More With Less - A Tale of Two Modules
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Presentation for HUBS Spring Meeting, May 11th 2011: "The Future of Bioscience Teaching: Doing More With Less" http://www.biochemistry.org/PublicAffairs/Events/HUBSSpringMeeting2011.aspx
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Sorry, now audio for these yet, but the first half is rather similar to this: http://www.youtube.com/watch?v=sgU5Gx5bh3o and I'll try to put up a commentary for the feedback section soon.
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The document discusses using social media in microbiology education. It notes that social media refers to user-generated internet content and conversations rather than just tools. While traditional education tools have value, students want guidance navigating various media and see education as adding value. The document advocates that educators understand how new media works, manage expectations that education is active not passive, and provide clear goals to engage lifelong learners through peer networks for professional development.
Social media for researchers - maximizing your personal impact
This document provides an overview of how researchers can use social media to maximize their personal impact. It discusses how continual publishing across blogs, journals, and social media can increase one's "academic footprint" and impact. The document also outlines potential benefits of social media for different stages of the academic research cycle, from collaboration and gathering feedback to disseminating findings. However, it also notes some potential criticisms and challenges of using social media.
Social media for researchers - maximizing your personal impact
This document provides an overview of how researchers can use social media to maximize their personal impact. It discusses how social media can enhance the academic research cycle by enabling more effective collaboration, opportunities to forge new connections, receiving feedback, and more rapidly disseminating work. While social media presents some criticisms like privacy issues and a loss of authority, the document encourages researchers to participate and build good networks as a way to make an impact beyond traditional citations.
Quality Assurance of Knowledge
Quality Assurance of Knowledge
The Digital Researcher 2012 #dr12vitae
http://www.vitae.ac.uk/researchers/315321/Digital-Researcher.html
Maximizing your personal impact
Introduction to a workshop on:
Social Media For Researchers
Maximizing your personal impact
Alan Cann
School of Biological Sciences
University of Leicester
Sharing Threads from Google+
Alan responds to a question about archiving Google+ posts and comments. He says that as far as he knows, Google+ posts are available indefinitely. There are currently no tools like Storify for extracting and organizing Google+ threads. He suggests selecting a thread, saving it as a PDF, and embedding it on Slideshare.net as a way to archive the content.
Students in the sandbox - social scaffolding for education
Presentation for Guardian Higher Education 22nd September 2012:
Using social media to enhance student experience
Online Social Tools - Google+ #solo11
The document discusses Google+ and its current features and limitations. It notes that Google+ allows chatting and video calls with up to 10 people, and sharing photos and videos, but that audio sharing and mobile access are still lacking. Circles allow separating contacts into different groups but don't prevent public posting. Additional features like search, groups, tagging and APIs are still works in progress. The document also discusses using Google+ to search for information on Spinal Muscular Atrophy and analyzing student engagement via social networks.
Friendfolios - Harnessing social scaffolding for reflection
The document discusses using social media platforms like Friendfeed to scaffold student reflection in ePortfolios. An analysis of 134 students using Friendfeed for 10 weeks found they generated over 5,000 entries, 8,000 comments, and 5,000 likes, totaling nearly 200,000 words of reflection. Approximately 15% of students continued using Friendfeed after the assessment period, showing it increased student engagement with reflective practice more than traditional ePortfolios alone. The document suggests repeating ePortfolio modules with social media platforms like blogs and Friendfeed to further scaffold student reflection.
Students in the sandbox - developing professionals?
The document discusses several pedagogical approaches to online education. It outlines Martin Weller's view that complexity arises from how people collaborate online. It also discusses Vygotsky's zone of proximal development and how online learning allows interaction with more capable peers. Finally, it proposes that connectivism sees learning as connecting information sources and that maintaining connections is important for learning.
Who Owns Knowledge? #DR10
Presentation on intellectual property and social networks for The Digital Researcher: Managing your networks and building your profile
15 March 2010
http://www.vitae.ac.uk/researchers/56271-205821/Workshops/Digital-researcher-Managing-your-networks-and-building-your-profile.html
Social Bookmarking @ #DR10
The Digital Researcher: Managing your networks and building your profile
15 March 2010
http://www.vitae.ac.uk/researchers/56271-205821/Workshops/Digital-researcher-Managing-your-networks-and-building-your-profile.html
AJ Cann: ALT-C 2009
The document discusses personal learning environments (PLEs) and how they can enhance students' ownership of their own knowledge and learning. It suggests facilitating PLEs through systems that help students set their own learning goals, manage their learning process, and communicate with others. The document also discusses ePortfolios and how they can be used to showcase students' evidence of learning, depth and breadth of knowledge, and reflections on their academic and professional development through short and long-term goals. It notes challenges in assessing student reflection and maintaining ePortfolios after a course ends.
The structure of hepatitis E virus
Hepatitis E virus is a positive-sense RNA virus that causes acute hepatitis in humans. It has a spherical virion structure that is about 32-34 nanometers in diameter and contains three open reading frames that encode the viral proteins. The virus particle consists of an icosahedral capsid enclosing the viral genome RNA.
Dude, Where's My University?
Personal learning environments, personal development planning and lifelong learning.
Alan J. Cann, Department of Biology,
Adrian Building, University of Leicester,
University Road, Leicester LE1 7RH, UK.
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Social media for researchers - maximizing your personal impact
Social media for researchers - maximizing your personal impact
Social media for researchers - maximizing your personal impact
Social media for researchers - maximizing your personal impact
Students in the sandbox - social scaffolding for education
Students in the sandbox - social scaffolding for education
Friendfolios - Harnessing social scaffolding for reflection
Friendfolios - Harnessing social scaffolding for reflection
Students in the sandbox - developing professionals?
Students in the sandbox - developing professionals?
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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More With Less - A Tale of Two Modules
- 1. More With Less - A Tale of Two Modules A.J. Cann School of Biological Sciences University of Leicester
- 2. Social media: A guide for researchers Cann, Dimitriou & Hooley (2011) Social media: A guide for researchers Research Information Network
- 3. Guardian University Guide 2011: Biosciences
- 10. Video Feedback
- 11. What’s a middle aged man doing sitting in front of a video camera holding imaginary conversations with a sock puppet? D.W. Winnicott, Playing and Reality. (Penguin 1971). Play is important in counteracting the implicit threat in transitional spaces which limit learning.
- 12. But: Video externalizes "experience", reading internalizes it.
- 15. Peer Networks Friendfeed = Facebook but not Facebook Minimalist guidance Reflection Feedback Discussion (object centred) Staff support, not lead
- 16. Friendfeed
- 20. Gephi.org
- 21. Quality? Does online = less? More with less - is it cheaper? More with less - is it quicker? Laboratory skills? 2D Boy tinyurl.com/26569e
- 22. www.slideshare.net/AJCann "Communications tools don't get socially interesting until they get technologically boring... It's when a technology becomes normal, then ubiquitous, and finally so pervasive as to be invisible, that the really profound changes happen." Clay Shirky, Here Comes Everybody, 2008
Editor's Notes
- That’s all folks.