The presentation I held at #ocg12, based on the paper "The case for an open science in technology enhanced learning" by P. Kraker, D. Leony, W. Reinhardt, and G. Beham
Towards a Model of Interdisciplinary Teamwork: What can Social Theory ContributeOpen Knowledge Maps
Slides from my talk at Web Science 2013 Workshop: Harnessing the Power of Social Theory for Web Science: https://sites.google.com/site/webscitheoryworkshop/
The Web in Science and Research: A tour through four topicsOpen Knowledge Maps
Slides to my talk at the KMi Podium on July 24, 2012. The video can be found here: http://stadium.open.ac.uk/stadia/preview.php?s=29&whichevent=2011&option=both&record=0
What is e-research?
Enhancing research practice
e-Research Methods, Strategies, and Issues
Tips For Finding Useful Information
Some Search Tools for doing e-research
Research Design
Quantitative Research
Qualitative Research
Ethics & The e-Researcher
How The Net Complicates Ethics?
Privacy, Confidentiality, Autonomy, And The Respect For Persons
Tips For Ethical e-Research
Collaboration Tools
Why Consensus?
Net-based dissemination of E-research results
Dissemination through peer-reviewed articles
Advantages of a peer-reviewed article
Dissemination through email lists or Usenet groups
Dissemination through a virtual conference
The Evolution of e-Research: Machines, Methods and MusicDavid De Roure
David De Roure's Inaugural Lecture on 28th October at Oxford e-Research Centre, University of Oxford, UK
10 years ago we saw a few early adopters of e-Science technology; now we see acceleration of research through broader adoption and sharing of tools, techniques and artefacts, both for 'big science' and the 'long tail scientist'.
Will this incremental trend continue or are we seeing glimpses of a phase change ahead, where researchers harness these emerging digital capabilities to address research questions in ways that simply were not possible before?
This talk will describe three generations of e-Research, using the myExperiment social website as a lens to glimpse future research practice, and focusing on a web-scale computational musicology project as an illustration of 3rd generation thinking.
Also available from http://wiki.myexperiment.org/index.php/Presentations
Towards a Model of Interdisciplinary Teamwork: What can Social Theory ContributeOpen Knowledge Maps
Slides from my talk at Web Science 2013 Workshop: Harnessing the Power of Social Theory for Web Science: https://sites.google.com/site/webscitheoryworkshop/
The Web in Science and Research: A tour through four topicsOpen Knowledge Maps
Slides to my talk at the KMi Podium on July 24, 2012. The video can be found here: http://stadium.open.ac.uk/stadia/preview.php?s=29&whichevent=2011&option=both&record=0
What is e-research?
Enhancing research practice
e-Research Methods, Strategies, and Issues
Tips For Finding Useful Information
Some Search Tools for doing e-research
Research Design
Quantitative Research
Qualitative Research
Ethics & The e-Researcher
How The Net Complicates Ethics?
Privacy, Confidentiality, Autonomy, And The Respect For Persons
Tips For Ethical e-Research
Collaboration Tools
Why Consensus?
Net-based dissemination of E-research results
Dissemination through peer-reviewed articles
Advantages of a peer-reviewed article
Dissemination through email lists or Usenet groups
Dissemination through a virtual conference
The Evolution of e-Research: Machines, Methods and MusicDavid De Roure
David De Roure's Inaugural Lecture on 28th October at Oxford e-Research Centre, University of Oxford, UK
10 years ago we saw a few early adopters of e-Science technology; now we see acceleration of research through broader adoption and sharing of tools, techniques and artefacts, both for 'big science' and the 'long tail scientist'.
Will this incremental trend continue or are we seeing glimpses of a phase change ahead, where researchers harness these emerging digital capabilities to address research questions in ways that simply were not possible before?
This talk will describe three generations of e-Research, using the myExperiment social website as a lens to glimpse future research practice, and focusing on a web-scale computational musicology project as an illustration of 3rd generation thinking.
Also available from http://wiki.myexperiment.org/index.php/Presentations
Notes from attending FORCE2019 conference in Edinburgh (October 15-18), covering a range of topics around Research Communications, e-Scholarship, Open Science and Open Access. Links on last slide for full conference programme and presented materials available online.
Thinking about Open Science practices, data sharing and lifetime, and communication from Climate Scientists. Slides based on a presentation given at the Lunchtime talk sessions from the MetOS Section, Department of Geosciences, University of Oslo, November 12th 2015.
Synthesizing abstract findings gathered from user research about a current technology design problem is tough. However, even more difficult is gathering insights from a design problem that revolves around technology that has not yet been built or its form and function not fully understood. Nonetheless, designers must evolve to be able to tackle these problems as our world grows increasingly interconnected and complex, but what are some of the ways to do so?
In this talk, we will discover and discuss a research method that is used to understand the very nature of these abstract future design problems in order to gain insights into emerging trends of human behavior. The outcome of this research methodology is not only a glimpse into how people might behave as they adopt new technology, but can also be used as a tool to gain trust and approval from stakeholders. This method is not only an important tool for researchers, but should be known by anyone looking to help build our future world.
Research data spring: streamlining depositJisc RDM
The research data spring project "Streamlining deposit: an OJS to repository plugin" slides for the third sandpit workshop. Project led by Ernesto Priego of City University London.
Where are all the Semantic Web agents? There are billions of "machine readable" open facts on the Semantic Web, i.e. Linked Open Data (LOD), isn't that enough? It looks like it's not. We're still far from seeing Lucy's and Pete's agents brilliantly solving their tasks with the help of other Semantic Web agents they can trust (Tim Berners Lee et al., The Semantic Web, Scientific American (2001) ). Despite its technological impact on many applications and areas, the Semantic Web promised to cause a breakthrough that we didn't yet experience. One issue is that LOD ontologies are not as linked as they should be. Another issue is that formalising only semi-structured Web pages or databases is not enough for making them able to operate. They also need to reason with commonsense knowledge, the encoding of which is a long-standing challenge in Artificial Intelligence. A third consideration is that most existing commonsense knowledge bases lack formal semantics and situational constraints. In this talk I will advocate the role of the Semantic Web as a provider of a knowledge graph of commonsense to Artificial Intelligence, and discuss ways and obstacles towards the achievement of this goal.
Interdisciplinarity and Epistemic Fluency: What makes complex knowledge work ...Lina Markauskaite
Webinar 2 “Interdisciplinarity in Technology-Enhanced Learning”
The topic chosen for the second edition of the Webinar series is “Interdisciplinarity in TEL”. The TEL field is interdisciplinary by definition. This makes TEL an especially interesting research field. Yet, it also brings complexity at different levels. A challenge for TEL researchers is to properly understand what is interdisciplinarity in our field, its challenges and implications. In the first part of the dialog, Lina Markauskaite will elaborate on the concept of epistemic fluency as “the capacity to understand, switch between and combine different kinds of knowledge and different ways of knowing about the world” (Markauskaite & Goodyear, 2016)
Some accomplishments of Kno.e.sis Center PhD students in October 2009. Kno.e.sis Center now forms the core of the Ohio Center of Excellence on Knowledge-enabled Computing (February 2010).
Lesley Doyle: Expansive Learning in Lifelong Learning Virtual Communities of ...Randolph Preisinger-Kleine
This presentation explains the theoretical lens and its practical outcome for an ongoing project. The purpose of the project (called DISCUSS) is the development of a state-of-the-art platform for Virtual Communities of Practice (VCoPs) in lifelong learning. The aim is to foster dialogue and exchange, in a collaborative environment, between the beneficiaries and users of the Lifelong Learning Program of the European Union. The beneficiaries include actors from a wide range of existing LLL projects, experts, stakeholders, decision makers and end users.
For the DISCUSS group members to begin the work of establishing and developing the VCoPs they needed first to ensure they had a clear and collectively acceptable theoretical lens. There are two parts to the theoretical framework we constructed for the project.
The first part was adapted from the key principles of Wenger et al’s (2002) notion of Community of Practice (CoP). The other part is based on Engeström’s (2001) theory of expansive learning.
In the presentation, I will begin with explaining why and how we developed the two complemetary parts to our theoretical lens. We knew that for CoPs to be developed from existing LLL projects, and become VCoPs, they needed to attract, engage and motivate the members to scaffold collaboration and mutual learning between their different projects.
The VCoPs had to be stimulating, relevant and of value to the members. So from the theoretical framework we developed a 12 step process for the DISCUSS virtual platform’s five ‘starter’ VCoPs, one for each of the five themes/CoPs identified for early development. In the presentation I will go on to demonstrate how expansive learning provides a very practical way of understanding and putting into operation the 12 step process.
I will also highlight the pivotal role played by DISCUSS as a creator, developer and propagator of shared or ‘boundary’ objects (eg knowledge repositories and graphic models) and as a provider of the appropriate tools needed by the VCoPs to connect, create and grow.
DISCUSS can be found at:
http://www.discuss-community.eu
Bridging the missing middle for al_tversionfinal_14_08_2014debbieholley1
Presentation to ALT-C 2014
Taking innovation from concept through to scalable delivery is complex, contested and under-theorised process. This report aims to capture the current major themes underpinning scaling, and apply these to the context of the Learning Layers project. An external review of our early ‘Design Research framework for scaling’ has highlighted that the approach is too linear and may rely too heavily on the diffusion of innovation paradigm originally proposed by Everett Rogers in the 1960s, which is less appropriate for scaling innovations in our project. Rather, we start out from design-based research principles where co-design with the users is producing both theories and practical educational interventions as outcomes of the process. This is a robust and appropriate approach suitable for addressing complex problems in educational practice for which no clear guidelines or solutions are available. We suggest that it is therefore also appropriate for multi-faceted and complex research projects such as Learning Layers.
Colleagues: this is my 15-slide presentation created for my 20-minute Adobe Connect presentation in the AU EdD program Candidacy Examination (July 27, 2018).
Open science curriculum for students, June 2019Dag Endresen
Living Norway seminar on Open Science in Trondheim 12th June 2019.
https://livingnorway.no/2019/04/26/living-norway-seminar-2019/
https://www.gbif.no/events/2019/living-norway-seminar.html
Notes from attending FORCE2019 conference in Edinburgh (October 15-18), covering a range of topics around Research Communications, e-Scholarship, Open Science and Open Access. Links on last slide for full conference programme and presented materials available online.
Thinking about Open Science practices, data sharing and lifetime, and communication from Climate Scientists. Slides based on a presentation given at the Lunchtime talk sessions from the MetOS Section, Department of Geosciences, University of Oslo, November 12th 2015.
Synthesizing abstract findings gathered from user research about a current technology design problem is tough. However, even more difficult is gathering insights from a design problem that revolves around technology that has not yet been built or its form and function not fully understood. Nonetheless, designers must evolve to be able to tackle these problems as our world grows increasingly interconnected and complex, but what are some of the ways to do so?
In this talk, we will discover and discuss a research method that is used to understand the very nature of these abstract future design problems in order to gain insights into emerging trends of human behavior. The outcome of this research methodology is not only a glimpse into how people might behave as they adopt new technology, but can also be used as a tool to gain trust and approval from stakeholders. This method is not only an important tool for researchers, but should be known by anyone looking to help build our future world.
Research data spring: streamlining depositJisc RDM
The research data spring project "Streamlining deposit: an OJS to repository plugin" slides for the third sandpit workshop. Project led by Ernesto Priego of City University London.
Where are all the Semantic Web agents? There are billions of "machine readable" open facts on the Semantic Web, i.e. Linked Open Data (LOD), isn't that enough? It looks like it's not. We're still far from seeing Lucy's and Pete's agents brilliantly solving their tasks with the help of other Semantic Web agents they can trust (Tim Berners Lee et al., The Semantic Web, Scientific American (2001) ). Despite its technological impact on many applications and areas, the Semantic Web promised to cause a breakthrough that we didn't yet experience. One issue is that LOD ontologies are not as linked as they should be. Another issue is that formalising only semi-structured Web pages or databases is not enough for making them able to operate. They also need to reason with commonsense knowledge, the encoding of which is a long-standing challenge in Artificial Intelligence. A third consideration is that most existing commonsense knowledge bases lack formal semantics and situational constraints. In this talk I will advocate the role of the Semantic Web as a provider of a knowledge graph of commonsense to Artificial Intelligence, and discuss ways and obstacles towards the achievement of this goal.
Interdisciplinarity and Epistemic Fluency: What makes complex knowledge work ...Lina Markauskaite
Webinar 2 “Interdisciplinarity in Technology-Enhanced Learning”
The topic chosen for the second edition of the Webinar series is “Interdisciplinarity in TEL”. The TEL field is interdisciplinary by definition. This makes TEL an especially interesting research field. Yet, it also brings complexity at different levels. A challenge for TEL researchers is to properly understand what is interdisciplinarity in our field, its challenges and implications. In the first part of the dialog, Lina Markauskaite will elaborate on the concept of epistemic fluency as “the capacity to understand, switch between and combine different kinds of knowledge and different ways of knowing about the world” (Markauskaite & Goodyear, 2016)
Some accomplishments of Kno.e.sis Center PhD students in October 2009. Kno.e.sis Center now forms the core of the Ohio Center of Excellence on Knowledge-enabled Computing (February 2010).
Lesley Doyle: Expansive Learning in Lifelong Learning Virtual Communities of ...Randolph Preisinger-Kleine
This presentation explains the theoretical lens and its practical outcome for an ongoing project. The purpose of the project (called DISCUSS) is the development of a state-of-the-art platform for Virtual Communities of Practice (VCoPs) in lifelong learning. The aim is to foster dialogue and exchange, in a collaborative environment, between the beneficiaries and users of the Lifelong Learning Program of the European Union. The beneficiaries include actors from a wide range of existing LLL projects, experts, stakeholders, decision makers and end users.
For the DISCUSS group members to begin the work of establishing and developing the VCoPs they needed first to ensure they had a clear and collectively acceptable theoretical lens. There are two parts to the theoretical framework we constructed for the project.
The first part was adapted from the key principles of Wenger et al’s (2002) notion of Community of Practice (CoP). The other part is based on Engeström’s (2001) theory of expansive learning.
In the presentation, I will begin with explaining why and how we developed the two complemetary parts to our theoretical lens. We knew that for CoPs to be developed from existing LLL projects, and become VCoPs, they needed to attract, engage and motivate the members to scaffold collaboration and mutual learning between their different projects.
The VCoPs had to be stimulating, relevant and of value to the members. So from the theoretical framework we developed a 12 step process for the DISCUSS virtual platform’s five ‘starter’ VCoPs, one for each of the five themes/CoPs identified for early development. In the presentation I will go on to demonstrate how expansive learning provides a very practical way of understanding and putting into operation the 12 step process.
I will also highlight the pivotal role played by DISCUSS as a creator, developer and propagator of shared or ‘boundary’ objects (eg knowledge repositories and graphic models) and as a provider of the appropriate tools needed by the VCoPs to connect, create and grow.
DISCUSS can be found at:
http://www.discuss-community.eu
Bridging the missing middle for al_tversionfinal_14_08_2014debbieholley1
Presentation to ALT-C 2014
Taking innovation from concept through to scalable delivery is complex, contested and under-theorised process. This report aims to capture the current major themes underpinning scaling, and apply these to the context of the Learning Layers project. An external review of our early ‘Design Research framework for scaling’ has highlighted that the approach is too linear and may rely too heavily on the diffusion of innovation paradigm originally proposed by Everett Rogers in the 1960s, which is less appropriate for scaling innovations in our project. Rather, we start out from design-based research principles where co-design with the users is producing both theories and practical educational interventions as outcomes of the process. This is a robust and appropriate approach suitable for addressing complex problems in educational practice for which no clear guidelines or solutions are available. We suggest that it is therefore also appropriate for multi-faceted and complex research projects such as Learning Layers.
Colleagues: this is my 15-slide presentation created for my 20-minute Adobe Connect presentation in the AU EdD program Candidacy Examination (July 27, 2018).
Open science curriculum for students, June 2019Dag Endresen
Living Norway seminar on Open Science in Trondheim 12th June 2019.
https://livingnorway.no/2019/04/26/living-norway-seminar-2019/
https://www.gbif.no/events/2019/living-norway-seminar.html
The slides that will accompany my live webcast for OpenCon 2014 attendees, all about open data in research. The benefits, the how to (both legally & technically), examples, pitfalls, and the future of open research data.
Published on Aug 22, 2014 by PMR
Open Data and Open Science presented in Rio for Open Science 2014-08-22. I argue that Open Notebook Science is the way forward and will lead to great benefits
British Library Datasets Programme
John Kaye - Lead Content Specialist datasets, British Library spoke on the British Library's Datasets programme and the DataCite project
An introduction to open science, why it's important and how to do it. This presentation was given at the European Medical Students Association (EMSA) event, 'Open Access in Action' in Berlin on 14th-15th September 2015
Metadata and Semantics Research Conference, Manchester, UK 2015
Research Objects: why, what and how,
In practice the exchange, reuse and reproduction of scientific experiments is hard, dependent on bundling and exchanging the experimental methods, computational codes, data, algorithms, workflows and so on along with the narrative. These "Research Objects" are not fixed, just as research is not “finished”: codes fork, data is updated, algorithms are revised, workflows break, service updates are released. Neither should they be viewed just as second-class artifacts tethered to publications, but the focus of research outcomes in their own right: articles clustered around datasets, methods with citation profiles. Many funders and publishers have come to acknowledge this, moving to data sharing policies and provisioning e-infrastructure platforms. Many researchers recognise the importance of working with Research Objects. The term has become widespread. However. What is a Research Object? How do you mint one, exchange one, build a platform to support one, curate one? How do we introduce them in a lightweight way that platform developers can migrate to? What is the practical impact of a Research Object Commons on training, stewardship, scholarship, sharing? How do we address the scholarly and technological debt of making and maintaining Research Objects? Are there any examples
I’ll present our practical experiences of the why, what and how of Research Objects.
Research data explored II: the Anatomy and Reception of figshareOpen Knowledge Maps
Presentation at the 20th International Conference on Science and Technology Indicators (STI 2015) in Lugano. Full citation: Kraker, P., Lex, E., Gorraiz, J., Gumpenberger, C., & Isabella. (2015). Research Data Explored II : the Anatomy and Reception of figshare. In 20th International Conference on Science and Technology Indicators. Online at: http://arxiv.org/abs/1503.01298
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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.