presentation (with Paul Campbell) detailing information literacy instruction practices for online learners, given at the Kentucky Library Association/Kentucky Association of School Libraries Annual Joint Conference, Louisville, KY, September 2015
presentation (with Paul Campbell) detailing information literacy instruction practices for online learners, given at the Kentucky Library Association/Kentucky Association of School Libraries Annual Joint Conference, Louisville, KY, September 2015
Educlub4u.com is an fully integrated platform for training, and learning. It provides various tools to facilitate training and learning. Its a perfect place to network learners and trainers across the globe.
More information on OnEdu Learning Management System for business and educational institutions: http://www.matleenalaakso.fi/p/in-english.html and http://www.onedu.fi/en/
Developing Students' E-Literacy (Teaching and Learning)Darius Whelan
Presentation at University College Cork Digital Day, December 2014
http://www.ucc.ie/en/teachlearn/tel/digitalday2014/
Organised by Vice Presiodent for Teaching and Learning.
Ionad Bairre.
Copyright Law in the Educational Context (Darius Whelan part)Darius Whelan
These slides are one half of a joint presentation made by Dr Louise Crowley and me at a Teaching and learning Seminar, University College Cork, November 2012.
This part was prepared and presented by me (Darius Whelan).
Video is available at http://www.youtube.com/watch?v=XPse4z6LLMk.
Copyright law in the Educational Context Part 1 (Louise Crowley) Darius Whelan
These slides are one half of a joint presentation made by Dr Louise Crowley and me at a Teaching and learning Seminar, University College Cork, November 2012.
This part was prepared and presented by Louise Crowley.
Video is available at http://www.youtube.com/watch?v=YbyKXZ03gpg.
Educlub4u.com is an fully integrated platform for training, and learning. It provides various tools to facilitate training and learning. Its a perfect place to network learners and trainers across the globe.
More information on OnEdu Learning Management System for business and educational institutions: http://www.matleenalaakso.fi/p/in-english.html and http://www.onedu.fi/en/
Developing Students' E-Literacy (Teaching and Learning)Darius Whelan
Presentation at University College Cork Digital Day, December 2014
http://www.ucc.ie/en/teachlearn/tel/digitalday2014/
Organised by Vice Presiodent for Teaching and Learning.
Ionad Bairre.
Copyright Law in the Educational Context (Darius Whelan part)Darius Whelan
These slides are one half of a joint presentation made by Dr Louise Crowley and me at a Teaching and learning Seminar, University College Cork, November 2012.
This part was prepared and presented by me (Darius Whelan).
Video is available at http://www.youtube.com/watch?v=XPse4z6LLMk.
Copyright law in the Educational Context Part 1 (Louise Crowley) Darius Whelan
These slides are one half of a joint presentation made by Dr Louise Crowley and me at a Teaching and learning Seminar, University College Cork, November 2012.
This part was prepared and presented by Louise Crowley.
Video is available at http://www.youtube.com/watch?v=YbyKXZ03gpg.
[T.e.l.l. May ] Do you Poodll when you Moodle?BCcampus
Session Description
Do you Poodll when you Moodle? Or do you use other apps to add audio and video to your course website? Our focus in this session will be on adding easy audio and video to your Moodle course website, but we’ll also explore the bigger issues around incorporating multimedia into learning environments. Why might you incorporate more video, less text into your teaching? Just how serious are privacy and confidentiality issues in the use of digital media, anyway? And how can media-based assignments contribute to open pedagogy? Join us to see Poodll in action and to talk about how you might get started using more media in your course.
Presenter Biography
Gina is a faculty member at College of the Rockies, where she supports distance learning and curriculum development for the institution. She is fascinated by education, technology, & how the two work together to contribute to development at all levels at home & abroad. Gina is a long-time member of ETUG & currently serves on BCcampus’s Open Textbook Subcommittee.
Tips for using Brightspace in the Development and Delivery of a Fully Online ...D2L Barry
Presentation titled "Tips for using Brightspace in the Development and Delivery of a Fully Online Language Course" by Adam Gacs of Michigan State University. Brightspace Illinois Ignite forum, Nov. 21, 2014.
Blackboard, Printing, Lecture Consoles for Presessional InstructorsMatthew Deeprose
A presentation delivered to instructors of pre-sessional students at the University of Southampton. This presentation covers the Blackboard VLE, printing and scanning, and using the lecture bench consoles.
Mental Health Act 2001 Toolkit Launch 10 Nov 2022Darius Whelan
The School of Law, University College Cork, has developed a Mental Health Act Toolkit in partnership with Mental Health Reform.
When people with mental health difficulties are admitted to mental health units, either on a voluntary or involuntary basis, it is vital that user-friendly, accessible, information is available regarding human rights. Access to this information is essential for people with mental health difficulties, their family members, advocates, supporters and carers. The Mental Health Act 2001 Toolkit is published on Mental Health Reform’s website.
Video of launch: https://youtu.be/cXOfqiMz77A
Toolkit:
https://www.mentalhealthreform.ie/mental-health-act-2001-toolkit/
Funded by the Irish Research Council.
Hunger Strikes in Prison: The Legal Issues Oct 2020Darius Whelan
‘Hunger Strikes in Prison: The Legal Issues’, Conference Paper at conference, "Terence MacSwiney, Cork Men’s Gaol, and the Political Hunger Strike, 1920-2020", School of History, University College Cork, October 2020
Copyright for Digital Learning
Darius Whelan
Irish Universities Association - Enhancing Digital Teaching and Learning in Irish Universities - Online Seminar, June 2020
Link to resources cited:
https://bit.ly/copyright_open_IUADigEd_June2020
Employees and Internet Use - Legal PerspectiveDarius Whelan
E Law Developments: Employees and Internet Use
Southern Law Association event, Cork, September 2019
Darius Whelan, School of Law, UCC
IT Law Clinic
http://www.ucc.ie/law/courses/
E Law Developments: Copyright Law
Southern Law Association event, Cork, September 2019
Darius Whelan, School of Law, UCC
IT Law Clinic
https://www.ucc.ie/en/law/courses/
LLM in Intellectual Property and E Law, University College Cork, IrelandDarius Whelan
LLM in Intellectual Property and E Law, University College Cork
School of Law
https://www.ucc.ie/en/lawsite/ucc-master's-law/
https://www.ucc.ie/en/ckl16/
Human Rights and Mental Health TribunalsDarius Whelan
Irish Association of Social Workers
Learning from each other; Critical Reflections on the intersections between the Mental Health Act 2001 and Human Rights.
Dublin, February 2019
Shari McDaid - The Mental Health Act 2001: Issues from a Coalition PerspectiveDarius Whelan
Dr Shari McDaid - The Mental Health Act 2001: Issues from a Coalition Perspective
Dr Shari McDaid is the Director of Mental Health Reform.
Presented at Mental Health Law Conference 2015 - Centre for Criminal Justice & Human Rights, School of Law, University College Cork and Irish Mental Health Lawyers Association.
25 April 2015
http://www.imhla.ie
#mhlaw2015
Dr Liz Brosnan: Voices from the Margin / Psychiatric Hegemony - Mental Health...Darius Whelan
Dr Liz Brosnan: Voices from the Margin / Psychiatric Hegemony.
Dr Liz Brosnan is a Sociologist and Survivor Activist.
Presented at Mental Health Law Conference 2015 - Centre for Criminal Justice & Human Rights, School of Law, University College Cork and Irish Mental Health Lawyers Association.
25 April 2015
http://www.imhla.ie
#mhlaw2015
Maria Morgan: The Mental Health Act 2001 from a Clinician's PerspectiveDarius Whelan
Dr Maria Morgan, Consultant Psychiatrist
The Mental Health Act 2001 from a Clinician's Perspective
Presented at Mental Health Law Conference 2015 - Centre for Criminal Justice & Human Rights, School of Law, University College Cork and Irish Mental Health Lawyers Association
25 April 2015
http://www.imhla.ie
#mhlaw2015
Anselm Eldergill: The Court of Protection and the Mental Capacity Act: Capaci...Darius Whelan
Judge Anselm Eldergill, Court of Protection
The Court of Protection and the Mental Capacity Act: Capacity to Change?
Presented at Mental Health Law Conference 2015 - Centre for Criminal Justice & Human Rights, School of Law, University College Cork and Irish Mental Health Lawyers Association
25 April 2015
http://www.imhla.ie
#mhlaw2015
Michael Lynn: Capacity and Consent Issues [presented at Mental Health Law Con...Darius Whelan
Capacity and Consent Issues - Mr Michael Lynn, Senior Counsel
Presented at Mental Health Law Conference 2015 - Centre for Criminal Justice & Human Rights, School of Law, University College Cork and Irish Mental Health Lawyers Association
25 April 2015
http://www.imhla.ie
#mhlaw2015
Prosecuting Cybercrime and Regulating the WebDarius Whelan
‘Prosecuting Cybercrime and Regulating the Web’, at seminar on the current State of Cybercrime and Cyberwar seminar, organised by the MA in Journalism with New Media class, in conjunction with CIT Development Office, Cork Institute of Technology, March 2014
A Strategic Approach: GenAI in EducationPeter 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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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.
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.
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.
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!
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.
5. • Focus today is on online delivery of classes:
1. Learning Modules in Blackboard
2. Video Recording, e.g. with Panopto
• See other material for information on
assessment, blogs, discussion boards, etc.
5
7. • Develop text of class, perhaps based on transcript of a sound
recording
• Add images; diagrams, etc.
• Include links to cases, articles, reports
• Add brief videos
• Create learning module in Blackboard
• Email students about required reading each week
• Highlight key points about required reading at beginning of
class, and throughout class
• Invite students to discuss online
• Link with assessment for online activities
7
15. SOME PRACTICALITIES
• To create learning module:
• Build Content > Learning Module
• Give it a Name
• Do not insert anything in the large text box
• Availability : No
• Enforce Sequential Learning: No
• Open in New Window: Yes
• Submit
• Once it is created you can click on the title to go into it
15
16. • If you wish, create the text for a whole class in Word
• Do not insert images into the Word version; just note
which images you wish to insert
• Select all the text in your Word document and paste it
into one big notepad file (this gives you cleaner text)
• To open Notepad: Start > Accessories > Notepad
• In Notepad: Format > Wordwrap if necessary to see
all the text
• Close the Word version – you no longer need it
16
17. • In Blackboard, for each page within the learning
module:
• Build Content > Item
• To insert page name, go into notepad version;
copy title of page and paste in as Name of
page
• To insert body of page, copy text from
notepad version into text box in Blackboard
17
19. • To insert an image:
• In Blackboard, put the cursor in the place in
the page where you want the image to be.
• Click the attach picture icon
• Browse your computer for the image file
• Adjust settings as you wish
• Submit
19
21. • Viewing the pages as students see them:
• You see a long screen containing all your
pages but the students see the pages one by
one
• To see pages in student view, make the
learning module available and turn off edit
mode (button in top right hand corner)
21
22. If you wish, you can make available a PDF of the class for
students to download:
• Check do you have Word 2010. If you don‟t, install it.
• Turn on editing mode
• When the cursor is a vertical line (not when it is a
cross), select and copy the whole class (all 30 pages or
so) as one big chunk
• Paste into Word 2010 using Paste – Merge Formatting
• While within Word, you may be prompted for your
Blackboard username and password.
• Edit the Word document and convert it to PDF
22
24. • Panopto is one example of software for
recording videos
• You can also use:
• Windows Movie Maker
• Camtasia Studio
• Adobe Presenter
• Your mobile phone
• You may need to buy a webcam if you don‟t
have one
24
25. PANOPTO
• UCC has site licence
• Help available on UCC AVMS website
• www.ucc.ie/en/avms/lecturecapture/
• Training also available
• Two options:
• Use a room set up for lecture capture, e.g.
ALG30; Moot Court room
• Use Panopto software on your computer to
record material
25
27. INSTALLING PANOPTO
• (You do not need to install Panopto if using a lecture
capture room)
• Follow instructions on UCC AVMS website
• You need admin. access to your computer
• A Panopto icon will appear on your desktop
27
29. • To show webcam, you may need to disconnect
from docking station if you have one
• Depending on settings, you may need to shut
down laptop, disconnect from docking station
and reboot
29
32. • If you wish recordings to be linked to a particular
Blackboard module, follow the steps below.
• If recordings are linked to a module, they will
expire at the end of the academic year and new
recordings will be needed
• (unless you download them for re-use)
• To link recordings to a particular module, follow
instructions on AVMS site – „Provisioning a
course in Blackboard‟ – see next slide
32
33. • In a content area in Blackboard, choose Tools
, and choose Panopto Focus Content
• Press "Add Course to Panopto"
• You will then receive a confirmation
• Next you need to choose which folder to use.
Generally you should probably accept the
default folder.
33
34. Creating a Link to make the recordings visible to
students:
• Log on to Blackboard and select the course you want to
work on.
• Select the + button (top left)
• From the drop down box select „Add Tool link‟).
• Give the tool link a name, e.g. „Recorded Lectures‟
• Select the type of tool from the drop down menu. Select
„Panopto Course Tool Application‟
• This will make a link to any present and future recordings in
that folder available. and allow you to add filesrecordings
from other folders
34
35. • If the course if provisioned in Blackboard, you
can insert direct links to the videos elsewhere in
your Blackboard for the module
• Tools > Panopto Video Link
35
38. • To create an offline recording, click the down
arrow beside folder name and choose „offline
recording‟
38
39. How to download a video to re-use it:
• Log in at http://panopto.ucc.ie
• Make sure you are logged in as a creator
• Navigate to the folder that your session is located in. Once you are in the
folder you will see all recorded sessions. Move your mouse over any item in
the list of sessions. Icons will appear to the right. Click the "Settings" icon.
The Settings window will appear.
• At the top of the Settings window, choose the tab labelled "Outputs".
• Choose to download the session as a video podcast
• (You may need to choose “Primary Video only”, depending on what you
recorded. You can Preview to see what it looks like.)
• (When downloading the video be careful to give it a meaningful filename
as students will be able to see the filename.)
39
40. • A straightforward way to insert the offline video into
Blackboard:
• Build Content > Item.
• As Name insert something like “Video for Class
on XXX Topic”.
• In the Text box, say for example “Video for
Class:” then click the paperclip icon and attach
the MP4 file.
• (This may work better than other techniques
such as trying to embed the video).
40
41. • To delete a recording:
• In a web browser, log in to panopto,ucc.ie. Find
the relevant session and click the „X‟ icon
41