From diigo to Aspire - a tale of two resource listssboydie
The use of two resource list creation tools with online distance learners at The Royal (Dick) School of Veterinary Studies, The University of Edinburgh.
From diigo to Aspire - a tale of two resource listssboydie
The use of two resource list creation tools with online distance learners at The Royal (Dick) School of Veterinary Studies, The University of Edinburgh.
This presentation as part of iMoot2010 online conference provides an overview of the Moodle-related services offered through Education Network Australia (edna). It takes a tour through adult learning courses, and professional association communities in edna Groups, plus online projects for K-12 teachers and students in OzProjects. It shares what we have learned about Moodle and users in 5 years of supporting Moodle courses and communities.
#oersymposium2014 S4 P1 Sanjay Jasola and Ramesh C SharmaPat Toh
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
OER: Disruptive Innovative Solution to the Challenges of Education
M M Pant, Madhulika Kaushik, Sanjay Jasola, Ramesh C Sharma
OER: Disruptive Innovation Solution to the Challenges of EducationRamesh C. Sharma
The Open Education Resources MOOC was a 4 week online program designed to enhance knowledge about OERs and to equip for effective use and adopt OERs in ones programs as well as to be able to create our own OERs and contribute to the pool of OER resources. The nominal duration for completing this course was 4 weeks. However, because of the nature of this program which allows flexibility and personalisation, participants were allowed to take another 2 weeks if they so wished to complete the course. This MOOC was designed to help impart the knowledge and develop the skills needed to be successful in learning from OERs or teaching the chosen subject to post-secondary students and life-long learners using OERs. MOOC after OER included access to colleagues and discussion forums with other MOOC participants centered upon common interests and pursuits.
What has sparked this interest in ePortfolios and school libraries? Partly the introduction of a Personal Learning Plan for South Australian senior secondary students, combined with increasing discussion on ePortfolios in Australia and worldwide, and the ongoing debate about 21st century information literacy.
EDGE 2010 - Academic Blogging and Tweeting: Connecting People, Ideas and Rese...Michael Barbour
Barbour, M. K., Bullen, M., Kirby, D., & Stordy, M. (2010, October). Academic blogging and tweeting: Connecting people, ideas and research. An invited panel presentation at EDGE 2010: e-Learning – The Horizon And Beyond…, St. John’s, NL.
me.edu.au provides Australian education and training professionals with an online profile and networking space. Members of the education community are encouraged to use me.edu.au to create an online professional profile, connect with educators who have similar interests, share resources and publish ideas and opinions. me.edu.au puts the individual at the centre of the service and encourages them to collect, connect and publish beyond faculty, institution, state and sector boundaries.
Presentation at New England Library Instruction Group, 12/5/08, describing collaboration between UMass Amherst Libraries and Writing Program to deliver information literacy instruction to first-year university students.
Obstacles and benefits to faculty using Open Education Resources. Created as a course assignment for the Washington State Board of Community and Technical Colleges.
Learn more about how the Readiness and Emergency Management for Schools Technical Assistance Center (REMS TA Center) supports institutions of higher education (IHEs). In this webinar, Madeline Sullivan, contracting officer’s representative for the REMS TA Center, and Janelle Hughes, director of communications for the REMS TA Center, provide an overview of the services, resources, and support systems available to IHEs. They showcase the REMS TA Center website and the sections it houses to support IHEs, as well as describe key resources that have been developed by federal partners in higher education safety, security, and emergency preparedness to support the development of high-quality emergency operations plans (EOPs) for IHEs.
The University of Connecticut's five regional campus libraries conducted experimental Virtual Focus Groups. Discover how they were set up and the results.
This presentation as part of iMoot2010 online conference provides an overview of the Moodle-related services offered through Education Network Australia (edna). It takes a tour through adult learning courses, and professional association communities in edna Groups, plus online projects for K-12 teachers and students in OzProjects. It shares what we have learned about Moodle and users in 5 years of supporting Moodle courses and communities.
#oersymposium2014 S4 P1 Sanjay Jasola and Ramesh C SharmaPat Toh
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
OER: Disruptive Innovative Solution to the Challenges of Education
M M Pant, Madhulika Kaushik, Sanjay Jasola, Ramesh C Sharma
OER: Disruptive Innovation Solution to the Challenges of EducationRamesh C. Sharma
The Open Education Resources MOOC was a 4 week online program designed to enhance knowledge about OERs and to equip for effective use and adopt OERs in ones programs as well as to be able to create our own OERs and contribute to the pool of OER resources. The nominal duration for completing this course was 4 weeks. However, because of the nature of this program which allows flexibility and personalisation, participants were allowed to take another 2 weeks if they so wished to complete the course. This MOOC was designed to help impart the knowledge and develop the skills needed to be successful in learning from OERs or teaching the chosen subject to post-secondary students and life-long learners using OERs. MOOC after OER included access to colleagues and discussion forums with other MOOC participants centered upon common interests and pursuits.
What has sparked this interest in ePortfolios and school libraries? Partly the introduction of a Personal Learning Plan for South Australian senior secondary students, combined with increasing discussion on ePortfolios in Australia and worldwide, and the ongoing debate about 21st century information literacy.
EDGE 2010 - Academic Blogging and Tweeting: Connecting People, Ideas and Rese...Michael Barbour
Barbour, M. K., Bullen, M., Kirby, D., & Stordy, M. (2010, October). Academic blogging and tweeting: Connecting people, ideas and research. An invited panel presentation at EDGE 2010: e-Learning – The Horizon And Beyond…, St. John’s, NL.
me.edu.au provides Australian education and training professionals with an online profile and networking space. Members of the education community are encouraged to use me.edu.au to create an online professional profile, connect with educators who have similar interests, share resources and publish ideas and opinions. me.edu.au puts the individual at the centre of the service and encourages them to collect, connect and publish beyond faculty, institution, state and sector boundaries.
Presentation at New England Library Instruction Group, 12/5/08, describing collaboration between UMass Amherst Libraries and Writing Program to deliver information literacy instruction to first-year university students.
Obstacles and benefits to faculty using Open Education Resources. Created as a course assignment for the Washington State Board of Community and Technical Colleges.
Learn more about how the Readiness and Emergency Management for Schools Technical Assistance Center (REMS TA Center) supports institutions of higher education (IHEs). In this webinar, Madeline Sullivan, contracting officer’s representative for the REMS TA Center, and Janelle Hughes, director of communications for the REMS TA Center, provide an overview of the services, resources, and support systems available to IHEs. They showcase the REMS TA Center website and the sections it houses to support IHEs, as well as describe key resources that have been developed by federal partners in higher education safety, security, and emergency preparedness to support the development of high-quality emergency operations plans (EOPs) for IHEs.
The University of Connecticut's five regional campus libraries conducted experimental Virtual Focus Groups. Discover how they were set up and the results.
Research Services Forum on Access Services 2014Timothy Hackman
Presentation on activities of the department of Resource Sharing & Access Services at the University of Maryland Libraries, February 22, 2014. UBorrow slides created by Hilary Thompson, Access Services Librarian.
Incorporating information literacy outcomes into your courseKendra Lake
Presented by Jane Lewandoski and Kendra Lake at the St. Clair County Community College Fall 2019 adjunct faculty welcome back event on August 13, 2019.
CCCOER Webinar: Marketing OER Degrees to StudentsUna Daly
OER programs provide an opportunity for students to earn a certificate or associates degree without incurring the cost of textbooks for their courses. This can dramatically reduce the cost of attendance and has been estimated at 25% or more savings*. Most OER programs are developed to serve the neediest students who may otherwise have to defer college or take fewer courses due to prohibitive cost. Reaching the students who could most benefit most from enrolling in OER courses can prove to be a challenge in of itself. We will hear from speakers who have developed successful strategies at their colleges to create awareness and encourage underrepresented students to enroll in OER degree programs targeted at their academic success.
There will be an opportunity for webinar attendees to ask questions and also share strategies that they are developing at their colleges to market OER programs to their students.
*Tidewater Community College Z-degree https://www.tcc.edu/academics/degrees/textbook-free
When: Wed, March 1st, 10amPST/1pmEST
Featured Speakers:
Lyda Kiser, Director, Office of Transition Programs and Title IX Coordinator, Lord Fairfax Community College, Virginia
Mark Haskins, Executive Director of Pierce College at JBLM, Washington
James Glapa-Grossklag, Dean, College of the Canyons, CA
Preston Davis, Director of Instruction, Extended Learning Institute, Northern Virginia Community College
Top Ten Aspects (and Lessons Learned) of a Successful Online Faculty Training...JLewisGeology
This presentation will be presented at the 2012 SLOAN-C International Conference on Online Learning and will share data, lessons, learned, and strategies for success for an online instructor training course offered at Madison College. See the full presentation details and description here: http://sloanconsortium.org/conference/2012/aln/top-ten-aspects-and-lessons-learned-successful-online-faculty-training-program
Presentation delivered by Nancy Graham, chair of CoPILOT, as part of the 'Ooer-OERs! Using free, shared information literacy resources' event held at the University of Bradford, 24th June 2015, organised by the Yorkshire and Humberside division of the Academic and Research Libraries Group.
Beyond the Brick and Mortar - NEFLIN 2016 - Hot Topics User Experience Confer...Justin Denton
It’s all too common that once someone leaves the Library they don’t feel
they have a need to return unless it is to return a book, access a computer system or utilize
another Library resource. In today’s market you need to keep in touch with your users on-site
while also driving constant awareness and interaction outside of the facility. This session will
talk about how to continue to engage your patrons. We will dive into how to drive a strong
online presence that engages them and draws more interaction than your typical point and
click web-presence. We will discuss concepts such as online learning, facilitated sessions
and building a strong sense of community for both online and on-site consumption.
Lisa D'Adamo-Weinstein
Director of Academic Support
Northeast Center of SUNY Empire State College
Elaine Richardson
Director, Academic Success Center, Retired
Clemson University
Laura Sanders
Assistant Dean, Student Success
College of Engineering
Valparaiso University
The purpose of the Centers of Excellence Designation Program is to: ••• honor the history of established and unique learning centers; and • celebrate the outstanding achievements of centers that meet and exceed these standards. This post-conference institute will walk participants through the rationale for the creation of the designation program; review the criteria for evaluation and the steps for application. We will address relevant theories and best practices in learning center management, encouraging participants to reflect on their own centers and what they they can do to measure up to excellence in the field of learning assistance and academic support.
promote professional standards of excellence for learning centers;
encourage centers to develop, maintain and assess quality programs and services to enhance student learning;
honor the history of established and unique learning centers; and
celebrate the outstanding achievements of centers that meet and exceed these standards.
2. Learning Objectives:
(at the conclusion of this presentation, the reader will be able to:
• Discuss three distinct benefits to participating in LRC
activities
• Identify three online learning resources to support students
in either a nursing program or allied health program
• Enumerate four different types of LRC participants
• State four steps to being successful in college
• Talk about three different tests/exams offered within most
LRC’s
• List at least two myths about a college or university LRC
• Explain the difference between and ‘enrichment’ center
and ‘skills’ center
4. Top Five Reasons to Visit Your Campus
Learning Resource Center (LRC)
• Connect with professionals who have a vested interested in your
success
• Become familiar with tools that may improve:
• Study habits
• Time management
• Time-on-task
• Focus
• Network with Peers
• Meet the campus ADA Task Force
• Make yourself known to one of the most important resources of an
institution of higher learning
5. Who Should Visit a
Learning Resource Center?
Students
experiencing
difficulty in their
course(s)/program
Successful
students wanting
to become more
effective and/or
more efficient
Students looking
to improve their
success rate
Students looking
for networking
opportunities
6. As a student, you should expect to see most (if
not all) of these activities from your LRC:
• Workshops
• Coaching sessions on topics such as:
• Emotional Intelligence (EQ)
• Developing Competence
• Moving through autonomy toward interdependence
• Developing mature interpersonal relationships
• Establishing identity
• Developing a purpose
• Developing Integrity
• Peer Tutoring Sessions (group and 1:1)
• Sessions for Writing Skills & Computer Skills
• Testing Services (missed exams, online exams, and reviews)
• Access to MyCourses® - Virtual Classroom and eCampus Portal
• Faculty Office Hours (scheduled by instructors)
(Chickering, 1969)
7. An LRC Should Offer the Opportunity to Pair Online
Learning Resources with Individual Learning Needs:
• NurseTin®: http://nursetim.com/
• LearningNurse®: http://www.learningnurse.org/
• Nursing and Allied Health Resources Section®:
https://sites.google.com/site/nahrsnursingresources/
• Nurse.com®: http://www.nurse.com/
• Eric.ed.gov®: http://eric.ed.gov/
• PubMed.gov®:
http://www.ncbi.nlm.nih.gov/pubmed/?otool=oucamlib
8. Testing Conducted at an LRC
Taking a College Placement Test (CPT) helps determine what reading, English and
math courses you should register for at your institution. This is not a pass/fail
test. Test scores are used to help you decide what level classes you should start
with to help you be more successful!
New student tests (if required)
•College Placement Test (CPT) scores determine if you are at college level in
reading, English and math
•Levels of English Proficiency (LOEP) scores determine placement in English as a
Second Language courses
Current student tests
•Basic Computer Information and Literacy exam
•Course credit for exams enables students to earn credit through standardized
testing options
•Proctored Online Exams at your institution
9. Myth:
Information about ‘everything’ is on the
Internet.
Fact:
Daily, more information is posted on the Internet, making it increasingly
important for research. However, there is no way for most users to
verify the accuracy of that information. Much available information is
general in nature and is not always presented in an organized way.
Inaccurate or biased information can be published and accepted as fact
on the Internet. William Miller, current president of the Association of
College and Research Libraries, estimates that only about 2 percent of
research materials is available online, and that of the 100,000 most
common journals, only 4,000 are available online.
10. Myth:
Fewer staff will be required in LRC’s since
information is widely available online.
Fact:
Accessing electronic materials requires a particular set of skills, and most LRC
staff already working in LRC’s have the needed skills. As more LRC’s set up
workstations for student use, more LRC staff time will be required to instruct
users in system use and search methods in addition to more traditional
functions. Professional LRC staff are required to:
Maintain collection-development
Format acquired material(s)
Maintain networks, communications, and equipment
Create and maintain World Wide Web-accessible materials.
11. What is an Enrichment Center?
• Located within the LRC
• The Enrichment Center focus is to ensure that you benefit from all kinds
of learning resource(s):
• Rely on an LRC Member for Guidance
• Use audio tools to uncover the meaning of content
• Learn how to Brain Map using online software: https://bubbl.us/
• Cultural Activities:
• Meet with other students in your program or other programs with similar interests
• Tackle test anxiety
• Participate in ‘Motivation Monday’s’:
• As a 30 minute workshop, we explore your personal motives that drive you to
become successful
12. What is an Skills Center?
• Located within the LRC
• The primary purpose of a Skills Center is to reinforce the learning
process
• Discover your personal learning preference
• Visit the Skills Center to practice:
• Hands-on skills specific to your intended vocation
• Practice interviewing for your next career
• Learning the art of speed reading
• Explore the possibility of becoming a tutoring for classmates in your
program
13. Becoming Successful in College is a
Step-by-Step Process
• Step One: avoid procrastination
• Step Two: become passionate about
something
• Step Three: engage in a broad range of
subjects at the beginning of your program
• Step Four: visit the online or on-ground LRC of
your college or university for support (early
and often)
14. Now, you should be able to:
• Discuss three distinct benefits to participating in LRC
activities
• Identify three online learning resources to support students
in either a nursing program or allied health program
• Enumerate four different types of LRC participants
• State four steps to being successful in college
• Talk about three different tests/exams offered within most
LRC’s
• List at least two myths about a college or university LRC
• Explain the difference between and ‘enrichment’ center
and ‘skills’ center