This document discusses a project to teach digital skills to early career researchers. It aims to increase awareness of how digital skills can enhance research and employability. The project will develop training resources like workshops and online materials. The document discusses problematizing the brief by considering learners, learning outcomes, and modes of learning. It proposes using approaches like communities of practice, connectivism, and MOOCs to provide practical solutions. A DH23Things program is suggested that uses blogging and reflective frameworks to help researchers build digital skills over multiple modules. Reactions from participants found the blogging format helpful for some but not all. Barriers like access, privacy concerns, and reluctance to embrace digital behaviors were also identified.
This session looked at the opportunities for using ebooks in education. We provided an overview of the current ebook landscape, with a focus on looking at the benefits, implications of use and how to get started.
The recording and show notes are available at http://www.jiscdigitalmedia.ac.uk/surgery/session/getting-started-with-ebooks
Read our related article http://www.jiscdigitalmedia.ac.uk/guide/introduction-to-e-books
Education of the 21st century MLIS student for technical agility.Steven MacCall
MLIS professors focused on health library education are continually faced with challenge of preparing their students for personal and social media technology use for entering an ever more sophisticated professional workforce. The objective of this paper is to describe identified barriers and the instructional strategies to overcome them in order to facilitate technological agility for the MLIS students taking a health librarianship course (LS534) at the University of Alabama School of Library and Information Studies (UA SLIS) between 2007 and 2012. "Technological agility" pertains to the capability of students to easily and invisibly ("without thinking about it") deploy networked personal and social technologies after course instruction on those technologies.
Since 2007, students enrolled the LS 534 Health Librarianship course at UA SLIS have received course instruction pertaining to the required adoption and use of networked personal and social technologies interwoven into the context of the pedagogical goals and various assignments of the course. Additionally, each student was required to compose an informal two page description of their impressions of the use of these technologies. This paper will report on the types of required networked personal and social technologies required for the course and how they changed during the period of the study (2007-2012). Additionally, results of a content analysis of the student impressions assignment over the time period will be presented with particular interest in evaluating comments related to agility defined as ease of use and invisibility.
Identified barriers to technological agility included the “why” question (why is this tool important?), reluctance in adopting technological innovation, and concerns relating to digital divide issues. Pedagogical methods included linking tool use to specific course communication needs, immersion after tool instruction, playful approach to interacting with technologies to minimize stress of adoption, and emphasis on importance of networked personal and social technologies in building distributed communities of colleagues. Also for those students who brought experience with personal technology and social media use to the course, stress was placed on the importance of understanding these technologies well enough to provide instruction on their use.
Preparing technologically agile MLIS graduates requires an understanding of barriers to adoption and pedagogical strategies for addressing these barriers.
This short presentation provides an overview of key considerations when initiating an online design - it leverages the process of problem based learning to ensure an 'active' role for the participating learners
This session looked at the opportunities for using ebooks in education. We provided an overview of the current ebook landscape, with a focus on looking at the benefits, implications of use and how to get started.
The recording and show notes are available at http://www.jiscdigitalmedia.ac.uk/surgery/session/getting-started-with-ebooks
Read our related article http://www.jiscdigitalmedia.ac.uk/guide/introduction-to-e-books
Education of the 21st century MLIS student for technical agility.Steven MacCall
MLIS professors focused on health library education are continually faced with challenge of preparing their students for personal and social media technology use for entering an ever more sophisticated professional workforce. The objective of this paper is to describe identified barriers and the instructional strategies to overcome them in order to facilitate technological agility for the MLIS students taking a health librarianship course (LS534) at the University of Alabama School of Library and Information Studies (UA SLIS) between 2007 and 2012. "Technological agility" pertains to the capability of students to easily and invisibly ("without thinking about it") deploy networked personal and social technologies after course instruction on those technologies.
Since 2007, students enrolled the LS 534 Health Librarianship course at UA SLIS have received course instruction pertaining to the required adoption and use of networked personal and social technologies interwoven into the context of the pedagogical goals and various assignments of the course. Additionally, each student was required to compose an informal two page description of their impressions of the use of these technologies. This paper will report on the types of required networked personal and social technologies required for the course and how they changed during the period of the study (2007-2012). Additionally, results of a content analysis of the student impressions assignment over the time period will be presented with particular interest in evaluating comments related to agility defined as ease of use and invisibility.
Identified barriers to technological agility included the “why” question (why is this tool important?), reluctance in adopting technological innovation, and concerns relating to digital divide issues. Pedagogical methods included linking tool use to specific course communication needs, immersion after tool instruction, playful approach to interacting with technologies to minimize stress of adoption, and emphasis on importance of networked personal and social technologies in building distributed communities of colleagues. Also for those students who brought experience with personal technology and social media use to the course, stress was placed on the importance of understanding these technologies well enough to provide instruction on their use.
Preparing technologically agile MLIS graduates requires an understanding of barriers to adoption and pedagogical strategies for addressing these barriers.
This short presentation provides an overview of key considerations when initiating an online design - it leverages the process of problem based learning to ensure an 'active' role for the participating learners
Presentation by Adam Smith and Dr Sarah Atkinson from University of Brighton for Xerte Talking workshop at University of Lincoln, 26th June 2014: http://makingdigitalhistory.co.uk/projects/xerte-talking-students-producing-interactive-learning-resources/art-design-and-media-workshop-26th-june-2014/
Using blogs as a core part of class activitySheila Webber
Presented at Sheffield University's Learning and Teaching Conference, January 2014 by Sheila Webber. I describe the use of team blogs as a core part of learning and teaching in a Masters-level module at the Information School, University of Sheffield.
Disseminating your Research to Maximise ImpactSheila Webber
This presentation was given by Sheila Webber, Senior Lecturer in the Information School, University of Sheffield, in a workshop at the iFutures conference 2014, http://ifutures.group.shef.ac.uk/, the iSchool's annual doctoral conference. The session focuses on publicising research, particularly using Web 2.0 etc.
Lecture3 - Putting the forces in motionVance Stevens
Technology affords powerful resources to help us teach writing, as with collaboration projects involving blogs, wikis, Google docs and mapping tools perhaps in convergence with online writing labs or multi-user virtual environments and even lower-level spelling software, readability analysis systems, automatic assisted translation, text corpora, etc. How can we use these resources and with what implications for writing online? I will focus on an aspect whose widespread use is only just emerging, and which I have found requires some training in teachers and learners, i.e. how tagged learning objects are aggregated in a way that encourages collaboration which in turn elicits writing. Specifically, I will report on the Writingmatrix project, established to pursue exactly this question. In this project students from different parts of the world tagged their individual postings and through these tags found one another while heightening their own experience in tutored writing. We will hear how the teachers in the project implemented it in their classes, how their students reacted, and what this technique suggests for the teaching of writing over the Internet in the 'near and now' future.
A workshop aimed at assisting the the Faculty of Humanities and Social Sciences at Athabasca University investigate how to put in practice their new strategic plan which calls for student-centered and open digital learning. Translating theory to practice.
Presenters: Donna Witek, Danielle Theiss, and Joelle Pitts
ACRL 2015, March 25-28, 2015, Portland, OR
Abstract:
As ACRL approaches its 75th year, a national conversation about information literacy has been sparked by the new ACRL Framework for Information Literacy for Higher Education. In this panel, information literacy specialists in instructional design, assessment, and collaboration with faculty across disciplines, will engage each other and audience participants in a collaborative discussion centered on the Framework. Participants will leave this session with concrete strategies for putting the Framework into practice at their home institutions.
Presentation by Adam Smith and Dr Sarah Atkinson from University of Brighton for Xerte Talking workshop at University of Lincoln, 26th June 2014: http://makingdigitalhistory.co.uk/projects/xerte-talking-students-producing-interactive-learning-resources/art-design-and-media-workshop-26th-june-2014/
Using blogs as a core part of class activitySheila Webber
Presented at Sheffield University's Learning and Teaching Conference, January 2014 by Sheila Webber. I describe the use of team blogs as a core part of learning and teaching in a Masters-level module at the Information School, University of Sheffield.
Disseminating your Research to Maximise ImpactSheila Webber
This presentation was given by Sheila Webber, Senior Lecturer in the Information School, University of Sheffield, in a workshop at the iFutures conference 2014, http://ifutures.group.shef.ac.uk/, the iSchool's annual doctoral conference. The session focuses on publicising research, particularly using Web 2.0 etc.
Lecture3 - Putting the forces in motionVance Stevens
Technology affords powerful resources to help us teach writing, as with collaboration projects involving blogs, wikis, Google docs and mapping tools perhaps in convergence with online writing labs or multi-user virtual environments and even lower-level spelling software, readability analysis systems, automatic assisted translation, text corpora, etc. How can we use these resources and with what implications for writing online? I will focus on an aspect whose widespread use is only just emerging, and which I have found requires some training in teachers and learners, i.e. how tagged learning objects are aggregated in a way that encourages collaboration which in turn elicits writing. Specifically, I will report on the Writingmatrix project, established to pursue exactly this question. In this project students from different parts of the world tagged their individual postings and through these tags found one another while heightening their own experience in tutored writing. We will hear how the teachers in the project implemented it in their classes, how their students reacted, and what this technique suggests for the teaching of writing over the Internet in the 'near and now' future.
A workshop aimed at assisting the the Faculty of Humanities and Social Sciences at Athabasca University investigate how to put in practice their new strategic plan which calls for student-centered and open digital learning. Translating theory to practice.
Presenters: Donna Witek, Danielle Theiss, and Joelle Pitts
ACRL 2015, March 25-28, 2015, Portland, OR
Abstract:
As ACRL approaches its 75th year, a national conversation about information literacy has been sparked by the new ACRL Framework for Information Literacy for Higher Education. In this panel, information literacy specialists in instructional design, assessment, and collaboration with faculty across disciplines, will engage each other and audience participants in a collaborative discussion centered on the Framework. Participants will leave this session with concrete strategies for putting the Framework into practice at their home institutions.
This presentation was given at the launch of the DH23Things Programme at Cambridge University. The programme aims to help early career researchers in Arts, Humanities and Social Sciences explore the use and impact of digital technologies in their work. Find out more at http://dh23things.wordpress.com/
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 is my presentation for my capstone. I currently am enrolled at Full Sail University. This project completes my first course Mastery: Personal Development and Leadership.
This talk was presented at EDRA43Seattle on June 1, 2012. http://www.edra.org
This show has much animation and builds, so it is better seen by downloading and viewing in PowerPoint 2010.
I claim educational fair use for all copyrighted logos or materials within, but am happy to remove such material at the request of the copyright holder.
Presentation for First-Year Seminar Instructions at the University of Denver
January 12, 2015
by Kathy Keairns, Office of Teaching & Learning
Social Media in the classroom
Webinar presentation for the TLC (Teaching and Learning Conversations). I expand on the use of Formulation in Learning Development and how it might be practised.
Presentation for the ICALLD online symposium and ALDinHE conference -a core skill in Clinical Psychology, can Learning Developers adapt formulation to better enact their values in one to one work?
Presentation at the Staff and Education Development Association conference at Nottingham, Nov 2014. Chris Rowell of RUL and I shared our experiences of running Ten Days of Twitter
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
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
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.
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.
3. The brief
“to increase awareness of the transferability of digital skills
and encourage Early Career Researchers to develop
advanced digital and social media skills to enhance their
research, wider professional practice and employability”
• Advanced digital tools might include peer-to-peer networks
and social media platforms, managing user-generated
content, and engaging with the public and the media in online
environments.
• “To develop and deliver training resources (a workshop and
online resources)”
4. Is this project Digital
Humanities?
Chris Martin
Digital Asset Flow
http://etcetera.caret.cam.ac.uk/bl
og/digital-asset-flow
10. Principles
Not just to teach digital tools, but also:
•an awareness of the ways in which social media and
digital technologies can enhance or impact on your
work
•an understanding of the issues raised by social media
and digital technologies, including potential
pitfalls, good practice and ways they are changing
the profession
•an awareness of, and ability to evaluate, new and
future digital tools and make informed decisions
about your own engagement with them
11. Theoretical Solutions
• Digital Literacy and Digital Literacies
(Lea and Street; Lea and Jones)
• Situated learning and communities of
practice (Lave and Wenger; Wenger)
• Connectivism (Siemens) and
Rhizomatic learning (Cormier)
12. Practical Solutions
MOOCs, SPOCs and 23Things
• C-MOOCs (connectivist Massive Open
Online Courses
• X-MOOCs (more traditional instructivist
Massive Open Online Courses)
• 23Things
• Small Private Online Courses
13. E-learning models: bridging
theory and practice
Access and
motivation
Online
Socialisation
Information
exchange
Knowledge
Construction
Development
Gilly Salmon
14. DH23Things
Central
Blog
1 or 2 Things
posted on the
central blog each
week.
Participants write
their own
reflective blogpost
on the week’s
Thing and read
and comment on
each others’.
15. Things
Each weekly blog post comprises:
•Things You Do: Brief introduction to the topic and tool
•A Thing to Use: Instructions for using the tool (and links
to other instructional material)
•A Thing to Try: A small task to complete in the context
of their work
•Things to Think About: The reflective framework (Key
skills, Discipline-Specific, Evaluation, Integration)
tailored each week with questions and issues to think
about
•Things to share: Further reading, ‘extras’, other
participants’ blogs
16. Reflective Framework
• Key skill. Issues, problems, tips, advice
• Discipline-specific issues. This section therefore consists of two
elements – the general ways in which digital technology impacts on
academic work, and more specifically, whether this changes the
nature of academic work, and might be considered ‘Digital
Humanities’.
• Evaluation. You are invited to evaluate the tool for use in your own
practice and to consider particular issues which it might raise, and
which you may have to negotiate. These might include things like
confidentiality, copyright, sustainability, accessibility, data ownership
or ethics.
• Reflection and integration into practice. You will need to think about
creating a strategy for engaging with the tool or tools like this in your
future working practice. This might include the changes in your habits
or routines to integrate it into your workflow, or change the way you
work in the new way enabled by the tool. Alternatively, if you decide
not to use the tool, you might need to consider other ways of
enhancing that aspect of your work.
18. Phase One: Digital
Humanities, CRASSH
o DH23Things online in 2-3 modules
• Module One: Building your online profile and
network
• Module Two: Managing Information Online
o The Researcher Online workshops:
• Building your Online Profile
• Building your Online Network
• Making and Sharing Content online
• (Blogging)
19. Phase Two:
STEMDIGITAL
STEMDigital blended learning programme
comprising:
•STEMDigital Module One launch workshop
•STEMDigital online Module One: Building your
online profile (commenting rather than
blogging)
•Associated Workshops:
o Social Media for Sceptics
o LinkedIn
o Beginner’s Guide to Twitter
o Beginner’s Guide to Blogging
20. Reactions
Was the format as a blogging programme helpful?
•Very helpful: 1
•Helpful: 5
•Unhelpful: 2
What did you like most about the format?
•I could choose to participate or not. Wasn’t forced to blog.
•Provided content to get blogging; reading other people’s work and ideas
for applying the tools
•The opportunity for interactive discussion
•The interaction and sharing of ideas as I got some useful points from other
bloggers
What did you like least about the format?
•Blogging
•The emphasis on individual blogging rather than discussion
•Scrap the requirement for blogging. Just don’t think it useful or helpful.
Maybe set up a group blog and get people to contribute a couple of
entries as the programme goes along?
21. Findings
• Drop-out rates and smaller numbers
• Access to hardware, software and the internet
• „Lurkers‟
• Concerns about privacy, anonymity and professional identity
• Not embracing digital thinking, values and behaviours:
• Demand for support rather than self-directed exploration and creating a
learning network
• Concerns about openness, IP and sharing user-generated content
• „Broadcasting‟ and consumption rather than peer-networked, many-to-
many, participatory engagement