In this session, presented at SUNY CIT 2014 at Cornell University, we described the successful collaboration between the Purchase College Library and the Teaching, Learning, and Technology Center. An environment conducive to partnership and the exchange of ideas has fostered numerous projects that have enhanced student learning, deepened relationships with teaching faculty, and improved workflows. We summarized these projects, outlined our future goals, and provided direction for those wishing to develop similar partnerships and projects in the future.
From Creation to Preservation: Transforming the Culminating Student Project T...Marie Sciangula
This project briefing, presented at the METRO's 2nd Annual Conference (#metrocon14) on January 15, 2014 at Baruch College, shows how key members of the Purchase College Library and the Teaching, Learning, and Technology Center came together to transform the year-long Student Projects process. At Purchase College, Student Projects is the blanket term used to refer to the ‘culminating student experience’ and includes senior projects, capstone papers, and master’s theses. We will show how librarians, catalogers, developers, and TLTC staff partnered to create a workspace that has taken Student Projects from a traditional paper-based process and transformed it into a dynamic, digital, student-centered venture that is interwoven with reference, instruction, assessment, access, and other practical innovations such as the ability for faculty readers/sponsors to approve projects within the workspace. We will explain how we adapted technologies already in place at Purchase (Moodle, LibGuides, and Drupal) to enhance and streamline the process of researching, developing, submitting, and archiving Student Projects. The flexibility of these systems allows us to respond to student and faculty feedback quickly and make adjustments as needed. We will present our successes, challenges, and share our current plans for developing an open, fully searchable, and aesthetically mindful digital repository. We will also discuss future plans for a large-scale digitization effort to make accessible nearly 40 years of Student Projects, allowing for better and broader access to this collection of important student scholarship and creativity. We hope that our collaboration and the development of the Student Projects digital repository will make a meaningful contribution to Purchase College’s institutional memory and serve as an inspiration to other institutions interested in preserving student scholarship.
Presented at CIT Annual Conference at SUNYIT, Utica, NY, May 23, 2013. This presentation tracks our process of creating a rubric to assess information literacy skills using senior projects and presents "next steps" and tips for colleagues attempting similar rubric assessments in their libraries. It touches upon using Moodle rubrics to deploy our assessment.
The Slow Assessment Movement: Using Homegrown Rubrics and Capstone Projects f...Darcy Gervasio
Presented at ALA Annual 2015, Mar. 27, 2015. Presentation discusses alternatives to standardized tests. Join us on a do-it-yourself quest to harvest meaningful assessment data from real student work. Learn how librarians are implementing a campus-wide information literacy assessment rubric for senior capstone projects. We’ll share how we aligned our homegrown rubric to institutional and national standards, used free cloud-based tools, and planted the seeds for "slow assessment" across campus.
Group work without tears - Valerie Springett - University of Queensland | Sch...Blackboard APAC
The presentation will outline the systematic use of the Blackboard Wiki tool, for a large class (120) consisting of external and internal students, to engage in Group work with success. The added benefit was an enhanced student capacity to engage with digital media in their professional role. This UQ post-graduate course has received annual teaching awards which have reflected high student satisfaction in the evaluations.
Our case study illustrates use of the Wiki tool to enable collaboration within a group of 6 (three from internal and 3 from external mode) to write a formal electronic Report on a national health system that could be used by that government to strengthen its health system.
In a practical sense, participants will be able to access the framework of assessment, the tool set up and the marking criteria, along with student samples and student evaluation.
Supporting Open Education Policymaking by Higher Education Institutions in Th...Robert Schuwer
In 2013 nine workshops were conducted at HEIs in The Netherlands to support policy making on Open Education. In this presentation more details about these workshops and the results are presented. It was given at the Open Courseware Consortium Global Meeting 2014, 24 April, Ljubljana, Slovenia.
More information can be found in the paper: http://bit.ly/1iWoPa5
From Creation to Preservation: Transforming the Culminating Student Project T...Marie Sciangula
This project briefing, presented at the METRO's 2nd Annual Conference (#metrocon14) on January 15, 2014 at Baruch College, shows how key members of the Purchase College Library and the Teaching, Learning, and Technology Center came together to transform the year-long Student Projects process. At Purchase College, Student Projects is the blanket term used to refer to the ‘culminating student experience’ and includes senior projects, capstone papers, and master’s theses. We will show how librarians, catalogers, developers, and TLTC staff partnered to create a workspace that has taken Student Projects from a traditional paper-based process and transformed it into a dynamic, digital, student-centered venture that is interwoven with reference, instruction, assessment, access, and other practical innovations such as the ability for faculty readers/sponsors to approve projects within the workspace. We will explain how we adapted technologies already in place at Purchase (Moodle, LibGuides, and Drupal) to enhance and streamline the process of researching, developing, submitting, and archiving Student Projects. The flexibility of these systems allows us to respond to student and faculty feedback quickly and make adjustments as needed. We will present our successes, challenges, and share our current plans for developing an open, fully searchable, and aesthetically mindful digital repository. We will also discuss future plans for a large-scale digitization effort to make accessible nearly 40 years of Student Projects, allowing for better and broader access to this collection of important student scholarship and creativity. We hope that our collaboration and the development of the Student Projects digital repository will make a meaningful contribution to Purchase College’s institutional memory and serve as an inspiration to other institutions interested in preserving student scholarship.
Presented at CIT Annual Conference at SUNYIT, Utica, NY, May 23, 2013. This presentation tracks our process of creating a rubric to assess information literacy skills using senior projects and presents "next steps" and tips for colleagues attempting similar rubric assessments in their libraries. It touches upon using Moodle rubrics to deploy our assessment.
The Slow Assessment Movement: Using Homegrown Rubrics and Capstone Projects f...Darcy Gervasio
Presented at ALA Annual 2015, Mar. 27, 2015. Presentation discusses alternatives to standardized tests. Join us on a do-it-yourself quest to harvest meaningful assessment data from real student work. Learn how librarians are implementing a campus-wide information literacy assessment rubric for senior capstone projects. We’ll share how we aligned our homegrown rubric to institutional and national standards, used free cloud-based tools, and planted the seeds for "slow assessment" across campus.
Group work without tears - Valerie Springett - University of Queensland | Sch...Blackboard APAC
The presentation will outline the systematic use of the Blackboard Wiki tool, for a large class (120) consisting of external and internal students, to engage in Group work with success. The added benefit was an enhanced student capacity to engage with digital media in their professional role. This UQ post-graduate course has received annual teaching awards which have reflected high student satisfaction in the evaluations.
Our case study illustrates use of the Wiki tool to enable collaboration within a group of 6 (three from internal and 3 from external mode) to write a formal electronic Report on a national health system that could be used by that government to strengthen its health system.
In a practical sense, participants will be able to access the framework of assessment, the tool set up and the marking criteria, along with student samples and student evaluation.
Supporting Open Education Policymaking by Higher Education Institutions in Th...Robert Schuwer
In 2013 nine workshops were conducted at HEIs in The Netherlands to support policy making on Open Education. In this presentation more details about these workshops and the results are presented. It was given at the Open Courseware Consortium Global Meeting 2014, 24 April, Ljubljana, Slovenia.
More information can be found in the paper: http://bit.ly/1iWoPa5
Reflecting evidence and integration: highlighting a spectrum of ePortfolio us...R. John Robertson
"Reflecting evidence and integration: highlighting a spectrum of ePortfolio use at UW" R. John Robertson, ePortfolio and Online Learning Support, UW-Oshkosh and Saundra Solum, Instructional Technology Coordinator, UW-La Crosse. LTDC West
April 25th 2013
Presented by Peter Hickey, Head of Client Services, University College Dublin Library, Dublin, Ireland at LILAC (Librarians' Information Literacy Annual Conference), Manchester, England, March 25-27, 2013.
Digital Retreat - Liz Alvey, Andrew Lews. "Who cares? Communicating with sta...telshef
Part of the Digital Retreat session.
This presentation concerns the experience of staff members creating a short online course to benefit final year students
Making Intercultural Connections: students promoting intercultural engagement Intercultural Connections Southampton has been running for the last 2 years and aims to facilitate better intercultural relations within and beyond the University of Southampton. Working closely with students we have held a highly successful intercultural festival (Welcome to our World) at which we had events and workshops facilitated by University staff, students and local groups. Linked to this we have developed a Cultural Game workshop to raise awareness of the experience of moving cultures which includes having to learn and adapt to different ways of doing and being. Finally, we have recently launched a pilot Intercultural Impact Awards scheme through which students can gain recognition for their efforts in developing projects to promote intercultural awareness and exchange. This is being rolled out as part of our Language Opportunity Scheme, which offers students free language and intercultural communication courses. We currently offer certificates of attendance for all students participating in this scheme but hope to enhance this through the intercultural impact awards scheme through which students can earn (digital) achievement badges. We are also investigating opportunities to develop a student-led social enterprise which will use some of the outcomes of the student projects in order to support and sustain the awards programme in the future.
Presenter: Tony Churchill
Organisation: De Montfort University
Description: This session provides a brief introduction to the principles of Universal Design for Learning (UDL) and its implications for delivery in Higher Education both online and face-to-face. UDL is being implemented at De Montfort University (Leicester, UK) to enhance learning and teaching for ALL our students. DMU’s application of the principles of UDL seeks to provide an inclusive experience using the Blackboard learning environment, whilst addressing reductions in government funding for disabled students.
Co-Design at the British Conference on Undergraduate ResearchTom Davidson
Co-Design at the British Conference on Undergraduate Research. Presentation on research, design thinking, feedback and Co-Design given by group members.
Change management: University of Surrey’s Approach to Change ManagementD2L Barry
Change management: University of Surrey’s approach to change management, incorporating staff and student feedback – Marius Jugariu, Learning Technology Systems Manager, and Darren Gash, Skills and Competencies Developer.
Presented at 2018 D2L London Connection.
Presented for the Graduate School Teaching and Learning Committee at Keiser University as part of the Education Technology Seminar Series on August 8, 2017
Members' Sharing Session presentation delivered by Mark Tynan and Lorraine Foster at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009.
Reflecting evidence and integration: highlighting a spectrum of ePortfolio us...R. John Robertson
"Reflecting evidence and integration: highlighting a spectrum of ePortfolio use at UW" R. John Robertson, ePortfolio and Online Learning Support, UW-Oshkosh and Saundra Solum, Instructional Technology Coordinator, UW-La Crosse. LTDC West
April 25th 2013
Presented by Peter Hickey, Head of Client Services, University College Dublin Library, Dublin, Ireland at LILAC (Librarians' Information Literacy Annual Conference), Manchester, England, March 25-27, 2013.
Digital Retreat - Liz Alvey, Andrew Lews. "Who cares? Communicating with sta...telshef
Part of the Digital Retreat session.
This presentation concerns the experience of staff members creating a short online course to benefit final year students
Making Intercultural Connections: students promoting intercultural engagement Intercultural Connections Southampton has been running for the last 2 years and aims to facilitate better intercultural relations within and beyond the University of Southampton. Working closely with students we have held a highly successful intercultural festival (Welcome to our World) at which we had events and workshops facilitated by University staff, students and local groups. Linked to this we have developed a Cultural Game workshop to raise awareness of the experience of moving cultures which includes having to learn and adapt to different ways of doing and being. Finally, we have recently launched a pilot Intercultural Impact Awards scheme through which students can gain recognition for their efforts in developing projects to promote intercultural awareness and exchange. This is being rolled out as part of our Language Opportunity Scheme, which offers students free language and intercultural communication courses. We currently offer certificates of attendance for all students participating in this scheme but hope to enhance this through the intercultural impact awards scheme through which students can earn (digital) achievement badges. We are also investigating opportunities to develop a student-led social enterprise which will use some of the outcomes of the student projects in order to support and sustain the awards programme in the future.
Presenter: Tony Churchill
Organisation: De Montfort University
Description: This session provides a brief introduction to the principles of Universal Design for Learning (UDL) and its implications for delivery in Higher Education both online and face-to-face. UDL is being implemented at De Montfort University (Leicester, UK) to enhance learning and teaching for ALL our students. DMU’s application of the principles of UDL seeks to provide an inclusive experience using the Blackboard learning environment, whilst addressing reductions in government funding for disabled students.
Co-Design at the British Conference on Undergraduate ResearchTom Davidson
Co-Design at the British Conference on Undergraduate Research. Presentation on research, design thinking, feedback and Co-Design given by group members.
Change management: University of Surrey’s Approach to Change ManagementD2L Barry
Change management: University of Surrey’s approach to change management, incorporating staff and student feedback – Marius Jugariu, Learning Technology Systems Manager, and Darren Gash, Skills and Competencies Developer.
Presented at 2018 D2L London Connection.
Presented for the Graduate School Teaching and Learning Committee at Keiser University as part of the Education Technology Seminar Series on August 8, 2017
Members' Sharing Session presentation delivered by Mark Tynan and Lorraine Foster at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009.
A trip down Moodle lane - 10 years of Moodle at NMITDavid Sturrock
A presentation at the MoodleMoot NZ 2014, Nelson Marlborough Institute of Technology, Nelson. NMIT has been using Moodle since 2004 and this presentation covers the highlights, including adoption strategies, collaborative projects and using a selection of non-standard plugins.
information literacy open educational resources. author: philip russellPhilip Russell
CoPILOT (Community of Practice for Information Literacy Online Teaching) workshop on Open Educational Resources (OERs) at Glasgow Caledonian University, Glasgow, Scotland. Invited Speaker, February 12th 2014.
Outcomes from JISC Anytime Learning Literacies Environment (ALLE) projectjisc-elearning
Whilst there is a wealth of experience across the sector in supporting digital and information literacies with our learners, it is often dispersed and difficult for students most in need to access at the appropriate point in their studies. They need the very skills they are searching for before they can find them. Using the LLiDA findings (http://www.academy.gcal.ac.uk/llida/) our response was the development of a digital learning literacy environment (http://alle.uwl.ac.uk/).
The literacy environment is comprised of a series of learning objects organised in three parts: the Academic Journey, the Library Learning Journey and Digital Tools for Learning. The literacy environment has been used and evaluated by over 200 first-year business students (http://hermes.uwl.ac.uk/learnerjourney/).
As well as creating new resources, existing interactive materials customised for generic reuse were brought together in a cohesive and structured framework enclosed in a wraparound shell (http://www.glomaker.org/). We will share how we made effective use of ‘best’ pedagogy knowledge and resources to maximise OER potential.
Moving a large university online in 9 years: laying the foundation for blend...Jessica Gramp
As student and staff numbers at University College London (UCL) grow, we need to think more about our approach to scaling up institutional use of e-learning.
This presentation explores each element of our approach that helped us achieve widespread adoption of the Moodle Virtual Learning Environment, including:
*Technology (and integrations)
*Networks
*Guidance
*Training
*Policies
*Qualifications
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
This project focuses on Virtual Learning Environments (VLEs) and its goal is to make people aware of its importance and increasing use.
This study shows the difference between a Virtual Learning Environment and other educational websites and how we can understand its specificities. This paper addresses Moodle, which is a modular object-oriented dynamic learning environment used by study communities all over the world for free; and EnglishTown, which is an on-line English school using Adobe’s Adobe Connect 8. Both are accessed by many people and can help us be aware of what a VLE is.
Moodle VLE at University of Parma. Co-Lab experience - ICTP Worskhop LectureSara Valla
Lecture at
ICTP and UNESCO Workshop "New Trends for Science Dissemination"
Moodle Virtual Learning Environment (LEA) at University of Parma: 3 case histories to gain experience and discover best practices for administration, management and teaching
of on-line courses.
The birth of the Digital Co-Laboratory
Presentation delivered by Erin Nephin at Can You Dig Lit? event at York St. John University, 14th November 2013, on behalf of the ARLG Yorkshire & Humberside branch
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
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.
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.
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.
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.
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.
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.
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.
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.
Partnering Panthers: Library & TLTC Collaboration at Purchase College to Re-envision Processes, Engage Educators, and Enhance Learning
1. Partnering Panthers:
Library & TLTC Collaboration at
Purchase College to Re-envision Processes,
Engage Educators, and Enhance Learning
Kim Detterbeck, Art Librarian
Darcy Gervasio, Reference and Instruction Librarian
Rebecca Oling, Coordinator of Instruction
Marie Sciangula, Assistant Director of the TLTC
2. TLTC & Purchase College Library
Teaching, Learning, and Technology Center (TLTC)
★ Physically located within the Library
★ Comprised of a Director, Assistant Director, and part-time
Digital Media Developer
★ Supports several open source systems, including Moodle,
Mahara, OpenScholar, and Zotero
★ Moodle propelled relationship between TLTC and the Library
and served as natural bridge for collaboration
Purchase College Library
★ 8 full time librarians, 1 part time librarian
★ Active users of Moodle for instruction, reference, and
committee work
★ Open to active collaboration and utilizing technology for
library functions
3. Collaboration between the TLTC & the Library
★ Culminating Student Projects: development of a student-
centered collaborative workspace in Moodle
★ Online Course Redesign Cohorts: F2F --> hybrid/online
★ Faculty/Staff Workshops: Teaching & Learning Days and
faculty/staff workshops series
★ Embedded Course Librarians: custom librarian role in
Moodle
★ Assessment using Moodle Rubrics: implementation of
information literacy rubric using Moodle
★ Streaming Resources for online and hybrid courses
★ Embedding Tutorials in Moodle: creating modules for
academic integrity and library skills for College Writing
★ Course Reserves: faculty can request physical items be
placed on reserve through Moodle; availability indicated to
students
4. Underway & Looking Forward
★ Growing digital archives of College and student publications in SUNY DSpace
★ Collective Access
○ Student projects repository
■ Open access versus closed
■ Auto OCR/full text searchable
■ Projects in one online repository
■ Aesthetically pleasing front-end
■ Configurable metadata fields
■ Direct migration from Moodle
■ Mobile device support
○ Collective Action Archives
★ Repository of learning objects and activities for community use
○ to be like a “tool kit” in sample Moodle or in LibGuides
★ Use of badging in tutorials and quizzes as a next step
★ Promotion of IL rubric throughout curriculum as needed
6. Student Projects
The TLTC’s Digital Media Developer created the student-centered interface and
functionalities. Since Moodle is an open source LMS, the TLTC was able to build and design
a highly customized workspace. Using Moodle, students can now:
★ provide project metadata
★ invite their readers to access their workspace
★ submit drafts for review
★ share documents and resources
★ communicate with readers (discussion forums, QuickMail, etc.)
★ easily access Library resources and services
★ submit final project as PDF
★ allow faculty to ‘sign off’ on project information and final project submissions in
Moodle
TLTC & Library staff created LibGuide to communicate process to students and faculty.
http://purchase.libguides.com/studentprojects
Sample Student Project workspace
http://purchase.libguides.com/capstone
7. Online Course Redesign Cohorts
★ TLTC leads training series for converting F2F courses to hybrid/online courses
★ TLTC staff guide faculty in designing their courses and incorporating instructional
technology tools in Moodle
★ Librarians attend sessions & determine faculty’s pedagogical and resource needs
★ Librarians lead portions relevant to library resources, information literacy,
streaming, accessibility, copyright
★ Library resources and tips section in Moodle course for cohort participants
★ Librarians communicate with faculty via Moodle
★ Librarians and TLTC staff review courses and provide feedback (especially
regarding streaming resources and accessibility)
8. T&L Days & F/S Workshops
★ Teaching & Learning Days offered at the start of each semester
○ Half-day series of hands-on workshops, presentations, and panels
○ Keynote speakers invigorate semester kick-off event
★ Faculty and TLTC/Library staff offer sessions on technology, pedagogy, and library
services
★ TLTC/Library approaches professors using technology and instructional design in
innovative ways to present or co-present
Workshop SignUps: http://purchase.libguides.com/workshops
Teaching & Learning Days: Fall 2012 | Jan. 2013 | Fall 2013 | Jan. 2014
9. Partnering to Assess within Moodle
★ Librarians developed a rubric to assess information
literacy skills
★ TLTC created a repository of senior projects in Moodle
★ Repository provides an ideal selection of papers to
assess
★ Using Moodle Rubrics allows for future integration of
assessment into the student project process
★ In the future, readers can partner with librarians to
immediately assess projects in Moodle.
★ Rubric in Moodle: http://tinyurl.com/n2uzqjc
This rubric assesses information literacy skills demonstrated in
senior projects. Numbers in parentheses after each criterion
correspond to the SUNY Learning Objectives and the ACRL
Information Literacy Standards respectively
10. Streaming Resources
★ Librarians vet course resource lists
★ Librarians worked with TLTC to create “best practice” procedures in making
recommendations to online faculty (ex: when do WE buy rights as opposed to ask
students to “rent” streaming films? At what point can we say we have done due
diligence?)
★ TLTC implements and supports Kaltura streaming video server, integrated with
Moodle
★ Librarians negotiate license agreements for streaming content with vendors to upload
to Moodle as needed
★ Librarians mount videos in Kaltura according to license agreements and share embed
codes
★ TLTC staff and librarians collaborate to explore alternative options and vendors (ex:
Kanopy)
★ Developed LibGuide for faculty to explore streaming options
Streaming Resources Guide: http://purchase.libguides.com/facultyservices
11. Embedding Tutorials & Crafting Modules
★ Librarians designed information literacy tutorials for freshman
writing classes in Moodle
○ TLTC staff helped us learn Moodle quizzes, reporting
functions, grade tracking
○ Collaborated to troubleshoot issues in Moodle (i.e.
“hidden week” solution)
★ Created stand-alone Academic Integrity training module in
Moodle with campus Plagiarism Taskforce (TLTC and Library
staff on taskforce)
○ Uses VoiceThread, YouTube Videos, Interactive
Learning Activities
○ Module is self-grading
○ Students earn a badge when they pass
○ Academic Integrity Module: http://tinyurl.
com/SUNYPurchaseAcademicIntegrity
○ Implementation Guide for Faculty: http://goo.
gl/sThPnD
12. Course Reserves
★ Library needed a better way for faculty to submit online
requests to place books, CDs, DVDs on physical reserve.
★ TLTC & Digital Media Developer created and customized a
block in Moodle for submitting physical Library Reserves.
○ TLTC worked with librarians to select necessary fields
○ Context-sensitive interface allows faculty to select
books from the library catalog OR request we buy items
we don’t yet own.
○ Students see items available on reserve embedded in
the Moodle for each course
○ Faculty can reuse reserve items from previous
semesters
○ Faculty track the status and progress of their requests
★ Contributes to Library’s shift towards faculty self-service
model
13. Foster Collaboration on Your Campus
★ What projects at your institution/unit could lend themselves to
collaboration?
★ What groups on your campus might you partner with? Who might be
open to collaboration?
Examples: Teaching & Learning Centers, IT Department, Instructional Designers, Assessment
Office, Professional Development Office, Tutoring Center, First-Year Experience Program,
etc.
If you’d like to share & foster further dialog, tweet us @SUNYPurchaseLib
#PartneringPanthers
14. Thank you for listening and participating!
Kim Detterbeck | @kimdetterbeck
kimberly.detterbeck@purchase.edu
Darcy Gervasio | @darcyiris
darcy.gervasio@purchase.edu
Marie Sciangula | @msciangula
marie.sciangula@purchase.edu
Rebecca Oling | @rebeccaoling
rebecca.oling@purchase.edu
www.slideshare.net/msciangula/partnering-panthers