assignments and
learning activities for social work courses that incorporating digital and social media such as microblogging, podcasting and creating
a video.
Laurel Iverson Hitchcock, University of Alabama at Birmingham
Melanie Sage, University of North Dakota
Nancy Smyth, University at Buffalo, State University of New York
Social Work Distance Education Conference. Indianapolis, April 13th, 14th, and 15th, 2016
Sponsored by School of Social Work, Indiana University, and The Council on Social Work Education
Harnessing Technology for one’s own Good: Professional Learning Networks in S...Laurel Hitchcock
Participants will learn about the mechanics, advantages and disadvantages of establishing a professional learning networks (PLN), which incorporate technology-based tools and processes in a way that allows individuals to stay up-to-date and share information about current news, politics, practice knowledge and current research findings. This workshop will provide hands-on practice in designing and implementing a PLN for scholarship and advocacy.
This workshop will inform participants about the mechanics as well as the advantages and disadvantages of professional learning networks (PLN), both as a scholar and in the classroom. A professional learning network (also known as a personalized learning network) includes technology-based tools and processes used by a social worker to stay up-to-date and share information about current news, practice knowledge and the latest research findings. Participants will learn how to establish and grow their own PLN, integrate PLNs into a classroom or curriculum, and appreciate how the theory of Connectivism (Siemens, 2005) informs the practice of PLNs.
Professional learning networks (PLN) include tech-based tools and processes used by social workers to stay current and share information about news, practice knowledge and research findings. Participants will learn how to establish their own PLN, integrate PLNs into a classroom, and appreciate how theory informs the practice of PLNs.
The open academic: Why and how business academics should use social media to ...Ian McCarthy
Abstract: The mission of many business schools and their researchers is to produce research that that impacts how business leaders, entrepreneurs, managers, and innovators, think and act. However, this mission remains an elusive ideal for many business school academics because they struggle to design and produce research capable of overcoming the "research-practice gap." To help those scholars address this gap, we explain why and how they should use social media to be more 'open' to connecting with, learning from, and working with academics and other stakeholders outside of their field. We describe how social media can be used as a boundary-spanning technology to help bridge the research-practice gap. To do this, we present a process model of five research activities: networking, framing, investigating, dissemination, and assessment. Using recently published research as an illustrative example, we describe how social media was used to make each activity more open. We conclude with a framework of different social media-enabled open academic approaches (connector, observer, promoter, and influencer) and some dos and don'ts for engaging in each approach. This paper aims to help business academics rethink and change their practices so that our profession is more widely regarded for how its research positively impacts practice and societal well-being more generally.
On the last day of CSWE’s Annual Program Meeting at 10:00 AM in the Dallas Ballroom A-2, Nancy J. Smyth, Melanie Sage, Jonathan Singer, and I are presenting about how social work educators can use technology for career-long learning. Nancy, Melanie and I introduced the idea of professional learning networks (PLN) to a packed room at Social Work Distance Education Conference in April, and wanted to bring the practice to the #APM17 crowd. A PLN incorporates technology-based tools and processes in a way that allows individuals to stay up-to-date and share information about current news, practice knowledge and current research findings. We will be talking about the mechanics, advantages and disadvantages of establishing a PLN. One resources we will be sharing is our Professional Learning Network (PLN) Worksheet, which takes a social worker through the steps of creating their own PLN.
Profiles of the learners and of their organisationsTELECENTRE EUROPE
A comprehensive study of the e-facilitator’ profiles, working conditions and training needs on a sample of 837 e-facilitators coming from the four countries (Bulgaria, Spain, Italy and France).
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Maria Garrido: "Past and present of Telecentres - their demonstrated value"
1. Past and Present of Telecentres
Their demonstrated value
Telecentre-Europe Summit
Warsaw, 2012
Maria Garrido and Araba Sey
European Commission
Joint Research Centre
Institute for Prospective Technological Studies
2. OBJECTIVES OF THE STUDY
• Build a landscape of theories that explain how, why,
and under which conditions e-Inclusion actors
contribute to advance social and economic goals.
• Analyze the value of these theories and analytical
frameworks and the evidence of impact.
• Develop recommendations on the most promising
theoretical pillars that could inform MIREIA project.
3. HOW WAS THE STUDY CONDUCTED
LANDSCAPE OF THE LITERATURE IN LAST 10 YEARS
• English academic and grey literature sources
• Over 400 articles, books, and reports reviewed
• Identified the most dominant explanations and
those with potential to explain how the work of e-
Inclusion actors produces impact or not
• 200+ sources selected for in-depth coding
4. SOME CONSIDERATIONS
• Different perceptions of what constitutes
impact
• Difficulty in isolating the effects of ICT-related
to other activities provided by intermediaries
• Importance of contextual factors in explaining
impact
5. DEFINING CATEGORIES OF IMPACT
1. Skilling: improvement of ICT skills and capabilities,
leading to better opportunities in labor market
2. Empowerment: enhancement of confidence and
motivation for learning and aspiration to improve
3. Networking: strengthening network ties and
outreach potential increasing opportunities for
socio-economic participation.
4. Job-placement capabilities: facilitate information
access on job opportunities to actively participate in
local economic development
7. EVIDENCE ON SKILLING
• ICT skills training allows lower skilled workers to
develop technical skills increasing competitiveness in
labor market
• Combined with other employment-related services
(job interview skills, connection to employers,
internships, etc.)
• ICT skills training function as a catalyst to develop
other critical skills that are highly valued in the labor
market.
• Basic ICT skills training often functions as a lure for
participants to engage in either additional ICT skills
courses or in other types of training.
9. EVIDENCE ON EMPOWERMENT
• Motivation for participating in ICT skills training,
participants often cite aspirations related to
employment as major benefits.
• Participants feel that ICT training can expand their
employment horizons into areas previously
considered out of reach.
• Shared perception that ICT skills are very important
to get better jobs, improve income, and learn more
advanced technology skills or other kinds of skills.
• Training provided not only builds human capital but
enhances the “capacity of aspire” expanding
professional horizons, self-esteem, and autonomy.
11. EVIDENCE ON NETWORKING
• E-Inclusion intermediaries are often the most
valuable channel for finding employment after family
and friends.
• Important bridges for expanding and diversifying
social relations and job channels
• Means to connect to the outside world through
technology and social networks and actively support
community development
12. FOOD FOR THOUGHT
• How do we define impact? For whom and for what?
• What levels and combination of services e-Inclusion
actors are needed to contribute to impact?
• Evidence on impact is fragmented so what do we do as
advocates, researchers, and program implementers?
• How do we reach some level of systematization of future
evidence? Pros and Cons
• How do we draw a map of this all inclusive category of
eInclusion intermediaries?
13. Thank You!
Maria Garrido, Research Assistant Professor Araba Sey, Research Assistant Professor
Information School Information School
migarrid@uw.edu arabasey@uw.edu
Twitter: @mariaigarrido
Luis Santana, PhD Student
Tabitha Hart, PhD Student
Communications Department
Communications Department
Technology & Social Change Group
University of Washington Information School
tascha.uw.edu
+1.206.616.9101
Editor's Notes
The literature highlights more the potential than the actual
The literature highlights more the potential than the actualConnecting impacts to work of e-Inclusion actors can be done by mapping:Institutional and service factors to different types of impactsOcurrence or not occurrence of impacts need to be contextualized
The literature highlights more the potential than the actual
The literature highlights more the potential than the actual
The literature highlights more the potential than the actual
The literature highlights more the potential than the actual