This document discusses addressing student research skills in the age of Google. It notes that students now consider "research" to just mean "Googling" and they don't think critically about online information. It recommends defining the purpose of research assignments and providing direct instruction on research skills. Specific strategies include directing students to appropriate resources, requiring different source types, and spending class time on topics like assessing reliability and improving search skills.
This workshop utilizes Chickering and Ehrmann's 1996 work surrounding the 7 principles of good teaching practice, focusing on how to make solid technology choices for online teaching.
Developed for Michigan State University, frequently iterated, highly collaborative. This particular PowerPoint is the one I use, but it was developed as a collaborative effort and is not my work alone.
Presentation on why educators should begin to build a digital portfolio. This presentation also provides details about how to build a digital portfolio.
Presentation delivered at the LRC Connect Conference.
The LRC Connect project supports the Leicester Building Schools for the Future Programme ICT priorities Space & Place, CPD & Innovation, Networked Learning & Communities, and Information Management.
-http://tleblog.leicester.gov.uk/?p=12
Presentation looks at creative learning environments, digital users and how to embrace web2 to reach your target customers. Click on the web2 slides and they will open the sites. If you would like further information do get in touch.
This workshop utilizes Chickering and Ehrmann's 1996 work surrounding the 7 principles of good teaching practice, focusing on how to make solid technology choices for online teaching.
Developed for Michigan State University, frequently iterated, highly collaborative. This particular PowerPoint is the one I use, but it was developed as a collaborative effort and is not my work alone.
Presentation on why educators should begin to build a digital portfolio. This presentation also provides details about how to build a digital portfolio.
Presentation delivered at the LRC Connect Conference.
The LRC Connect project supports the Leicester Building Schools for the Future Programme ICT priorities Space & Place, CPD & Innovation, Networked Learning & Communities, and Information Management.
-http://tleblog.leicester.gov.uk/?p=12
Presentation looks at creative learning environments, digital users and how to embrace web2 to reach your target customers. Click on the web2 slides and they will open the sites. If you would like further information do get in touch.
Study results from Dulcinea Media showed that middle and high school students were not adequately prepared to effectively do research online. This covers the study results as well as steps through the process of teaching students proper online research techniques.
Teaching the Ten Steps to Better Web ResearchMark Moran
We offer an outstanding Web search tutorial called "Ten Steps to Better Web Research" at www.SweetSearch.com/TenSteps
This presentation provides background, reference material and advice for teaching the Ten Steps.
For supplementary material, see http://bit.ly/teachtensteps
The Librarian Knows More than Google--and Your MomBrian Collier
What information skills are 90% of high school graduates missing (based on Harvard research publications, MacArthur Foundation reports, and university faculty anecdotes)? What can we do to make sure our graduates are the college freshmen who know what they're doing and not the ones calling home to ask their Moms? Librarians and classroom teachers are both welcome to this discussion.
SADL UP - Keynote presentation at HEA Changing the Learning Landscape event 7...LSESADL
Jane Secker and Maria Bell's presentation of the findings thus far of the LSE Student Ambassadors for Digital Literacy project at the HEA Changing the Learning Landscape - Digital Literacy event.
Pre-search to Research: Credo as 'Academic Google'credomarketing
Howard University librarians Niketha McKenzie, Kimberly Prosper, and Adia Coleman share their strategy for helping students transition from the open web searching they are accustomed to, toward more rigorous, college-level research. They detail how they use Credo to support the concept of pre-search and build familiarity with research databases. By likening Credo to an “Academic Google,” they have been able to gain buy-in from students while demonstrating the value of authoritative resources. Students have reported feeling less frustrated by the research process, and faculty appreciate that the library is providing a guide that helps students perform better.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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 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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. What we know…
“Research” has become “Googling”
Students believe almost anything…
Many students don’t think critically about
what they read online
Students rely on the internet exclusively
rather than print resources
The web is distracting
3. How can we address research
skills?
Define the Purpose
What is the purpose of the research?
Is research directly assessed?
What are your research expectations?
Deliberate Pedagogy
What direct instruction is required?
What supports are needed during the
process?
4. A Defined Purpose
Direct students to specific online resources
you feel are most appropriate for their
assignments.
Develop research questions or
assignments that require students to use a
variety of sources, both online and offline.
5. A Deliberate Pedagogy
Spend class time discussing how to assess the
reliability of online information.
Spend class time helping students improve
their search terms and queries.
Spend class time discussing how search
engines work and how search results are
generated/ranked.
Give your students research assignments in
which they are NOT permitted to use online
search engines.
OWL Powerpoint: “Searching the World Wide Web Overview”
6. Using Online Resources
The Visible Web
Search Engines
Online Encyclopedias
The Invisible Web
Web Directories
Boolean Searches
7. Searching the “Visible Web”
Master Google Search
Use Google Scholar
Start, but don’t END with Wikipedia
PA PowerLibrary
Link on district website – feel free to place
wherever necessary!
8. Searching the “Invisible Web”
Information that isn’t typically uncovered via
search engines.
Mag Portal
Infomine
HighWire
FindArticles
The Directory of Open Access Journals
Complete Planet
Librarians’ Internet Index
Refdesk
https://owl.english.purdue.edu/owl/resource/558/07/
OWL at Purdue
9. Shift Happens…
We need to move student research from
WALLOWING to WINNOWING